About the Subject?
Global Perspectives encourages awareness of global problems and offers opportunities to explore possible solutions through cooperation and collaboration. The course is not about getting everybody to think identically; rather it is a matter of opening minds to the great complexity of the world and of human thought, and opening hearts to the diversity of human experience and feeling
Why this project?
Young people globally face unprecedented challenges in an interconnected and information-heavy world, not least in how they will gain a sense of their own active place in the world and cope with changes that will impact on their life chances and life choices.
Essential Question:
How can we make students part of thinking community for solutions of Global issues and make connections at individual level?
Project overview
Students will explore stimulating topics that have global significance. They will assess information critically and explore lines of reasoning. They will learn to collaborate with others from another culture, community or country, directing much of their own learning and developing an independence of thought.
Group Size
Working in groups, four -five students investigat on one global issue and report on a related project.
Assessment:
The Group Project is made up of two parts: a group element and an individual element.
Each student is awarded 67% of the available marks for this component based on the individual element and 33% based on the group element. The individual element includes a mark for the constructive contribution made in the Group Project.
Group element
Groups were made up of four-five students. More than one group may choose the same broad global issue, but the focus of the project for each group must be different.
Students work together to write a project plan, carry out research and produce an outcome. They are required to show evidence that they have collaborated with others from another culture, community or country.
For the group element, each group must produce a collective piece of work that includes: a project plan, evidence of the process and collaboration, and a description of the outcome.
Individual element
For the individual element, each student is required produce their own evaluation of the Group Project. Students must submit an
individual evaluation of:
• the project plan and process
• the project outcome
• their own contribution to and learning from the project, including cross-cultural collaboration
The evaluation can consist of multimedia communication and text or text only.
Plan
The plan should include:
• details of the rationale and aims of the project
• planned activities and proposed time-frames
• roles and responsibilities of group members
• the intended outcome
Process
The piece of work should include evidence of:
• the process, including information gathering, synthesis and evaluation
• collaboration, including cross-cultural
• different perspectives, including global, local/national and personal, as well as cross-cultural
• group activities and individual contributions
• the resources used and referenced
Outcome
The project should have a clear outcome. The outcome could be, for example: a factsheet or poster for the school; an advertising campaign; a model or design for a device.
For the group element, candidates submit a report.
Reports can consist of multimedia communication and text or text only.
Where a report consists of only text, it should be written in continuous prose and be between 1500 and 2000 words.
Where students use multimedia, it should be purposeful and supported by a minimum of 750 words in continuous prose.
Multimedia could include a presentation, a poster, a photographic record or a digital recording of performances or activities, as appropriate.
This year the students choose the 6 Global Issues listed below. Click on the issue to know more about what the groups have done.
Ageing
Child Labour
HIV-AIDS
Salt pan workers
Women's safety
Public Transport
Presentation of Learning:
All the teams presented their research and their learning to the invited audience which included parents, teachers, peers, students from other school, representative of the community.
Students reflected on how they completed the project, next steps they might take, and what they gained in terms of knowledge and skills-and pride.
All the teams presented their research and their learning to the invited audience which included parents, teachers, peers, students from other school, representative of the community.
Students reflected on how they completed the project, next steps they might take, and what they gained in terms of knowledge and skills-and pride.
Colleague's Reflection:
While revising the draft of the book that the Global Perspective students brought out, I was happy to see that the students had written the personal narratives quite well. There was a sense of flow and continuity, as also a weaving together of the various narratives into a common conclusive and thematic thread. Punctuation and spellings were areas of concern though. Overall, the students had a fair sense of the genre, intended audience and purpose of the text. Their aesthetic sense which showed in the fonts, layout and design of the book was commendable.
Luna Banerjee-Language and Literature Educator @ TGS
Colleague's Reflection:
While revising the draft of the book that the Global Perspective students brought out, I was happy to see that the students had written the personal narratives quite well. There was a sense of flow and continuity, as also a weaving together of the various narratives into a common conclusive and thematic thread. Punctuation and spellings were areas of concern though. Overall, the students had a fair sense of the genre, intended audience and purpose of the text. Their aesthetic sense which showed in the fonts, layout and design of the book was commendable.
Luna Banerjee-Language and Literature Educator @ TGS
Student's Reflection:
This process definitely helped me to improve my co-ordination skills and my communication skills. It helped me to take my frustration and turn it to something more productive and useful. This definitely helped me to improve my group dynamics, which I think will help me vastly in the future.
Neel Punjani - Grade 10-Group Member, Child Labour
=================================================================
This project has helped us improve our working methodology and has sharpened our analytical skills. In the course of the project I explored my potential and was really amazed at it! Thus, I was inspired to ponder and contemplate. This project has opened the window of my mind and has removed the greatest of my apprehensions.
Aliasgar Bharmal - Grade 10-Group Member, Public Transport