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Guiding Question
Guiding Question
How can we engage the whole school in learning for global citizenship and global competence?
The rationale:
The rationale:
Teaching for global competency at a whole-school level is not an addition to already overstuffed curricula, or just another thing to add to the plate of an already overextended teacher. It is a lens through which we approach teaching and learning so students are successful in a complex and increasingly interconnected world.
Teaching for Global Competency can help students become the empathetic, curious, knowledgeable problem-solvers we hope to send out into the world.
Shared Goals:
Shared Goals:
There is a lot of overlap between what is expected of a successful graduate and a globally competent citizen. Core concepts of both include "the 5 Cs" of 21st Century Learning:
critical thinking, creative thinking, collaboration, communication, and citizenship
By educating students in the knowledge, skills, values, and attitudes of a globally competent person, they will meet and exceed the expectations of a K-12 graduate.
Global Competence vs. Profile of a Graduate
Global Competence vs. Profile of a Graduate
The World Savvy Global Competence Matrix
"Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations. Global issues refer to those that affect all people, and have deep implications for current and future generations. Intercultural situations refer to face-to-face, virtual or mediated encounters with people who are perceived to be from a different cultural background."
The Profile of a Virginia Graduate describes the knowledge, skills, experiences and attributes that students must attain to be successful in college and/or the work force and to be “life ready.”
Achieve and apply appropriate academic and technical knowledge (content knowledge);
Demonstrate productive workplace skills, qualities, and behaviors (workplace skills);
Build connections and value interactions with others as a responsible and responsive citizen (community engagement and civic responsibility); and
Align knowledge, skills and personal interests with career opportunities (career exploration)
Implementation:
Implementation:
OXFAM World Shapers Schools uses the following framework to guide whole school planning. While embedding global citizenship across all disciplines results in the greatest impacts and benefits for students, OXFAM suggest starting small and evaluating progress through an iterative process, supported by school leadership, and linked to existing school priorities.
Case Study:
Case Study:
Patrick Henry School of Science and Arts
Richmond, Virginia, USA
Mission:
To cultivate students' maximum growth and develop stewardship through a premier environmental and arts education
Vision:
Empowering our students to fulfill their dreams
Opportunities for Global Competency Education at PHSSA
Opportunities for Global Competency Education at PHSSA
Our K-5 Title 1 public charter elementary school aims to deliver instruction through an integrated, interdisciplinary curriculum, emphasizing environmental education and the arts. Teachers have a lot of freedom to develop meaningful learning experiences that interest and engage our students.
Our school is situated next to a large forested park, with access to a lake and a creek that flows into the James River. This provides us with an extended learning space for experiential learning opportunities, and students have access to the SEL and academic benefits that being in a natural environment can bring.
Our school draws students from all over the district, so students who might not have access to safe, natural spaces at home can benefit from place-based learning. Having a strong sense of belonging to a place at a young age is the foundation for growing the knowledge, skills, and dispositions for global citizenship, and the confidence to take action for the environment.
Global Action Days at PHSSA:
Global Action Days at PHSSA:
a whole-school initiative to engage in the SDGs
a whole-school initiative to engage in the SDGs
Prompted by our students' concern about the constant presence of trash in Reedy Creek, and guided by the Integrated Curriculum Committee, our whole school participated in Global Action Days 2023, a worldwide campaign to take action against pollution.
Classroom teachers, our librarian, our specialty teachers, our amazing cafeteria staff, and the PTA all contributed to the planning and implementation of the initiative.
We adapted the 5R Actions identified by the FEE to best fit the needs of our school community.
In mini-lessons each day, classroom teachers and students learned about the 5R Action Word of the Day, shared books and videos, reflected on what we already do and what we can change, and discussed how implementing that 5R Action helps our community and the environment.
Each day, students participated in an activity that supported the Action Word of the Day. There were also themed dress-up days, which our uniform-wearing students always love!
Front-facing communication for parents and community
Front-facing communication for parents and community
Materials for Teachers and Staff
Materials for Teachers and Staff
Reflections on the experience
Reflections on the experience
Establishing Global Action Days as a yearly activity will help strengthen the connection between the UN SDGs and our school's culture and shared values.
Flexibility is key:
some grade levels were not able to participate in the recyclables activity with their classroom teacher due to unexpected testing, so we brought the activity to the outdoor classroom to complete after the Used Book Swap
students loved building with recyclables so much, we pushed the "My Actions Matter" activity so students could continue creating things during that time slot
students brought in so many books to trade for the Used Book Swap, students were able to take home more than one book. They were so excited to get new-to-them books, some classes participated in Lights Out Reading the same day
it rained the day planned for the Pick-nic in the Park, so classes completed that activity the following week
Room for improvement:
increased communication across committees and a shared calendar could help distribute whole-school activities more evenly throughout the spring- there was a lot going on that month
not all classroom teachers participated despite our best efforts to minimize time and effort, which led to students not having equitable access to the curriculum
there could have been more explicit emphasis on the connection between student actions, the 5Rs, and the UN Sustainable Development Goals in each lesson
we need to start outreach for materials sooner, or maintain a recyclables supply year-round
improve social media presence and # sharing to better connect with the global community
to emphasize the importance of the initiative, culminate the week of activities by celebrating student accomplishments during our weekly whole school Friday Morning Meeting
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