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How can we utilise the Global Citizenship Framework to create meaningful topics for different year groups.

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1) Hands-on approach. Children used their senses to explore actual leaves rather than just photos on the screen.

2) Critical thinking questions. Eg. "How can we get the green colour from the pandan leaves?", "Why banana leaves are more sustainable than plastic plates?"

3) Cultural awareness outside classroom. Some children may have encountered these food items before (e.g., seeing banana leaves at a food court) but might not be aware of what they are.

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Explore more lessons that integrate food sustainability with cultural awareness.

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How to better incorporate teaspoons of Global Citizenship into the DUCKS curriculum by focusing on inclusivity, diversity and fostering love and compassion toward the world. How will this help the DUCKS children be better global citizens of the world?

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Teamwork makes the dreamwork - collaborating during this process has allowed me to understand different perspectives and incorporate new ideas into my teaching.

Importance of consistency - I've delved into how important it is to build upon a framework of skills from EYFS all the way through to year 2.

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Focus & Purpose: To create cooking lessons with a sustainability focus for children, where they not only prepare dishes but also explore sustainable practices from various cultures.

Example: During the Ondeh-Ondeh Tart lesson, in celebration of Ramadan and Hari Raya, children learn how to use banana leaves as natural plates and packaging, and pandan as a natural food coloring.

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1) Global citizenship needs to be embedded in everything we do in order for DUCKS children to have a meaningful experience.

2) Experiential learning is key.

3) Reflecting on what the student can do at the end is an important component to a successful curriculum that reflects GC.

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Can we work with the Junior School and EYFS to build a set of specific Global Citizenship related skills to work on through our college.

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How can the global citizenship framework be used to improve writing outcomes?

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1. Working with other teachers is so helpful to share ideas and encourage each others.

2. Getting everyone on board in the year group team is important.

3. Small changes gradually imbedded are much more effective than one big change.

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Writing a skills framework for each year group.

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Reflecting on our current curriculum to understand ways we can incorporate the Head Heart Hand method of teaching GC.