Years 9 and 10 engage in cross-curricular projects that challenge them to broaden their skills, competencies and critical thinking abilities, in order to create links across the modalities that they study. For example, Year 9, at the start of 2021, engaged for the first time in Open Space Learning. With their English teachers facilitating different learning stations and guiding the process of learning, students had the opportunity to navigate their own learning, based on personally selected tasks and a range of intelligences-spatial and logical; naturalistic; bodily-kinesthetic. The learning activities linked to the students' cross-cultural novel study of An Absolutely True Diary of a Part-Time Indian, and the Open Space put students in the driver's seat of their own learning, wherein they could engage with problem solving, collaborate with others and set their own learning targets. Students, for example, who worked on rotation with naturalistic intelligence, had the opportunity to learn about nature, gather resources outside and create natural artwork linked to the book they were reading, through this process. Cross-curricular learning at ULink helps students to develop an inter-disciplinary skill set, as well to reflect on global issues. Students have the option to work independently and collaborate, seek out their own learning opportunities, and take ownership over their learning. In doing so, they can feel a part of their community at ULink College.

"During the Open Space Learning last year in grade 9, I participated in multiple tasks such as making a timeline for the book we'd been reading at that time. The book we read is The Absolutely True Diary of a Part-Time Indian, it tells the story of an Indian boy, Junior, who leaves the rez to attend an all-white school. He was condemned as a traitor to his people, but he finds a strength inside of himself to fight back. After reading this book, I have noticed that Global Citizenship means you shouldn't be limited by your nationality. During a task of researching the social issues mentioned in the book, I found variety of ideas coming from others, which enriched my thoughts. Open Space Learning includes different tasks to practice different skills, such as writing, speaking, and drawing, etc. Students can choose tasks which they are good at/interested in. This activity is very flexible and easy to participate in" (Vivi, G10)

"Global citizenship is a sense of identity and belonging to the entire human community, regardless of geography or politics. It represents that our group perspective includes all the people around the world. During my experience of Open Space Learning, I learned how to solve problems independently. This greatly improved my comprehensive ability, not only in specific subjects. This experience was very valuable to me; I was exposed to many students with unique ideas, which also helped me to think in another way." (Kayla, G10).

"Linking to some activities about Open Space Learning, I remembered that a big poster needed to be done in an hour, with several groupmates. Cooperation was especially important at this time. We divided the poster into several parts and assigned them to each team member. With concerted efforts, the task was soon accomplished. Aside from listening and communicating, group work is another important element in Open Space Learning." (Ivan, G10)

Outside of the cross-curricular projects, teachers instill global competencies through their lessons. The Year 9 EAL co-teaching program, provided across most subject areas, allows two specialist teachers to provide lessons that are inter-disciplinary in nature. This not only helps students to develop confidence in their English skills, but also allows for students to engage with Literacy across the curriculum, improving their communication skills and facilitating their ability to respond to global issues that arise in the content they study across their subject areas. For example, in History, co-teaching lessons with an English and History specialist, have focused on bringing together the skills of English, with Historical topics.

In Unit 2 of iGCSE History, students learned about the topic of The League of Nations and how it was a success, and their learning activity helped them to experience it for themselves through a Model League of Nations. Students were asked to bring the League of Nations into a modern setting, as they had to discuss and collaborate on the topic of Covid-19 via the Health Committee of the League of Nations. Students worked in pairs to represent one country and presented their position and proposal on the matter. This activity involved critical thinking, problem solving, collaboration with others in the class, as well as negotiating conflict, as supported by the English EAL specialist and History specialist.

"To me, being a global citizen means being concerned about international affairs, being socially responsible, and considering all kinds of social issues outside of China. I have learned that cooperation with others can help us to learn from each other and solve problems. My country is Iran. Through this activity, I have a more comprehensive understanding of the current social problems in Iran. For example, war, refugees, orphans..." (Laura, G10)

"Global citizenship, to me, is not only the concept that the school teaches me. Through studying history, I realise that a global citizen should not only focus on issues that happen in the country, but also on issues going on in the world. For example, poverty, gender equality and so on. Coming to the negotiation, I learned about so many negotiations in the past, including the 'big three' in World War 1, the Potsdam conference, the Yalta conference.... we should know and understand every individual's stance for a particular position, and with respecting the positions, we will be able to collaborate with others and communicate with others well." (Taylor, G10)

"Global citizenship means seeing everyone as united; all human beings must be united in order to solve a large-scale problem. In the task of critical thinking, I learn that people must see an event, person or thing from different points of view. We can't stay only with the ideas that we already have; you must learn something new every day, in order to be successful" (Rico, G10)

"Global Citizenship, to me, means that we need to think in terms of a global perspective, and think beyond the perspective of the country; we must think for the sake of all mankind, and enhance our own patterns of behaviour and horizons. I learnt about how we need to adhere to the most basic interests and make appropriate concessions in the negotiation. Cooperation is important and it is helpful in solving problems. In critical thinking, we need to think about both positive and negative sides; when you refute other opinions, you should have your own idea. Taking part in these kinds of activities really helps us in improving our communication and critical thinking." (Cyrus, G10)

"From my personal perspective, I think global citizenship generally refers to the existence of a shared cosmopolitan identity and a sense of belonging in the world. Although they maintain different ethnic or racial identities and cultural characteristics, they do not define their identity by their hometown or motherland. For example, we have different types of knowledge, like human rights. We all live on the Earth and we need to protect the environment together. The Earth is our only home. If we lose it, we have no place to live. We must protect it together because we are global citizens-we care about Earth and our development together. In class, my teammate and I collected a lot of information on the various aspects of Morocco affected by covid-19 at that time. After continuous screening of various aspects and different angles of information, we used our critical thinking successfully." (Coco, G10)