International Mindedness is a key part of the underlying philosophy of the IMYC curriculum. At La Garenne we regard this as an important element in the development of Global Citizenship in our students. The learning goals for International Mindedness are shown below. They are not linked to any one particular subject, but are related to many of the ‘Big Ideas’ in the IMYC.
- Know about the key features related to the different lives of people in their home country and, where appropriate, their parents' home countries.
- Know about the key features related to the different lives of people in the countries they have studied.
- Know about ways in which the lives of people in the countries they have studied affect each other.
- Know about the similarities and the differences between the lives of people in different countries.
- Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups.
- Be able to identify ways in which people work together for mutual benefit.
- Be able to develop an increasingly mature response to the ‘other’.
- Be able to appreciate another country, culture, society while still valuing and taking pride in one's own.
- Be able to show consideration for others when making choices and decisions both in and outside of the school community.
- Be better able to recognize the nature of friendship, how to make and keep friends and display effective social relationships.
- Develop an understanding that there is value in knowing and understanding both the similarities and the differences between different countries.
- Develop an understanding of the impact of culture, law and economics on host countries when groups migrate.
We are currently looking at the threats posed to the continent of Antarctica by humanity. The students examined eighteen real and potential threats to Antarctica and then worked in pairs on a ‘diamond nine exercise’ (inspired by www.teachitgeography.co.uk) to discuss and visually display their ideas on what might constitute the most serious threats to the continent.
An example from a pair of students in Year 7 is shown below. The final stage will be a role-play exercise in which the students will work together to discuss how Antarctica might be protected, and to draw up a charter. They will take the roles of conservationist groups, petrol companies, scientists, tourist operators, and governments, for example, with potentially opposing views. This has links to several of the learning goals and should increase the students’ awareness of what will surely be a major issue in their lifetimes. To deal with these threats successfully will require Collaboration, Communication and Leadership; which are the three ‘Big Ideas’ the IMYC students have been exploring this term.
