The develop Unit of Work, Global Education, is appropriate to be taught to Stage Three, Year Five, students.
The overall question for this unit of work is: What is Global Education and how can we, as individuals, contribute to promote global issues? WeekW Week | Syllabus Outcome | Values/ Attitudes | Key Concept | Activity | Essential Understandings Students Learn About: | Essential Skills Students Learn to: | 1 | SSS3.7 | IU LL | Global Education | - Teacher talks to class, teacher and students brainstorm ideas on Interactive White Board, students develop mind map in HSIE workbook about what Global Education is. | - Global interconnections - Australia’s connection with the global world | - Investigate national and international global education issues - Develop questioning skills | 1 | SSS3.7 | IU LL | Global Education | - Diagnostic test, partner mark, teacher explains answers to students in depth. | - Global interconnections | - Investigate national and international global education issues | 1 | ENS3.5 | ES | World Locations | - Students locate third world countries on map (colour coded), students individually select one global issue within one of those countries, students individually brainstorm and write a paragraph about what they know about their selected global issue. | - Third world countries, regions and environments within the world | - Explore and express changes that occur in environments around the world in relation to global issues |
Week One: Introduction - What is Global Education? WeekW Week | Syllabus Outcome | Values/Attitudes | Key Concept | Activity | Essential UnderstandingsStudents Learn About: | Essential SkillsStudents Learn To: | 2 | ENS3.6 | ESIU | Environm-ental Change | - In small groups (3-4) students develop a plan to protect their local creek from pollution, carry out research (local council websites and brochures), students compose a poster to promote awareness. | - Different perspectives about the maintenance and improvement of environments | - Gather and present information about the need to maintain an ecologically sustainable environment | 2 | ENS3.6 | ESLL | Environm-ental Change | - Students visit local creek to plant trees and native grasses, whole class contribution letter to local council with suggestions for future proposals to maintain cleanliness of creek. | - Ecologically sustainable development of environments | - Evaluate possible resolutions to environmental issues | 2 | ENS3.5SSS3.8 | BMCIU | GlobalEducation | - Guest speaker with slideshow in relation to Global Education, focusing on eight Millennium Development Goals. | - Organisations involved with local and global issues- Communities, regions and environments within the world | - Investigate and acquire information about global issues and organisations |
Week Two: Students Personal Community. WeekW | Syllabus Outcome | Values/Attitudes | Key Concept | Activity | Essential UnderstandingsStudents Learn About: | Essential SkillsStudents Learn to: | 3 | ENS3.6 | IULL | Millennium Development Goals | - Students placed into selected groups, students discuss various Millennium Development goals, groups develop negative and positive points and provide justification in relation to chosen goal. | - Communities, regions and environments around the world | - Brainstorm and participate in activities that contribute to global awareness | 3 | CUS3.4 | IULL | Millennium Development Goals | - Students to carry out research (internet, books and articles) in library about selected Millennium Goal, students present findings to teacher during lesson. | - Cultural influences and other factors affecting global issues | - Investigate and research different viewpoints in relation selected Millennium Goal | 3 | ENS3.6 | ESIU | Millennium Development Goals | - Students complete WebQuest activities (design campaign to help promote one selected Millennium