1. Understanding Global Citizenship Education2

2. Session Objectives
>  To identify the knowledge, skills and attitudes necessary for global citizenship.
>  To create a shared understanding of global citizenship education.
>  To identify the links between classroom issues and global issues.
>  To reflect on education and learning and what it means to be a ‘global teacher’

3. Key elements for responsible Global Citizenship
Knowledge and Understanding
>  Social justice and equity
>  Diversity
> Globalisation and interdependence
>  Sustainable development
>  Peace and conflict
Skills
>  Critical thinking
>  Ability to argue effectively
> Ability to challenge injustice and inequalities
>  Respect for people and things
>  Cooperation and conflict resolution
Values and attitudes
> Sense of identity an self-esteem 
>  Empathy
> Commitment to social justice and equity
>  Concern for the environment and commitment to sustainable development
>  Belief that people can make a difference
Oxfam’s Global Citizenship Curriculum for Schools

4. Global Citizenship isn’t
What’s it all about?
Global Citizenship is
> Asking questions, developing critical thinking
> Equipping young people with skills, values and knowledge to participate
> Acknowledging complexity of issues
> Revealing the global as part of the local
> Understanding how we relate to environment and other humans
Global Citizenship isn’t
> Too difficult for small children
> Mostly about other places and people
> Telling people what to do and think
> Providing simple answers to complex problems
> An extra subject to cram into a crowded curriculum
> Raising money for charity
Oxfam’s Global Citizenship Curriculum for Schools

5. Citizenship in the Curriculum
“citizenship (is)… about: the exercise of rights and responsibilities within communities at local, national and global levels; and making informed decisions, and taking thoughtful and responsible action, locally and globally…
…all subjects will make their relevance to education for citizenship explicit, and…issues associated with citizenship will be developed through whole-school and cross-curricular activities.”
LTS website

6. confident individuals successful learners
with
self respect
a sense of physical, mental and emotional wellbeing
secure values and beliefs
ambition
and able to
relate to others and manage themselves
pursue a healthy and active lifestyle
be self aware
develop and communicate their own beliefs
and view of the world
live as independently as they can
assess risk and take informed decisions
achieve success in different areas of activity
successful learners
with
enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas
and able to
use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in
new situations
To enable all young
people to become
responsible citizens
with
respect for others
commitment to participate responsibly in political, economic, social and cultural life
and able to
develop knowledge and understanding of
the world and Scotland’s place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific,
technological issues
develop informed, ethical views of complex issues
effective contributors
with
an enterprising attitude
resilience
self-reliance
and able to
communicate in different ways and in
different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems
So here are the 4 capacities or purposes of the curriculum for excellence which are underpinned by the values and promoted by the principles. Everything that you do in your schools should be working towards achieving these for every child.
So I thought it might be useful at this point to have a look at how any work that we do on global citizenship can contribute to these capacities.
This statement of purpose lies at the heart of the document and is intended to be a memorable and compelling reference point for teachers, parents and children.
The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child.
In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities.
You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed.
The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present. 6

7. Our humanitarian education programmes
>  Disasters and Emergencies
>  Conflict and International Humanitarian Law
>  Diversity
>  Health

8. Ed on the web

9. News think! Free fortnightly bulletin

10. School Speakers

11. Teacher Training

12. Teacher training
>  In-house sessions: Introduction to the Red Cross; Conflict and IHL; Child Soldiers; Disasters and Emergencies; Refugee and Asylum Seeker Issues; Teaching Controversial Issues; Using Images
>  One-day course: ‘Introduction to Humanitarian Education’
>  Four-day Open College Network accredited course: ‘Continuing Professional Development in Humanitarian Education’

13. Thank-you! Sally Dempsey Humanitarian Education Coordinator