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Community service with in the school community where all the PYP grades from 1 to 5 will be involved in some sort of service within the school to develop the international mindedness. It will be a long term plan where Teachers, students and the school community will collaborate together to implement this programme.

Grade 1 : Playing with Pre-Primary kids (Once in week)

Garde 2: Wiping wet sponges (Every day) before entering the classroom they will move to the dining hall to perform this daily service.

Grade 3: Arranging plates and sponges on each tables before PYP lunch time (Everyday)

Grade 4: Cleanliness progamme with the school community like cleaning classrooms, corridors etc.  (once in a week)

Garde 5: Reading story books with Pre-Primary to grade 1. They will also plan fun games for the pre-primary students and grade 1. (Once in a week).

Above grade wise services can be changed as per teachers planning or students suggestion.

Every week or month students, teachers and school community will reflect on this community service from their sides to know the impact of this programme to develop international mindedness.

Maksud Alam

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Educational Tour to historical site of cultural values and traditions:

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Educational Tour to historical site of cultural values and traditions:

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Objectives:
1.     To help create a better and more peaceful world despite of having differences.

2.     To be clear and confident communicators.

3.     To make students try new things with a positive attitude.

4.     To inspire students to be inquisitive and think before they act.
Sequential outline:

1.     Explore students’ prior knowledge about the specific historical places of cultural values.

2.      In a class discuss about the historical places in the community.

3.     After the discussion students will select one of the historical places to investigate further.

4.     Share this information with the class. Together compile list of questions the students will try to find answers to while touring the historic site.

5.     Explain to students that they will be going on a tour to visit the historical places that have been discussed.

6.     Students use local maps, a street directory or online maps to locate the historical places that they have researched. They will even take help from the locals to find the place.

7.     Students will stop in regular intervals to observe the place and interact with the locals of the community.

8.   Upon reaching the school Students will present a report about their researched place to the class.

9.     Using their collated information, drawings or photographs, each group will prepare a power point presentation about their selected historical place.
10 Finally. they will be presenting their findings in the class.

Note:

1. Visiting places of cultural values plays a vital role in developing international mindedness. The students will be able to connect and relate themselves to the other cultures. They can empathize and feel a deeper understanding of the cultures of others. So visiting historical places of cultural values is one of the best action where students can raise their international mindedness through exploration, discussion and collaboration.
2. In case of pandemic we can have a virtual trip to any of the places in the world which holds a very strong historical values.
For example: Angkor wat in Cambodia, Taj Mahal in India, Lumbini in Nepal, Pyramids in Egypt, etc.

Nirusha Tamang

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Embedding International- mindedness through various activities. 

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Embedding International- mindedness through various activities. 

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Can you make this change alone?

No, it is impossible to change alone. The school community along with the parent community need to collaborate to create an impact in the minds of the young learners.

Who might you need to collaborate with?

The parent community as well as the members of the school community such as managing directors, principal, coordinators, etc. can come together in celebrating cultural diversity, conducting student exchange events, community service, and many more. For conducting Market day, the parents can collaborate with their children and come up with creative ideas. We can even involve them to suggest some ideas to develop international-mindedness.

Is this a short-term strategy or a long-term strategy?

The celebration of cultural Diversity or Costume parade, Community services, Celebrating International Festivals, student exchange programs must be regularized and repeated throughout the academic year as well as followed throughout the school. If we make these practices regularly, then only we can turn our students into truly global citizens adapting the international-mindedness.

How will you know it is working?

We can conduct Individual Care call Sessions (ICC) where we can give and take feedback with parents. We can even create some self-assessing checklist or rubrics for students to reflect on themselves.
(Karuna Shrestha)

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Exploration of cultural diversity in school and Enrich students life.

Since we live in a community, we can find different cultures, tradition, language, rituals, different perspectives. Therefore, it cannot happen with one person we need to get involve with community.

We Nepali people are very rich in culture and tradition. We have diversity in culture. Therefore, we can organize a program in school where children can come in their cultural attire and do some presentation about it and its importance. We can also organize some food festival where children of different community will have a stall and they will keep their typical cultural food. And everybody can taste it and get information about the food of different community. Children can sell the food in stall and donate the amount to any social organization. It helps children to know about diversity in culture and tradition and how important it is for each of the community. Donating the collected amount can help children to understand act of service too.

To enrich student’s life we can create opportunities to children for trips, with in the country or internationally and extracurricular activities.

To develop international mindedness in children we facilitator, parents, children all needs to collaborate with the people. And once the children develop international mindedness it will always be with them since it is a attribute. We can know that the children have develop international mindedness in them through their action.

Sunita Lama

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  The above picture was taken while we were having an inquiry into "Who We Are" theme. 

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We called Reetu Shrestha and she is a dentist. We were inquiring about different profession and their roles and responsibilities towards our community. The learners where given a bunch of options to have an interview  session to the respective person and majority of them choice dentist. The session was wonderful and fruitful at the same time. The kids of grade one came up with such amazing questions that we have never imagined. Hence, it proves making them inquiry on their own is more beneficial for the kids than just giving it from teachers side.

Procedure:
- The first thing you must do is make sure you include one resource person while you are planning your Unit of Inquiry.
- Identify the important one from the various option available.
-Provide a bunch of options to the students so that their ownership is maintained as we need to keep in mind about student agency.
- Inform the students about the session, tell them to prepare themselves with the sets of questions they wanna ask to the resource person.
-Schedule the date and time. Incase of grade 4 and 5 the student itself can run the session by hosting.
- Once you are done with the session, let the learners to reflect. Hence, you will be able to know if they enjoyed the session or not and also, if they want to have such session in the days to come.

Can you make this change alone?
In my opinion, it is quite impossible to make this change as we need the support of school long with the parent community. It is important to collaborate with other members as it is not and traditional approach of teaching where every decision where only based on teachers and school.

Who might you need to collaborate with?
We need to collaborate with parent community, school members and more importantly the resource person who we are inviting, this can be local resource person such as parent, school members, friend of yours and also global resource person who is from different countries.

Is this a short- term strategy or a long- term strategy?
It can be both short- term and long- term strategy depending on the scenario.

How will you know it is working?
We can make the students reflect with some checklist or rubrics. We can conduct Individual Care Call (ICC) for both parents and students, give and take feedback.
( Keniya )

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A plan to embed international-mindedness

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A plan to embed international-mindedness

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Read across the World Appreciating Diversity

In this activity, students will explore the world through a variety of picture books. They will examine a variety of perspectives through each text that they read and determine any common idea among the texts.

Objectives:

To be able to understand the basic components of cultures

To be able to identify perspectives in short picture books

To be able to articulate how they appreciate diversity and differences by writing a story or creating an artwork

We locate a country on a map and listen to a folk tale from that particular place. We have children shade on that country on their world map. When we have finished reading the story, they are asked what were some character traits in it. We explain them the major perspectives (acceptance, courage, bravery, friendship, cooperation, kindness, loyalty, perseverance) of the kind acts shown by that character in the book. Then, they will read and examine other texts from around the world to determine different perspectives. The children can also work in small groups to create a book or a symbol of appreciation for each other's differences. They will consider how appreciating differences supports community and relationships.

The children later discuss the word "lovely" which is about appreciating and respecting each other's differences, and ultimately seeing everyone as lovely. We ask them to pay attention to the format of the book and how it portrays all that is lovely. They are explained that recognizing diversity means understanding that each individual is unique and have differences like race, culture, language, and abilities. They will work on their own to create a book also answering these questions:

How can we appreciate each other’s differences in our classroom?

How does looking at diversity through the lens of loveliness support relationships globally?

1. Can you make this change alone?

To make this change happen, all components (teachers, parents and students) are to be engaged with the same purpose.

2. Who might you need to collaborate with?

We need to collaborate with each of the components cultivating positive relationship, mainly teachers designing well-equipped learning experiences that fit the needs of students.

3. Is this a short-term strategy or a long-term strategy?

It's a long-term strategy which goes with purposeful bonds with families fostering a focus on learning.

4. How will you know it's working?

In order to keep a record of its efficiency, regular transparent communication with families about their expectations for learning and behavior must be done. In rural communities, families are often the central factor in students’ success in the classroom. A system of accountability cultivated this way can help build a student agency within the classroom too.

Thanking you!
- Abina

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Infusing Local language for the development of International Mindedness:

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Infusing Local language for the development of International Mindedness:

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International mindedness is a trait of a person who is  truly a global citizen believing in international humanity and respect for all cultures and languages of the world. An internationally minded person works collaboratively for the making the world a peaceful and thus better place to live in.

We need to develop certain skills and attitudes to develop international mindedness in the part of the students. 1. Know yourself better and develop a strong foundation of yourself personally, socially, culturally. 2. Develop the feeling of empathy toward everyone and everything. Then only we can understand other's feeling and perspective from other's standpoint. 3. Develop intellectual humility 4. Learn other's language and culture so that you can interact with others in their own tongue and not violating their cultural norms. 5. Learn to negotiate if the situation of conflict persists.

Once in a week each student will read a story (Nepali language story as I am Nepali language teacher) in front of the class. They will have choices of different stories books which will be pre-selected by the teacher and will be all related to different cultures, norms and values, lifestyle, kindness or we can say books to cultivate the ideas and perspective of global communities and it’s features, similarities and differences. After reading the whole class will reflect on their understanding based on their choice which can think of pair and share, Venn Diagram, pop corn discussion etc.

Language Teacher and grade teachers will be involved. It will be implemented from preschool to grade 5.

It will be a long term plan as it will not only develop international mindedness among learners and help them to explore and enhance their language.

Teachers will assess the impact of the plan through observation and their reflection of the learners.

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Infusing Local language for the development of International Mindedness:

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Infusing Local language for the development of International Mindedness:

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International mindedness is a trait of a person who is  truly a global citizen believing in international humanity and respect for all cultures and languages of the world. An internationally minded person works collaboratively for the making the world a peaceful and thus better place to live in.

We need to develop certain skills and attitudes to develop international mindedness in the part of the students. 1. Know yourself better and develop a strong foundation of yourself personally, socially, culturally. 2. Develop the feeling of empathy toward everyone and everything. Then only we can understand other's feeling and perspective from other's standpoint. 3. Develop intellectual humility 4. Learn other's language and culture so that you can interact with others in their own tongue and not violating their cultural norms. 5. Learn to negotiate if the situation of conflict persists.

Infusing Local language for the development of International Mindedness:

Once in a week each student will read a story (Nepali language story as I am Nepali language teacher) in front of the class. They will have choices of different stories books which will be pre-selected by the teacher and will be all related to different cultures, norms and values, lifestyle, kindness or we can say books to cultivate the ideas and perspective of global communities and it’s features, similarities and differences. After reading the whole class will reflect on their understanding based on their choice which can think of pair and share, Venn Diagram, pop corn discussion etc.

Language Teacher and grade teachers will be involved. It will be implemented from preschool to grade 5.

It will be a long term plan as it will not only develop international mindedness among learners and help them to explore and enhance their language.

Teachers will assess the impact of the plan through observation and their reflection of the learners.

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International Mindedness in Extra Curriculum Activities

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International Mindedness in Extra Curriculum Activities

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Art, Music, Dance and Sports:  Embedding international mindedness can be done by viewing artwork from different cultures; in music children share songs from their own culture and talk about  the occasions when these songs are sung; in PE children could learn about different sports that are popular in their cultures or they could learn dances from around the world.

Modern Foreign song classroom corner: A classroom corner can be designed where children can display their favourite song in their mother tongue that they would like to teach to the rest of the class. It could be fascinating to students as children get along easily with the music and learn foreign language without difficulty. The vocabulary will be practiced in an interesting way while the curiosity to know the meaning of the song increases. Thus international mindedness is encouraged.

Can you make this change alone?

Embedding international mindedness is impossible on just a single effort. It needs to join hands to make it a success. The entire ECA team and the academic team must plan teaching padagogy together. Apart from that parents involvement and school management too plays a vital role.                                            Eg: Certain chapters in Social studies like Our Neighbouring countries, Our culture and tradition, Our national Emblem etc. can be interlinked with ECA team to practice international mindedness.

Who might you need to collaborate with?

The strong collaboration between all the ECA teachers and Academic teachers is strongly required for international mindedness to embed. Apart from this parents involvement by encouraging their ward to participate and also home visit would be a help.

Is this a short-term strategy or a long-term strategy?
This is a long term statergy as learning different culture and language takes time. It must be continued to have worked effectively.

How will you know it is working?

We can conduct some sharing session afer couple of classes. Students can organize some internal programs on their own and entire parents and school can witness their learning. We can also get feedbacks from the parents with time to time follow up as a music teacher.

Regards,
Subash Poudel

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Strategies to implement international mindedness

The main objective behind implementing international mindedness is to raise awareness of and celebrate different cultures. It means adopting a certain value system of kindness, tolerance and acceptance of multiple viewpoints. Research says that primary age is a very crucial time in the development of international mindedness which can be practiced through different repetitive experiences.

To develop international mindedness, providing students with classroom education connecting each concept they inquire keeping a global perspective at the center. The curriculum should be designed in such a way that it exposes students to international topics and let them collaborate, reflect and communicate to solve global problems.

Inviting the resource person from different historical and cultural backgrounds to share their experiences which can help kids know our world is diversified and the people living in some other part of the world may have a completely different lifestyle than ours and we need to respect that.

Having more collaborative tasks where students get to share what makes them different, they can prepare an activity or presentation, make a display, design posters, draw, create a play etc. through which they can share about each other's culture and help others understand how it is similar or different from others.

Bringing the current world news in discussion on a regular basis, encouraging them to ask questions between themselves which will provide them a better understanding of the world around them from a multiple perspective.

Students also enjoy celebrating major festivals and traditions from around the world, encouraging them to take ownership of these events and to teach others about their traditions.

An internationally minded learner takes action for positive change. So, involving students in community services more often so they can be a part of change.

Can you make this change alone? Who might you need to collaborate with?

No, the change cannot be brought alone. As collaboration is the key component to embed international mindedness so to cultivate this tradition in our young learners the effort should be made from both the school and the parents community.

Is it a short term strategy or a long term strategy?

Developing the value with in someone is like an exercise where the results can be seen only after repeatedly practicing for some time so this is a long term strategy.

How will you know it is working?

The values that one developed is always reflected by their actions. We need to be observant how maturely our kids are handling the situation they come  across.
Seema

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Introducing Indigenous Language for Global Mindedness Development

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Introducing Indigenous Language for Global Mindedness Development

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International-mindedness is a concept that includes intercultural awareness, global participation, and multilingualism. The idea, exclusive to the International Baccalaureate (IB), is central to the IB's educational principles and programs.

International-mindedness is a worldview in which individuals consider themselves as part of the global community and feel a feeling of responsibility to its members.

The learner profile and learning techniques give the tendencies and fundamental abilities for developing and demonstrating international-mindedness.

The learning community imagines, produces, articulates, and models an international-minded culture.

A globally minded learner takes action to effect good change.

Nevertheless, one cannot jump to conclusions, before we develop plans and put them into action, we must first get to the root of the problem. While my study, I discovered several reasons and preventative measures. They are listed in the following order:

Causes
- The impact of western culture
- Lack of institute and training centers
- Less scope of use
- Lack priority given
- Lack of study and research

Strategies
- Inclusion in curriculum of school (such as club activities)
- Conducting musical competition from time to time
- Promotion of Nepalese traditional dance in the world
- Research and study of folk musical instrument
- People engaged in playing folk musical instrument should be encouraged and promoted
- Educational tour

While implementing these approaches, we not only raise knowledge about it, but it also promotes confidence in our learners. Why? Because they are typically student-based projects in which students surf the website and collaborate with one another.

I hope the above-mentioned threads were useful.

Anticipating a positive feedback from you all, at your earliest convince,

Yours faithfully,

Yangchen Lama

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Conducting art and painting workshops on particular theme. From grade 1-5 will take part in this program. Children will think about the theme and they can draw on it.

.Can you make this change alone?
It is not feasible to change on your one. To make an impression on the brains of young learners, the school community and the parent community must collaborate.

.Who might you need to collaborate with?
For international mindedness to be embedded, robust collaboration between all ECA teachers and the Academic teachers is essentials .Apart from that ,parents participation through encouraging their children to participate , as well as home visits ,would be beneficial.

.Is this short -term strategy or a long -term strategy?
It can be both short - term and long - term        strategy depending on the scenario.

. How will you know it is working?After a number of classes, we can have a sharing session. Students can organize some internal programs on their own ,and their learning can be observed by their entire family and school. As an art instructor,we can also receive feedback from parents by following up on a regular basis.

Regards,
Punya