Y4

Education for Global Citizenship = knowledge, understanding, skills, values if to participate fully in ensuring their own and others well-being and to make a positive contribution.

Involves own learning, develop confidence/co-operation/conflict resolution = ingredients =improved motivation/behaviour/achievement.

Worlds resources unsustainable. Gap between rich and poor nations. Tomorrows adults = care for planet.

Developed 1997 Develop critical thinking = complex

global issues. Explore, develop, express own values and opinions. Make informed choices, exercise own rights, responsibilities to others.

Ideally encompasses whole school curriculum. In the school’s ethos.

Asking questions and developing critical thinking skills

Equipping young people with knowledge, skills and values to participate as active citizens

Acknowledge the complexity of global issues

Revealing the global as part of everyday local life, whether in a small village or a large city

Understanding how we relate to the environment and to each other as human beings.

Ask for first word/phrase when hear Global Citizen. Discuss.

Brainstorm qualities/traits characterise a Global citizen. Write down and group. Have 9 statements.

Compare to Oxfam list Rank according to importance. How linked to teaching of D&T?

Feels empathy with others. Has an understanding of and active commitment to

sustainable development. Has a sense of identity and self-esteem and promotes these

feelings in others. Has an understanding of peace and conflict, and has the ability

and willingness to behave co-operatively and resolve conflict. Has an understanding of and active commitment to, social

justice and equity. Has the ability to think critically, challenge injustice and argue

effectively. Has an understanding of and respect to diversity. Has an understanding of globalisation and interdependence,

and an active commitment to learning more about such issues. Has a belief that people can make a difference.

Key concepts: Social justice & equality Diversity Sustainable development Interdependence Ref DfES ‘Developing a global dimension

in the school curriculum’.

Information-processing Reasoning Enquiry How linked to

D&T? Creative thinking Evaluation

Textiles in Ghana Making puppets Design packaging and advertising for

Fairtrade products Create school vegetable garden to

promote local food and sustainable, healthy school.

Making necklaces Patterns with seeds and pulses Weaving

www.oxfam.org.uk/coolplanet/ontheline

www.therightssite.org.uk www.unicef.org.uk/teacherzone

www.fairtrade.org.uk www.globalfootprints.org

www.dubble.co.uk http://www.generationgreen.co.uk/

Product Analysis: - What materials have been used to build the structures?- How has the shelter been made?- Why has the shelter been made this way?- What are the different parts called? Eg frame, canopy- What do the different parts do?- Who will use the shelter?- Who needs shelter?- Which constructions are the strongest?

(Link to Science 6E Balanced and unbalanced forces, ICT 5B Analysing Data, Maths Data Handling)

FPT: Use of triangulation.

Examples of triangulation are seen all around us especially in the construction industry (building and civil engineering). Folding a simple art straw into a triangular shape and then attempting to break it gives us some idea of the strength of triangulation. This is why it is popular for building structures from large to small, permanent to temporary. A triangular form is one of the strongest shapes known to man. It is not surprising then that ‘triangulation’ is used in the construction of buildings and structures.

DMA: Imagine you are working with a group/class of children during Global Focus Week. Design and construct shelters using recycled newspapers.

Think about how this activity will use sustainable products. What equipment will you use? How will you design and evaluate your work?