Price, J. Et Al. 2003 - Get Global!

7/27/2019 Price, J. Et Al. 2003 - Get Global!

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GetGlobal!A skills-based approach to active global citizenshipKey stages three & four


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INTRODUCTIONThe Get Global! process 02

The core themes of Get Global! 03

Background to Get Global! 03

Get Global! and a whole-school approach 07

GET STARTED 08

SECTION ONEGet Global steps! 14

Step 1 Get asking questions! 16

Step 2 Get an issue! 22

Step 3 Get more information! 32

Step 4 Get planning! 40

Step 5 Get active! 50

Step 6 Get thinking about it! 56

SECTION TWOGet assessed! 64

SECTION THREEGet playing games! 72

GET IN TOUCH! 80

STEPS WORKSHEETS 83

ASSESSMENT &EVALUATION WORKSHEETS 109

Written by Joanne PriceWith assistance from Janet Convery,Eirian Samuel and Heather King

Get Global! was produced with funding fromActionAid, CAFOD, Christian Aid, Oxfam,Save the Children and the Department forInternational Development.

Get Global! is available in PDF format on thefollowing websites:www.actionaid.org/schoolsandyouthwww.cafod.org/schools/ teachersresources

www.christianaid.org.uk/learnwww.oxfam.org.uk/coolplanetwww.savechildren.org.uk/education

Photographers:Benedict Parsons, Commonwealth InstituteHarriet Logan, ActionAid/NetworkLaurence Watts, ActionAid

Get Global!


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Get Global! is a teachers guide on howto facilitate and assess active globalcitizenship in the classroom.

It provides a structure for studentsto manage their own learning.

It allows them to move from thinkingabout issues that are important to them,to planning and participating in action,and to reflect on their performance,

and assess their work.

A range of innovative and participatoryactivities promote a skills-basedapproach rather than a content-basedapproach,so they can be used within

different subject areas and with all ages.


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Get Global!

Get Global! is divided into three sections. Section one sets out theGet Global! process, detailing the six steps below. Each step includesactivities, templates and useful tips for facilitating active globalcitizenship. Section two outlines assessment and evaluation activities,and section three includes ideas for games. Photocopiable worksheetsto support activities can be found at the back of the guide.

The Get Global! process

Step 1: Get asking questions!Step 2: Get an issue!Step 3: Get more information!Step 4: Get planning!Step 5: Get active!Step 6: Get thinking about it!

Introduction


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The core themes of Get Global!

Active global citizenship is about enabling students to participatefully in a global society. It can be summarised with three corethemes. These underpin the thinking behind Get Global! and arehighlighted throughout the guide.

1. To provide an experience of being able to make a differencethrough action.

2. To develop skills of enquiry, participation and reflection.

3. To develop an understanding of the world as a globalcommunity, and to discuss the political, economic,

environmental and social implications of this.

Background to Get Global!

Get Global! is a response to young people feeling powerless to changethe world around them.

Get Global! is also a response to the enormous potential of citizenshipeducation being a part of the curriculum where students can have a sayand take responsible action in their community be it school, local,national or global. It is based on the belief that skills associated withbeing an active global citizen, eg communication, enquiry and criticalthinking, are essential for dealing with the demands of an increasinglyglobalised and interdependent world.

The methodology underpinning Get Global! is based on learning methods

known as participatory rural appraisal techniques (PRA) developed in lesseconomically developed countries. These encourage people to worktogether to explore issues relevant to their lives. They use a range ofparticipatory learning styles and visual tools, such as graphics, tounderstand and assess peoples roles in the community, and how theycan affect change. Like Get Global!, they are essentially aboutempowering individuals and groups to engage in issues important inparticipants lives. The tools enable them to develop the skills andconfidence to discuss and resolve issues.

Reflectis one such approach. It was developed by ActionAid in 1993and fuses the theories of Paulo Freire, a Brazilian educationalist, with

PRA. Balamas story overleaf illustrates how Reflectencourages peopleto analyse the linkages between local issues and wider forces, so thecommunity can influence change at national and global levels. For moreinformation see: www.reflect-action.org

A MORI poll recentlyasked young peopleto respond to thefollowing statement:Young people needto understand globalissues so they canmake choices abouthow they want tolive their lives.80% agreed with

the statement. 33%agreed strongly.54% felt powerless todo anything about it.


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HeadingText

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Werealisedthatmanyofushadswitchedfrom

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The Get Global! storyThis guide is the result of an extensive andexciting research project spanning two years.It began in 2001 and has involved working withcitizenship, education and development advisors

and over 30 schools throughout England andWales. The following pages contain useful tipsfrom teachers and students, from a range ofsubject areas and age groups, on how best touse the guide; examples and case studies onwhat happened in and out of the classroom;and powerful images which convey a flavourof the dynamism and creativity generated bythe project.

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Introduction

MynameisBenWilliams,Iamfourteenyearsoldand

amemberoftheyeartenGCSECitizenshipStudies

(shortcourse)classatBedwasHighSchool,near

Caerphilly.TheissuetheclasschosefortheGet

Global!projectwasalocalcommunityissue.Webecame

awareofaWasteTransferStationtobesitedina

disusedfactoryacrossthewayfromourschool.We

decidedtochoosethisissueasitwillaffectmany

peoplewholive,workandvisitthearea,andbeing

soclosetoschoolitwouldhaveaneffectonour

environmentandpossiblyoureducation.

Asaclasswedecidedtogatherinformationonthe

issuebyinvitingpeopletotalktoourclasswho

knewabouttheplansanditsdetails.Theywereable

togiveusbothsidesoftheargumentforand

againstthedevelopment.OurlocalCommunity

Councillor,amemberofthePublicServicesDepartment

ofCaerphilly(CBC),ourMemberoftheEuropean

ParliamentMrsGlenysKinnock,andaMemberof

Parliamentallspoketousandgavetheiropinions.

Weknowthatwhatwedoatanindividuallevelwith

waste,useofwateretc.willhaveconsequencesto

peopleinIndia,Africaandsometimesourownclimate

isaffectedbyglobalwarming,egfloodsinpartsof

EnglandovertheChristmasbreak.Havinggatheredinformationontheissu

efromvarious

sources,wethenwentaboutwritingletterstoour

electedrepresentatives.Laterthismonththerewill

beameetingofthePlanningCommitteewherethe

applicationforthisdevelopmentwillbeheard.Our

teacherhasappliedfora3rdPartySpeakingRight

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All subjects at keystages three and four

Get Global!

Citizenship

in England

PSE in Wales

Art & design

English

Geography

History

ICT

Maths

Modern foreignlanguages

Music

Physical

Education

PSHE

in England

Citizenship GCSE

short courses

Thinking

skills

National curriculum

aims & values

National healthy

schools standard

Large-scale events,

eg fundraising day

Key skills

ReligiousEducation

Science

Welsh

Get Global! and awhole-school approach


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The Get Global! process consists of threesections: steps activities, assessment andevaluation activities, and games. Each ofthese are of equal importance and need to

be incorporated from the beginning of lessonone. The assessment and evaluation activitiesenable students to record, monitor andreflect on their progress throughout the sixsteps, and the games ensure that studentsenjoy the experience.

started!


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Get started

The key to successful planning is to:

keep it simple

decide whether you are going to deliver the process in a half-term,term, or series of off-timetabled days

choose a range of activities and games that best meet students needs

include at least one step activity and a mixture ofassessment/evaluation activities and games per step

be responsive to individual student and group needs, and opento the possibility of refining activities and replanning the process.

The activities and games can be adapted and used in variouscombinations over and over again. Students can move through thesix steps repeatedly using a range of activities or chosen issues,and will experience learning the skills of active global citizenshipdifferently each time.

The tables below are examples of two routes through the Get Global!process. They show how, by using a few basic activities and gamesand adapting these to different contexts, you are ensured a live,changing and exciting learning and teaching experience.

Get started!


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Heading

Step 1: two lessons

Activity:Ideal futures (p18)

Game:

Silent line-up (p77)

Evaluation:Expectation flowers (p66)

Step 2: two lessons

Activities:Vote with your feet (p24)Issues wheel (p25)

Why-why-why chain (p25)Game:Visualisation game (p75)

Step 3: one lesson

Activities:Issue tree (p34)

Evaluation:

Shimmering hands (p69)

Step 4: one lesson

Activities:Action card-game (p44)Action plan (p46)

Game:Positive and negative (p78)

Step 5: one lesson

Action:Make posters to raiseawareness of the issue anddisplay around school. Fill

in a Recording the actionactivity sheet (p104)

Step 6: two lessons

Activity:Reflect (p58)

Evaluation:Expectation flowersfeedback (p66)

Active global citizenship skillschart (p66)

The Get Global! process using nine lessons

Example one

Step 1: three lessons

Activities:Influencing people (p18)Local to global power(p19)

Game:Open fist(p77)

Humless one (p74)Evaluation:Setting up a portfolio (p66)Setting up focus groups (p66)

Step 2: two lessons

Activities:Your choice (p25)Reasons for the issue (p27)Ranking issues (p27)

Game:

Listen up (p78)

Step 3: two lessons

Activities:Route finder(p34)Internet search (p35)

Arguing the issue (p35)

Evaluation:

Double wheel (p69)

Step 4: three lessons

Activities:

Step 5: two lessons

Action:

Step 6: two lessons

Activity:

The Get Global! process using 14 lessons

Example two


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Facilitating activities Encourage the expression of as many different ideas and opinions

as possible.

Push for depth by continuously asking Why? What do you meanby that? or by providing a challenging counter-argument.

Avoid paraphrasing students contributions. Instead repeat themusing their exact words.

Expand by showing links between ideas and links to new ideas

for discussion.

Encourage students to respond to and build on each others ideas.

Get started!

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introductiontoGCSEcitizenship.Teacher,NorthEastEnglandgroup


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Moving through the stepsThe Get Global! process begins with step one and ends withstep six. However, it is possible to move up and down the stepsin response to circumstances along the way. For example, ifinformation is discovered in step three about something relatedto the original issue, students may decide to return to step twoand re-choose an issue. Also, if a chosen action becomesunmanageable in step five, students will need to return to thedrawing board and re-plan their ideas in step four.

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The Get Global! steps enable students to move from choosing anissue that is important to them, to exploring its local and globaldimensions, planning and participating in action, analysing andreflecting on their performance, and monitoring, recording andassessing their work. Each step focuses on the three core themes ofGet Global!, outlined in the introduction, and specific citizenship skills.

SECTION

ONE

Global steps!


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1Step 1

2Step 2

3Step 3

4Step 4

5Step 5

6St 6

Get asking questions!

Step 1 involves students exploring their understanding, values andattitudes towards global citizenship. It can be used as a baseline formeasuring and recording their responses, and activities can berepeated throughout the steps.

Get an issue!

Step 2 involves students generating important issues affecting theirlives. It helps them to think about the issues in a local and globalcontext, and then choose one to take action on to improve the situation.

Get more information!

Step 3 involves students finding out more about their chosen issue.It enables them to research the issue in-depth and investigate how itaffects people and environments locally and globally.

Get planning!

Step 4 involves students deciding what action to take and how toimplement it. It supports them in considering the feasibility of their ideas,and managing the practical implications.

Get active!

Step 5 involves students taking action. It assists them in recording andmonitoring their progress.

Get thinking about it!

Step 6 involves students reflecting on the Get Global! process

Get Global steps!


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Step 1 provides a baseline for measuring and

recording students understanding, values and

attitudes towards the three core themes of Get

Global! It acknowledges and extends the wealth

of information and skills students already have.The activities can be repeated at different

stages of the process and again at the end of it.

asking questions!

Step 1 aims to: encourage students to explore and question their values and

attitudes towards their ability to make a difference; theirconnections with other people; and their understanding on howthey relate to the wider world


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Activities to choose from

Ideal futures 18

Mapping our world 18

Influencing people 18

Local to global power 19

Active global citizenship survey 19


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1An activity forexploringperceptionsof the world.

2An activity forexploringperceptionsof the world.

3An activity forexploring andanalysing influence.

Ideal futures

Think about how you would like yourself/your school/ local area/country/world to look in ten years time. Consider the characteristics of goodcitizens. What would there be in the world that there is not now?

Present the ideas on posters or maps in writing or drawings.

Discuss which of these things are most important and most realistic,and how each may be achieved. Consider: Who has the most power tochange things? What do you think you can do? Who could you influenceto change things?

Mapping our world

Think of ways of representing school, and draw symbols to illustrate this,eg something that represents learning. Place the symbols on a space onthe wall or floor.

Each student draws a symbol to represent where they live and places it

on the wall or floor in relation to the school.Draw symbols to represent places outside of the local area whichstudents have connections with, eg places visited or other countrieswhere friends or family live. Place these in relation to the school.

When the map is complete explain each symbol and ask questions like:What did we talk about? What did we learn? What else can be added?How is the map useful? Who owns the map?

Influencing peopleDiscuss what influence means, ie affecting the way someone thinks andbehaves.

Draw a spider diagram of the people who influence you, eg individualssuch as parents or friends, and groups such as pop groups,organisations. Write their name in the middle of a piece of paper anddraw lines linking their name to other peoples names. The length of theline represents how much the person influences them. A short linerepresents a lot of influence because it is nearer to them, and a long line

represents less influence because it is further away from them.

Write how each person influences you along each line, eg My muminfluences me by telling me to eat properly.

Draw a second spider diagram of people who you influence, with thoseyou influence most nearest to the centre, and those you influence leastfurther away from the centre.

Compare the two spider diagrams considering the similarities and

Step 1


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4An activity forexploring andanalysing influenceand power at localand global levels.

5An activity for

exploring thecharacteristicsof activeglobal citizens.

Local to global power

Discuss the difference between influence and power. Think of peoplewho influence you and people who have power over you at local, nationaland global levels. Present conclusions on the Chappati (venn) diagramsheet (Worksheet 1a) or by sticking post-it notes on large circles on thewall or floor.

Calculate the proportion of people who have influence, and the numberwho have power over you at local, national and global levels. Discussthe findings and whether or not it is what you expected. Are there anynames in the overlapping circles? What does this mean?

Repeat the activity focusing on people you have influence over andpeople you have power over. Add this to the Chappati diagram using adifferent colour pen. Make a key.

Active global citizenship survey

The Active global citizenship survey (Worksheet 1b) can be completed by

students at the beginning and end of the Get Global! process.Alternatively, students can use it to interview each other, or peopleoutside of the classroom. They can collate the results and present them.


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Step 1

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Ground rulesBefore beginning any group work or classdiscussion, it is important to establish a setof ground rules, eg take everyones viewsinto consideration; always listen carefully; be

respectful. Students and teachers couldsuggest a number of rules to the group. Oncea rule is agreed, the class could agree on asymbol as a visual record. This can help thegroup feel a sense of ownership over the rules.

These could then be displayed, added to, andreferred to as necessary.

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Values and attitudesIt is really important for teachers to recognisetheir own understanding, values and attitudestowards active global citizenship as part of theprocess of encouraging students to exploretheirs. This enables the facilitation of topicaldiscussions, more relevant to the lives,experiences and interests of students.

Langdon High School, London used theInfluencing people activity to tease out thedifference between influence and power. Thestudents decided that people with power overthem tend to be close to them and actually tellthem what to do, eg parents. Whereas pop-starsand politicians have influence over them throughthe media They decided that these people tend

In several schools the students started withthemselves as citizens. They drew picturesaround each other on large pieces of flip-chartpaper and labelled what a good citizen looks like.

They then collected newspaper articles and TV

clips as a way of making the leap from personalto local to global concerns.


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Step 2 generates issues affecting students

lives, analyses the importance and relevance of

each issue locally and globally, and prioritises

one which students feel they can make the most

positive difference to.

Step 2 aims to: enable students to brainstorm issues, classify and question them

in order to reach a group consensus on which one to take actionon

develop and extend skills in enquiry ask questions and identify

an issue!


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Trigger photos 24

What makes you blow your top? 24

Vote with your feet 24

Your choice 25

Issues wheel 25

Why-why-why chain 25

Local-global question time 25

Broaden your horizons 26

Ranking issues 27

Pair ranking 27

Reasons for the issue 27


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1An activity forgenerating issuesaffecting our lives.



Trigger photos

Collect photographs from a variety of sources, eg newspapers, oftopical local and global events, and discuss them. Choose onerepresenting the most interesting issue.

Place the chosen photograph in the centre of the Trigger photos sheet(Worksheet 2a) and answer the questions.

List all the issues on the board. Vote for the ones you feel the classcould work together to change. Vote with sticky dots or markers.Everyone has five each and can stick them all on one issue, or two onone issue and three on another. The issues with the most dots can thenbe analysed before choosing one to take action on.

What makes you blow your top?

Draw an outline person on a piece of flip-chart paper. Write down issuesaround the body which students feel strongly about issues that makethem want to blow their top. Think of issues in school, the local area,

country and world.

Read all of the comments and group them into similar ones.

Add what could be done to improve the situation next to each issue.The most popular issues can then be analysed before choosing one totake action on.

Vote with your feet

Listen and respond to the following questions: What things concern youmost about the world around you? What things in the world would youmost like to change? These can be about the school, local community,country or world.

Display pieces of paper, with one issue written on each, around theroom. Similar issues can be reframed as one.

Listen to the following question and move to the place in the roomwhere the issue is displayed: Which of the issues do you feel is mostimportant, and why? Listen to a second question and decide whether

to move again: Which issue do you think you as a group couldimprove? Why?

Consider the choices made. You could sell your reasons for choosingan issue to others in the room encouraging them to move. The mostpopular issues can then be analysed before choosing one to takeaction on.

Step 2


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4An activity forvoting on pre-selected issues.

5An activity foranalysing issuesbefore choosingone to act on.


7An activity for

analysing issuesbefore choosingone to act on.

Your choice

Discuss the issues on the Your choice sheet (Worksheet 2b). Add anyother important issues to the bottom two boxes.

Vote on the issues using one of the techniques outlined in the Triggerphotos and Vote with your feet activities above. The most popular issuescan then be analysed before choosing one to take action on.

Issues wheelDecide which categories to place issues in on the Issues wheel sheet(Worksheet 2c). One issue can fit into several categories.

Fill in the issues boxes below the circle, and describe each one in termsof the categories it fits into. Consider the links between categories, egCan an issue be local without being global? Are equal rights a part ofevery issue?

Why-why-why chain

Use the Why-why-why chain (Worksheet 2d) to consider reasons why anissue happens. For example, two reasons why vandalism happens couldbe too little security and bored teenagers. The arrows indicate thedirection of outcomes, so if teenagers are bored the outcome will beincreased vandalism.

Look at each box and ask, Is it fair that this is happening? and What canwe do to change things? Write responses in a different colour by eachbox, and present them. This activity can also be done using flip-chartpaper and post-it notes.

Local-global question time

Discuss the questions on the Local-global question time sheet

(Worksheet 2e).

Write or draw responses to each question on the sheet and report backto the class.


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Broaden your horizons

Draw an outline globe or map of the world and put it on the wall or floor.Write important issues affecting students lives above the world. Thesecould be written on post-it notes.

Take each issue in turn and think about how it may affect people in otherparts of the world. Draw a line through the centre of the world and writeresponses at the end of it.

Does the issue affect people in other parts of the world? How?

Does it affect people in similar or different ways? How?

Are there any related issues?

How could you find out more?

Step 2


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9An activity forchoosing an issueto act on.

10An activity forchoosing an issueto act on.

11An activity forsummarising

Ranking issues

Write issues in the left-hand column of the Ranking issues matrix(Worksheet 2f), and rank each one from one to five using the criteria.Add criteria to the last column.

Total the numbers and decide whether it is possible to make the mostpositive difference to the issue with the highest number. If not, repeatthe activity using different criteria.

Pair ranking

Draw a grid, and write issues in both axes. See example.

Work through the columns and rows for each pair of issues, and decidewhich is the most important. For example, the students are asked todecide which topic is most important to them: Lack of youth centresor Bullying. Bullying is the most important in the example because it isrecorded most times.

Reasons for the issue

Use the Reasons for the issue template (Worksheet 2e) to presentreasons for choosing the issue to take action on. Use this as the basis

Issue Lack of youthcentres

Racism Bullying Threat of terrorism

Lack of youth X Racism Bullying Threat of centres terrorism

Racism Racism X Bullying Threat of terrorism

Bullying Bullying Bullying x Bullying

Threat of Terrorism Terrorism Bullying xterrorism

Get Global! pair ranking


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There are three main ways of generating issues:1. students generate their own issues using

Trigger photos, What makes you blow your top?or Vote with your feet

2. students choose from a range of pre-selectedissues using Your choice or an adaption of this

3. the teacher chooses the issue.

If students generate their own issues the nextdecision is whether or not to focus on one as aclass or for smaller groups to focus on a numberof different issues. If the class chooses oneissue, students whose issues have been rejected

may be comforted by the knowledge that theirscan be considered at a later date. Once issueshave been generated, they can then be analysedand chosen using the range of different activitiesin step two.

Step 2

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A few schools focused on who pulled ourstrings in the decision-making activities as away of looking at who influenced the decisionsthey made. One school looked at why childabuse was an issue and questioned the role

of the media in terms of influencing theirdecisions.

Step 2

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Step 3 investigates the chosen issue more

deeply. Students need detailed background

information on the local and global aspects of

the issue in order to make informed decisions

on what can be done to improve the situationand make a positive difference.

moreinformation!

Step 3 aims to: enable students to investigate the main features of the issue and its

causes, effects and possible solutions

develop and extend skills in enquiry think about and researchan issue with sensitivity and objectivity; analyse and evaluate


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Issue tree 34

Route finder 34

Research mind-map 34

Internet search 35

Stop-think drama 35

Arguing the issue 35

Research frame 35


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1An activity forexploring thecauses, effectsand solutions ofan issue.

2An activity forexploring thepolitical, economic,social andenvironmentalaspects of an issue.

3An activity fordiscovering whatstudents knowand what theyneed to know.

Issue tree

Draw a tree outline. Label the trunk with the chosen issue, the roots withthe causes of the issue, the branches with the effects of the issue, andthe fruit with possible solutions to the issue. This can either be donebefore any research as a way of representing what students alreadyknow, or at the end of the research to present findings.

Discuss the following questions: How useful is the tree for understandingthe issue? Which is the most useful part of the tree? Are there any otherways of presenting the issue? Are some solutions more important thanothers?

Trees can be used in a range of ways. See the Action tree and Planningtree in step four. The background of the issue can also be drawn as ariver. The causes can be shown as tributaries and important eventssymbolised as floods or waterfalls, for example.

Route finder

Write the issue in the centre of the Route finder sheet (Worksheet 3a),and discuss and respond to the questions surrounding it. This can bedone prior to researching the issue and/or after it.

Compare responses with other people in the class, adding anysignificant information.

This activity is based on the Compass rose, produced by Birmingham Development

Education Centre.

Research mind-map

Present the chosen issue as a mind-map. Write the issue in the centre ofa page, brainstorm words that come to mind and add them around it.Make links between the words.

Step 3

Issue


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4An activity forresearchinginternet sites.

5An activity forunderstanding

how people relateto the issue.

6An activity forresearchingarguments for andagainst the issue.

7An activity forpresenting theresearch findings.

Internet search

Use the Internet search sheet (Worksheet 3c) to research the chosenissue. Think about:

Is the information the same on every website?

Are there any differences? Why do you think this is?

Who owns the website?

Is there any evidence of bias?

Have you browsed the links pages?

Can you think of a website that would give you a different view of theworld?

Stop-think drama

Develop a role-play on a typical situation around a chosen issue, andpresent it.

The audience shouts out Stop and think Sarah (a role-play character),and Sarah says what she was thinking in character. It is possible to trya role-play about alternative scenarios and act them out.

Arguing the issue

Research information on arguments supporting the issue, and argumentsopposing the issue. Write them in the boxes on the Arguing the issuetemplate (Worksheet 3d). Weigh up the arguments, and write aconclusion in the box at the bottom of the page.

Research frame

Present the research findings and sources of information on theResearch frame template (Worksheet 3e). Use this as the basis of anoral or written presentation.


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Linking the local and globalIt is difficult to introduce a global dimensionto issues without it seeming like an agendaimposition. Try to avoid statements like We thinkit is important as the impetus would not have

come from the students. Instead, introducing aglobal dimension needs to be more creative andcan be approached through lesson ideas suchas the Route finder. These support studentsin discovering local-global links for themselves.Other ways of introducing the global dimensioninclude: finding examples of how students are citizensat classroom, local, national and global levels

exploring the pros and cons of being a citizenat different levels

considering whether local action can have aglobal effect and vice versa.

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Dealing with controversial issuesExploring controversial issues can make learningand teaching meaningful and stimulating. Itprovides opportunities to approach the worlddifferently by examining prevailing opinions and

their sources, focusing on viewpoints which areunder-represented or previously unconsidered,and questioning taken for granted values andbeliefs.

Working with controversial issues requires aconsistent approach from all staff. The followingpoints are worth noting. Consider which issues, if any, are off-limitbefore beginning the process. School policies on

equal opportunities may provide a frame ofreference for making this decision. Use the schools child protection andconfidentiality policies if information arises aboutbehaviour likely to cause harm. Encourage students to explore a range ofbackground information and viewpoints on anissue. Bear in mind that discussions do not haveto reach conclusions, or class consensus.

Background informationDetailed and varying background information onan issue is vital. The process of researching andanalysing information from a diverse range ofsources helps students appreciate themultifaceted and complex nature of issues.Engaging with issues in more depth also helpsstudents feel more confident, and can lead tothem extending and challenging their own andother peoples ideas and opinions.

Step 3

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Causes and solutionsMany of the lesson ideas in section three explorethe causes and solutions of an issue. It isimportant to note that this relationship is notabout a simple link between the recollection of

the problem and a simplistic or knee-jerksolution, eg We had a burglary on our estate, sowe should have more police or We get hit bya terrorist attack, so we should go and eradicatethe culprit and all of their followers. It takes akind of hold-on-a-minute type intervention in orderto consider each part of the issue in depth.Focusing on what the students can do about theissues they raise and how they can influenceothers may lead to more thought-out responses.


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Step 4 explores possible ideas for taking

action, investigates the local and global effects,

decides on one, and plans how best to

implement it.

planning!

Step 4 aims to: enable students to consider the feasibility of possible actions and

decide on one

support students in making detailed plans on what they need to do,their message, target audience, and who is doing what


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What do we want? 42

Bricks and hammers 42

Action tree 43

Spiders legs 43

Action card-game 44

Which action? 44

Impact matrix 44

Asking opinions 44

Our action 45

Communications 45

River timeline 45

Planning tree 45Action plan 46


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1An activity forexploring possibleactions.


What do we want?

Discuss the timeline below, and complete a copy of it using wordsand/or images. Consider the situation locally and globally.

Discuss whether the action is SMART using the following indicators:

S Specific it can be clearly defined

M Measurable any change can be measured

A Achievable it is possible

R Realistic it can happen given any constraints of money or people

T Time-bound it is possible in the time available, eg one term.

If the outcome is not SMART, reframe it by focusing on one part of theaction, rather than on a range of actions.

Bricks and hammers

Imagine what an ideal world would look like one that did not have thechosen issue as a problem. Draw pictures or maps, or act out what theworld is like now compared with an ideal situation.

Draw a brick wall. Label each brick with an obstacle to realising the idealworld vision, eg poor people dont get a fair price for their goods if theissue is fair trade. Make paper hammers to knock down the bricks, andwrite actions to improve the situation on them, eg try and sell fairlytraded goods in the school canteen.

Step 4

The situation now is:What we want it

to be likeWhat we are going

to do


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4An activity fordeciding which

action to take.

Action tree

Lay out the shape of a tree in the middle of the floor. This can be doneusing several pieces of flip-chart paper stuck together and drawing thetree, or using wood or other materials.

Write or make a symbol for the issue, and add it to the trunk. Write ormake symbols for possible actions and display these as fruit; for waysof achieving the actions as the branches; and for the resources neededto do this, eg skills, materials, contacts, and display these as the roots.

Use the tree as a basis for discussing the following questions: What arethe local and global effects of each action? Whose power do we need tohelp us make the change? Who can influence them? What can we do?

This information can be added to the tree or presented as a flow-chart.

Spiders legs

Write an action in the body of a spider, and draw legs for theconsequences. Repeat this with different actions and assess which

one is most feasible. This idea also works as a drama activity.


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5An activity fordeciding whichaction to take.



8An activity forcanvassing otherpeoples opinionson which action

Action card-game

Cut up and discuss the action cards on the Action card-game sheet(Worksheet 4a). Cards can be replaced with your own cards.

Arrange the nine cards in a diamond pattern: the single actions at thetop and the bottom of the diamond are the most and least preferred; thetwo actions below and above these are in the next order; the threeactions across the centre are of middle-order importance with little todifferentiate them.

Consider which actions would have the biggest impact in school, thelocal area, country and world. Which actions are the most practical to

do? Remember to:

Think big. Start small. Set realistic goals. Be prepared to work hard. Use the specific talents of people in your group. Get more people involved.

Which action?

List possible actions on the Which action? matrix (Worksheet 4b), andconsider each one using the questions on the X-axis, and an extra one.

When the matrix is complete choose which action is most feasible giventhe classs interests, and any constraints.

Impact matrix

List possible actions that could be taken on the chosen issue, andassess their impact using the Impact matrix (Worksheet 4c).

Any actions placed in the bottom right hand corner are probably bestleft alone.

Asking opinions

Think of ways of canvassing peoples opinions on which action to take,eg questionnaire, survey, interview. Questions could include: What are itsgood and bad points? What do you think should be done? Would you bewilling to get involved? How will it affect people locally and globally?

Step 4


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9An activity for presentingconclusions on whichaction to take.

10An activity fordeciding what form ofcommunication to use.

11An activity forplanning the action.


Our action

Use the Our action template (Worksheet 4d) to present conclusions onthe choice of action to take. Consider the local and global effects of theaction. Use the frame as the basis of an oral or written presentation.

CommunicationsUse the Communications template (Worksheet 4e) to consider which formof communication is most appropriate for the action. This only applies ifthe action involves communicating information about the issue.

River timelineLay out the shape of a river in the middle of the floor, or on a wall displayarea. This can be done using several pieces of flip-chart paper stucktogether and drawing a river, or using other materials.

The river represents what needs to be done to achieve the action, inchronological order. The source of the river shows the situation now, andthe mouth of the river shows the action. Tributaries joining the river showwhat activities need to be done in the order they need to happen. Potentialobstacles can be shown with bolders, waterfalls and whirlpools, for

example. The river can be added to as the planning process progresses.

Planning tree

Lay out the shape of a tree in the middle of the floor. This can be doneusing several pieces of flip-chart paper stuck together and drawing thetree, or using wood or other materials.

Write or make a symbol for the action, and add it to the trunk. Write ormake symbols for goals and display these as fruit; tasks for achievingthe goals as the branches, eg taking photos, writing a letter, designingmaterials; and for the resources needed to do this, eg skills, materials,contacts, and display these as the roots. Leaves can be added withpeoples names on them, representing who does what.

Use the tree as a basis for discussing the following questions: Whatorder do the tasks need to be done in? Is it possible to do all of them?


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Action plan

Use already completed graphics and matrices to complete the Actionplan template (Worksheet 4f). The grey boxes need to be filled in beforethe action begins, and the white boxes after the action has happened.Indicators could include things that would happen if the action issuccessful.

Step 4Step 4



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Choosing one action or several actionsIt is possible for students to choose one actionfor the whole class, or for smaller groups to planand implement their own actions. As withchoosing an issue in step two, if ideas for an

action are rejected early in the process, they canbe referred to and used at a later stage.

School and community-based actionsIn most cases it may be best to plan a school-based action before a community-based action.Parents, carers, feeder schools and LocalEducation Authority institutions could all comewithin the scope of this. The advantage of aschool-based action is that it is easier to judge

the needs of the school community and managethe project simply because the students aremembers of it and know it well. When studentshave reviewed and assessed the Get Global!process a few times, it may be moremanageable and effective to attempt acommunity-based action.

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Manageability of actionsStudents can reach some very complex andambitious ideas for action, and may not realisehow much time it takes to plan and implement,and how often the ideas need revision. This can

create tensions for the teacher in maintaining ayou can do it attitude and managing unrealisticplans which give students a disempoweringexperience of failure. A way around this is tofocus on activities such as Which action? to teaseout the feasibility of an idea and highlightpossible constraints.

Step 4

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Thepupilshaveplannedtoaddressschoolassemblies,

governorsmeetings,andtheheadteacherandstarta

recyclingsystem.WhenIconsiderhowlongittookmetodo

steponeIcantbelievehowfartheyvemovedon.Every

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Step 5 puts the plans into action.

active!

Step 5 aims to: enable students to take action, and record and monitor it

develop and extend skills in participation take responsible action.


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Activity

Recording the action 52


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1An activity forrecording andmonitoring theaction.

Recording the action

Use the Recording the action template (Worksheet 5a) to make anaccount of the action as it happens. Include what evidence was collectedat each stage, eg photographs, leaflets, video or tape recordings,stories, pictures.

Step 5

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London

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Actions chosen by students includedthe following: making a video for primary schoolshighlighting the issue of war

setting up a peer education project aroundissues of teenage pregnancy, anorexia, bulemiaand HIV/AIDS

giving presentations to school governors onrecycling and changing school policy

persuading the Head teacher and schoolgovernors to sell fair trade chocolate in school

developing a play about youth crime to beperformed by a theatre group

secondary schools fundraising inprimary schools.

Step 5

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Londongroup

Students in North Wales organiseda human rights fair

The best part of the two days was spentresearching and discussing students rights andon the last day the students ran workshops

about the fair for the different year groups. Thishelped develop their own communication skills,eg games were designed to illustrate thechoices that refugees have to make, role-playwas used to get other people involved in theissue, and petitions to the local MP werecollected.

The groups that focused on homelessnessand street children admitted how much their

attitudes had changed having questioneda local homeless person and her hostel worker.

They became motivated to design their ownquestionnaire that focused on attitudes, andobserved how much their own attitudes hadchanged to why people become homelesscompared to the immediate reaction of theirpeers attending the fair.


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Step 6 reflects and builds-on the Get Global!

process. It is an opportunity to refer to and

repeat the baseline activities in step one, eg

Ideal futures, Influencing people.

thinking about it!

Step 6 aims to: enable students to reflect on what they have learnt and achieved,

and what they would do differently next time

support students in considering how they might sustain the actionand build on the skills they have developed


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Reflect 58

Write up 58

Follow up 58


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1An activity forreflecting on theGet Global!process.

2An activity forrecording progress.

3An activity forcelebratingachievement.

Reflect

Use the questions on the Reflect sheet (Worksheet 6a) to discuss howwell the group worked together; whether the action made a difference;how it affected each individual; and what could be done differently nexttime.

Colour-code each of the five categories, eg red for Working together andblue for Making a difference, and write responses to the questions oncut out balloon shapes. This could be presented as a class display.

If the action did not go as well as hoped, the following questions may beuseful: Why didnt the action work as well as hoped? Was the group tooambitious or not ambitious enough? Did the group have enoughresources? Would it have been better to choose a different action? Why?

Write up

Make a list of the step activities, assessment and evaluation activities,and games completed over the Get Global! process. Use this to write an

account of what you have done, what you have enjoyed, and what newideas were generated.

How will you move forward from here?

How would you like to make a difference next time?

This can be used as the basis of a report for parents or schoolgovernors on your active global citizenship involvement.

Follow upWrite a letter or an email to thank all of the people who contributed tothe action. Explain what went well and what did not go so well, andinclude examples of evidence, eg photographs, newspaper cuttings.

Plan a way of celebrating achievement, eg an award ceremony handingout certificates (see the Active Global Citizen Certificate Worksheet6b), a presentation of the action, sending well done cards to each other.

Step 6


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Comments from students in the London group

Step 6


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Comments from students in the North EastEngland group

Step 6

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assessed!

The assessment and evaluation activities enable students tomeasure, record, and monitor their own progress, and help evaluatethe activities used. They are simple, flexible and fun, and provideopportunities to share experiences, opinions and feelings, reflecton changes in understanding and plan for the next stage of learning.

SECTION

TWO


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Assessment and evaluation activities to choose from

Portfolio 66

Expectation flowers 66

Focus groups 66

Active global citizenship skills chart 66

Active global citizenship expectations matrix 67

Evaluation wheel 67

Before and after grid 68

Success graph 68

Learning log 68

Photos 68

Creative evaluation 69

Happy/sad faces 69Shimmering hands 69

Continuum 69

Double wheel 69

Graffiti wall 70

Express cards 70

Feelings silhouette 70


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1

2

3

4

Portfolio

Create a portfolio of work from each of the six steps, eg graphics,written work, photographs. This will provide evidence on the skills usedand the information learnt.

Expectation flowers

The teacher explains the expectations of Get Global!, eg to have funlearning, to learn new skills, to explore local to global links, to worktogether as a group, to be useful and relevant. Write these on theExpectation flowers matrix (Worksheet A).

Add expectations on what the class would like Get Global! to be on smallcards one per card, and place them on a sheet of paper. Group theexpectations into ones that are similar. Write sentences to sum up eachexpectation on the matrix.

Look at the matrix at the end of each step, and draw a flower showinghow far the expectations were met. There should be six flowers by the

end of step six. Each petal of the flower shows small steps towardsmeeting the expectations. A flower with lots of petals meansexpectations were met.

Focus groups

Divide into five focus groups and choose one of the following: Enquiry

focus group; Participation focus group; Local-global linking focus group;Enjoyment focus group; Recording focus group.

Each focus group uses a graphic to monitor and record how the classfeels at the end of each step, or at the end of the Get Global! process.See the Enquiry score-line; Participation chart; Local-global linking graph;Enjoyment dartboard; Recording sheet (Worksheets B, C, D, E and F).

Organise ways of collecting information from everyone in the class. Thiscan happen out of the classroom.

At the end of step six present the findings in an interesting way, eg usingPowerpoint or video presentations with hand-out sheets. Note the mostinteresting and the least interesting findings, overall patterns, andinformation that did not fit into any pattern.

Active global citizenshipskills chart

Activities


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5

6

Active global citizenshipexpectations matrix

The Active global citizenship expectations matrix (Worksheet H) can beused to measure and record whether students are working towards GetGlobal!s expectations, achieving them, or working beyond them.

Evaluation wheel

Draw a circle and mark it into sections to represent different indicators,eg skills used, actions completed. Colour each segment in the innercircle proportionately to show how successfully the indicator was met colouring a tip of the wedge represents it being hardly met; the wholewedge represents it being completely met. The outer wedge can befilled in with comments or suggestions for change.

Communicating ideas Taking action

Feeling comfortable Having fun

Decision making Working with others


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7

8

9

10

Before and after grid

Make a copy of the grid below to record feelings, thoughts, associationsand images associated with part of the Get Global! process before andafter completing it.

Success graph

Draw a graph to measure and record an indicators success. Label thevertical axis with an indicator, eg mood intensity, energy levels, and thehorizontal axis with time, eg hours, steps. Note any significant points byannotating the graphs peaks and troughs. It is also possible to recordchanges on a river, with the form of it representing how well the processis going.

Learning log

Create a learning log or diary to record what happens throughout theGet Global! process. Focus on skills developed, knowledge andunderstanding gained, likes and dislikes, and feelings as individuals or asa class.

Photos

Use photographs or video recordings taken during activities or events to

Activities

Before After

Feelings about it

Thoughts about it

Associations with it

Images or pictures in mind

Before and after grid


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1112

13

14

15

Creative evaluation

Use the Creative evaluation (Worksheet I) chart to express how part ofthe Get Global! process was perceived, eg activity, step, action.

Happy/sad faces

Reflect on part of the Get Global! process and discuss the positive andnegative aspects of it. Draw a chart and write positive comments underthe happy faces, and negative comments under the sad faces, with athird column for the improvements needed.

Shimmering hands

If an activity, lesson or step was enjoyable students raise their handsabove their heads and shake them gently. If it was not enjoyable theykeep their hands by their sides and do not move them.

Continuum

Students stand in line according to how they feel about part of the Get

Global! process. Those with positive feelings stand at one end of theline, those with neutral feelings in the middle, and those with negativefeelings at the other end of the line. This can be used as the basis of adiscussion on what needs to be done to improve the situation to allowpeople to move towards the positive end. A continuum can also be usedto explore statements with extremes at either end, or with Always at oneend, Sometimes in the middle, and Never at the other end.

Double wheel

The class forms two circles of equal numbers, one inside the other. Thecircles rotate in opposite directions until the teacher says, Stop. Theneach person asks whoever is opposite them a question, eg about whatthey enjoyed or how involved they felt. This is repeated three times.


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16

17

18

Graffiti wall

A Graffiti wall can be used throughout the Get Global! process as a placeto show how well the lessons are going. Flip-chart paper can be put onthe wall, with a heading or question on each, eg Attention levels, Howcan I use this in my daily life? Do I really understand it?

Express cards

Write comments on cards and put them into a post-box in theclassroom. Sentence starters are a useful way of framing comments, egI learnt that I want to learn more about. Pick a card from the box,and use it as a basis for discussion.

Feelings silhouette

Draw a person wearing a hat and carrying a tool-box. Annotate what hasbeen learnt near to the hat, and ideas, skills and other positive thingsthat have been gained near to the tool-box. Draw a heart on the personand annotate it with feelings. Draw a rubbish bin to show what did notwork and what should not be included next time.

Activities


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Comments from teachers in theNorth East England group

Teachers can feel insecure in their judgement ofstudents when they have no marks for them. Butthe students seem to feel more secure and have

a much clearer understanding of how much theycontributed, how involved they were, and what theywould do differently next time.

Students have been using the assessment andevaluation activities without realising that theyrebeing assessed.

The students in my school write their ownreports some of the activities were good for

this. They tended to over or under assessthemselves, or say, cant do itbecause theyhad to think about what theyd done. It was auseful exercise.

North

Wales

group

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tsweresu

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Games are integral to the Get Global! process. They make citizenshiplessons fun and help students benefit more from activities byresponding to and influencing the energy levels of a class.

The following games are divided into categories depending onwhether the aim is to energise the class, relax the class, or develop

SECTION

THREE

playing games!


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HeadingText

HeadingPlaying games!

Energising games 74

Relaxing games 75

Co-operation games 76

Communication games 77


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1Energising games

2Energising games

3Energising games

4Energising games

5

Sausages

Sit in a circle, with one person in the middle. Take it in turns to ask theperson in the middle questions, eg Whats your middle name? Theperson in the middle replies, Sausages without smiling or laughing. Ifthey smile the questioner sits in the middle.

Fruit salad

Sit on chairs in a circle, with one less chair than the number of people.Everyone is allocated one of three types of fruit eg apples, bananasand kiwis. The person without a seat stands in the middle and shoutsout apples, bananas or kiwis. If they shout out apples, the caller and allthe apples swap seats with each other. One person will be left in themiddle for the next call. If the caller shouts fruit salad everyone swapsseats. The game can be played using other categories, eg countrynames, MP names.

The sun shines

This game is an extension of Fruit salad. Sit on chairs in a circle, withone less chair than the number of people. The person in the middlesays, The sun shines on people who walked to school today or onactive global citizens. These people and the caller then swap seatswith each other. One person will be left without a seat, and they becomethe caller.

Zip-zap-zop

Stand in a circle and pass energy around the room. The energy ispassed around by clapping hands in the direction of the person theenergy is being passed to. If the energy is being passed around thecircle in one direction from people sitting next to each other, the person

passing the energy calls out Zip. If the receiver chooses to refuse theenergy they hold up their hands and call out Zap. This returns theenergy back to the sender, who then passes it to someone else. Zopis called when the sender chooses to throw the energy across the room.

Humless one

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6Energising games

7Energising games

1Relaxing games

2Relaxing games

3Relaxing games

4

Hug tag

A game of tag. If two people hug each other they are safe, but for threeseconds only.

Elephant line

Stand in a line, put hands between knees and grasp the person behind.Then try to walk.

Mirrors

Sit in pairs facing each other. One person holds the palms of their hands infront of the other person and moves them slowly. The other personfocuses on these movements and copies or mirrors them with their hands.

Space people

Walk around the room in slow motion as if walking in space. Stop andfreeze movements when the teacher clicks their fingers.

Stilling

Sit in an upright position with feet firmly on the floor. Close eyes and sit

as still as possible, concentrating on breathing, and breathe slowly inthrough the mouth and out through the nose. Listen to the sounds. Whatcan you hear outside? What can you hear inside? Open eyes after a fewminutes.

Visualisation


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1Co-operationgames

2Co-operationgames3Co-operationgames

4Co-operationgames

5Co-operationgames

Arm-wrestling

The aim is to achieve at least 20 wins for each person in the minimumamount of time. See how long it takes for the class to realise that by co-operating with each other, and allowing each person to win, the 20 winswill soon be achieved.

Human machines

Small groups create a machine using only their bodies. After ten minutesof rehearsal, the class guesses what the machine is.

This is a

Stand in a circle and pass an object around the room. When someonepasses a pen, for example, they say This is a pen. The person receivingit says, A what? the passer says, A pen, and the receiver takes the penand says, Oh, this is a pen. This dialogue goes around the circle untileveryone has had a chance to pass the object and comment. Then asecond object is introduced, followed by a third and a fourth. The aim isfor the class to be passing and receiving objects at the same time, sothat a rhythm is created with people saying the words in the same toneand at the same time.

Human knot

Stand in a circle holding hands. Form a knot by tangling up, eg by goingunder or over someone elses arms. Once a knot is formed return to theoriginal circle.

Statues of powerDivide into pairs or small groups and create a statue or tableaudepicting a situation where one person has power over the other/s. Theclass guess what is happening. They discuss which position (the one ofpower, or the one submitting to power) feels more comfortable orfamiliar to them. How and what did they feel when they were in the more

f l iti d th l f l iti ? Wh t d thi t h

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6Co-operationgames

7Co-operationgames

1Communicationgames

2Communicationgames

3Communicationgames4

Newcomer

Sit in a circle. One person at a time enters the centre of the circle andtries to take control of the group. They could try being noisy, bossy,authoritative or quiet, but also very depressed or attention-seeking.Which ways work best? What can we learn from this in terms of groupdynamics?

Falling log circleSmall groups stand in a circle with one person in the middle. The personlets themselves fall and be supported by the circle.

Active listening

Divide into pairs. One person introduces themselves and says somethinginteresting about them, eg what happened on their last birthday. Theother person actively listens, and repeats it to the group.

Silent line-up

Line up in silence in order of birthday months, alphabetical order ofmiddle names etc. How easy is to do this? What would make it easier?

Nose drawing

Divide into pairs. One person draws an animal with their nose and theother guesses what it is.

Open fist


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5Communicationgames

6Communicationgames

7Communicationgames

Listen up

Divide into pairs As and Bs. As talk about what they did at theweekend, and Bs actively listen to As story for the first five minutes.When they hear a predetermined signal (a clap, bell), Bs change theirbehaviour and stop listening. Instead they do all they can to not listen,ignore or interrupt A. At the end of 10 minutes each partner describeshow they felt; how As dealt with Bs behaviour; and how they would bothreact in the future to a similar situation.

Positive and negative

Divide into two groups. One group thinks of lots of questions to ask theothers. The second group is further divided into two one half respondspositively to all questions, eg Yes, thats interesting. I like the sound ofthat. The other half responds negatively, No, I dont care. Im notinterested. Thats boring. After 10 minutes of questions andconversation, the questioners try to identify which of the students arethe positives and which are the negatives. The class discusses how

it feels to answer positively or negatively, and what it is like talking tosomeone who is only positive or only negative.

Role shift

Divide into groups of five and act out a scenario such as a shopping tripor a walk in the woods, with each person adopting one of the following

roles:submissive says very little and agrees with the rest of the group

dominant says a lot and tries to control the group decisions

saboteur tries to create problems (may be vocal, or very quiet)

facilitator tries to smooth things over

uninterested doesnt care about the group at all

As the scenario is acted out, the other groups guess which person isplaying which role. The class then discusses each role, whether peoplefit into these categories, and if they do, how to cope with them to

ensure equity within groups of people.

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in touch!


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Get Global! is also available in PDF formaton the agency websites listed below.

Further copies of Get Global! are available,

priced 15, from EDS: 01795 427 614

ActionAidSchools and YouthHamlyn HouseMacdonald RoadArchway

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CAFODSchools and YouthRomero CloseStockwell RoadLondon SW9 9TY

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CAFOD Wales11 Richmond RoadCardiff CF24 3AQT: 029 2045 3360

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Oxfam DevelopmentEducation Team

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T: 01865 311 311www.oxfam.org.uk/coolplanet

Oxfam WalesThe Market Building

Save the ChildrenEducation DepartmentMary Datchler House17 Grove LaneCamberwell

London SE5 8RDT: 020 7703 5400www.savechildren.org.uk/education

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T: 029 2039 6838


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Step 0 Please insert text

carter

Step one aims to: text

text

AcknowledgementsThe Get Global! team would like to thank all 1190 students and their teachers whotook part in the action research project and contributed to the development of thisguide. We would also like to thank staff of the development education departments ofeach of the funding agencies, and all our stakeholders who have invested time andenergy at every stage of the process.

Anita Roddick for ideas from Take it personally

Jane Davies, Taahra Ghazi, Alison RuddActionAid

Angela Finlayson, Kim Nicholas, Sue Scanlon, Frank SudlowCAFOD

Matthew Edwards, Elenid Jones, Daniel Sinclair Christian Aid

Hillary Corlett, Louise Douglas, Katrina Gass, Ange Grunsell, Catherine Hester, MaryYoung Oxfam

Andrew Hutchinson, Duncan Little, Rebecca Morgan, Richard PowellSave the Children Fund

Alwyn Oliver

David Barrs, Will OrdAssociation for Citizenship Teachers

Toni Schiavone Basic Skills Agency

Tony McBride, Terry OLeary Cardboard Citizens

Dominic Miles Cyfanfyd

Sara Gibbs Child-to-Child Project

Rinku Mitra and Sarah de Nordwell Commonwealth Institute

David Kerr Department for Education and Skills

Eryl Samuel, Associate Advisor for Geography ESIS

David Archer Reflect

Pippa Bobbet Spiral

Sheila Bennell World Education Centre, Bangor

TeachersAngela Atkinson; Peter Connor; Eirlys Wynn Davies; Stephen Davies; Stuart Davies;

Jane Devereux; Tony Eames; Helen Elderkin; Joanne Francis; Peter Hall; Sara Hannafin;Althea Harris; Trevor Harvey; Ann Hudson; Awel Irene; Gaynor J ess; Catrin Jones;

Franka Kavelege; Kerry Kilminster; Bryan Langley; Barbara Maycock; Helen Miller;Alison Murphy; Mike Ormerod; Sheila Orritt; Pete Pattison; Sue Rivers; Jean Robson;Dani Rose; Nighat Shaheen; Karen Strachan; Sue Stroud; Charlotte Swingler; SrMichaela Toulmin; Angela Tullock; Neera Vyas; Eleanor Walley; Kirsty Welch; ElizabethWiltshire; Christine Ward; John Ward; Amanda Williams; Tat Wong; Howard Worgan

SchoolsAlbany School, Enfield, London; Anglo-European School, Ingatestone, Essex; BedwasHigh School, Bedwas; Belmont Comprehensive School, Belmont, Durham; BishopWalsh Roman Catholic School, Sutton Coldfield, Birmingham; Brownhills High School,

Tunstall, Stoke-on-Trent; Brynmawr Foundation School, Brynmawr; Burleigh Community

College, Loughborough, Leicestershire; Castlegreen Community School, Sunderland;Cyfarthfa High School, Merthyr Tydfil; Darland High School, Rossett; Deptford GreenSchool, New Cross, London; Fort Pitt Grammar School, Chatham, Kent; FramwellgateSchool, Durham; Gable Hall School, Corringham, Essex; Grey Coat Hospital School,Westminster, London; Holyhead High School, Anglesey; Holy Trinity Roman CatholicSecondary School, Small Heath, Birmingham; Houghton Kepier School, Houghton-le-Spring, Tyne and Wear; Hylton Red House, Sunderland; Langdon School, East Ham,London; Langleywood School, Slough; Llanfyllin High School, Powys; MacmillanCollege Middlesborough Cleveland; Manor Park Community School Nuneaton


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ActionAid 2003Permission need not be sought to reproducethese materials, provided copies are onlymade in educational establishments and thatsuch copies are not sold, hired or lent to anyother individuals or organisations or used inany other publications.

Designed by Philosophy


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Ive learnt loads of new andamazing things. To say thetruth, Ive enjoyed everythingthat Ive done!Student, Langdon School, London

Get Global! has widenedtheir expectations.Sue Rivers, Bedwas High School, Caerphilly

Out of all the information aboutcitizenship in my in-tray, GetGlobal! was the only project Iwanted to get involved withbecause its skills-based,unbiased and fun.Peter Connor, Framwellgate High School, Durham

Documents

Price, J. Et Al. 2003 - Get Global!