Sustainable Development and Global Education Essay

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

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