Global
Old Stratford Primary School Global Curriculum Rationale
Intent
At Old Stratford Primary School, we believe our Global Curriculum will enable children to become inspiring changemakers and responsible global citizens of the future. We aim to inspire a lifelong quest for learning that is marked by curiosity, enthusiasm and empathy, ensuring flourishing for all.
Our aim is to deliver a knowledge-rich curriculum that is cohesive, cumulative and purposeful. Through our Global Curriculum, pupils learn about community, diversity, sustainability and leadership while developing an understanding of their role in the wider world. It provides children with learning experiences that are real, relevant and meaningful for life in the 21st century.
We want our pupils to become engaged, happy and self-sufficient global citizens who both benefit from and contribute positively to their local, national and global communities. We foster a love of learning and a strong sense of agency so that all pupils, regardless of their starting point, feel empowered to make a difference.
For our most disadvantaged pupils, we focus on removing barriers so they can fully access the curriculum and make strong progress. Our aim is learning without limits, ensuring every child has the opportunity to develop the knowledge, skills and confidence needed to shape a better future
Implementation
The Global Curriculum is delivered through a carefully planned combination of curriculum subjects and dedicated enrichment experiences.
Global themes are embedded within our History and Geography topics, as well as being threaded through Personal, Social and Health Education (PSHE), assemblies and wider school life. Each year group also studies a unit of work based on a current global issue, three times per year, brought to life through a high-quality text that helps pupils connect emotionally and intellectually with the theme.
Lessons are carefully sequenced and designed around a final project outcome, enabling children to apply their knowledge and skills in meaningful ways. Through these projects, pupils learn to voice their opinions, communicate their ideas and explore ways they can positively influence their communities and the wider world.
Our curriculum promotes the development of higher-order thinking skills, encouraging pupils to apply knowledge, synthesise ideas and evaluate different perspectives. Children are encouraged to think critically, explore alternative approaches and develop the confidence to question and problem-solve rather than simply accept ready-made answers.
Alongside this, our ‘Curriculum Plus’ initiative further enriches the Global Curriculum through dedicated Global Weeks based on the United Nations Sustainable Development Goals (SDGs).
As a close-knit community, our children can sometimes have limited opportunities to explore the wider world in depth. By embedding the United Nations Sustainable Development Goals into school life, we broaden pupils’ horizons, nurture empathy and help them understand the global challenges facing our world.
Over a four-year cycle, pupils explore all 17 SDGs, studying three goals each year alongside a bespoke school goal: Community Kindness. Each goal is explored during a dedicated week, beginning with a whole-school WOW assembly and concluding with a celebratory sharing assembly.
These weeks follow a ‘Learn – Think – Act’ approach, where pupils:
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Learn about a global issue
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Think critically about its causes and consequences
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Act by exploring ways they can make a difference locally or globally
The goals are carefully linked to the National Curriculum, ensuring that real-world issues are meaningfully integrated across English, maths, science, geography, PSHE and other subjects.
To celebrate their engagement and achievements, pupils receive a global badge for each SDG week they complete, building a sense of pride, identity and commitment to contributing to a better world.
Impact
Through our Global Curriculum, pupils develop a deep understanding of how they can make a positive impact on their world through thoughtful action and reflection.
Across the Trust, regular and robust triangulated monitoring ensures that the impact of the curriculum is carefully evaluated. Leaders review learning, speak with pupils and provide feedback to continually strengthen teaching and learning.
Our curriculum develops well-rounded citizens with a strong understanding of values such as respect, empathy and responsibility. By exploring similarities and differences between people and cultures, pupils challenge negative stereotypes and develop a deeper understanding of diversity, citizenship and human rights.
As a result, our children develop a strong moral compass and the confidence to navigate an increasingly globalised, complex and rapidly changing world. They understand how their actions affect others and feel empowered to make positive contributions within their communities and beyond.
Sustainable Development Goal Implementation Schedule
|
Year |
SDG Focus |
Term |
|
Year 1 |
SDG 2 Zero Hunger |
Autumn Term |
|
Year 1 |
SDG 6 Clean Water & Sanitation |
Spring Term |
|
Year 1 |
SDG 13 Climate Action / SDG 7 Affordable & Clean Energy |
Summer Term |
|
Year 2 |
SDG 1 No Poverty |
Autumn Term |
|
Year 2 |
SDG 3 Good Health & Well-being |
Spring Term |
|
Year 2 |
SDG 15 Life on Land / Life below water |
Summer Term |
|
Year 3 |
SDG 4 Quality Education w SDG 10 Reduced Inequalities |
Autumn Term |
|
Year 3 |
SDG 5 Gender Equality w SDG 10 Reduced Inequalities |
Spring Term |
|
Year 3 |
SDG 12 Responsible Consumption & Production |
Summer Term |
|
Year 4 |
SDG 9 Industry Innovation and Infrastructure/ SDG 11 Sustainable cities and communities |
Autumn Term |
|
Year 4 |
SDG 8 Decent work and economic Growth |
Spring Term |
|
Year 4 |
SDG 16 Peace, Justice & Strong Institutions |
Summer Term |
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Year 4 |
Community Kindness |
Summer Term |
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
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|
Year group |
Area of Curriculum |
Targets |
|
EYFS All About Me and People who Help Us |
Social Justice and Equity |
|
|
Identity and Diversity |
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|
|
Sustainable Development |
• Living things and their needs • How to take care of the immediate environment
|
|
|
Peace and Confilct |
|
|
|
Human Rights |
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|
|
Power and Governance |
• Rules in class and school • How rules can help us
|
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
EYFS All About Me and People Who Help Us |
Creative and critical thinking |
• ask questions • suggest a way to solve a problem • wonder about ideas |
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Empathy |
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|
|
Self awareness and reflection |
• notice some effects of own actions on others
|
|
|
Communication |
• listen to others • take turns to express a view |
|
|
Co-operation and conflict resolution |
• participate in group activities • take turns and share • manage disputes peacefully |
|
|
Ability to manage |
• ask for help if unsure what to do |
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|
Complexity and uncertainty |
|
|
|
Informed and reflective action |
• support others in group or class |
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GLOBAL CURRICULUM ATTITUDES |
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|
Year group |
Area of Curriculum |
Targets |
|
EYFS All About Me and People Who Help Us |
Sense of identity and self esteem |
|
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Commitment to social justice and equity |
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|
|
Respect for people and human rights |
|
|
|
Value diversity |
|
|
|
Concern for the environment and sustainable development |
• appreciation of, and care for, living things and own environment • sense of wonder and curiosity about the world • starting to value resources |
|
|
Commitment to participation and inclusion |
|
|
|
Belief that people can bring about change. |
• belief that everyone can do things to improve surroundings and support others |
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 1 Keep Britain Tidy |
Social Justice and Equity |
|
|
Identity and Diversity |
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|
|
Sustainable Development |
· Positive and negative impacts of peoples actions, including own personal choices, on others and the environment. · How people can damage or improve the environment |
|
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Peace and Confilct |
|
|
|
Human Rights |
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|
|
Power and Governance |
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 1 Keep Britain Tidy |
Creative and critical thinking |
|
|
Empathy |
|
|
|
Self awareness and reflection |
· recognise effects of own behaviour on others and use this to help make choices. |
|
|
Communication |
|
|
|
Co-operation and conflict resolution |
|
|
|
Ability to manage |
· describe feelings about changes in their own life and in their locality. |
|
|
Complexity and uncertainty |
|
|
|
Informed and reflective action |
· Contribute actively and constructively to the life of their class and school. |
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GLOBAL CURRICULUM ATTITUDES |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 1 Keep Britain Tidy |
Sense of identity and self esteem |
|
|
Commitment to social justice and equity |
|
|
|
Respect for people and human rights |
|
|
|
Value diversity |
|
|
|
Concern for the environment and sustainable development |
· concern about the local environment and the willingness to care for it. · Taking care of resources are not wasting them. |
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Commitment to participation and inclusion |
|
|
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Belief that people can bring about change. |
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 2 Community and Responsibility |
Social Justice and Equity |
|
|
Identity and Diversity |
Similarities and differences between peoples local settings and wider contexts. |
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|
Sustainable Development |
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|
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Peace and Confilct |
|
|
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Human Rights |
|
|
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Power and Governance |
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 2 Community and Responsibility
|
Creative and critical thinking |
· ask relevant questions. |
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Empathy |
· Show awareness of and concern for peoples feelings. · Show interest in, and concern for others outside immediate circle and in contacts different to own. |
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Self awareness and reflection |
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|
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Communication |
· Participate in discussions about issues that affect self, others and the wider world. · State opinions and start to give reasons for these. · Listen carefully to others. |
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Co-operation and conflict resolution |
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Ability to manage |
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|
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Complexity and uncertainty |
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|
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Informed and reflective action |
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|
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GLOBAL CURRICULUM ATTITUDES |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 2 Community and Responsibility
|
Sense of identity and self esteem |
|
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Commitment to social justice and equity |
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|
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Respect for people and human rights |
|
|
|
Value diversity |
· Valuing others as equal and different.
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|
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Concern for the environment and sustainable development |
|
|
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Commitment to participation and inclusion |
|
|
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Belief that people can bring about change. |
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
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Year group |
Area of Curriculum |
Targets |
|
Year 3 Pollution and Responsibility |
Social Justice and Equity |
· some causes and effects of poverty and inequality, including gender inequality, at local, national and global levels. |
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Identity and Diversity |
· diversity of cultures and societies within and beyond own experience. |
|
|
Sustainable Development |
· People's dependencies on the environment. · Basics of climate change, causes and effects. · Environmentally responsible living and global in equality's in ecological footprints. |
|
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Peace and Confilct |
|
|
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Human Rights |
|
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Power and Governance |
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 3 Pollution and Responsibility |
Creative and critical thinking |
· begin to identify bias and opinion. |
|
Empathy |
· Empathise with people in local and more distant contexts. · Understand impacts of prejudice and discrimination. |
|
|
Self awareness and reflection |
· |
|
|
Communication |
· Listen attentively, question and respond to others. · Express own views and ideas on issues clearly, using a range of appropriate methods. · Give reasons, evidence and examples in support of an opinion. |
|
|
Co-operation and conflict resolution |
· work cooperatively to solve problems or achieve goals. |
|
|
Ability to manage |
· Describe feelings about changes and events in own setting and the wider world. |
|
|
Complexity and uncertainty |
· |
|
|
Informed and reflective action |
· Participate in decision-making in school.
|
|
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GLOBAL CURRICULUM ATTITUDES |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 3 Pollution and Responsibility |
Sense of identity and self esteem |
· Positivity about the ways in which one is both similar to others and uniquely different. |
|
Commitment to social justice and equity |
· Offence at unfair treatment of others locally and globally. |
|
|
Respect for people and human rights |
· |
|
|
Value diversity |
· Valuing difference. |
|
|
Concern for the environment and sustainable development |
· Sense of responsibility for the environment and the use of resource is. |
|
|
Commitment to participation and inclusion |
· Commitment to taking action to protect and improve the environment and quality of life of people locally and globally. · Active participation in school based decision-making. |
|
|
Belief that people can bring about change. |
· Willingness to cooperate Thurs to change things for the better. |
|
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 4 Refugees |
Social Justice and Equity |
· How fairness may not always mean equal treatment. |
|
Identity and Diversity |
· Contributions of different cultures to our lives. · Nature of prejudice racism and sexism and ways to combat these. |
|
|
Sustainable Development |
· |
|
|
Peace and Confilct |
· Some causes and effects of conflict at all levels from personal to global. · Strategies for managing, resolving and preventing conflict, including ‘win -win’ solutions. · examples of conflicts past and present in our own society and others. |
|
|
Human Rights |
· UN Convention of human rights, ‘The Rights of the Child’ · Reasons why some people have their rights denied. · Those responsible for rights being met eg teachers, local and national government. |
|
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Power and Governance |
· |
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 4 Refugees
|
Creative and critical thinking |
· Give evidence for an argument, assess different viewpoints and present counterarguments. · Imagine alternative possibilities and suggest new ideas to solve problems. |
|
Empathy |
· Adapt behaviour to take into account feelings of others. |
|
|
Self awareness and reflection |
· Identify Connexions between personal decisions and issues affecting people locally and globally. · Explore reasons for negative feelings towards others and innew or difficult situations. |
|
|
Communication |
· Listen attentively, question and respond to others. · Express own views and ideas on issues clearly, using a range of appropriate methods. · Give reasons, evidence and examples in support of an opinion. |
|
|
Co-operation and conflict resolution |
· work cooperatively to solve problems or achieve goals. · Use knowledge of others viewpoints to resolve problems and compromise. |
|
|
Ability to manage |
|
|
|
Complexity and uncertainty |
· Use strategies to cope with challenging times. · Recognise when there may be no single right or wrong answer. |
|
|
Informed and reflective action |
· Share opinions and evidence on issues with others including decisions. |
|
|
GLOBAL CURRICULUM ATTITUDES |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 4 Refugees
|
Sense of identity and self esteem |
· Value what contributes to oneidentity. |
|
Commitment to social justice and equity |
· Sense of justice growing interest in world events and global issues. |
|
|
Respect for people and human rights |
· Readiness to face of words, actions and choices on others. · Believe that it is everyone's responsibility to challenge prejudice and discrimination. |
|
|
Value diversity |
· Recognise the benefits of listening to a range of different perspectives and viewpoints. |
|
|
Concern for the environment and sustainable development |
· |
|
|
Commitment to participation and inclusion |
· Active participation in school based decision-making. · Pro active inclusion of other people, especially those who may face barriers to participating fully. |
|
|
Belief that people can bring about change. |
· |
|
|
GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 5 Homelessness |
Social Justice and Equity |
· Ways of defining and measuring poverty (relative and absolute) and inequality. · Inequalities within and between societies and how these change. · Wider causes and effects of poverty, inequality and exclusion. |
|
Identity and Diversity |
· Impacts of stereotyping prejudice and discrimination and how to change these. |
|
|
Sustainable Development |
· |
|
|
Peace and Confilct |
· Wider causes and effects of conflict at all levels. · Importence of resolving conflict fairly. |
|
|
Human Rights |
· Universal Declaration of human rights. · Importence of citizens, socieities and governments respecting and defending people's human rights. · Current and historical human rights issues and movements in own country and elsewhere |
|
|
Power and Governance |
· How a lot of power and representation can result in discrimination and exclusion. · The power of collective action and role of social movements. |
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GLOBAL CURRICULUM SKILLS |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 5 Homelessness |
Creative and critical thinking |
· evaluate media and other sources for bias, stereotypes and range of voices and perspectives. · Analyse own and others assumptions about people and issues keep mind open to new ideas. |
|
Empathy |
· Recognise how different backgrounds, beliefs and personalities affect behaviour and worldviews. |
|
|
Self awareness and reflection |
· |
|
|
Communication |
· Communicate effectively through a range of media about issues to suit subject, audience and purpose. · Use active listening skills and adapt behaviour to knew cultural environments. |
|
|
Co-operation and conflict resolution |
· |
|
|
Ability to manage |
· adapt to knew and explore new ways of seeing local and global issues. |
|
|
Complexity and uncertainty |
· |
|
|
Informed and reflective action |
· Identify and plan appropriate actions and opportunities to make your own voice heard. |
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GLOBAL CURRICULUM ATTITUDES |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 5 Homelessness
|
Sense of identity and self esteem |
· Openness to new ideas and perspectives which challenge own. |
|
Commitment to social justice and equity |
|
|
|
Respect for people and human rights |
· Sense of solidarity with those suffering human rights violations, injustice and discrimination. · Commitment to hold duty barriers to account for upholding equal rights for all. |
|
|
Value diversity |
· Recognition of diverse perspectives on any issue, and that the majority view is not always right. |
|
|
Concern for the environment and sustainable development |
|
|
|
Commitment to participation and inclusion |
|
|
|
Belief that people can bring about change. |
· Willingness to take an informed stand on global issues. |
|
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GLOBAL CURRICULUM KNOWLEDGE AND UNDERSTANDING |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 6 Accepting Differences |
Social Justice and Equity |
|
|
Identity and Diversity |
· Benefits and challenges of diversity. · Impacts of stereotyping prejudice and discrimination and how to change these. |
|
|
Sustainable Development |
|
|
|
Peace and Confilct |
|
|
|
Human Rights |
|
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Power and Governance |
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GLOBAL CURRICULUM SKILLS |
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|
Year group |
Area of Curriculum |
Targets |
|
Year 6 Accepting Differences
|
Creative and critical thinking |
· evaluate media and other sources for bias, stereotypes and range of voices and perspectives. · Analyse own and others assumptions about people and issues keep mind open to new ideas. |
|
Empathy |
· Discern how people are feeling through their words, body language, gestures and tone. |
|
|
Self awareness and reflection |
· Recognise personal strengths and weaknesses. |
|
|
Communication |
· Evaluate ways in which own emotions, words and behaviour can affect people both locally and globally. |
|
|
Co-operation and conflict resolution |
· Take on different roles in group work. |
|
|
Ability to manage |
· |
|
|
Complexity and uncertainty |
· explore and alternative versions of the future. |
|
|
Informed and reflective action |
· |
|
|
GLOBAL CURRICULUM ATTITUDES |
||
|
Year group |
Area of Curriculum |
Targets |
|
Year 6 Accepting Differences
|
Sense of identity and self esteem |
· Valuing of own and others individuality. |
|
Commitment to social justice and equity |
· Active concern at injustice, exploitation and of human rights. |
|
|
Respect for people and human rights |
|
|
|
Value diversity |
· Willingness to challenge prejudice and discriminatory views. · |
|
|
Concern for the environment and sustainable development |
|
|
|
Commitment to participation and inclusion |
|
|
|
Belief that people can bring about change. |
· Belief that people can often make a greater difference when they take collective action. |
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