Presentation to the curriculum support teachers at Brisbane Catholic Education schools.

2. Global Education in the Australian
Curriculum
& the Religious Education Curriculum,
Archdiocese of Brisbane (2013)
• Introduce the Global Learning Centre (GLC)
and Global Education Project (GEP).
• The GLC considers how it could support
CST’s.
• Where to from here?

3. How globally engaged is
your school???
• Take a look at the checklist from the
document, Global Perspectives: a framework
for global education in Australian schools.
• Decide with your neighbour how effectively
your school embraces the principles of global
education.

4. ...we cannot fully understand life today in our own communities
unless we set this in the wider global context.
What happens elsewhere in the world constantly impacts on
our daily lives whether this is international finance, food,
fashion, crime, the weather or popular music.
(Hicks and Holden, 2007:4)

5. One of the tasks of the progressive educator,
according to Paulo Freire, is to unveil
opportunities for hope, no matter what the
obstacles might be (1994:9).

6. What is the GLC?
• Not-for-profit community based organisation
• Founded in 1986 as the Queensland Development Education Centre
• Focused on social justice, peace and ecological sustainability
Staff
• Coordinator
• 2 Education
Consultants
• Teacher Librarian
• Administration/Fina
nce Officer
Management Committee
• Chair (Jim Tunstall)
• Vice Chair (Ian Demack)
• Secretary (Barbara
Henderson)
• Treasurer (Lorraine
Dinsey)
• Members:
• Adele Rice
• Christine Ludwig
• Rob Gilbert
• Lyn Martinez
• Phil Standen
History
Key educators :
• Brian Hoepper
• Drew Hutton
• John Fien
Contracted to deliver the
Global Education Project
from 1994 - 2014

7. Global Perspectives:
what are they?

8. The Framework
The framework for global
education outlines the
values, knowledge,
skills, and opportunities
for action within five
interconnected learning
emphases and their
encompassing spatial
and temporal
dimensions.
(Quittner and Sturak, 2008:5)

9. How is global education best taught in the
classroom?
What type of pedagogy should be used?
Any understanding of the contemporary world needs to
be based in:
• participatory and experiential ways of teaching and
learning,
• involve the head and heart (cognitive and affective)
and
• the personal and political (values clarification and
political literacy).
It needs to draw on the learner’s direct or simulated
experience and it requires the development of;
interpersonal, discussion and critical thinking skills, as
well as skills of participation and action.
(Hicks and Holden, 2007:27)

10. For Edmund O’Sullivan, global
education provides the
necessary, radical change in
perspective within educational
institutions to deal with the
magnitude of the problems that
we are currently facing at a
planetary level (1991:65).
Transformative learning involves experiencing a deep,
structural shift in the basic premises of thought, feeling,
and actions. It is a shift of consciousness that
dramatically and permanently alters our way of being in
the world (O’Sullivan, 2002:11).

11. A global citizen is one who:
• is aware of the wider
world, shares a sense
of community and has a
sense of their own role
as a world citizen;
• respects and values
diversity;
• is willing to act to
create a future where
the rights of all people,
social justice and
sustainability are more
secure;
• is willing to take
responsibility for their
actions.

12. The Melbourne Declaration on
Educational Goals for young
Australians
Global integration and
international mobility have
increased rapidly in the last
decade. As a consequence,
new and exciting
opportunities for Australians
are emerging. This heightens
the need to nurture an
appreciation of and respect
for social, cultural and
religious diversity, and a
sense of global citizenship.
(Preamble)

13. Goal 2: All young Australians become
successful learners, confident and creative
individuals, and informed citizens
2008 Melbourne Declaration on Educational Goals for Young Australians.

14. The Australian Curriculum
P-10
• English, Mathematics Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design
and Technology,
Economics/Business/Civics and
Citizenship

15. Cross-curriculum Priorities
– Aboriginal and Torres Strait Islander
Histories and Cultures
– Asia and Australia’s Engagement with
Asia
– Sustainability

16. General Capabilities
literacy
numeracy
ICT competence
critical and creative thinking
personal and social competence
ethical behaviour
intercultural understanding

18. Social Justice and
Human Rights
Framework page 10

19. The Religious Life of the School P-12: Social Action
and Justice
To some, making a commitment to
social justice means that we must
add a whole new program to an
already to an already overcrowded
curriculum.
We need not choose between
academic achievement and a
positive school climate as though
these were incompatible or
antagonistic goals.
In reality, however, there are
teachable moments for social justice
everywhere, and a teacher who is
primed and committed to noticing
and responding to such moments can
infuse values about belonging,
right treatment, and justice
throughout the day (Sapon- Shevin,
2010:4).

20. The Religious Life of the School P-12

21. Social Action and Justice
Applying social action and justice requires two important
dispositions: empathy (the capacity to stand in the shoes of
another) and solidarity (the capacity to walk with another).
Catholic and ecumenical schools work to build these dispositions in
students through programs for service learning, social justice
programs and outreach experiences.
Social action and justice in schools have a particular connection with
knowledge and skills from the social sciences. Foundational to the
social sciences are: notions of continuity and change; democratic
process; participation; stewardship; sustainability; peace; justice;
cultural diversity; inclusion; power; resources and social systems.
Schools plan, implement and reflect upon experiences of social action
and justice, drawing on the social sciences, scripture and
Catholic social teaching.
(Source: http://www.rec.bne.catholic.edu.au)

22. Teaching and Learning Processes
Framework Page 22-23

23. Action for Justice
Catholic and ecumenical schools are encouraged to
incorporate service learning into their curriculum.
Service learning involves deepening one’s understanding of
the scriptural foundations and meaning of Christian service
and how Christian service is exercised in a practical way as a
response to identified social issues and areas of need.
Christian service includes active engagement in outreach
and immersion experiences that benefit both those engaging
in Christian service and those receiving such service.
(Source: http://www.rec.bne.catholic.edu.au)

24. St Patrick’s College Shorncliffe
• In 2010, St Patrick’s College Shorncliffe made a commitment
to embedding the A Framework for Educating for Justice
and Peace across the curriculum and sought guidance and
resource support from the GLC.
• The GLC worked closely with Mark Ellison, the College’s
Curriculum Leader - Justice and Peace, to promote a program
which aligns with the Cross-curriculum Priorities (CCP’s) and
General Capabilities (particularly critical and creative thinking,
personal and social capability, ethical behavior, intercultural
understanding) found in the Australian Curriculum.
• In addition to the Key Learning Areas, the CCP’S and General
Capabilities are vital to enabling the vision set down in the
Declaration and are a focus for educating for peace and
justice.

25. A commonality of vision
1. Melbourne Declaration on Educational Goals for Young
Australians
2. Charter for Catholic Schools in the Edmund Rice
Tradition
3. Edmund Rice Framework for Educating for Justice and
Peace
4. ACARA Cross Curriculum Priorities and General
Capabilities
Supporting the delivery of this commonality of vision…
Global Perspectives: A framework for global
education in Australian schools

26. Deeper engagement through a whole-of-school
approach. The GLC’s deeper engagement package can
benefit your school by:
• Providing critical support to school leaders and staff
to develop a common understanding and shared
vision for a whole-school approach to global
education;
• Auditing and assessing school teaching programs to
assist their alignment with the principles of global
education, the Australian Curriculum, a school’s
pedagogical framework and relevant standards;
• Planning together with teams to develop globally
responsive units that align with the Australian
Curriculum and enhance a school’s pedagogical
framework. The GLC can support teachers to make
these connections, increase their own knowledge of
global issues, and build capacity using a repertoire
of contemporary and practical classroom strategies.

27. What resources are available to
support a social action and justice
agenda in order to develop the
global citizen in my classroom???

28. Global
Learning
Centre
Library
Physical
Collection
Digital/Online
Collection
Education
Consultants

29. Digital/Online Resources
Scoop.It! Tumblr Pinterest
Facebook Global Learning
Centre
Twitter

33. (Food For All, page 32)

34. Australian Curriculum Maths
Year 7
Number and Algebra Strand - Money and financial
mathematics
• Investigate and calculate 'best buys', with and without
digital technologies (ACMNA174)
Statistics and Probability Strand - Data
representation and interpretation
• Construct and compare a range of data displays
including stem-and-leaf plots and dot plots (ACMSP170)
(Food For All page 30-31)

35. Australian Curriculum Maths
Year 3 &4
Using picture books to develop mathematical understanding, fluency,
problem solving and reasoning

36. Australian Curriculum Science
Year 5
Science Understanding - Biological sciences.
• Living things have structural features and adaptations that help
them to survive in their environment (ACSSU043)
Science as a Human Endeavour - Use and influence of
science.
• Scientific understandings, discoveries and inventions are used
to solve problems that directly affect peoples’ lives (ACSHE083)
Science Inquiry Skills - Questioning and predicting.
• With guidance, pose questions to clarify practical problems or
inform a scientific investigation, and predict what the findings of
an investigation might be (ACSIS231)
(Lifting the Lid, page 22-27)

37. Lifting the Lid, page 22-27

38. Australian Curriculum Science
Year 2
Science Understanding – Chemical sciences
• Different materials can be combined, including by mixing, for
a particular purpose (ACSSU031)
Science as a Human Endeavour - Nature and development
of science
• Science involves asking questions about, and describing
changes in, objects and events (ACSHE034)
Science as a Human Endeavour - Use and influence of
science
• People use science in their daily lives, including when caring
for their environment and living things (ACSHE035)
• Science Inquiry Skills - Questioning and predicting
Planning and conducting - Processing and analysing data
and information –Evaluating-Communicating

39. Thinking Globally: A day of waste, page
121 and Biodegradable or not, page 122

40. http://www.charitywater.org/whywater/
How safe is our drinking water?
Target Years: 3-6
Page 19-21
Interdependence and Globalisation

41. Australian Curriculum English:
Content Strands
Three interrelated strands-language,
literature and
literacy.
Literature strand-
Texts should be drawn from a
range of cultural contexts,
including Australian (ATSI) and
international literature (including
from Asia).

42. What do we mean by Global
Literature?
Literature that honors and celebrates diversity, both
within and outside Australia, in terms of culture, race,
ethnicity, language, religion, social and economic status
and physical and intellectual ability.
Literature representative of:
• Differing perspectives on issues and events
• Themes that can be compared and contrasted across
a set of related books
• Various genres (picture books, poetry, folklore
historical fiction, non fiction, biography)
• Non fiction that provides factual information about
people and their way of life.
(Adapted from Hadaway & McKenna, 2007:10)

43. The goal…
A window onto lives and experiences
different from the reader’s own.
A mirror reflecting the reader’s own cultural
values, attitudes, and behaviours.
(adapted from Hadaway & McKenna, 2007:1)

45. Australian Curriculum English
Year 6
Language Strand – Expressing and developing ideas
• Identify and explain how analytical images like figures, tables,
diagrams, maps and graphs contribute to our understanding of
verbal information in factual and persuasive texts
(ACELA1524)
Literature Strand - Responding to literature
• Analyse and evaluate similarities and differences in texts on
similar topics, themes or plots (ACELT1614)
Literacy Strand - Interacting with others
• Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
(ACELY1709)
Developing Global Citizens DVD, Unit 5&6 - Peace Building

47. NEWS FLASH
Global Words: English for Global Education
Three new units addressing the CCP Asia and
Australia’s Engagement with Asia.
All are integrated with the new Australian
Curriculum: Geography.

48. Celebrating the global perspectives in the
Australian Geography curriculum.
The GLC is currently offering 6 workshops for primary
and secondary educators:
• Introducing a world of wonder in P-10
Geography.
• Using children's fiction to introduce globe and
mapping skills to primary students.
• Bio-piracy or Bio-prospecting in Year 10
Geography.
• Geographies of Human Wellbeing in Year 10
Geography.
• Using global resources to enhance
geographical thinking for P-10 students.
• Teaching about other countries p-10.

49. Bridging the Gap
Snapshot Woodridge SS (2013)
• 49% Language Background Other
Than English
• 10% Indigenous
• 30+ nationalities
• 735 students
• ICSEA (Index of Community
Socio-Educational Advantage)
834
• Distribution of students 82%
bottom quarter/0% top quarter
• PL in Global Citizenship,
Geography & teaching
controversial issues (1 full-day, 2
x 2.5hrs follow-up)
• Ongoing professional support
• Library resources
Snapshot St Joseph’s Gregory
Terrace (2013)
• 1% Language Background
Other Than English
• 0% Indigenous
• 1200 students
• ICSEA 1145
• Distribution of students 1%
bottom quarter/68% top quarter
• PL in Global Perspectives in
Geography (1 day Geography
PD, Primary and Secondary
2.5hrs)
• Ongoing professional support
• Library resources

50. ‘I just want to let you know that you've been doing
a great job inspiring and helping teachers to
understand and appreciate the importance of
global education through geography. Your
institution is highly valuable, as many of us need
support from you in terms of expertise on the
subject area and resources to share. Your
presentation made me aware of its true essence.’
Primary Teacher, Woodridge SS

51. Civics and Citizenship Education
workshops under development...
The GLC will support your school to:
• Tailor a civics and citizenship program to suit your
school community;
• Utilise global education resources and strategies in
which to explore and celebrate the important civics
and citizenship values of multiculturalism within
your school community and the role of local and
global citizenship;
• Evaluate and improve civics and citizenship
education in your school and to reflect on teacher
practice.

52. Structure of the Religion
Curriculum P-12

53. Some thoughts about the how the GLC
could support CST’s.
• Provide upcoming PD information for circulation
amongst staff (host a GLC & CST’s network via
email/twitter/FB).
• Support CST’s with in- house planning sessions e.g.
deliver specialist workshops or plan with CST’s to
deliver own.
• Support CST’s with twilight sessions e.g. planning
part there of and or delivery.
• Support CST’s in Action Learning Projects with PD.

54. Where to from here?

55. Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666
Fax: 3857 6655
Email: glc@glc.edu.au
Website: www.glc.edu.au
Rosanne
coordinator@glc.edu.au
Alisa
alisa.cleary@glc.edu.au
Laura
laura.broadbent@glc.edu.au
Nena
nena.morgante@glc.edu.au