Global Contexts

From Principle into Practice (p.
60-62)
How do you explore each of the global context? What wills students study?
Global
context
Focus question(s) and description Example explorations (through!) By studying!
Identities and
relationships
Who am I? Who are we?
Students will explore (into)
identity;
beliefs and values;
personal, physical, mental, teams,
affiliation and leadership social and
spiritual health;
human relationships including
families, friends, communities and
cultures;
what it means to be human.
Possible explorations to develop
Competition and cooperation; teams,
affiliation and leadership
Identify formation; self-esteem; status;
roles, and role models
Personal efficacy and agency; attitudes,
motivation, independence; happiness and
the good life
Physical, psychological and social
development; transitions; health and well-
being; lifestyle choices
Human nature and human dignity; moral
reasoning and ethical judgment;
consciousness and mind
Page 1
From Principle into Practice (p.60-62)
Orientation in
space and time
What is the meaning of where? and
when?
Students will explore
personal histories
homes and journeys;
turning points in humankind;
discoveries;
explorations and migrations of
humankind;
the relationships between, and the
interconnectedness of, individuals
and civilizations, from personal, local
and global perspectives.
Civilizations and social histories, heritage,
pilgrimage, migration, displacement and
exchange
Epochs, eras, turning points and big
history
Scale, duration, frequency and variability
Peoples, boundaries, exchange and
interaction
Natural and human landscapes and
resources
Evolution, constraints and adaptation
Personal and
cultural
expression
What is the nature and purpose of
creative expression?
Students will explore the ways which
we
discover and express ideas, feelings,
nature, culture, beliefs and values;
reflect on, extend and enjoy our
creativity;
our appreciation of the aesthetic.
Artistry, craft, creation, beauty
Products, systems and institutions
Social constructions of reality; philosophies
and ways of life; belief systems; ritual and
play
Critical literacy, languages and linguistic
systems; histories of ideas, fields and
disciplines; analysis and argument
Metacognition and abstract thinking
Entrepreneurship, practice and competency
Page 2
Scientific and
technical
innovation
How do we understand the world in
which we live?
the natural world and its laws;
the interaction between people and
the natural world;
how humans use their understanding
of scientific principles;
the impact of scientific and
technological advances on
communities and environments;
the impact of environments on
human activity;
how humans adapt environments to
their needs.
Systems, models, methods; products,
processes and solutions
Adaptation, ingenuity and progress
Opportunity, risk, consequences and
responsibility
Modernization, industrialization and
engineering
Digital life, virtual environments and the
information Age
The biological revolution
Mathematical puzzles, principles and
discoveries
Page 3
Globalization
and
sustainability
How is everything connected?
the interconnectedness of human-
made systems and communities;
the relationship between local and
global processes;
how local experiences mediate the
global;
the opportunities and tensions
provided by world-
interconnectedness;
the impact of decision-making on
humankind and the environment.
Markets, commodities and
commercialization
Human impact on the environment
Commonality, diversity and interconnection
Consumption, conservation, natural
resources and public goods
population and demography
Urban planning, strategy and infrastructure
Fairness and
development
What are the consequences of our
common humanity?
rights and responsibilities
the relationship between
communities
sharing finite resources with other
people and with other living things;
access to equal opportunities
peace and conflict resolution.
Democracy, politics, government and vivil
society
Inequality, difference and inclusion
Human capability and development; social
entrepreneurs
Rights, law, civic responsibility and the
public sphere
Justice, peace and conflict management
Power and privilege
Authority, security and freedom
Imagining and hopeful future
Page 4
The selected global context will inform the questions that teachers and students ask throughout the unit. However, many
explorations of global contexts are closely related and, in the course of the unit, questions that relate to other global contexts may
also be encouraged, developed and considered.
Inquiring into subject content through a global context enables students to develop a deeper understanding of both the subject
and its application in the real world. Repeated cycles of inquiry, action and reflection can lead students from academic knowledge
towards practical understanding, developing positive attitudes towards learning as well as a sense of personal and social
responsibility.
Page 5

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From Principle into Practice (p.

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