• Introduction

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    The Global Goals Curriculum is a free, open-source method for designing, teaching and assessing multi-year courses which integrates sustainability into education at primary and secondary schools around the world. The curriculum reflects the mission of Global Goals Education, as it helps young individuals develop the values, traits, competencies and literacies that are needed to care for, contribute to and excel in a sustainable world.

    • Course framework

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      Global Goals courses are built on a 'framework', which is a set of structures for designing and delivering educational materials on this web-based platform (globalgoals.education). The left menu of each course's website is a reflection of the course framework. By following this framework, courses are aligned with the Global Goals Curriculum and mission of Global Goals Education. It is useful to understand this framework if you are designing, developing, delivering or taking a Global Goals course.

    • Assessment

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      Global Goals Courses are assessed, using the Assessment principles and Assessment procedures. For each course students do a different Task each semester. Each Task is based on one or more of the values from Global Goals Curriculum. Each Task is assessed, using a task-specific rubric which refers to the relevant traits, competencies and literacies. Authorised Global Goals Schools submit a sample of their students’ Tasks to Global Goals Education for moderation each semester for feedback. Students who complete all Tasks for a course receive Global Goals Certificate for that course.

    • Values

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      In order to contribute to, care for and excel in a sustainable world, what do we need to value? The Global Goals Curriculum helps students to develop 6 values: wellbeing, community, environment, economy, equality and peace. It is believed that by having these values, one is more capable of tackling the UN's Sustainability Development Goals (SDGs). These values are integrated into the units and tasks of Global Goals Courses and form the foundation of the curriculum. They are the reasons why we do what we do. 

    • Traits

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      What kinds of character traits do we need to develop in order to contribute to, care for and excel in a sustainable world? What kinds of people do we need to become, if we are to live together in harmony with each other and planet Earth? The Global Goals Curriculum encourages students to be globally minded, wise, social, principled, goal oriented and caring. These 6 traits are integrated into the teaching, learning and assessment of every Global Goals Course. For each trait, the curriculum provides teachers and students with learning pathways and examples of teaching and learning activities. 

    • Competencies

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      What kinds of competencies do we need to develop in order to contribute to, care for and excel in a sustainable world? What kinds of skills should you possess? The Global Goals Curriculum encourages students to develop skills in the areas of collaboration, communication, critical thinking, creative thinking, social responsibility and learning to learn. These 6 competencies are integrated into the teaching, learning and assessment of every Global Goals Course. The Global Goals Curriculum provides teachers and students with learning pathways and classroom activities for each competency.

    • Literacies

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      What kinds of literacies do we need in order to contribute to, care for and excel in a sustainable world? The Global Goals Curriculum encourages students to develop proficiency in the following literacies: media literacy, numeracy, scientific literacy, language proficiency, computer literacy, cultural and civic literacy, financial literacy, physical literacy and musical literacy. One or more of these 9 literacies are integrated into the teaching, learning and assessment of each Global Goals Course. The Global Goals Curriculum provides teachers and students with learning pathways for each literacy.

    • Pedagogies

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      The Global Goals Curriculum provides teachers with several 'pedagogies' that guide teachers in designing and delivering activities in Global Goals courses. They are methods of teaching that help students develop the traits, competencies and literacies that are needed for a sustainable world. Each pedagogy includes several principles and examples of these principles in practice. Global Goals Teachers are also invited to collaborate on teaching ideas for each pedagogy, in a series of forums in this section.   

      • Affective learning

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        Teaching for affective learning focuses on students' feelings, emotions, interests, values and motivations. It is the idea that students remember more and understand concepts better when learning activities  are driven by motivation, connected to emotions and relevant to their lives. The first step in the learning pathway for every trait, competency and literacy in the Global Goals Curriculum states that students identify something because they are motivated to know more, develop a skill or achieve a goal. The Global Goals Curriculum encourages schools to teach for affective learning, because students' concerns for global issues, such as the environment, the economy and equality, need to be addressed in classrooms around the world. The Global Goals Curriculum provides teachers with the principles of affective learning, examples of affective learning in practice and a forum to share your teaching ideas for affective learning. 

      • Inquiry-based learning

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        The Global Goals Curriculum encourages students to wonder and inquire, because change starts with big, challenging questions, such as: ‘Why do we do what we do? or ‘How does the world work?’ Students who engage in inquiry-based learning are both better equipped to face a world that is changing and better equipped to change the world, because they hypothesise, investigate and evaluate. In the second step of the learning pathway to developing the Global Goals’ traits, competencies and literacies, inquiry enables students to understand. Explore the principles of inquiry-based learning and inquiry-based learning in practice. 

      • Concept-based learning

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        The Global Goals Curriculum promotes methods of teaching and learning that help students develop a conceptual understanding of the world, because such methods enable them to transfer knowledge to real-life problems that relate to sustainability. Concept-based learning helps students see the bigger-picture, identify relationships and make abstractions, so that they can tackle new situations, such as sustainability problems. The Global Goals Curriculum provides teachers with 5 principles of concept-based learning and 5 strategies for concept-based learning in practice. 

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