HASS · Year 6

Active learning ideas

Global Citizenship and Shared Responsibilities

Active learning helps Year 6 students grasp global citizenship by turning abstract concepts into tangible experiences. Role-plays, mapping, and real-world case studies make Australia’s role in the Asia-Pacific region visible and meaningful for young learners.

• ACARA Content Descriptions
• AC9HASS6K07

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 50 min · Small Groups

Role-Play: UN Summit Simulation

Assign roles like Australian delegate, UN representative, or citizen advocate. Groups prepare positions on a human rights issue using provided resources, then debate resolutions in a mock summit. Conclude with a class vote on action steps.

Define what it means to be a 'global citizen' in the 21st century.

Facilitation Tip

During the UN Summit Simulation, provide each student with a role card that includes a clear position to argue, ensuring all voices are heard.

What to look for

Pose the question: 'Imagine you are advising the Australian Prime Minister on how to be a better global citizen. What are two specific actions Australia should take in the Asia-Pacific region to promote peace and human rights? Justify your choices.' Facilitate a class discussion where students share and debate their ideas.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Concept Mapping
• 35 min · Pairs

Concept Mapping: Global Issue Connections

Provide world maps; students mark Australia and Asia-Pacific countries affected by issues like refugees. In pairs, they draw lines showing connections to local impacts and suggest individual actions. Share findings on a class mural.

Analyze how individual actions can contribute to addressing global issues.

Facilitation Tip

For Mapping Global Issue Connections, use a large world map with removable sticky notes so students can physically shift ideas as they discover new links.

What to look for

Provide students with a short news article about a global issue (e.g., a natural disaster, a human rights violation). Ask them to write down: 1. One way an individual in Australia could help address this issue. 2. One way an international organization like the UN could help.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 03

• Four Corners
• 40 min · Individual

Action Plan: Personal Pledge Project

Students identify one global issue, research Australia's involvement, and create a personal pledge poster with three actionable steps. Present to the class and compile into a shared digital pledge wall.

Evaluate the role of international bodies like the United Nations in promoting peace and human rights in our region.

Facilitation Tip

In the Personal Pledge Project, require students to draft their pledge in two drafts first, using peer feedback to refine their language and goals.

What to look for

On an exit ticket, ask students to define 'global citizen' in their own words and then list one specific example of how Australia contributes to peace or human rights in the Asia-Pacific region.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 45 min · Small Groups

Case Study Carousel: Peacekeeping Stories

Set up stations with stories of UN missions involving Australia. Small groups rotate, noting successes, challenges, and citizen roles, then discuss as a class how these inform global citizenship.

Define what it means to be a 'global citizen' in the 21st century.

What to look for

Pose the question: 'Imagine you are advising the Australian Prime Minister on how to be a better global citizen. What are two specific actions Australia should take in the Asia-Pacific region to promote peace and human rights? Justify your choices.' Facilitate a class discussion where students share and debate their ideas.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teach global citizenship as a bridge between empathy and action. Avoid overwhelming students with too much global data by focusing on one issue at a time. Research shows that when students see their own agency through small, achievable steps, their understanding of global citizenship deepens and persists.

Success looks like students connecting local actions to global outcomes, justifying Australia’s contributions to peace and human rights, and designing personal commitments that show their understanding of shared responsibilities.

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Watch Out for These Misconceptions

• During Mapping Global Issue Connections, watch for students who label only international problems and exclude local actions.

  Ask groups to start by plotting two local actions on their map before adding global issues. Then have them draw lines to show how their local choices connect to international outcomes.

• During the UN Summit Simulation, watch for students who argue only from personal opinions without considering evidence or Australia’s role.

  Provide each student with a fact sheet on Australia’s involvement in the Asia-Pacific region. Require them to cite at least one piece of evidence in their speeches to ground their positions.

• During the Case Study Carousel: Peacekeeping Stories, watch for students who assume Australia plays no role in peacekeeping efforts.

  Include peacekeeping case studies from Australia’s involvement in the Asia-Pacific, such as Bougainville or East Timor. Have students annotate the map with symbols to track Australia’s contributions during the carousel.

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Methods used in this brief

• Four Corners
• Concept Mapping