From the set of 15 problems, originally created by NRICH, which link to a strand of mathematical processes and applications and to the substrands of content. This is. School case studies Global Education. Global education aims to develop global citizens. Enabling young people to participate in shaping a better, shared future for the world is at the heart of global education. Here we profile learning and action in schools around Australia. AAEAAQAAAAAAAAQwAAAAJDljNjZiZDMyLTM5YmEtNDE0ZC05NWFiLTE2N2QxMzM4ZmM3YQ.jpg' alt='Pyp Lesson Plan Templates' title='Pyp Lesson Plan Templates' />The students and schools have developed awareness of a global issueembraced the need to changeengaged in personal, community or global actionreflected on learning. Protecting the local creek. School Killara Primary School, Sunbury, Victoria. Year level Year 3. Number of students involved 2. Impetus for action Students tested the temperature, stream flow, turbidity, p. H and salt levels of their local creek. They discovered it had high levels of acidity and salt making it unsuitable for many macro invertebrates. Action. The students developed a plan to protect the creek, which included planting trees and native grasses and putting hay bales along the banks and in the creek to lower turbidity requesting tip managers, farmers and people further up Blind Creek to limit run off and placing collection grids in the creek and doggy poo bag holders and bins in the reserve to limit rubbish. They wrote to the local council with their suggestions. They promised to actively support the plan with plantings and regular monitoring of the creek and fauna. Although the council did no more than acknowledge their letter, there were long term benefits as the students developed awareness of both the effect of peoples behaviours on the environment and their ability to exercise their civic rights. Behavioural changes were noted as a result of the students work rubbish levels went down and environmental interest increased. Year 3 students at Killara Primary School testing water from Blind Creek. Being tuned into their own waterways and their right to express opinions, students were able to consider access to water, protection of the environment and decision making from a global perspective. Learning about how people in other countries manage water resources extended their understanding about the diversity of opinions and priorities around environmental issues. Microcredit Fun Day. School Magill Primary School, South Australia. Year level Reception year 2. Number of students involved 3. BrainPOP Animated Educational Site for Kids Science, Social Studies, English, Math, Arts Music, Health, and Technology. Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get. Impetus for action. Education officers from the Global Education Centre presented information about microcredit to students. They participated in a simulation game and examined personal stories to learn how small loans can make a big difference to peoples lives. Action. Students set up their own microcredit businesses for the school Microcredit Fun Day. Each class decided on a product or service. They learnt about their product or service, undertook surveys to gauge the market and wrote a business plan. They applied for a loan from the School Council. One group of students learned how to apply hair gel and colour spray, another practised their skipping skills so they could instruct their customers, and another was taught hand massage by a parent. Facilities. Our school has a range of features and facilities to help your child learn. Our Environment The school is located on parklike grounds in Mt Eden, close. Students also made magnets, pet rocks, friendship rocks, honey rock bracelets, necklaces, bookmarks, packs of playdough, lemonade and fruit jellies. On the day itself the whole school was abuzz students set up their stalls in the morning, and spent the afternoon selling all kinds of goods and services and buying those of others. Pyp Lesson Plan Templates' title='Pyp Lesson Plan Templates' />Some of the comments about the fun day included We learned how to give change and goods. I learned about people who lent other people money. I learned that its nice to help people without a job and that its not hard to help them. Another thing I learned was that its easy to run a business. I learned that it is fun to go shopping at school and to sell. After the fun day each class counted the money it had collected, paid back the loan from the School Council and worked out how much profit was made. Students sold fruit jellies and coloured and gelled hair on the Microcredit Fun Day. The profit, together with the Casual Day money, was 1,3. A cheque for this amount was presented to Save the Children at a special assembly celebrating Childrens Week. The money will be used to fund microcredit projects in a village in Indonesia. The school hopes to keep in touch with the villagers as they take out loans to set up small businesses. Going further. Global education teaching activity Microfinance. Poverty and fair trade. School suburban Melbourne. Year level Years 91. Number of students involved 2. Impetus for action To re engage students in their commerce subject by focusing on the marketing of sporting goods that are produced according to fair trade principles. Action. To add depth to students understanding of personal finance they were asked to define or draw poverty. Their responses were stereotypical images of African people sitting around campfires. This limited understanding was used to launch discussions about where poverty exists and what should and could be done about it. Students read case studies to understand the impact of poverty on peoples lives and investigate exploitation, child labour and fair trade issues. This led to exploring the concept of ethical consumerism. Next, students were required to produce a poster, a flyer, or a radio or television commercial for ethically produced sporting equipment. The challenge was to communicate to potential customers why these goods were sold at a higher price than conventionally produced goods of similar design and quality. Through analysing the techniques used by big brand advertisers, students realised they needed to sell the concept of fair trade rather than the characteristics of sporting goods as the point of difference. Students began to understand fair trade and how consumers can use it to positively affect levels of poverty in developing countries. They also began to have an understanding of the problems of traditional manufacturing in the developing world, the differences in income and the exploitation of workers and their families that can take place. Finally, they become more aware of the principles of consumerism, and the impact of their own behaviour. Going further Oxfam Etiko Jinta Millennium Development Goals. School high migrant, inner Melbourne. Year level Years 91. Number of students involved 2. Impetus for action. To add a global perspective to the Big City Melbourne unit through connecting to the cultural backgrounds of students. Action. Students investigated the United Nations Millennium Development Goals and collected data on progress to achieving the specific targets. They made predictions about the progress of specific countries compared to Australia before collecting detailed data. Students who had been born overseas were able to apply their prior knowledge of their country of origin to interpret or challenge data. Students were struck by the inequalities and poverty experienced by some countries and had deep discussions about the issues of universal primary education and gender equality. Bonsai Manual Practico - there. Analysing the materials also gave students the chance to become familiar with the role of the United Nations in promoting peoples rights. Going further. Global education teaching activities Working for a fairer world, Measuring Millennium Development Goals progress. Sustainable resource use. School Iona Presentation College, Perth, Western Australia. Year level Year 1. Geography. Number of students involved 2.