2. QUT March, 2014
Laura Broadbent
Alisa Cleary
Education Officers
Global Citizenship in the
Early Years…

3. What is the GLC?
Not-for-profit community based organisation.
Offers;
• a professional library
• access to the Global Education Network
• curriculum materials and support for time
poor teachers
• the delivery of the Global Education Project in
Queensland.

4. Global Connections

5. One of the tasks of the progressive educator,
according to Paulo Freire, is to unveil
opportunities for hope, no matter what the
obstacles might be (1994:9).

6. If the World Were a Village
Thinking Globally, page 35

7. A global citizen is one who:
• is aware of the wider
world, shares a sense
of community and has a
sense of their own role
as a world citizen;
• respects and values
diversity;
• is willing to act to
create a future where
the rights of all
people, social justice
and sustainability are
more secure;
• is willing to take
responsibility for their
actions.

8. The changing purposes of schooling
The Melbourne Declaration on Educational Goals
for Young Australians 2008
Preamble continued
Global integration and international
mobility have increased rapidly in
the last decade. As a consequence,
new and exciting opportunities for
Australians are emerging. This
heightens the need to nurture an
appreciation of and respect for
social, cultural and religious
diversity, and a sense of global
citizenship.

9. The Australian Curriculum
P-10
• English, Mathematics, Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design
and
Technology, Economics/Business/Civics
and Citizenship

10. Cross-Curriculum Priorities
– Aboriginal and Torres Strait Islander
Histories and Cultures
– Asia and Australia’s Engagement with
Asia
– Sustainability

11. General Capabilities

12. Expected Learning Outcomes in the Early
Years Learning Framework (EYLF) for
Australia.
1. Children have a strong sense of
identity
2. Children are connected with and
contribute to their world
3. Children have a strong sense of
wellbeing
4. Children are confident and
involved learners
5. Children are effective
communicators.

13. Outcome 2: Children are connected with
and contribute to their world
a) Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
b) Children respond to diversity with
respect
c) Children become aware of fairness
d) Children become socially responsible
and show respect for the environment

14. But how do I achieve
this?

15. Global Education Project

17. Framework
The framework for
global education
outlines the values,
knowledge, skills,
and opportunities
for action within five
interconnected
learning emphases
and their
encompassing
spatial and temporal
dimensions.
(Global Perspectives
Framework page 5)

19. Sustainable
Futures
Framework page 12

20. Geography
Foundation
• The representation of the location of places and their features on
maps and a globe (ACHGK001)
• The reasons why some places are special to people, and how
they can be looked after (ACHGK004)
Year 1
The natural, managed and constructed features of places, their
location, how they change and how they can be cared for
(ACHGK005)
Year 2
Pose geographical questions about familiar and unfamiliar places
(ACHGS013)

21. Every day, hundreds of washermen work in the open
laundry in Mumbai, India. At night their wash slats
become beds. Photo by Dirk Guinan for AusAID
1. Think about and list three questions you would like to ask
someone who lives in one of the homes.
2. Imagine two questions they might ask you about where you
live.

23. Identity and
cultural diversity
Framework page 9

24. History
Foundation
• Who the people in their family are, where they were born and
raised and how they are related to each other (ACHHK001)
• The different structures of families and family groups today, and
what they have in common (ACHHK002)
• How they, their family and friends commemorate past events
that are important to them (ACHHK003)
Year 1
Differences in family structures and roles today, and how these
have changed or remained the same over time (ACHHK028)
Year 2
The impact of changing technology on people's lives (at home and
in the ways they worked, travelled, communicated, and played in
the past) (ACHHK046)

25. As you watch the clip:
• list/draw the jobs that Lucy did to help her family.
• list/draw the jobs that Lucy's mother did to help her family.
With 2 colleagues create a Venn diagram to show the
similarities and differences between jobs that your family does
and Lucy’s family does.
Lucy’s Story

27. Social Justice and
Human Rights
Framework page 10

29. Balloon Game
Imagine that you are travelling in a hot air balloon where each
of the UN Rights of the Child is a weight on board. You are
having trouble getting the balloon off the ground.
Activity
In your group discuss:
•Which is the first weight (Right) to be discarded?
•Continue until there is only one Right left.
•Which did you discard first? Why?
•What Right did you keep on board the hot air balloon? Why?

30. 1. All children have the right to what follows, no matter what their race, colour
sex, language, religion, political or other opinion, or where they were born or
who they were born to.
2. You have the special right to grow up and to develop physically and spiritually
in a healthy and normal way, free and with dignity.
3. You have a right to a name and to be a member of a country.
4. You have a right to special care and protection and to good food, housing and
medical services.
5. You have the right to special care if handicapped in any way.
6. You have the right to love and understanding, preferably from parents and
family, but from the government where these cannot help.
7. You have the right to go to school for free, to play, and to have an equal
chance to develop yourself and to learn to be responsible and useful.
Your parents have special responsibilities for your education and guidance.
8. You have the right always to be among the first to get help.
9. You have the right to be protected against cruel acts or exploitation, e.g. you
shall not be obliged to do work which hinders your development both
physically and mentally.
You should not work before a minimum age and never when that would hinder
your health, and your moral and physical development.
10. You should be taught peace, understanding, tolerance and friendship among
all people.
Ten Rights of the Child

31. Health and physical education
Foundation
F.1 Identify personal strengths
F.4 Practise personal and social skills to interact with and include others
Years 1–2
2.1 Describe the strengths and achievements of themselves and others
and identify how these contribute to personal identities
2.2 Describe physical and social changes that occur as children grow
older and discuss how family and community acknowledge these
2.4 Describe ways to include others to make them feel like they belong

32. Role play
Enabling children to enter the world of a story and to
imagine what it might feel like to be one of the
characters.
• ‘ I’d like to ask ‘… developing
questioning skills.
In groups children decide on
questions they would like to ask
one of the characters in the
story. They put them to a child
or a teacher, who takes a ‘hot
seat’, playing the part of that
character and answering the
questions.
(Start with a Story - Supporting young
children’s exploration of issues, Teachers
in Development Education, DEC
Birmingham, page 5)

33. Fair Skin Black Fella

34. http://www.creativespirits.info/aboriginalc
ulture/people/aboriginal-identity-who-is-
aboriginal#toc0

35. March Membership Madness
– 25% Discount
Promotional code:
MARCH14

37. The accompanying CD Rom

38. Strategies for responding to global
issues in children’s literature
(Thinking Globally, page 19-21)
1. Three levels of questioning
2. Challenging stereotypes
3. Graffiti
4. Think, pair, share
5. Book reviewing
6. Dramatising the story
7. Story maps
8. Drawing and labeling pictures
9. Retelling a story
10. Questioning characters in a book
11. Speech bubbles
12. Excursions or visitors
13. Indigenous dreaming stories

39. http://www.prejudicenoway.com.au/

41. Global Learning Centre

42. Digital/Online Resources
Scoop.It! Tumblr Pinterest
Facebook Global Learning
Centre
Twitter

43. Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666
Fax: 3857 6655
Email: glc@glc.edu.au
Website: www.glc.edu.au
Alisa
alisa.cleary@glc.edu.au
Karena
karena.menzie@glc.edu.au
Laura
laura.broadbent@glc.edu.au
Nena
(teacher/librarian)
nena.morgante@glc.edu.au