One World Centre
educating for a just and sustainable
world
Interconnections
Photo credits: Australian Aid and One World Centre
Rockstrom, Sachs, Ohman & Schmit-Traub (2013) Sustainable Development & Planetary Boundaries.
http://www.post2015hlp.org/wp-content/uploads/2013/06/Rockstroem-Sachs-Oehman-Schmidt-Traub_Sustainable-Development-and-Planetary-Boundaries.pdf
http://www.chrisjordan.com/gallery/rtn
Active and informed citizens:
 are committed to national values of democracy,
equity and justice, and participate in Australia’s
civic life
 are able to relate to and communicate across cultures
 work for the common good, in particular sustaining and
improving natural and social environments
 are responsible global and local citizens.
 act with moral and ethical integrity
Australian Curriculum: Geography
Geography integrates knowledge from the natural sciences,
social sciences and humanities to build a holistic
understanding of the world.
Students learn to question why the world is the way it is,
reflect on their relationships with and responsibilities for that
world, and propose actions designed to shape a socially just
and sustainable future.
Australian Curriculum: Geography
Year 6 geographical knowledge and understanding:
The various connections Australia has with other countries and how
these connections change people and places (ACHGK035)
 researching connections between Australia and countries in the Asia
region, for example, in terms of trade, migration, tourism, aid,
education, defence or cultural influences; and explaining the effects
of at least one of these connections on their own place and another
place in Australia
 exploring the provision of Australian government or non-government
aid to a country in the Asia region or elsewhere in the world and
analysing its effects on places in that country
From AC Science year 4:
Science as a human endeavour
• Science knowledge helps people to understand the
effect of their actions
From AC Science year 5:
Science as a human endeavour
• Scientific understandings, discoveries and inventions
are used to solve problems that directly affect
peoples’ lives
• Scientific knowledge is used to inform personal and
community decisions
From AC History year 3:
The role that people of diverse backgrounds have
played in the development and character of the
local community
From AC History year 6:
Stories of groups of people who migrated to
Australia, and the reasons why they migrated.
Australian Curriculum: English
Literature strand:
Texts should be drawn from a range of cultural
contexts, including Australian (ATSI) and
international literature (including from Asia).
Know your potato
The Danger of a Single Story – Chimimanda Adiche
Image Credit: Chris Boland
What’s Global Education?
“Enabling young people to participate in a better shared future
for all is at the heart of global education.
Global education promotes open-mindedness leading to new
thinking about the world and a predisposition to take action for
change. Students learn to take responsibility for their actions,
respect and value diversity, and see themselves as global
citizens who can contribute to a more peaceful, just and
sustainable world”
Global Perspectives: A framework for global education in Australian Schools
Commonwealth of Australia, 2008
What schools are doing
 Ashburton PS (Vic)
- World-wise school
 Tuart Hill PS (WA)
- Global Teaching
Advocates
 Nyabing PS (WA)
- Global Water Awareness
Image credit: DIAC Images
http://www.globaleducation.edu.au/
www.oneworldcentre.org.au
http://www.globalwords.edu.au/
http://www.scoop.it/t/global-perspectives-in-the-primary-classroom
The Lolly Game
The Lolly Game
Image Credit: Sonwill
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Contact us at:
5 King William St
Bayswater 6053
Ph: (08) 9371 9133
www.oneworldcentre.org.au
education@oneworldcentre.org.au
primaryed@oneworldcentre.org.au
Image: The Bridge Progressive Arts Initiative