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Me and My Family is part of a larger compilation entitled Growing Up Global: Early Years Global Education Handbook. This resource book and supporting CD demonstrates how global education can be introduced to students at a very young age (five and under) through the use of fun activities such as songs, games, poems and recipes.
The activities aim at helping students celebrate diversity and what is unique and special about people everywhere. The handbook enables students and teachers to discover the world and the people in it with respect and without prejudice. It challenges stereotypes, giving children a balanced view of our world. The resource contains background information, suggested activities, such as songs and games, stories, book lists, useful website links, ideas for extension learning and a resource CD with pictures, colour photos and reproducible sheets.
Me and My Family celebrates the different kinds of families and different types of homes they live in.
Our Families – Students use a variety of materials to create an image of the people important to them in their family.
What’s in my Home? – Students look at house images and discuss the similarities and differences. They create a house using a shoe box or a fridge freezer box and a variety of different materials. They compare the similarities between their homes and those of others.
Carrying Baby – Students explore different ways of carrying babies using dolls, pieces of cloth, and a baby sling. By exploring different ways of carrying babies, they realize that babies have similar needs wherever they are born.
Family Jigsaws – Student complete a jigsaw puzzle to explore different types of families and the homes they might live in.
Paint Around our Bodies – Students create a life size image of themselves to help develop a positive sense of their own identity and to respect the identities of others.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Poor/Not considered|
Students are not given an opportunity to clarify their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|