Curiosity, Empathy and Respect SMSC through Primary Languages and Intercultural Understanding firstname.lastname@example.org
This presentation will look at: how engaging with texts from other cultures and Learning to speak other Languages can develop Intercultural Understanding and empathy in children how using the child’s natural curiosity about the world and its people can lead to a deepening respect for the environment and mankind how to help children develop the skills and personal qualities to be an effective ‘global citizen’
Ofsted • Inspectors must consider: • How well the school promotes all pupils’ spiritual, moral, social and cultural development ….as shown by pupils (who): • develop curiosity in their learning • take part in a range of activities requiring social skills • develop an awareness of, and • respect towards, diversity
“Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.” The National Curriculum 2007
The Intercultural Understanding strand of the KS2 Framework for Languages Language learning is about understanding language and identity, about developing an international outlook, and about inclusiveness and opportunities for all of our children Language competence and intercultural understanding are attributes of being a citizen. As children develop a greater understanding of their own lives in the context of exploring the lives of others, their understanding of relationships between peoples is supported (Andrew Adonis, 2005)
The Intercultural Understanding strand of the KS2 Framework for Languages IU 3.1 Learn about the different languages spoken by children in the school IU 3.2 Locate country/countries where the language is spoken IU 3.3 Identify social conventions at home and in other cultures IU 3.4 Make indirect or direct contact with the country/countries where the language is spoken If you want to change the world – Learn a language
IU 4.1 Learn about festivals and celebrations in other cultures IU 4.2 Know about some aspects of everyday life and compare them to their own IU 4.3 Compare traditional stories IU 4.4 Learn about ways of travelling to the country/countries
IU 5.1 Look at further aspects of their everyday lives from the perspective of someone from another country IU 5.2 Recognise similarities and differences between places IU 5.3 Compare symbols, objects or products which represent their own culture with those of another country
IU 6.1 Compare attitudes towards aspects of everyday life IU 6.2 Recognise and understand some of the differences between people IU 6.3 Present information about an aspect of culture
“World-mindedness” – is an attitude, an approach to life. It is a sense that our planet is actually a village, and we share this small, precious village with our neighbours. Knowing who our neighbours are, where they live and how they live, will help us live in peace. David J. Smith – ‘If The World Were A Village’ The Global Village
12 are from Europe 61 are from Asia 5 are from Canada and the USA Nationalities 8 are from South America, Central America and the Caribbean Of the 100 people in the global village: 1 is from Oceania 13 are from Africa
More than half the people in the global village come from the 10 most populated countries: 3 from Pakistan 2 from Bangladesh 2 from Russia 2 from Japan 2 from Nigeria 21 are from China 17 from India 5 from the USA 4 from Indonesia 3 from Brazil
In the global village there are almost 6000 languages, but more than half of the people speak these 8 languages Selamat pagi 22 speak a Chinese dialect 9 speak English 9 Hindi 7 Spanish 4 Arabic 4 Bengali 3 Portuguese 3 Russian If you could say hello in these 8 languages, you could greet well over half the people in the village Zdraz-vooy-teh hello hola Ahlan Ni hao ma Namaste
“Those who know nothing of foreign languages know nothing of their own” Johann Wolfgang von Goethe (1749 – 1832)
British Council www.britishcouncil.org Find a partner school E-Twinning International School Award The Rights Respecting School Award www.unicef.org.uk Connecting Classrooms
What is a Global Dimension? The global dimension incorporates the key concepts of global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development and values and perceptions. It explores the interconnections between the local and the global. It builds knowledge and understanding, as well as developing skills and attitudes.
Oxfam www.oxfam.org.uk/education CAFOD www.cafod.org.uk Sciaf www.sciafyouth.org.uk Aid Agencies
DfE General article • Updated: 28 November 2011 All National Curriculum subjects provide opportunities to promote pupils' spiritual, moral, social and cultural development. Explicit opportunities to promote pupils' development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship. A significant contribution is also made by school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.
Spiritual development Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.
Experiences which provide curiosity with an inclination to question The sense of identity and self-worth which enables them to value others Open-mindedness Confidence Empathy Fun Spiritual Development
Moral development Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.
Promotes equality Personal rights and responsibilities Respect for property Care for the environment Willing to help others Able to express own opinions on ethical issues and personal values Moral Development
Social development Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.
Emphasis on communication and relationships Cooperative work Pupils develop personal qualities which society values: thoughtfulness; honesty; respect for difference; independence Confidence Happiness Social Development The quality of our relationships defines the kind of people we are and, ultimately, the kind of world we live in.. (1999 Inspection Handbook)
Cultural development Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in other ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.
Communication and interaction with people from a range of different cultures (TV, travel and Internet) Respect and awareness of practices and festivals of different cultures Positive role models/not stereotypes Experience of and willingness to participate in music, art, food, dance, literature etc. from other cultures Understand own culture Cultural Development
Encourage passion Do whatever is necessary to help children to become passionate about their world…. The people who are going to solve world crises 30 years from now are today’s children. We’ll be very, very lucky indeed if they are in a house or classroom where they acquire a passion for travel and landscape and exploration and culture and reading
Children learn about passion from seeing it in action. Make sure children see your love of maps and travel, your interest in news from other parts of the world and your curiosity about other people, cultures and languages. They will learn what it means to care deeply about something.