NSW Human Society and Its Environment K-6

Aims Overview and Scope Content This document provides teachers with an outline of the curriculum links between Human Society and Its Environment K-6 Syllabus (1998) Board of Studies NSW, Sydney, and Global Perspectives: a Statement on Global Education for Australian Schools (2002) Curriculum Corporation, Carlton South. Aims Human Society and Its Environment K-6 Syllabus Global Perspectives http://www.globaleducation.edna.edu.au/globaled/go/pid/1062 http://www.globaleducation.edna.edu.au/globaled/go/pid/122 page 8 The aim of Human Society and Its Environment K-6 is to develop in students the values and attitudes, skills, and knowledge and understandings that: enhance their sense of personal, community, national and global identity, and enable them to participate effectively in maintaining and improving the quality of their society and environment. page 7 A global citizen is one who: is aware of the wider world, shares a sense of community, and has a sense of their own role as a world citizen respects and values diversity is willing to act to create a future where the rights of all people, social justice and sustainability are more secure is willing to take responsibility for their action   Global education seeks to develop the qualities of global citizenship in all people, through: promoting relevant knowledge and understanding encouraging positive values and attitudes helping students to develop critical skills in dealing with information and communication fostering a commitment to action and participation Overview and Scope Human Society and its Environment K-6 Syllabus Global Perspectives Overview Scope http://www.globaleducation.edna.edu.au/globaled/go/pid/1062 http://www.globaleducation.edna.edu.au/globaled/go/pid/122 page 9 Knowledge and understandings Change and continuity Cultures Environments Social systems and structures Skills Acquiring information Using an inquiry process Social and civic participation page 6 Global education is transformative. It does not simply aim to impart knowledge and skills, but to promote positive values, such as commitment to opposing poverty and injustice, affirming human rights and cultural diversity, seeking a peaceful and just world and working towards environmental sustainability. Global education aims to develop in teachers and students alike an open-mindedness to new thinking about the world and a predisposition to active participation as a member of the global community building a shared future. In short, global education aims to enable and equip young people for global citizenship.   Values and Attitudes Interest in, and informed and responsible attitudes towards, people, cultures, religions, societies, environments and learning, with a commitment to: Social justice Intercultural understanding Ecological sustainability Democratic processes Beliefs and moral codes Lifelong learning Note: Refer also to pages 7-9 of Global Perspectives Knowledge and understanding Values and attitudes Skills and processes, and Action and participation Incorporating Aboriginal Citizenship Environmental Gender Global Multicultural; and Work perspectives   Content Human Society and its Environment K-6 Syllabus Global Perspectives http://www.globaleducation.edna.edu.au/globaled/go/pid/1062 http://www.globaleducation.edna.edu.au/globaled/go/pid/122 The content overviews for Human Society and its Environment K-6 comprise the outcomes to be achieved by students and the subject matter with which they will engage to achieve the outcomes. Early stage 1: pages 42-43 Stage 1: pages 48-49 Stage 2: pages 54-55 Stage 3: pages 60-61 The content of Human Society and Its Environment K-6 incorporates knowledge and understandings, skills and values and attitudes (page 41).   The content of Global Perspectives is outlined in Learning Emphases Across the Curriculum on pages 10-13. It is set out as a series of suggested strategies which incorporate areas of concern which are topical, influential and significant for all learners. They relate to all learning areas and all stages of schooling and are expressed as concepts: One World: Globalisation and Interdependence Identity and Cultural Diversity Dimensions of Change Social Justice and Human Rights Peace Building and Conflict Sustainable Futures The outcomes are arranged according to sub-strands of the Knowledge and Understandings Strands. Both are identified conceptually: Change and Continuity Significant events and people Time and Change Cultures Identities Cultural Diversity Environments Patterns of Place and Location Relationships With Places Social Systems and Structures Resource Systems Roles, Rights and Responsibilities