How to teach students to be global citizens

Jeanne Perrett
Children working together outdoors picking up litter
Reading time: 4.5 minutes

As teachers, weÌýallÌýwant ourÌýstudents toÌýwork toward making the world a better place. Through focusing onÌýglobal citizenship,Ìýthis drive to change the world is something we can help foster every day in the classroom.ÌýIn this post, we’ll explore how.

What are global citizens?

ÌýA global citizen is someone who knows that they are part of a worldwide community. They understand that there are people who have completely different lifestyles, appearances, cultures and routines but with whom we share common values and responsibilities. Global citizenship encourages tolerance and understanding, and learning about it helps children become open-minded adults.ÌýÌý

In a primary English classroom, helping students become aware of themselves as citizens of the world will introduce them to a global way of thinking. We can do this while also helping them become familiar with, and proficient in, English.ÌýÌý

How can we introduce the concept?

BeforeÌýstudents put themselves in a global context, they should get to know themselves as individuals. But they should also get to know themselves as people whoÌýare part ofÌýtheir immediate communities.ÌýÌý

In the classroom, this can be done by encouraging students to think about something personal, such as their likes and dislikes. We can then encourage students to look a little further: What kinds of homes do they see in their communities? What makes a house a home to them? What about people working in their communities — what important jobs do they do, and how do they make an impact?Ìý

For language teachers,Ìýthe idea is toÌýcombine vocabulary and grammar structures with a slowly widening view of our world.ÌýSimply by introducing the conceptÌýthat we are part of a worldwide communityÌýcanÌýtake the children out of their own experiences and help them start to consider others.

Tips and activities

Social media makes it possibleÌýforÌýteachers to contact each other across borders and to collaborate between their schools. Something simple, like organizing a class video call for students after lunchtime and encouraging students in different countries to discuss what they ate in English,ÌýcanÌýhelp learners become more globally aware.Ìý

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How can we teach students to be proactive?

Once students know something, they can progress to putting their knowledge into action. Teachers can foster thisÌýby encouraging good habits –Ìýa simple example isÌýhow weÌýteachÌývery youngÌýchildren to throw their litter in a bin. As they grow older, we canÌý‘unpack’ these habits. That is,Ìýwe can helpÌýchildrenÌýlook deeper into whyÌýthey're so important.ÌýUsing the example of litter again,ÌýthisÌýcould meanÌýmaking students aware about how their civic responsibility has a real environmental impact.Ìý

Let’s look at how we canÌýgo from knowing to doing, in simple stages, with a range of topicsÌýthat are common in theÌýlanguageÌýclassroom:Ìý

Food

  • Ask students to think about what they like and dislike.Ìý
  • Ask students to name foods that are good for us and what we should eat more of.Ìý
  • Teach about school lunches in other countries.Ìý
  • Teach about dishes eaten on special occasions around the world.Ìý
  • HaveÌýaÌýfood festivalÌýor ‘munch day’ where students make snacks from around the world.

Buildings

  • Ask students to talk about their own homes.Ìý
  • Teach about types of homes in other countries.Ìý
  • Discuss eco-architecture – such as solar panels, living walls, wind turbines on roofs, and local materials that might be used in building processes.ÌýÌý
  • Venture outside as a class to plantÌýpottedÌýflowers and improve the school yard or make a container to collect rainwater for the school garden.Ìý

Jobs

  • Teach about the jobs people do at school – such as cleaning, cooking, or driving.Ìý
  • Think about jobs withinÌýthe communityÌýand why they are necessary.Ìý
  • Think about what skills each child and their parents have and how these skills are needed for different jobs.Ìý
  • Have a skill-sharing day whereÌýstudentsÌýteachÌýeach otherÌýsomething new.ÌýÌý
  • HostÌýaÌý‘kids take over day’Ìýwhere studentsÌýget toÌýdo an important jobÌýatÌýschool (such asÌýcleaning the classroomsÌýorÌýserving lunch).Ìý

Technology

  • Discuss the different types of technology used at home and school.Ìý
  • Think about how to use this technology responsibly.ÌýÌý
  • Talk about different householdsÌýand find outÌýhow and whenÌýtablets, laptops and phones are used. For example, who is allowed to watch videos while eating?ÌýWho can read on their tablet in bed?Ìý
  • Make your own set of technology rules for the classroom and discuss why they’re important.Ìý

Holidays

  • Ask students what they like to do on holiday.
  • Teach about how to stay safe at the ocean or in the countryside.
  • Talk about other countries students have travelled to or would like to travel to and learn about interesting landmarks in those countries.
  • Discuss eco-tourism efforts and why they are important.
  • Have aÌý‘Let’s go toÌý[name of a city or country)Ìýday.’ÌýMake posters about famous sights, learn some phrases of the language spoken thereÌýandÌýhave studentsÌýimagineÌýtheyÌýhave gone abroad for the day.

Sharing the messageÌý

The United NationsÌýhas set out a collection ofÌý17Ìýglobal goals, called theÌýÌý(SDGs), which aim to create a better future by 2030. They address issues like gender equality, hunger and poverty and can be an excellent resource for teachers to use in the classroom when discussing how global citizenship can help to improve our world. Ìý

Teachers can encourage students to spread the message aboutÌýSDGs inÌývariousÌýways. For example, students can:ÌýÌý

  • Give speechesÌý– at school or in the local community.Ìý
  • Begin a fundraisingÌýcampaign.Ìý
  • Write letters to politicians.

Teaching students to be global citizens may sound like a big task. However, through weaving these ideas through language lessons, teachers have the opportunity to plant an important seed in students. Because who knows, they may really grow up to change the world.Ìý

About Rise and Shine

Rise and ShineÌýis a 7-level story-based primary course that combines language learning with global citizenship. It is built on theÌýGlobal Scale of English, which helps students to understand exactly what they are learning and why.

The courseÌýinspires learners to becomeÌýconfident explorersÌý– they learn English and aim to become responsible global citizens. The series is also designed for use in inclusive and mixed-ability classrooms and supports every learner to achieve and shine.

Learn more about Rise and Shine

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    Exploring the four Cs: Using future skills to unlock young learners’ potential

    By Annie Altamirano
    Reading time: 5 minutes

    What do we mean by future skills?Ìý

    The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.Ìý

    These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:Ìý

    1. Ways of thinking

    Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

    2. Ways of working

    Here, we’re talking about the skills of communication and collaboration.

    3. Tools for working

    Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.Ìý

    4. Life skills

    The final category covers life and career skills, and is all about personal and social responsibility.Ìý

    One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.Ìý

    The four CsÌý

    The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.Ìý

    Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.ÌýÌý

    So let’s take a closer look at the theory behind them.

    1. Communication

    We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

    Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.Ìý

    2. Collaboration

    Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.Ìý

    Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.Ìý