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I would implement the following stategies:

Get students to create a family tree with pictures. They would present this to the class and have it displayed thereafter for the class to view it.

A cultural day - this way we get to celebrate the different cultures and their differences.

Encourage role-playing and story telling through activities.

Create experiences with art, music and literature.

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Through cultural trips like this, our children will be exposed to other cultural experiences in a practical and fun way. This can immediately be implemented as culture centres are always looking to host schools for learning experiences.

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Aishwaria

Implementation of International Mindedness in school.

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Kyle Arkell - Embedding International-Mindedness

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Kyle Arkell - Embedding International-Mindedness

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Kyle Arkell - Embedding International-mindedness

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Zama Sigasa International Mindedness in the classroom

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Zama Sigasa International Mindedness in the classroom

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Zama

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Global mindedness plan - Kaylin Richards

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Global mindedness plan - Kaylin Richards

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embedding the international mindedness (3)

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The final one :)

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2 of 3.

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Ciska Raath - plan to implement and embed international mindedness in the classroom. 1 of 3. 

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Ciska Raath - plan to implement and embed international mindedness in the classroom. 1 of 3. 

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Sorry - mine saved as images and you can only upload one image! Yikes. 1/3

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International - Mindedness Shannon Staniforth

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International - Mindedness Shannon Staniforth

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I am really excited about the little song I wrote. I will be introducing it to my class and hopefully the Foundation Phase soon. I think the children will really enjoy singing this and learning the song with actions or playing with musical instruments. It is a fun and easy way to teach International - Mindedness to little people.

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Abigail Sligcher: Plan to implement and embed international-mindedness in my classroom: 

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Abigail Sligcher: Plan to implement and embed international-mindedness in my classroom: 

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1)    How many ways are there to say hello and goodbye? There are about 7000 spoken languages in the world, over 195 countries. That means that there are many ways to greet each other! Each week (or month) a new way to greet each other daily could be brought in. If it is weekly, a quick look into the people/ culture/ country could be looked at, researched and discussed – locating where the languages are spoken on a large world map (which is displayed in the classroom). If it is monthly, a more in-depth approach can be taken.

As there would then be an emotional link for the children (the fun around learning the greeting and saying them daily) the knowledge surrounding the culture, people or country may stick somewhere in their minds, helping them to be a bit more aware that there is, indeed, a greater world out there that they, too, are a part of.

This could be both short- or long-term – depending on how many terms/ years you continue with it. It would have a greater impact if the mission was school-wide.

To assess that it is working: have a monthly or termly chat with the children about the languages/ cultures looked at over the past weeks. And then, if possible, link it to the next point: ‘Pen Pals with a modern twist’.

2)    Pen Pals – with a modern twist. Pen Pals is a great throwback to the 90s (for me) – I had quite a few and I simply loved hearing from people across the world! In a moment when the world was not so quickly connected (thanks internet and greater international travel), it was a way to feel connected. Fast-forward 30 years and here we are: with the world at our fingertips. So, let’s use it: Pen Pals with a modern twist.

Connect with schools across the world (teacher to teacher first) and then help the children to make contact with a child of the same age, from a country or culture that you have researched and discussed in class. This may be email (maybe as true to the pen pal ways of long ago) or a closed chat system (more immediate). Find out, first, what method of communication sits right with the parents/ caregivers (on both sides) and go from there.

Buy-in would need to be gained from the schools involved, as well as the parents/ caregivers, and then, of course, the children. Hopefully, because a link has already been made with the greeting activity, they will be excited to make further (real) international connections.

To assess that it is working: it’s a big one but perhaps an international trip could be planned – with some of the children meeting face-to-face on an exchange type programme.

On a smaller scale: have a whole class ‘face-to-face’ via a platform like Zoom - and record a ‘performance’ done together, like a dance or a song, that could be played to the whole school.

3)    As a Visual Art specialist, viewing art from around the world is a go-to for me; talking about who the artist is/ was; where they are/ were from; their style/ their influences; where they moved to etc.

Then, draw this into the children’s lives by asking them: What do you see/ think feel? How is your life the same? How is it different? Would this person’s story be the same if they were alive today? How so/ or how not so?

Finally: Create a piece in response to this – and allow the children to explore and respond to what has been discussed.

(Image: https://www.gettingsmart.com/2022/11/10/how-to-talk-to-kids-about-climate-change/)

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My plan to incorporate international mindedness in the garde 7 classroom. 1. Greet in different languages The learners will each teach us how they greet each other in their everyday lives in their

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Module 1 Lesson 3 Part B

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Module 1 Lesson 3 Part B (International Mindedness)