Curriculum Framework

Being and Becoming Competent in Sustainability and Global Citizenship involves reflecting on and appreciating diverse worldviews and understanding and addressing social, ecological, and economic issues crucial to living in a contemporary, interdependent, and sustainable world. It also includes the acquisition of knowledge, dispositions, and skills required to be an engaged citizen with an appreciation for the diversity of perspectives.

Learners understand the interconnectedness of social, ecological, and economic forces and how they affect individuals, societies, and countries. For example:

• I examine systems (e.g., local, regional, national, and global) to understand their influence.
• I analyze how communities address issues to ensure that diverse social and cultural identities and interests are included.

Learners recognize discrimination and promote principles of equity, human rights, and democratic participation. For example:

• I identify a lack of fair treatment (e.g., gender, socio-economic status, culture, religion, age, etc.).
• I advocate for others.
• I take action to support diversity and human rights.
• I engage in open, appropriate, and effective interactions across cultures.
• I use cultural competence in my interactions.

Learners understand Indigenous worldviews, traditions, values, customs, and knowledge. For example:

• I respect Indigenous culture, rights, and experiences.
• I acknowledge and understand the implications of the Peace and Friendship treaties.
• I appreciate the contributions of Indigenous peoples.
• I strive to be a reconciliation leader by acknowledging the land, language, and history of the Mi’kmaq, Wolastoqey, and Peskotomuhkati.
• I accept and respect the perspectives of Mi’kmaq, Wolastoqey, and Peskotomuhkati people.

Learners learn from and with diverse people, develop cross-cultural understanding, and understand the forces that affect individuals and societies. For example:

• I value diverse cultures and experiences.
• I listen to and understand diverse perspectives and experiences.
• I engage in open, appropriate, and effective interactions across cultures.
• I use cultural competence in my interactions.

Learners take actions and make responsible decisions that support social settings, natural environments, and quality of life for all, now and in the future. For example:

• I bring together relevant information and perspectives to inform thoughts, actions, and beliefs.
• I assess how selected solutions impact relationships or quality of life.

Learners contribute to society and the culture of local, national, global, and virtual communities in a responsible, inclusive, accountable, sustainable, and ethical manner. For example:

• I model leadership/stewardship to promote healthy and sustainable communities.
• I advocate for equity and sustainability.
• I engage in local, national, and global initiatives to make a positive difference.
• I create responsible digital content.

Learners participate in networks in a safe and socially responsible manner. For example:

• I am mindful of safety and social responsibility in real-world and virtual domains.
• I create a positive digital profile.

Fostering & Teaching Sustainability & Global Citizenship

Being and becoming socially responsible citizens is a universal obligation that is interwoven throughout each of the early learning and childcare goals and continues beyond graduation. Prioritizing a strength-based approach to learning means that learners are given opportunities to introduce and celebrate other cultures and ways of knowing, being, and doing. The acquisition of knowledge in this way reinforces learners’ ability to appreciate their own distinctiveness and that of others.

A shared understanding of human and non-human beings with whom we share this world builds empathy and strengthens allegiance with others and to the environment. As learners explore the interconnectedness of people, animals, and the planet, they question inequitable practices that exclude and/or discriminate and they favour practicing fairness and equity. Through daily life in centres of learning, this competency develops the value of (and strategies for) socially and environmentally responsive practices.

The learning environment, pedagogies, learning contexts, concepts, and skills support the development of Sustainability and Global Citizenship. Each of the goals (ECE) and subject areas (K–12) develops this competency in the following ways over time:

EARLY LEARNING FRAMEWORKS

In early learning and childcare the goals all work together to provide the foundation to develop this competency; however, the bolded goal is the most aligned.

• Communication and Literacies
• Well-Being
• Play and Playfulness
• Diversity and Social Responsibility

ENGLISH LANGUAGE ARTS

To demonstrate an understanding of sustainability and global citizenship in English Language Arts classes, learners:

• develop a sense of cultural identity and promote their understanding of the contribution of diverse cultures to society.
• consider issues and experiences from a range of viewpoints, explore their own identities and values, and reflect on the bonds they share with humanity.
• participate in larger and larger language communities, from social interaction within the classroom to communication with provincial, national, and global correspondents and audiences.

FINE ARTS

Sustainability and global citizenship in Arts Education involves reflecting on and appreciating diverse world views and perspectives. Learners:

• examine the relationship among the arts, societies, and environments and develop understanding of the richness of cultural expression.
• demonstrate critical awareness of and value for the arts of individuals and cultural groups in local and global contexts, and of the arts as a record of human experience and expressions.

FRENCH

To demonstrate an understanding of sustainability and global citizenship in French Second Language, learners:

• learn a second or additional language.
• learn from and with diverse people.
• develop cross-cultural understanding.
• learn to appreciate the forces that affect individuals and societies.
• explore issues around topics such as equity, human rights, and sustainability within the context of language learning.

IMMERSION FRANÇAISE

Les apprenants doivent adopter un comportement responsable et contribuer positivement à la qualité et à la durabilité de leur environnement, des collectivités et de la société. Les apprenants :

• évaluent l’interdépendance sociale, culturelle, économique et environnementale.
• agissent à titre d’intendants à l’échelle locale, nationale et mondiale.
• découvrent, comprennent, et apprécient diverses cultures, et en particulier les communautés francophones, qui sont une composante intégrale du programme de l’immersion française.

MATHEMATICS

Sustainability and global citizenship in Mathematics requires local and global perspectives when identifying and interacting with systems mathematical problem-solving. Learners:

• understand mathematics in relation to government, society, and environment.
• understand mathematical applications in geography, population dynamics, economics, and statistics.
• become mathematically literate adults, using mathematics to positively contribute to society.

PERSONAL WELLNESS

Sustainability and Global Citizenship in Personal Wellness Education involves contributing to local and global communities that appreciate diversity and work together to support well-being and health. Learners:

• model leadership to promote healthy and resilient communities.
• identify how personal actions and the actions of others affect communities and the natural environment.
• evaluate how participating in health and wellness activities can lead to multicultural understanding.
• engage in local, national, or global initiatives to make a positive difference in overall wellness.

PHYSICAL EDUCATION

Learners demonstrate an understanding of sustainability and global citizenship in Physical Education classes by reflecting on and appreciating diverse world views and perspectives, such as safety and social responsibility to support the physical and social environment. Learners:

• develop a positive attitude towards active living in the pursuit of lifelong health and well-being.
• demonstrate safe behaviour and social responsibility across all cultures to positively impact individuals and societies.
• demonstrate understanding of the sociological, economic, and environmental impact of physical activity on wellness trends.
• demonstrate an understanding that rules of ethical conduct promote respect, peace, and the good of society.
• discriminate among a wide variety of active living career opportunities.

SCIENCE

Science learning opportunities engage students in local and global concepts and initiatives, while demonstrating responsibility and ethical citizenship. Learners:

• foster respect for nature that informs decisions on the uses of scientific and technological knowledges.
• develop responsibility in the application of science and technology in relation to society and the natural environment.
• consider issues related to ethics and sustainability from local, regional, and global levels.
• examine the relationship between environment and the behaviors needed to develop effective solutions to global problems.

SOCIAL STUDIES

The social studies introduce students to local and global concepts and initiatives and encourage active and responsible engagement. Learners:

• explore the ways in which ecological, economic, and social forces interconnect.
• identify how these forces affect human life on individual, community, national, and international scales.
• learn about the development of human rights and democracy.
• take age-appropriate action.
• develop sustainable and ethical behaviours.
• understand and respect indigenous knowledges and traditions.
• appreciate diversity and cross-cultural connections.

TECHNOLOGY EDUCATION

Sustainability and Global Citizenship in technology requires local and global perspectives when identifying and interacting with systems. Learners:

• investigate and demonstrate the relationship between material use and environmental impact.
• explore the educational and career pathways that exist in technology.
• understand the concept of, and demonstrate appropriate decision making with regards to, “Digital Footprint”.
• demonstrate an awareness of human, cultural, and societal issues related to technology.

WABANAKI LANGUAGES

Through the study of Mi’kmaw and Wolastoqey, learners:

• understand the interconnectedness of social, political, economic, and ecological forces and how they affect individuals, societies, and countries.
• recognize their rights as citizens of Canada and/or a Wabanaki Nation, and as Treaty People, both Indigenous and non-Indigenous.
• learn from Wabanaki Peoples the responsibility to make ethical choices that support societies, the natural environment, and quality of life for all beings.