Primary

A Global Perspective within the Curriculum

Primary

Through a coordinated approach to learning via arts, mother tongue, languages other than mother tongue, health and physical education, mathematics, science, studies of society and environment and technology, it is possible to bring a global perspective across the curriculum.

 

Knowledge and Understanding – Interdependence and Globalisation

The Arts

 Explore how artworks from different cultures & places influence each other. 

From the children’s own backgrounds, discover the history of the families and use this to bring in art from those countries. Create family trees with each section offering different aspects of that person’s origin country.

Mother Tongue

 Read & analyse vocabulary, literary style and perspectives in a range of written texts.*

Does Finnish poetry have an identity; does it help solidify a feeling of unity?

Compare Finnish poetry to the works by other nation’s poets.

How do styles differ from varying newspapers or media sources?

 (Liikunta ja terveystieto)

Examine health issues affecting people in a range of different places. 

Experience interdependence through games.

Does your culture have a specific fitness regime?

Do other countries regimes differ from yours, if so how?

 

Languages Other Than Mother Tongue

Recognise how languages influence each other and can have common features. 

Are there linking features to Finnish in other languages?

What effect has Scandinavian language had on the wider area of Northern Europe? IE Britain

Have outside languages had an effect on Finnish? Do we have a lot of loan words? Why do you think this is?

Mathematics

 Compare & contrast factors about space & measurement in lifestyles. 

Science

 Discover how interconnection exists in the development of science knowledge.

Studies of Society and Environment

 Explore social, cultural & geographic & economic interconnections between people through families, goods & media. 

Are we all one-customer base?

Are there regional and national differences in how we consume?

Do we all conform to a cultural bias or can we be said to have independent regional cultural needs?

Technology

Explore how design of objects from different places influence each other. 

How has Finnish design affected development of goods?

Are we leaders in certain fields and do others seek to emulate our products?

Knowledge and Understanding – Identity and Cultural Diversity

 The Arts

Explore and identify features of artworks from different cultures.

How does Sami art differ from Finnish art?

Are there any linking factors to any other countries art?

Mother Tongue

Develop an understanding of different identities and perspectives expressed in oral, written and multimedia texts. 

How are non-Finnish residents viewed in a variety of Finnish language texts?

Can you identify cultural bias in these texts?

Should cultural bias be expected or do you feel that representation of non-Finnish citizens should be the same as for Finnish citizens?

Health and Physical Education

 Appreciate cultural diversity through playing simple games. 

Do people from different countries approach games from a different perspective?

Are certain games distinctly created from a certain countries mindset?

What does this say about the people of these countries?

Languages Other Than Mother Tongue

Appreciate linguistic diversity in Finland and around the world.

How does linguistic diversity help Finnish citizens?

Is multilingualism a benefit to Finnish speakers?

Mathematics

Learn how cultures create patterns, puzzles and games. 

Calculate measure and record temporal and spiritual relationships.

Science

 Consider scientific contributions of people and cultures.

Studies of Society and Environment

 Investigate similarities and differences in beliefs and culture of people in Finland and around the world through family histories. 

How do Finns transplant their own brand of culture to other places in which they find themselves?

Are Finnish beliefs similar to other cultures, if so in what way?

How do other cultures beliefs influence Finnish culture?

Do family histories reflect the coming together of various cultures and if so how?

Technology

Explore the design of objects & artefacts from different places. 

Does a countries design of objects reflect its personality?

If so how does it do this?

Can we say that certain things are specifically Finnish, or any other culture, if so how?

Knowledge and Understanding – Social Justice and Human Rights

The Arts

Explore how messages in artworks of various cultures and places convey specific messages. 

Is art specifically designed to appeal to certain cultures in certain ways?

Does the mindset of a country determine how one views Social Messages via art?

Mother Tongue

Recognise & challenge prejudice and cultural stereotypes in texts.

Identify cultural stereotypes and determine why they exist IE Where are the texts printed and who has written them?

Do they appeal to a certain section of the populace? 

Health and Physical Education

Explore the health and physical wellbeing of people in other countries, including the impact of unequal access to resources.

Are health and fitness issues at the mercy of economic factors?

Do poorer areas of your own country have a less committed approach to health and fitness?

Languages Other Than Mother Tongue

 Develop an understanding of perceptions of ‘fairness’ and wealth through linguistic features. 

Mathematics

 Investigate life experiences such as distance to school or costs of basic goods to people in various places. 

Science

 Investigate positive and negative impacts of science on people’s lives. 

Does technology benefit your country?

Are you mainly consumers or are you manufacturers?

Do you think that manufacturing of goods is done for the benefit of all, or for the benefit of the rich consumer countries?

Studies of Society and Environment

Learn about and recognise the universality of human rights. 

Distinguish acts of racism, discrimination and prejudice.

What are human rights?

What are children’s rights?

What are the main ideas behind the Salamanca Statement? (add link)

How do they affect you as an individual and your society as a whole?

Is there a tendency towards racism/discrimination or prejudice where you live?

Have you ever been the subject of racism?

How do you think it would feel if you yourself were a target of racism?

Look at the topic from both sides and try to describe the way negative reactions to you due to race would make you feel.

Technology

 Investigate ways of using technology to overcome inequities. 

Behind the screen we are all just random code, how can the use of technologies such as the Internet help to transcend inequities?

Knowledge & Understanding – Peace Building and Conflict Resolution

The Arts

 Create artworks that celebrate peace building and conflict resolution. 

Are there pre-existing artworks that do this?

Can you say what they are and how they achieve this?

Mother Tongue

Use oral & written texts to negotiate responses to conflict situations and build peace. 

Look at the United Nations charter on conflict resolution; is it clear in its approach?

 

http://www.un.org/wcm/content/site/undpa/main/issues/peacemaking

 

http://www.un.org/en/globalissues/peacesecurity/

 

Ahtisaari Päivä (Page & Link)

 

http://www.ahtisaaripaivat.fi/ahtisaari-paiva/

 

http://www.ahtisaaripaivat.fi/kouluille/

 

Health and Physical Education

Investigate ways of addressing exploitation of people & environments. 

Are some people & places used beyond what should be considered acceptable? IE Work Practices in Factories & Ship Breaking in general.

Do we consider the effect that large projects will have on the inhabitants of the areas?

IE World Cup Venues, Olympic Venues (As each one is every 2 years this is an ongoing project)

Do the inhabitants gain from this in a healthy way, are there legacy issues?

Languages Other Than Mother Tongue

Develop intercultural communication skills to overcome possible misunderstandings. 

 How are some words & gestures understood in your country and are they the same as in other countries?

Mathematics

Use number & measurement to investigate the inequitable distribution of resource. 

Science

Discuss the ethical issues that arise from the use of scientific knowledge. 

What advances have we made in sciences that are still frowned upon in their use in everyday society?

Studies of Society & Environment

 Identify & describe examples of how Finns are contributing to peace building, regionally & globally. 

Scandinavia is seen as a very peaceful region, can you identify the factors that make it this way?

Could these reasons be employed elsewhere to affect change in countries that are not so peaceful?

Technology

Understand how technology can be used to improve the lives of people. 

How is assisted learning able to help through technology?

Is the future of linked devices a benefit to the disabled?

Can we all benefit from the advances in technology or is it just something that only rich countries can benefit from?

How could poor countries benefit from advances in technology?

Knowledge and Understanding – Sustainable Futures

The Arts

Examine a variety of artworks to determine similarities & differences in view of sustainable futures. 

How have green technologies and ideas influenced art?

Also has art had any effect on how we view sustainable futures and issues connected to these?

Mother Tongue

Present oral & written persuasive texts about sustainable futures. 

What can we do to help bring about a greener world?

Health and Physical Education

Model ways of addressing inequity and exploitation in health & sport. 

Languages Other Than Mother Tongue

Explore ideas about possible and preferred futures. 

Mathematics

Examine how various actions contribute to sustainability of resource use. 

What % of our power needs are met by using sustainable resources?

Science

Investigate sustainable behaviours and ways of protecting our diverse environment. 

What do we do in Finland that protects our resources?

Are we best utilising our natural resources of forestry and hydro-electricity?

Studies of Society and Environment

Recognise how the past, present & future affect people, cultures and the environment. 

Understand systems, resources & energy needed for sustainable development.

Technology

Explore how different people have used technology to meet their needs. 

What do other countries and cultures do to provide their energy needs? Look into Solar energy and desalinisation.

Skills & Processes

The Arts

Develop cooperation & sharing skills by creating artworks in pairs or groups. 

How does the use of project work help students appreciate each other’s views?

Mother Tongue

Develop communication skills through listening, recognising perspectives & formulating oral & written responses. 

Investigate the art of spoken communication and written communication in all its forms.

Is there an over reliance on e communication over more older established forms?

Health & Physical Education

Develop cooperation skills through playing games. 

Understand how team games build cooperation in and out of the class?

Languages Other Than Mother Tongue

Understand how different perspectives are represented through another language.

Are other cultures focused on creating the same picture through their writing and spoken word traditions?

Mathematics

Pose & respond to questions leading to data collection. Use graphs, flow charts & time lines to organise  present & explain data. Solve real life problems. 

Science

Apply relevant scientific understandings to make responsible, ethical & informed decisions about global issues.

Studies of Society & Environment

Develop & apply intercultural understandings. 

Demonstrate empathy with different perspectives.

Demonstrate behaviours for sustainable development.

Technology

Use technology to design solutions to global issues and to evaluate solutions from real life situations. 

Show how countries that have specific issues have solved these?

 

(* Ideas in Italics have been adapted from the Australian Global Education programme 2002)

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