Dimension: global citizenship

Emerging  

Discussions directed by leaders have convinced school councillors, parents, teachers and students that the school needs to adopt a curriculum that fosters global citizenship and intercultural capacity. Leaders support teachers to run whole-school activities designed to lift the profile of global education and develop global citizenship and intercultural capability.  

Evolving  

Leaders establish and direct a working group to guide, support, monitor and report on the school’s global learning practices. Leaders establish a working group to audit the curriculum to determine the extent to which global citizenship is integrated sequentially through the curriculum.  

Embedding  

Leaders provide resources to support the staged development and implementation of a global citizenship curriculum. Leaders oversee a global citizenship working group to collaboratively develop a school- wide plan, identifying milestones for integrating global learning, intercultural capability and languages education.  

Excelling  

Leaders engage with culturally diverse communities, identifying and establishing partnerships that promote practical application of students’ language- learning, as well as their global and intercultural capabilities. Leaders establish and sustain a ‘sister school’ arrangement with one or more schools.  

Emerging  

Teachers are encouraged to work in teams when devising their global citizenship curriculum. Teachers visit each other’s classrooms to observe and give feedback on how classes are promoting students’ intercultural capabilities.  

Evolving  

Teachers work in teams to promote the integration of a global focus across curriculum learning areas and year levels. Teachers receive support to attend programs that focus on learning about cultural understandings and practices, and/or language learning.  

Embedding  

Teachers develop their awareness of where to access online resources to inform their globalisation unit and lesson planning and share this with their colleagues. Leaders support teachers to access professional reading and teaching resources that support them to improve their curriculum development and teaching of intercultural capabilities.  

Excelling  

Teacher promote efficacy in developing students’ global preparedness through participation in conferences, international study tours and teacher exchanges. Teachers demonstrate leadership in promoting global citizenship, intercultural capacity and languages education by supporting other schools to become globally focused.  

• Interaction with other nationalities and cultures can help give students a stronger outward perspective. Carefully designed programs that increase interaction between students of different nationalities can help improve intercultural attitudes.
• Research shows that intergroup contact typically reduces prejudice and that positive interracial contact between school-aged young people can encourage positive interracial attitudes.
• Carefully designed E-contact programs can successfully promote intergroup harmony in both the short-term and long-term.
• A report documenting the benefits of sister school relationships in Victoria found that such programs can have positive effects on student global awareness, attitudes and responses. These benefits are of greatest significance once relationships are well established and embedded within the school.
   

Consider whether your students are globally engaged. What programs establish and sustain international partnerships that provide students with a deep understanding of the world and rich experiences of other cultures, aligned to curricula and learning objectives?   

• Audit curriculum programs to determine the extent to which teaching aspects of  global citizenship are integrated throughout the curriculum.
• Draw on local and international examples of effective practice to embed a culture of inclusion based on a deep understanding of intercultural capability, societal diversity and its benefits.
   

• Program and lesson design integrate international perspectives, and development of students' self-identity and responsibilities as global citizens.
• Programs develop student capacity to apply principles of conflict resolution to real-world situations.
• The school supports students to lead and contribute to projects, including those with schools in other countries, which improve the quality of the environment and/or promote sustainability.

• Establish and sustain international (sister school) partnerships that provide students with rich experience of other cultures, aligned to curricula.
• Provide authentic opportunities for active citizenship for all students.
• Enable students to become involved in community activities that support social cohesion and peace building, both within and beyond the school community.
• Involve students in community sustainability initiatives that are connected to global issues.