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EVALUATION - let us know what you think!

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EVALUATION - let us know what you think!

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Thanks for taking the time to complete this online course. We hope you found it useful.

Below, you'll find details of further resources and support you may find useful.

But before you have a look, we'd really value your feedback to help us plan and create future courses. Please complete this very short evaluation. You'll need to select 'Other' as the course title, then type 'OWC GC1' when you're asked to enter the title.

If you'd like to get in touch with us directly, please go to the contact pages of our website.

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And finally...we've created an extra Padlet that features a wide range of Global Citizenship resources, activities and support.

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Let's move on to look at a simple methodology that can help begin to develop some of the knowledge, skills, values and attitudes in learners.

An Agree/Disagree Line (also called an Opinion Continuum) involves asking learners to think about a statement and to mark or position themselves on the line depending on where their opinion sits.

Look at the statement below in 7b and think about where you would put yourself on the line. If you're with other people, ask them to do the same.

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Let's get started! Watch the video below to find out what this course is about and how to work through each section of the Padlet.

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Directly below you'll see a gingerbread person. Have a look at the image and draw your own on a piece of paper.

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Directly below, you'll find a link to Oxfam's 'Global Citizenship in the Classroom: A Guide for Teachers'.

START by opening the guide (click on 2b below). Read pages 4-5.

Complete the 'Reflect' task on the right of page 4 and make note of any extra thoughts you have.

NB: We'll refer to this guide throughout this course, so keep it handy!

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3b - Gingerbread person: issues and concerns

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3b - Gingerbread person: issues and concerns

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On the left side of the person, write down the issues and concerns that your learners might have in their own lives and communities.

On the right side, write down any global issues you can think of that may effect them.

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Inside the person, write down the knowledge, skills and values you think your learners need to help them deal with those issues.

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No doubt you'll already use images a lot with your learners. They're a fantastic way of exploring a huge range of issues and subjects.

In this section we suggest some ways of using them that will help to develop the knowledge, skills, values and attitudes we've mentioned. They'll also help to highlight both the similarities and differences between people, places, situations and experiences around the world.

Watch the video below, from our friends at WOSDEC, which suggests several ways of using images.

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2b - Global Citizenship in the Classroom: A Guide for Teachers

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2b - Global Citizenship in the Classroom: A Guide for Teachers

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Click here to see the upcoming Professional Learning opportunities - FREE for teachers in Scotland

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Global Citizenship and Scottish Education

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Global Citizenship and Scottish Education

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This sections includes links to policy documents, reports and wider initiatives that mention and support the need for Global Citizenship Education (GCE).

Becoming familiar with these will help you to better understand where GCE fits into Scottish Education, as well as supporting the rationale and justification for the Global Citizenship work you do.

Remember, GCE is an approach, not a subject, or an add-on. It can add great richness and value to the work we do as educators and serves young people by helping them to develop as global citizens.

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Using the learner's quote above from page 4, can you think of several 'good' and 'bad' impacts that you have had? Try to list 5 of each.

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Now, look at your 2 lists of impacts and think about the following:

- which of those impacts are things that you could change through making different decisions? (i.e. choosing to buy Fair Trade instead)

- which require change from others in positions of power or influence? (i.e. changes to working conditions)

- for the latter, what actions could you, and others, take to help bring about that change?

Don't worry if you don't have answers for some of these things yet. We're going to begin to explore them as we progress through the course.

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The screenshot above is from one of our online sessions where teachers from across Scotland did this activity on a Jamboard. You can of course do this in your classroom using pen and paper.

How do you think this would work with your learners? Make a note of whether you think it would be useful and any adaptations you might make to suit your setting and learners.

(Click here to find out more about our upcoming online and in-person sessions)

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4a- Knowledge, skills, values & attitudes

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4a- Knowledge, skills, values & attitudes

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Go back to the knowledge, skills, values and attitudes (KSVA) referred to on page 5 of Oxfam's Guide for Teachers (as shown in this table above).

As an educator, you will already be helping young people to develop many/all of these. Are there any that stand out or that you feel you would like to focus more of your attention on when planning and delivering your lessons?

Make a note of your thoughts and ideas to come back to later on.

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Thinking back to the previous gingerbread person activity, which of the KSVA mentioned in the table above would that activity help learners to develop?

We'll cover some more activities shortly and they naturally help to develop these KSVAs too.

But first let's move on to consider what Global Citizenship isn't. This is an important set of points to cover too.

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Again from page 5 of the Oxfam Guide for Teachers, this table shows what Global Citizenship isn't.

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The table above shows what the Oxfam Guide (page 5) suggests Global Citizenship involves.

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Once you have decided where your opinion sits, think about how you would explain your position to others. What would you say? Why did you choose to put yourself where you did?

Now, think about how you could tweak the wording of the statement to help develop the conversation further with your learners.

Do you think this would work well with your learners?

Have a read below (7c) for more ideas on how to use this and how it can be a really useful methodology.

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This is an activity which does lots of things at once and can be done in several ways:

- you can use it as a baseline when first introducing a subject or topic. Repeating it later will help you see how your learners' understanding has developed over time.

- it gives learners a chance to express their opinion without being 'right' or 'wrong'.

- learners get a chance to hear and think about other people's opinions and develop skills of listening, empathy, evaluation etc.

- giving them the chance to reconsider their original viewpoint after they've heard those of others and learnt more, can be a powerful 'penny dropping' moment.

- it can be carried out individually, in groups, on paper, on a whiteboard, physically in the room with string and pegs etc etc.

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When choosing your statement, obviously choose one that's appropriate for your learners and one that doesn't have an obvious 'right' or 'wrong'.

Sometimes a slightly vague statement works best as the richness of this activity comes from the discussion. If you want to, you can then introduce others to help develop the conversation.

For example:

- Chocolate is better than fruit
- Chocolate is better for you than fruit
- Chocolate is better tasting than all fruit
- Chocolate is better tasting than some fruit
- Dark chocolate tastes better than bananas

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Global Citizenship Education is about helping learners to understand the world as best they can. So, when using images it's important to ensure we select a wide range and ones that don't perpertuate stereotypes (unless of course you're critiquing those stereotypes!)

An obvious example is:

- going beyond the 'Comic Relief' view of 'Africa' as a continent full of poor, sad, black children needing help. Instead choose images that show a mix of urban, rural, rich, poor etc., as well as a variety from its 54 countries.

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Have a look at the image above, which gives some suggestions for when you use images.

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Now you've watched the video, think about how you could use those suggestions with your learners.

Are there particular methods that would work best? Which and why? How could you incoporate them into your lessons?

Make a note of your ideas and then, when you're ready, move on to the final section which looks at Global Citizenship and Scottish Education.

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Read through them and pick at least 4 (you can do them all if you'd like!) and write down:

- an example of when it might happen
- how as an educator you could avoid it

Here's an example:

"Global Citizenship is not focused on charitable fundraising"

- An example could be doing a fundraising activity, without exploring the issues behind the reasons for the fundraising and the problems that might need to be addressed.

- You could avoid this by first of all exploring the issues so that your learners come to understand the situation, the experiences of those impacted, and how change might come about. Is fundraising the only answer? What additional/alternative actions could learners take? What KSVA can be developed through this approach as opposed to simply raising money?

Go through the table and write down your thoughts for those you've chosen to think about.

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Have a read through and think about:

- which of these do I/we already do in our setting?

- which of these could we improve on or develop further?

- where are the opportunities to do this?

- are there any obstacles to this? If so, what?

- can you think of how you might overcomes these challenges?

Make a note of your answers to help think through your plans later.

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Write down some statements that you could use straight away to tie in with work you have planned?

Now, move to column 8 for our next activity.

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As you can see in the current LfS word cloud, Global Citizenship features as a core element. Many of the skills, values and attitudes we've been looking at are also mentioned.

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You may have heard of the Sustainable Development Goals (SDGs) aka 'the Global Goals'. There are 17 in total and each has a number of different targets.

Scottish Government has committed to work towards all of the Goals and they helped inform the National Performance Framework.

Below you'll see where Global Citizenship is mentioned in Target 4.7.

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Read more about SDG 4 here.

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Global Citizenship as part of the continued development of Curriculum for Excellence (CfE)

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Global Citizenship as part of the continued development of Curriculum for Excellence (CfE)

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In his report, Professor Ken Muir mentions the importance of Global Citizenship Education as CfE is developed.

Click here to read the full report and its recommendations.

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An Introduction to Global Citizenship   Part 1