The fifteen units of work in Global Words have been produced by World Vision Australia and the Primary English Teaching Association Australia (PETAA) to integrate the teaching and learning of English with global citizenship education.
The aim in creating Global Words was to produce a high quality, digitally delivered, multi-modal education resource that will support students and teachers achieve the learning aims and outcomes outlined in the Global Perspectives: A framework for global education in Australian schools statement (.pdf 4.5 MB) and the new Australian Curriculum for English for Years 3–8.
The Australian Curriculum: English emphasises that Australia is a linguistically and culturally diverse country. In the curriculum rationale it states that learning through English contributes both to nation building and to a worldview.
The Global Words units of work are designed for junior Primary, upper Primary and junior Secondary students to engage meaningfully with the three interrelated English curriculum strands of Literature, Literacy and Language.
Literature expands the scope of students’ experiences and develops qualities of empathy and moral discernment essential to global citizenship.
Literacy practices enable students to engage with a range of factual, persuasive and literary texts to both build knowledge and to effectively communicate across a range of contexts.
Knowledge of the meaning-making potential of language and related semiotic resources underpins that engagement with literature and literacies.
Three units of work (to make the original 12 units 15) with explicit links to the newly released Australian Curriculum: Geography were added in April 2014.
The skills, behaviours and attributes that students need to engage with and succeed in life and work in the 21st century have been identified in the Australian Curriculum as General capabilities of:
- information and communication technology (ICT) competence
- critical and creative thinking
- ethical behaviour
- personal and social competence
- intercultural understanding
The units of work in Global Words embed the seven general capabilities within teaching and learning activities and in general.
Cross curriculum priorities
There are three cross curriculum priorities in the Australian Curriculum:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia’s engagement with Asia
The cross curriculum priorities are embedded in the Global Words units of work and have different emphases, depending on the relevance to the unit topic.
Global Words units also include specific syllabus advice for NSW teachers, with details of outcomes and indicators for each unit of work.
Global education topics in Global Words units of work are approached through a range of texts and texts types. Topics are covered across the three educational levels of junior Primary, upper Primary and junior Secondary include:
- Refugees and migration
- Indigenous peoples
- Neighbours and the Asia Pacific region
Resource design overview
The resource addresses the three strands of the Australian Curriculum: English
- Language strand — including aspects of grammar, punctuation, sentence structures and the language features of different types of text, such as documentaries, speeches, recounts and reports.
- Literature strand — including aesthetic and ethical aspects of literary texts and their different forms; poetry, film, novels and plays
- Literacy strand — including the narrative, expository and persuasive potential of written and spoken language for different purposes. Students learn to produce texts for a greater range of audiences and analyse the differences between types of texts, purpose and audience. Students are also given opportunities to represent their ideas through the production of spoken, written and multimodal texts.
The five learning themes in the Global Perspectives: A framework for global education in Australian schools statement are addressed simultaneously:
- Interdependence and globalisation — including the ways that individuals and communities increasingly depend on each other via international aid and trade.
- Identity and cultural diversity — including developing awareness of similarities and differences of beliefs and practices in various cultures, and learn to detect and avoid cultural stereotypes and prejudices.
- Social justice and human rights — including examining progress on addressing poverty and inequality through case studies, personal stories and statistics.
- Peace building and conflict resolution — including the role of development and poverty eradication in creating the conditions for peace and cooperation.
- Sustainable futures — an understanding of the ways in which we can meet our current needs without diminishing the quality of the environment or reducing the capacity of future generations to meet their own needs.