Last Updated: Wednesday, January 13, 2021

Global citizens – third and fourth level

What is this?

This learning activity is intended to support teachers and practitioners to plan learning experiences for children/young people in their usual setting or while they are learning at home. It can be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience. This activity will focus on what it means to be a global citizen and what an individual can do to contribute to making this a better world to live in.
When designing learning activities, think about the range of learners in your class and their individual circumstances.

Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level

  • I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, or create original text. I can make appropriate and responsible use of sources and acknowledge these appropriately. LIT 4-25a
  • I can apply philosophical enquiry to explore questions or ethical issues. RME 4-09e
  • I can analyse the factors contributing to the development of a multicultural society and can express an informed view on issues associated with this. SOC 4-16c

Purpose of the activity

This activity is designed to encourage young people to develop an understanding of how the actions of individuals can contribute to improving the world.

Learning activity

“Society belongs to all of us. What we put into it creates what we get out of it” Young Citizens website.

Ask young people to discuss this quote with others in a group. What are the key themes and areas of discussion they come up with? These should be shared with the class and discussed more widely as a way of developing the ideas. You might like to link these ideas explicitly to global citizenship, and what this means to them. The following resources may be useful;

How do you contribute to being a global citizen? Ask young people to think about how the things they do as an individual is helping to make the world a better place.

Offer young people one of three options for research;

  • Sustainability,
  • Equality and Diversity,
  • Improving communities and the wellbeing of all,
  • Global challenges and their impact on communities.

Ask young people to form groups to undertake the research task. Firstly, ask them to consider the advantages and disadvantages of different ways that research is conducted. They might like to consider the merits of the following research methods for example;

  • Questionnaires,
  • Interviews,
  • Surveys,
  • Using the internet,
  • Taking accurate notes.

The groups should allocate tasks, set a defined timescale for their work, and agree regular check in meetings to discuss progress with each other and their teacher.

If appropriate, young people may undertake the research at home.

You might like to suggest that young people organise and prepare a presentation for their year group, or for another group within your school or wider community. They may wish to invite speakers or record an interview as part of their presentation and you may wish to ask the audience to evaluate the presentations, including what they have learned and what they intend to do as an individual as a result of the information to become a more effective global citizen.

Extension activity

Young people may wish to extend their work or interest in a topic by leading or participating in a group or committee in school or within their community which links to citizenship.

National Benchmarks

  • Uses notes and/or other sources to generate ideas, inform thinking and support the creation of new texts.
  • Makes responsible use of sources, acknowledging and referencing sources appropriately.
  • Selects relevant ideas and information including essential detail or evidence.
  • Expresses a developed opinion with supporting reasons on the relationship between own values and actions.
  • Explains the development of a multicultural society and expresses a reasoned opinion on the issues associated with it, for example, the impact of immigration.

Possible approach to assessing learning

As practitioners, you know your learners well. You should alter the expectations of outcomes for individuals in line with the benchmarks. To help move young people’s learning forward, you may choose to discuss or review young people’s work in different ways and provide feedback occasionally. Young people should also be encouraged to seek feedback on their work from their peers.

When planning your approach to assessing learning please take account of the latest guidance.