The Triannual Newsletter
Global Citizenship at Stonehill
Volume 13, Issue 2, March 2024
- Head of School Message
- Perspectives from the Primary School
- Perspectives from the Secondary School
- Boarding Focus
Head of School Message
Global Citizenship at Stonehill
Welcome to the second Stonehill Triannual Newsletter for 2023-2024. This issue focuses on Global Citizenship at Stonehill.
Global Citizenship is the latest term used by the international education community to describe the students that genuine international schools are trying to help develop. Originally, the term ‘international mindedness’ was preferred; however, that always sounded a little artificial.
It also only required students to develop a particular ‘mindset’, rather than taking an active part in a community the way a ‘citizen’ is expected to. The term ‘Global Citizenship’, therefore, suggests a more active participation in the world’s attempt to deal with the global challenges that we read about every day.
There is always a great deal of debate about the characteristics that a ‘Global Citizen’ should be required to demonstrate. Certain characteristics seem to be common to all definitions such as having a good understanding of global challenges, being a good communicator and collaborator, being able to generate creative solutions to problems, showing respect for and understanding of diverse cultures, etc.
Other characteristics are more contentious. Do Global Citizens need to be able to speak multiple languages? If so, is it enough to be bilingual or should a Global Citizen be biliterate and be able to communicate at a business level in more than one language? Do Global Citizens need to understand art as part of their cultural awareness? Do they need to appreciate music from different cultures? Do they need to have a strong academic background in order to maximise their potential to gain a position of influence in the future? Do they need to spend time in nature in order to develop their appreciation of and understanding of environmental concerns?
These, and many other related questions, form the content of the continual discussions of what it means to be a Global Citizen. Stonehill is fully committed to Global Citizenship and our Global Citizenship Policy is an integral part of our school’s guiding statements. The school is also committed to what we refer to as ‘intercultural understanding’, and the diversity that we experience every day at Stonehill certainly helps our community members develop such intercultural understanding.
Perspectives from the Primary School
Fostering Global Citizenship in Primary School - Shaping a Sustainable Future
In an increasingly interconnected and interdependent world, the concept of global citizenship has become more vital than ever before.
As the human race navigates complex global challenges such as climate change, poverty, and inequality, nurturing a sense of global citizenship in our Primary students holds immense importance, beyond that required by the International Baccalaureate (IB) Primary Years Programme (PYP).
We seek to cultivate a sense of empathy and understanding in our Primary students towards diverse cultures and different ways of being. We also seek to equip our younger learners with the knowledge and skills necessary to address, through their own action, pressing local or global issues, so that they can contribute to a more sustainable planet.
By introducing your child to different cultures, traditions, and perspectives from around the world, we help your child to develop a sense of empathy and respect for diversity. We believe this will provide a firm foundation for your child and their peers to cooperate and collaborate in school, and when they leave school or university.
The Primary faculty is committed to the idea that global citizenship empowers young learners to become agents of positive change. You may have seen or heard about, practical, real-world examples of actions already taken this year by Primary students, through the PYP Exhibition, or in their class. My Primary colleagues, through interactive activities, discussions, and real-world examples, help your child explore pressing global issues such as climate change and poverty. By understanding the interconnected nature of these challenges and their impact on communities worldwide, we help your child develop a sense of responsibility towards creating a more just and sustainable world.
PYP Coordinator
Global Citizenship in the PYP
The Primary Years Programme (PYP) at Stonehill emphasises the development of students as global citizens by placing global citizenship, intercultural learning, and international mindedness at the centre of its education.
This approach aligns with the International Baccalaureate’s (IB) mission to develop active, compassionate, and lifelong learners who understand the complexity of the world and make positive contributions to it.
The connection between global citizenship and the IB PYP is evident through the incorporation of the IB learner profile attributes:
INQUIRERS, as global citizens, show a natural curiosity about the world and seek to understand different cultures, perspectives, and global issues. They foster a mindset of lifelong learning and engage in inquiry to explore solutions to complex local or global challenges.
KNOWLEDGEABLE global citizens are well-informed about global issues such as poverty, inequality, environmental sustainability, and human rights, recognising their interconnectedness and implications for local and global communities. They use their knowledge to contribute positively to global well-being.
THINKERS, as global citizens, analyse complex local or global issues, question information critically, and evaluate different perspectives before forming opinions or making decisions. They develop innovative solutions, contributing to a world that requires thoughtful and adaptable problem-solvers who value sustainability.
Global citizens who are COMMUNICATORS express ideas clearly, concisely, and accurately, using language that is accessible to diverse audiences. They practise active listening, demonstrate empathy towards others' emotions and perspectives, and communicate in multiple languages with sensitivity, especially in cross-cultural interactions.
PRINCIPLED global citizens uphold ethical standards and moral values in their actions. They make decisions that align with principles of justice, fairness, and human rights, contributing to a world where integrity and moral responsibility guide actions and decisions.
Primary Focus
Cultivating Global Citizenship: A Holistic Journey
"We all live with the objective of being happy; our lives are all different and yet the same." - Anne Frank
At Stonehill, the ethos of education for global citizenship is woven into the fabric of our daily practices, fostering an environment where students not only embrace their individual identities but also cultivate a deep appreciation for the richness of diversity.
A P5 learner’s view on global citizenship
Through the seamless integration of global citizenship principles into the curriculum, we aspire to help students truly grasp how our world is interconnected, instilling a profound sense of responsibility, empathy and the enduring strength of kindness.
The cultural iceberg concept, which explores local and global connections alongside views, values, and assumptions, forms the foundation of our pedagogy. It provides students with valuable insights into the uniqueness of individuals and the richness of diverse perspectives.
P6 learners expressed their understanding of diversity through Colour-Symbol-Image, a Visible Thinking Routine
A P5 learner’s t-shirt design reflects their values, cultural appreciation and individuality
P5 learners engage in thoughtful exploration to understand equity and equality
Perspectives from the Secondary School
Global Citizenship in Secondary School
Stonehill attracts a diverse student body from various cultural backgrounds. By fostering global citizenship within a multicultural learning environment we create an inclusive atmosphere where students learn to thrive in a setting that mirrors the world community.
The IB curriculum in the Secondary school is designed to nurture an understanding and appreciation of different cultures, languages, and global issues. This prepares students to navigate an increasingly interconnected world, promoting empathy and respect for diverse perspectives. By instilling a sense of global citizenship, students are better equipped to contribute to solutions on a universal scale.
Focusing not only on academic achievement but also on the development of well-rounded individuals, global citizenship education practices in the Secondary complements academic learning by fostering skills such as critical thinking, communication, awareness, and collaboration—essential attributes for global citizens.
One of the cornerstones of our global citizenship initiative is the celebration of diverse cultures and traditions. Throughout the academic year, we immerse ourselves in the host culture and international celebrations. From Diwali Spirit Week to Hangul Day, our students experience firsthand the beauty of cultural exchange. Not only do we commemorate days of local significance such as Indian Independence Day and World Hindi Day but we also extend our festivities to include global events like Christmas and Halloween spirit weeks, Chinese New Year, and World Day for Culture, Dialogue, and Development.
Students actively engage with the outside community through CAS activities by helping residents at old age homes and supporting fellow students in government schools. Additionally, sustainability projects focused on upcycling and reusing waste, including e-waste drives and donation initiatives, instil a sense of responsibility towards the environment. Our students take the lead in contributing to the well-being of our local community, exemplified by the lake clean-up initiative at Puttenahalli Lake, Yelahanka. With a dedicated committee overseeing sustainability initiatives, the students are exposed to real-world challenges and learn the importance of collective action in creating a sustainable future.
Intra-school competitions like SISMUN and sports events provide platforms for students to hone their skills while fostering a sense of healthy competition. However, it is our active participation in inter-school fests, competitions, and showcases, like the WeWork Sustainability Summit, that truly showcases our commitment to global engagement.
Our students run, organise, and host events like Science Bowl, Mosaic (Humanities Fest), Hackathon (Computer Science), and Makeathon (Design), bringing together minds from schools worldwide. From Yale MUN at Shiv Nadar School to football competitions in Phuket, our students actively participate in events that expose them to diverse perspectives, enhancing their global outlook.
As students transition to higher education, whether in their home country or abroad, this global perspective becomes increasingly valuable. The DP programme prepares students for the challenges of higher education by cultivating the skills and attitudes necessary for success in diverse academic environments. Through guest lectures, university visits, and workshops led by faculty from esteemed universities and working professionals, our students get acquainted straight from the source, turning classroom discussions into global discussions. The university visits aren't just about getting students into college; they're about finding the right fit for a global journey.
Secondary Focus
Global citizenship in the Middle Years Programme
Global Citizenship is about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. It is about valuing the Earth as precious and unique, and safeguarding the future for those coming after us (Oxfam 2012).
The International Baccalaureate Programme embraced the concept of ‘global citizenship’ (UNICEF, 1991) to promote cross-cultural education and international communication.
The students and teachers in the Middle Years Programme at Stonehill respect diversity, and the environment and strive for sustainable development. The significance of self-esteem and empathy is sensitised in our students through their participation and contribution to the community where they act locally and reflect globally.
They are provided with avenues to act more responsibly and take accountability for their actions, keeping the future of Mother Earth in mind. They endeavour to make the world a more sustainable place.
Understanding how the world works economically, politically, socially, culturally, technologically and environmentally is critical. These facets are covered through various disciplinary and interdisciplinary modes of teaching and learning in the Middle Years Programme.
The students in the Middle Years Programme are provided with opportunities to understand multiculturalism and how they can embody inclusivity in their thoughts and actions.
Global Citizenship in the DP
In her highly popular TED talk the Nigerian writer Chimamanda Ngozi Adichie explores The danger of a single story. She encourages the audience to consider issues from their perspective as global citizens through one lens.
“The single story creates stereotype and the problem with stereotype is not that they are untrue but that they are incomplete, they make one story become the only story”.
At Stonehill, as a community centred around an international school, it is our responsibility to encourage each other to view humanity through multiple lenses and be aware that nobody ever has a single story. We should be united by our similarities and respect our differences.
In the Secondary School, we encourage our students to discuss global issues and consider different perspectives in order to develop understanding and empathy for one another. It is embedded into our curriculum and subjects like Theory of Knowledge at the Diploma level help students consider differing perspectives which ensures that they are open-minded global citizens of the future.
As part of their mission statement the International Baccalaureate Organisation acknowledges the importance of this by stating that, “These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”
At Stonehill, we are committed to this statement and believe that every student is greatly enhanced by understanding that as global citizens they have a responsibility and a role to play in the betterment of humanity.
Jennifer Browne
IB DP Coordinator
Boarding Focus
As we navigate the ever-changing landscape of education, one aspect remains constant - our commitment to fostering global citizenship within our boarding community.
For us, it transcends being merely a concept; it embodies a way of life that our students actively embrace through a myriad of opportunities afforded to them.
Our boarding students come from various backgrounds, cultures, and experiences, enriching life at Stonehill Boarding. They bring with them unique perspectives and traditions that contribute to the vibrant mosaic of our community.
Our cafeteria provides a diverse array of cuisines daily. Menus are refreshed monthly, and meals accommodate various religious and dietary needs. Featuring both Indian and continental options, our boarders experience cultures beyond their own. This exposure extends to the celebration of major holidays like Christmas, Diwali, and more. The boarding faculty emphasises the significance of open-mindedness and connection to both students' native cultures and the culture of their host nation.
Our commitment to global citizenship extends far beyond the confines of the classroom. We empower our students to actively participate in community engagement initiatives that foster social responsibility on a global scale. Whether through volunteering in the local neighbourhood or engaging in impactful service projects like clean-up at Hesaraghatta and Puttenahalli, our students embody the values of giving back and effecting positive change. These experiences not only shape their character but also instill a profound sense of inclusion within the broader global community.
Our weekend activities promote alliances between students to allow the exploration of each other’s personalities and mindsets, amplifying the opportunities available for students to grow their social circle and understand differing viewpoints. Team-building activities, competitions, and leisure trips are just a few of the weekend activities that take place regularly.
We actively promote environmental sustainability, recognising the global impact of our actions. Our sustainability initiatives teach students the importance of responsible stewardship of the planet and empower them to contribute to a more sustainable and equitable future.
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