How does Global Learning link to purpose of study and aims of
Citizenship?
Whilst the purpose of study and aims of citizenship in the programme of study
for key stage 3 has undergone change, that at key stage 2 remains a shared
non statuary framework with PSHE. During key stage 2 pupils learn about
themselves as growing and changing individuals with their own experiences
and ideas, and as members of their communities. In this context the breadth
of their study grows to encompass an awareness of places, societies and
people beyond their surroundings and community. They learn about the wider
world and the interdependence of communities within it. They develop their
sense of social justice and moral responsibility and begin to understand that
their own choices and behaviour can affect local, national or global issues and
political and social institutions. They learn how to take part more fully in
school and community activities.
At key stage 3, Global Learning can become more sophisticated, building on a
growing spatial and political awareness so that it very much gels with the
ambition that citizenship has to provide pupils with the skills knowledge and
understanding to prepare them to play a full and active part in society as
responsible citizens. As such this includes pupils being able to engage with
ideas, concepts and themes from a global perspective and consider how
these affect them and what they may choose to do with that knowledge and
understanding. It is not enough for pupils simply to be able to know about
such topics as poverty or understand the elements of globalisation as
citizenship provides a forum to think about what this means to the individual
pupil. It provides an opportunity to develop emotional literacy, to feel touched
by matters that may happen in communities and to individual many miles
away. It also brings the aim of developing an interest in social action and
community volunteering strongly into focus about authentic issues that matter
both personally and in a community or societal context.
In summary and in the context of its aims and purpose, Citizenship
encourages pupils to

take an interest in topical and controversial issues

engage in discussion and debate

learn to take part in decision making and different forms of action

play an active role in the life of their school, community and the wider
world as active global citizens

develop an interest in and commitment to participation

respect others, especially in the context of different national, religious
and ethnic identities and to act with integrity

critically explore diverse ideas, beliefs and cultures, identities and the
values we share

have an understanding of democracy, government and how laws are
made and upheld

understand how society has changed and is changing our world

address issues relating to social justice, human rights, social cohesion
and global interdependence

challenge injustice, inequality and discrimination

develop their critical skills and consider a wide range of political, social,
moral and ethical problems

explore their own ideas and those of others

evaluate information and make informed judgements

reflect on the consequences of the actions of themselves and others
now and in the future

argue a case on behalf of others as well as themselves

speak out on issues of concern

appreciate the benefits of diversity

change things for the better

prepare to take their place in society as responsible citizens
What might this mean in the classroom?
In meeting the aims and purpose of study, teachers of citizenship will be
focussing on two aspects in relation to Global Learning: engaging pupils with
the wider scope of knowledge and understanding about globalisation,
including issues of social justice and human rights and providing them with
the opportunity to think about what actions they might take in response to the
knowledge gained. For example, at key stage 2 pupils might investigate living
in a diverse world through the lens of questions about identity and diversity,
similarity and difference and the connections between their locale and other
places, nationally or internationally. At key stage 3 pupils might debate a
global issue in detail, perhaps about environmental change and sustainable
development or reflecting on progress with the Millennium Development
Goals that’s relates to a national or local perspective. The debate may involve
working with local or regional experts to gain greater understanding and then
deciding upon actions that might result, both within the school, its curriculum,
in the community and beyond. In developing such complex and exciting
activities with and for pupils, teachers will reflect many of the aspects detailed
above.
More detail exemplifying Global Learning and Citizenship can be seen in the
companion document entitled Global Learning in Citizenship in Primary and
Secondary schools.
ACT May 2014