Global Citizenship

The PYP curriculum framework is guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry. 

These themes encourage students to think about and take action with local and global issues. The PYP transdisciplinary themes are:

• Sharing the planet

• Who we are

• Where we are in place and time

• How we express ourselves

• How the world works

• How we organise ourselves

Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:

• identities and relationships

• personal and cultural expression

• orientations in space and time

• scientific and technical innovation

• fairness and development

• globalization and sustainability

In addition to study in six subject areas, students are required to engage in three aspects of core programming:

• The Extended Essay asks students to conduct independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.

• Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

• Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Our Grade 6-10 Global Citizenship Experiential Learning Programme (GEx), which includes a ‘week without walls’ of community engagement, is an important part of our Upper School curriculum. This initiative enables students to expand their educational experiences, further develop their real-world leadership skills, and engage in meaningful and impactful learning experiences grounded in the UN Sustainable Development Goals (SDGs).

Our Grade 10 students also have the opportunity to embark on local, regional, and global (when possible) experiential programmes grounded in the SDGs.

Through the GEx programmes, we nurture and teach a range of intercultural, leadership, and entrepreneurial skills, which will impact students for the rest of their lives. As well, pre- and post-experience project activities allow students to demonstrate initiative, take ownership, and showcase their learning.

Participation in GEx is a requirement for all Grade 6-10 students.

The Mulgrave MYP CAS and DP CAS programmes facilitate sustained student engagement and learning in our local and global communities, often beyond the traditional classroom. At the heart of CAS is the goal to develop opportunities for youth to explore, embrace and embody the ethos of what it means to be a global citizen. A ‘global-local citizen’ is someone who:

• is aware of the wider world and has a sense of their own role as a world citizen

• respects and values diversity

• appreciates intercultural and indigenous worldviews

• supports the dignity and rights of others

• has an understanding of how the world works

• participates in their communities at a range of levels, from the local to the global

• is willing to act to make the world a more equitable, just and sustainable place

• takes responsibility for their actions

To be effective global citizens, young people need to be flexible, creative, and proactive. They need to be able to solve problems, make decisions, think critically, communicate ideas effectively, and work well within teams and groups. These skills and attributes are increasingly recognised as being essential to succeed in other areas of 21st century life too, including workplaces. These skills and qualities cannot be developed without the use of active learning methods through which youth learn by engaging with the world and by collaborating with others.

MYP CAS Student Guide

DP CAS Student Guide

The responsible, active citizen participates in the community for the common good. The G10 Global Citizenship course will enable students to become responsible, active citizens within the diverse communities to which they belong . As well as becoming critically thoughtful and informed citizens who value an inclusive society, students will have the skills they need to solve problems and communicate ideas and decisions about significant developments, events, and issues. Students will also be encouraged to reflect upon their role as either ally, advocate, and/or activist. Each unit will engage in the Social Studies 10 inquiry process and develop the skills that students need in order to become active and informed citizens who participate purposefully in civic affairs and can influence public decision making.

Global Citizenship 10 explores historical, social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit people, in Canada and the world since 1914. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. Students will explore issues of civic importance such as environmental responsibility and the policies needed to meaningfully engage with issues of diversity, equity, and inclusion. They will develop their ability to apply the concepts of historical thinking and link their analysis to present global issues and challenges that confront our society today. 

The Grade 10 Global Citizenship course is organised into the following 6 units: 

• Foundational Unit: This unit explores the nuances associated with Identity and the key themes of Diversity, Equity, and Inclusion that will permeate throughout the course.

• Social Justice and Identity: The unit will engage with understanding one’s identity in relation to others and support students' analysis of social injustice that has occurred within Canadian society.

• Human Rights and Equity: The unit will explore the notion of equity and violation of people’s rights related to racial rights, LGBTQ+ rights, Indigenous rights, and workers’ rights.

• Peace and Conflict: This unit focusses on understanding the complexities of colonial legacy and genocide as well as the mechanisms to promote peace and inclusion globally.

• Sustainability and Globalization: This unit focuses on the role that poverty and environmental degradation plays in diversity, equity, and inclusion and analyzes the policies and political institutions needed to create meaningful change in our societies. 

• Engaged Citizen Project: a Diversity, Equity, and Inclusion investigation: Students will apply their theories and concepts learned throughout the course and provide a critically evaluative position on the challenges and solutions associated with diversity, equity, and inclusion.

Experts point to the importance of learning a second language as a way of raising globally-minded children. Speaking more than one language enables students to form cross-cultural bonds by facilitating empathy and better communication. We also encourage families to support their children in understanding their family's cultural heritage and especially to support mother tongue maintenance from a young age. With all of this in mind, Mulgrave has designed a comprehensive language programme with specialist teachers in French, Mandarin, and Spanish.

In Mandarin language instruction, Mulgrave offers a dual-stream programme for both native and non-native speakers. Native Mandarin speakers work to become biliterate in their mother tongue with the goal of earning a bilingual IB diploma, an impressive and highly-regarded accomplishment.

Mandarin is offered to students starting in preschool. In Kindergarten they may choose to pursue either French or Mandarin and work to develop their fluency. In Grade 10, students can choose to take an introductory course in Spanish.

Learning a second language is a requirement of the IB programmes and is key to developing authentic intercultural understanding. We are proud to offer a strong language programme that helps support our mission and vision to equip lifelong learners to thrive in a culturally diverse and interdependent world.

The Middle Service Action Council (MSAC) is a Grade 7-9 student-led service leadership team with a focus on community engagement. MSAC works in conjunction with the Senior Service Action Council to develop and organise opportunities and events for our broader community to engage in meaningful service learning and social good. 

The Senior Service Action Council (SSAC) is a Grade 10-12 student leadership team that identifies, plans, and executes service initiatives both in and outside of Mulgrave. The vision for SSAC is centred around equity, reciprocity, and sustainability, where team members learn - and encourage others to learn - through service. Students with an interest in social justice and community organisation will be provided ample opportunities to build their knowledge and skills while working to address authentic needs.

Changemakers team up with local Indigenous youth groups, creating awareness through protest art and partnering on missions and field trips with Britannia School. Changemakers gives students a greater opportunity to create and advocate for global issues that they are passionate about, all the while focusing on Indigenous perspectives and worldviews. From learning more about sustainability and the environment, to creating school wide events like Orange Shirt Day or National Indigenous Peoples Day, being a Changemaker fosters students' inner ally through activism and advocacy at a local, global, and international level.

Our Grade 7-12 Global Nomads leadership team works with global and local community partners to generate dialogue and engagement around big intercultural and intersectional global citizenship issues using the the lens of the UN Sustainable Development Goals (SDGs), emphasising the following:

• #1 No Poverty

• #2 Zero Hunger

• #4 Quality Education

• #10 Reduced Inequalities

• #16 Peace, Justice and Strong Institutions

Our teams focus on project-based learning, leadership, and engagement in collaboration with community partners beyond Mulgrave. We may also explore collaborative projects with other schools. The work of the Global Nomads is an extension of the Upper School GEx experiences and sustainable partnerships. 

The newly constituted JEDI (justice, equity, diversity, and inclusion) committee is charged with expanding existing initiatives within the school and proposing new policies, structures, and programmes to help cultivate an inclusive learning environment where all students will thrive. The JEDI committee will spend the 2021-2022 academic year developing a long range diversity plan in consultation with students and staff.

Monthly, JEDI hosts a discussion group for students centred on topics of race and racism particularly within the context of education. The group’s goals are:

• Develop a practice of anti-racism in the context of our school and our lives.

• Empower participants to build a strong community of reflection and action.

• Grow a strong coalition of students dedicated to creating a more just, equitable, diverse, and inclusive school community and world.

The JEDI group will also establish affinity groups and clubs for both Middle and Upper School students. These groups and clubs in turn will provide a safe and supportive space for students to discuss identity and learn perspective-taking while developing critical thinking and social-emotional skills. As students reflect on identity and current events, they learn how to make a difference through self-advocacy and allyship.

The Mulgrave Gender & Sexuality Alliance (GSA) offers a place for Upper School students to examine LGBTQ+ rights and issues while giving an opportunity for action and a voice for LGBTQ+ students and their allies within our community.

The Environmental Sustainability Council is an Upper School Club committed to engaging with the school community in meaningful ways. The Council’s objectives are to inspire action to protect the environment and decrease our collective negative impact. By working together, we can foster appreciation and channel the community’s energies into sustaining the local and global environment for future generations. 

Participants initiate, coordinate, and implement sustainability projects at Mulgrave and in the greater community. Recent initiatives include the Electronics Recycling Drive, Earth Week Environmental Education, Lights Out Lunch, and EcoSchool certification (Platinum level).

Council members may be invited to attend and contribute to conferences with nation-wide CAIS Green Schools and the Environmental Sustainability Faculty group at Mulgrave to share best practices.

New in the 2021-22 school year, this Senior School Council will help build excitement around the school for Outdoor Education and create incredible programmes. With faculty advisors, members are responsible for putting together, running, and attending programmes in a leadership role. 

The Wellness Council is an Upper School group focussed on the Mulgrave Wellbeing Framework.  This framework focuses on identity, mental health, social-emotional wellness, and physical health. Students help guide wellness education and initiatives for the Upper School.