GLOBAL CITIZENSHIP PROGRAMME · GLOBAL CITIZENSHIP PROGRAMME Updated September 2018 We are a learning community, passionate about providing an International Education, which inspires

SIS HANDBOOKS

GLOBAL CITIZENSHIP PROGRAMME

Updated September 2018

We are a learning community, passionate about providing an International Education, which inspires and encourages learning and intercultural understanding. We facilitate

self-discovery and the development of unique interests, gifts and talents, whilst promoting service learning as a force for good in the world.

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GLOBAL CITIZENSHIP PROGRAMME HANDBOOK

INTEGRATION THROUGH PYP AND MYP

“Education gives us a profound understanding that we are tied together as citizens of the global community, and that our challenges are interconnected.” Ban Ki-moon, UN Secretary-General (2007-2016)

One of the key factors considered during the development of the Global Citizenship Programme (GCP) was the desire to provide educators with comprehensive and practical guidance which will enable them to effectively use the curriculum to underpin and inform their pedagogy and practice.

“Today´s schools need to educate for the future more than ever before, as the world´s challenges and opportunities become more compelling. Education for Global Citizenship must become the curriculum of the future as we experience increasing interdependence and Interconnectedness.” (Davy, 2011)

Curriculum delivery reflects the breadth of great extraordinary educational opportunities that take place both locally and globally, and highlight the way in which the Middle Years Programme (MYP) learning outcomes are met within the work of Global Citizenship education.

It does this through the provision of social entrepreneurship and service learning opportunities which support our students to become autonomous, to accept their responsibilities and be aware of their rights as Global Citizens.

Global citizenship isn’t something that needs to be artificially created and imposed. We already celebrate the rich, diverse and different cultures in our community, and through looking at local identity and its relationship nationally and globally. However, the delivery of any Global Citizenship Education Programme requires a systematic, planned approach, and there are examples in this handbook to assist in this process. Different planning models are given and it is hoped that educators will modify and adapt them to meet their own philosophy, pedagogy, content and assessment.

Global citizenship is about a positive view of the world, society and diversity, and must counteract the binary, zero-sum approach of much current debate and discussion on a range of issues, including immigration, refugees, race, class and religion. It helps young people to understand the complex issues the world faces, applying and deepening their knowledge.

GLOBAL CITIZENSHIP PROGRAMME (GCP)

Jen Liptrot

Global Citizenship Coordinator, MYP English Language Acquisition teacher

GLOBAL CITIZENSHIP PROGRAMME HANDBOOK

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SOTOGRANDE INTERNATIONAL SCHOOL VALUES

SIS puts the IB Learner Profile into action by embedding it along with the IB attitudes into our School Values.

HOW WE DEFINE GLOBAL CITIZENSHIP AT SOTOGRANDE INTERNATIONAL SCHOOL

MissionWe are a learning community, passionate about providing an International Education, which inspires and encourages learning and intercultural understanding. We facilitate self-discovery and the development of unique interests, gifts and talents, whilst promoting service learning as a force for good in the world.

Educational GoalsTo create extraordinary educational experiences for learners which connect with their gifts, passions and purpose. SIS learners embrace opportunities to be the best they can be and take personal responsibility for creating a more peaceful, inclusive and sustainable world.

AmbitionTo be a world leader in International Education which is academically rigorous, connecting learners to their gifts, passions and purpose. Through authentic service experience and creative use of technology, we promote education as a force for good in the world.

ValuesCommunicator, inquirer, thinker, balanced, committed, considerate, courageous, knowledgeable, open-minded, principled, reflective, and resilience.

• Being aware of the world beyond ourselves by learning about all cultures, people and species with whom we share it. (HEAD)

• Demonstrating and promoting values of compassion and respect, embracing all people, cultures and beliefs. ( HEART)

• Taking responsibility for our actions and working to create sustainable solutions for a more loving, peaceful and united world. (HANDS)

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OUR LEARNING PRINCIPLES

We know learning is effective when:

Learners are effective when they feel safe and secure Mentally, Emotionally, Physically and Spiritually.

• There are no negative comments.

• Therefore, learners need a positive and caring learning environment where it is safe to succeed or to make mistakes, receive constructive feedback and try again.

Learners are effective when they have positive, outcome focused approach to learning.

• Effective Learners have a positive mindset, they are resilient.

• Therefore, to develop this mindset, learning opportunities should develop the personal and social side of the learner as well as the academic.

OUR LEARNING PRINCIPLES

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Learners are effective when they are appropriately challenged.

• Effective Learners want a sense of control over their learning.

• They want to constantly improve and get better. They want to have a clear route to autonomy.

• Therefore, learning opportunities should be engaging and appropriate to the developmental stage and individual needs of learners. Learners are effective when they understand the purpose of the learning.

• Effective Learners have a goal, are self motivated and take action to improve.

• Therefore, learners need to understand why they are doing something, have specific goals and know how they will be mentored and coached to achieve their goals.

Learners are effective when they use timely and goal directed feedback.

• Effective learners use feedback to improve. For them, there is no such thing as failure only feedback.

• Therefore, ongoing assessment should be structured in a manner that allows for specific feedback guiding the learner in constructing meaning in order to achieve their goals.

Learners are effective when they construct new understanding by building upon prior knowledge.

• The learning experience should start where the learner is.

• Therefore, it is important that new learning is connected to what the learner has previously experienced or understood.

Learners are effective when they construct meaning by making connections between knowledge and concepts.

• Inquiry based learning and learning by doing are engaging ways to create educational experiences that make these connections.

• Therefore, learning experiences need to be organised around core concepts.

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OUR LEARNING PRINCIPLES

Learners are effective when they listen, talk and interact with others.

• Collaboration, teamwork and communication are vital skills to master.

• Therefore, learners must be provided with a range of opportunities to engage with others both in and outside the classroom.

Learners are effective when they have time for meaningful and deliberate practice.

• Perfect practice helps develop discipline of thought and discipline of action.

• Therefore, learners need carefully considered opportunities to develop and improve skills and understanding.

Learners are effective when they think and act upon their learning.

• Reflection and mindfulness are key skills for metacognition connecting learning to a sense of mastery and purpose.

• Therefore, learners need opportunities to develop strategies to plan, monitor, reflect and make relevant adjustments to learning.

GLOBAL CITIZENSHIP CONTEXT

Why have Global Citizenship? Global Citizenship has an important role to play in the lives of our learners.

The transition from childhood through adolescence and into adulthood can be an exciting but difficult time. Young people have so many choices to make about their lives, their future careers, their relationships, education and training. They have to learn new skills and responsibilities that help them to grow and learn.

Teachers and adults help young people to have a ´Voice¨ and support them to influence important decisions that affect their lives.

Through The Global Citizenship Programme at Sotogrande International School we:

• Develop word class education for every student.• Offer quality support to our learner´s to help them to achieve and progress as life-

long learners and global citizens. • Enable the voice of young people to be heard.• Provide a rich diversity of extraordinary personal and social development

opportunities.• Use education as a force for good in the world.

What is Global Citizenship? The dimensions of citizenship are shifting as the world changes. People identify with their own sense of national citizenship clearly defined by language, culture and a sense of place and understanding of governance, rights and responsibilities. Global citizenship is aspirational and differs from national citizenship. It carries no inherent rights, yet is often motivated by the desire for greater commitment to universal human rights and can be perceived as inclusive, caring and responsive. There comes with it a sense that individuals can make a difference in the world.

The Purpose of GCPThe purpose of GCP is to ensure that learners have the opportunity to fulfill their potential as individuals and as members of groups and communities and to support their transition into adulthood. The distinctive contribution of the Global Citizenship Programme is to focus on learners views about what is relevant to them and their development. GCP also maintains balance in the curriculum, engaging learners in their national and global societies as future leaders who will shape and influence for the common good.

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GLOBAL CITIZENSHIP CONTEXT

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The objectives of GCPIt aims to see young people become independent learners and responsible as individu-als and as members of society because of the experiential learning gained from par-ticipation within the programme. The programme compliments the curriculum across all stages, enabling students to relate their studies in maths, science, humanities, lan-guages, arts and literature to the wider concept of being a global citizen and to their personal place in the local and wider society.

The values of GCPGlobal Citizenship is an educational process. It is concerned with giving learners opportunities to achieve their best, to have worthwhile experiences and to obtain advice, information and support. The Global Citizenship Programme within SIS has a unique role in that it offers learners the choice of being involved. Guided by students, it is therefore particularly focused on what young people see as relevant concerning local and global issues.

• Offering diverse opportunities. It encourages students to be critical and creative in their responses to their experience and the world around them, supporting their

exploration of new ideas, interests and creative ability.

• Developing participation: Creating learning through experience and involvement, encouraging students to create their own activity and draw on learning from everyday situations and activities through a reflective mindset.

• It recognises, respects and is actively responsive to the wider networks of peers, communities and cultures. Through such networks, it seeks to help students achieve stronger relationships and collective identities, and through the promotion of

inclusivity.

• Empowering learners: Developing their knowledge and skills so that they can become independent, self-reliant and self confident and more able to develop their own lives and contribute to their communities.

• It is concerned with how learners feel and not just what they know that they can do.

• It is concerned with ensuring learners can influence the environment in which they live.

• It respects and values differences by supporting learners belief in themselves and in their capacity to grow and change.

• It complements and supports International Baccalaureate ( IB) Programmes within the Middle Years Programme (MYP) and Primary Years Programme (PYP) and other more informal education by encouraging and providing other opportunities for learners to fulfill their potential.

• Recognising achievement: Learners participation and in turn development of their skills, knowledge and experience should be recognised at every level. This may range from the informal verbal feedback, local celebrations, press releases, film and

photographs, to what are more prevalent formal accredited qualifications.

GOOD GLOBAL CITIZENSHIP HAS CORE VALUES:

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Global citizenship at its most exciting is innovative and adaptable as well as being interesting and enjoyable for young people. Teaching and learning happens in a variety of venues from classrooms, workshops and presentations, to beaches, farms, business environments and conferences to mountain tops. It uses different styles of delivery and a range of activities in order to encourage participation and learning. Each of the many different styles of delivery has benefits and each is unique and should be valued for its own contribution.

Global Citizenship teachers, directly perform or give support to some or all of the different styles of work, selecting what is most relevant to young people in order to meet their needs and achieve appropriate outcomes.

From Local to Global, from ME to WE, The Global Citizenship Programme provides learners:

• With an understanding of a range of global and international issues. • With an understanding of a range of cultural issues. • Contact with other cultures.• The ability to recognise and challenge cultural stereotyping. • With an understanding of and openness to celebrating diversity.• The opportunity to learn about Social Entrepreneurship and Environmental Sustainability to use education as a force for good in the world.• The opportunity to use media as a platform to publicize positive images of young people.• Decision making and problem solving skills.• Mindfulless.• Leadership skills.

Activities achieving these outcomes:

• Global networks with key partners.• Service Learning visits.• Service as Action.• MUN/ conferences to encourage exchange of ideas.• Thematic projects to explore heritage, culture e.t.c.• Recycling schemes in school.• Community and Personal Projects.• Campaigning for improvements with school transport.• Conservation Projects.• Eco Schools Award.• Peer Education.• One to one work.• Project Work.• Group work.• Trips.• Visits and Exchanges.• Creative and expressive arts.• Information and Communication Technology.

WHAT ARE THE GLOBAL CITIZENSHIP SETTINGS?

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Providing students with :

• An awareness of their own strengths and areas for growth.• Opportunities to undertake challenges that develop new skills.• Opportunities to openly discuss, evaluate and plan student-initiated activities.• Persevere in action.• Opportunities to work collaboratively with others from across the globe, • communicating in multiple languages.• Develop international-mindedness through global engagement, multilingualism and

intercultural understanding.• Opportunities to consider the ethical implications of their actions.• An understanding of Environmental Sustainability and green issues on a global level. • An understanding and the need to care for the environment and know how to do it

on a local level and the difference that this makes to global environmental issues. • The ability to make informed judgements.

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WHAT ARE THE GLOBAL CITIZENSHIP SETTINGS?

THE GLOBAL CITIZENSHIP FRAMEWORK

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THE FOUR PILLARS OF THE GLOBAL CITIZENSHIP

1. GLOBAL MINDEDNESS 2. SOCIAL ENTREPRENEURSHIP

3. SERVICE LEARNING 4. ENVIRONMENTAL SUSTAINABILITY

GCP LEARNER REFLECTIONS“I chose GCP as my elective because I want to make the world a better place and I want to try to make more people recycle so there is no pollution.” (Aila)

“We have lots of different ways in which we can all participate in some form of global cit-ezenship, in our school we have lots of different projects that we can get involved in through GCP to make the world a better place”.( Isa)

“The reason I have chosen GCP because I would love to help change the world as we know it and I’d love to help animals. I’d also like to help stop pollution. Also, when I help people makes me feel very good.” (Jago)

“The Global Citizenship Programme is a really useful subject to take because all of these things you learn are relevant life skills that are going to be very important in the future.¨ (El-lie)

“I have more knowledge about marketing, selling, communicating and understanding the negotiation world. I recommend this subject to all students because you learn a lot about the real world.” (Alba)

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This section lists the important desirable outcomes that good curriculum based practice will deliver to learners. Relating these to the International Baccalaureate Middle Years Programme (MYP) Service Learning Outcomes The Global Citizenship Programme creates extraordinary learning opportunities for learners to:

1. Become more aware of their own strengths and areas for growth. 2. Undertake challenges that develop new skills.3. Discuss, evaluate and plan student-initiated activities.4. Persevere in action.5. Work collaboratively with others.6. Develop international-mindedness through global engagement, multilingualism and intercultural understanding.7. Consider the ethical implications of their actions.8. Use technology to enhance local and global communication and understanding.

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GOALS FOR LEARNERS

GOALS FOR LEARNERS

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MONITORING AND ASSESSMENT FOR LEARNING

Monitoring and evaluation is vital to curriculum development. How well students engage with the Global Citizenship Programme will be measured by the extent to which young people show evidence of:

• Increased confidence, self esteem and autonomy: the ability to make informed choices and influence programmes and events, development of problem solving skills and the ability to advocate for themselves. • Taking responsibility for themselves and others: making positive relationships with

adults and peers.• New skills and interests, gaining knowledge, understanding and awareness, a sense of

enjoyment and achievement; appropriately using information and resources and the ability to discuss and debate issues.

THE LEVEL OF INVOLVEMENT OF LEARNERS IS MEASURED BY:

• Number of elective students in each year group.• Frequency of attendance of learners.• Length of involvement in the Global Citizenship Programme• Participation in the levels of planning, delivery and evaluation of the programme.• Number of recorded learning outcomes achieved.

The GCP Coordinator will undertake regular monitoring and assessment of students learning and achievement through reflective learning journals and assessments which will be individually recorded on the school´s Managebac system. Results of which will be notified to parents via the school´s reporting system, emails and parent/teacher consultation meetings and scheduled meeting on request and by agreement of the teacher/ parent/ learner.

The Curriculum Development Model (overleaf) is a way of working whereby the learner progressively takes on increasing responsibility for their own involvement, their learn-ing and their actions. This is an effective model to describe the stages of involvement and personal development for learners involved in GCP and can be used to monitor the learning journey´s of those involved.

STUDENT LEADERSHIP MODEL

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The Global Citizenship Programme

At Sotogrande International School within the MYP curriculum all students can elect to follow a course in Global Citizenship (GCP). Within the GCP units , students follow the following model:

LEARN: introductory session (teacher led in lower years, increasingly student led in M4 and M5 as students take on a greater leadership role).

THINK: group/pair work focused on creating a product/solving a problem, finishing off with self and/or peer assessment of the ways in which the task successfully addressed those skills selected at the start of the activity.

ACT: A product that in some way may cause make a positive change, this could be in the form of an action or a community service activity.

CONCLUSION

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Through our Global Citizenship Programme, which also makes links to other subject areas, students are encouraged to understand the need for action, and given the opportunity to act. Indeed as students progress through the MYP at SIS, we aim to empower them with the skills and understanding that will enable them to choose to act as leaders, and be a “force for good” in their local and global communities.

The purpose: CIS International Certification provides recognition for high quality programmes and when we are successful, it will enhance and confirm our school commitment to international education and the development of global citizens.

References

Davy, Irene. 2011. Learners without borders: A curriculum for Global Citizenship. International Bacalaureatte.

COUNCIL OF INTERNATIONAL SCHOOLS

Sotogrande International School

Avda La Reserva SN

11310 Sotogrande Cádiz

+34 956 795 902

[email protected]

www.sis.ac

Sotogrande International School

Avda La Reserva SN

11310 Sotogrande Cádiz

+34 956 795 902

[email protected]

www.sis.ac