Engaging Global Education in the Primary Years - GA Conf 2014

The GLP is funded by the UK government

Engaging Global Education in the Primary Years

Katie Carr – CDEC Joyce Hallam – Hawkshead Esthwaite Primary

School

The GLP is funded by The UK Government

Global CitizenshipSchool Linking, with partners local and globalOutdoor and environmental learningDiversity and multiculturalismSustainable DevelopmentFairtradePupil Voice and taking action

Funded projectsCPD / training

Classroom resourcesCreative Classrooms


• A 3-year EU funded development education project, led in UK by CDEC, and delivered in Czech Republic, Poland and Ghana

• Objectives:– To build teachers’ confidence in incorporating global learning into their lessons,

so that– Children understand interdependence between European countries and the

Global South, in the context of food, trade and the causes of poverty, and – they feel empowered to take collaborative meaningful action towards making

the world a fairer place.

• Participatory and experiential learning, critical thinking

Global Literacy – what is it?


The GLP is funded by the UK government

[email protected]+44 15394 31602



Food


Waste….


Energy



Why Bother with Global Citizenship?

•New Curriculum just out – time of review and change- this provides an opportunity to be creative and innovative and ensure that the school curriculum you provide really is relevant for the 21st century – despite Michael Gove’s very traditional and fact - based NC framework!

•Provides and approach to learning that recognises we live in an Interdependent world where we need global knowledge and skills to help us understand what is going on in the around us and how events and changes impact on each of us and our environment

•Helps children develop values and attitudes that are outward looking and community focussed developing an understanding of their place in the bigger picture and how they can make a difference and contribute


The National Curriculum working together with the Global Curriculum Framework….

GeographySustainability

World environments and Climate Change

Pollution

Trade/business/services

Settlement/migration

Poverty/justice

Farming/Land use

HistoryPeace/War

Colonisation/migration

Culture/change/Arts

Identity/settlement

Political/empires/

governance/justice

Trade and travel

Religion/Philosophies

CitizenshipRights/responsibilities

Respect

Pupil Voice/Action

Local, national and International awareness of issues

Poverty eradication

Equal opportunities for

boys/girls in world

Science/DTBiodiversity/habitats

biomimicry

pollution

sustainability

Global warming

Inventions

ethics/technology

space travel

RE/P4CWorld religions and world views

Identity and culture

Religious texts

Common rules/laws

Diversity/reflection

Ethical debates

Charities and individuals that made a difference

PE/SportOlympics

World cup

Commonwealth Games

Languages/Literacy/Maths/ICT – the vehicles for delivery

The Arts from around the world- music, dance, art, entertainment-supports cross curricular understanding…..


Integrating Global Learning into existing themes/subject areas and new topics relevant to the New National Curriculum

Electronic information for subject areas linked to global learning so far are:

•Maths/Statistics

•RE

•Citizenship

•History

•Science

•There are a range of themes and case studies that can provide ideas and links to current themes and those to be developed to support the new curriculum


Global Learning Framework Overview (1-3 support the KNOWLEDGE THEMES, 4 covers Values and Attitudes and 5 covers skills from Pupil Outcomes

1.Knowledge of Developing Countries and their Economics, Histories and Human Geographies – Knowledge from Pupil Outcomes

2.Knowledge of the basic elements of Globalisation - Knowledge from Pupil Outcomes

3.Knowledge of the different ways to achieve poverty reduction and development and the arguments around the merits of these different approaches - Knowledge from Pupil Outcomes

4.Knowledge and understanding of the concepts of Interdependence and Sustainability - Values and Attitudes from Pupil Outcomes

5.Supporting enquiry and critical thinking about Development and Development issues - Skills from Pupil Outcomes


8 Global knowledge themesGlobal poverty Development Rights and essential services Global relationships Sustainable development Actions of governments Actions of citizens Business and technology

8 Global skills critical thinking using multiple voices and perspectives challenging perceptions and stereotypes cooperation and teamwork planning reflection and evaluation communication enquiry and debate. 8 Global values and attitudes

social justice diversity fairness empathy self esteem respect agency care

PUPIL OUTCOMES


Knowledge and Understanding

Skills Values and Attitudes

Key Elements of Global Learning

•Social Justice and equity (Fairness and Human Rights)•Diversity•Globalisation and Interdependence•Migration and movement•Sustainable development•Peace and conflict

•Critical Thinking•Ability to argue effectively•Ability to challenge injustice and inequalities•Respect for people and things•Cooperation and conflict resolution

•Sense of Identity, belonging & self esteem•EmpathyCommitment to social justice•Value and respect for diversity•Concern for the environment and sustainability•Belief that people can make a difference


Global Knowledge Themes

Global Values & Attitudes

Key Elements of Global Learning

GLP Pupil Outcomes

Global poverty *Development *

Rights & essential services

Global relationships Sustainable development

Actions of governments

Actions of citizens Business and technology

Critical thinking Using multiple voices & perspectives Challenging perceptions & stereotypes Cooperation & teamwork Planning Reflection & evaluation Communication Enquiry & debate.

Social justice

DiversityFairnessEmpathySelf esteemRespectAgencyCare

Global Skills


Title of Topic or subject area

Subject/Topic Outcomes

Elements of Global Citizenship

Key questions to support planning of activities





Highlight Elements of Global Citizenship covered by key questions and incorporate into planning










COMPARATIVE STUDY

Hawkshead/Edinburgh (SCOTLAND)/Limoges (FRANCE) Tema (GHANA)

What similarities and differences are there between the settlements?How/Why /When did the settlements start?

Why did people migrate to these areas - why do they stay today?- jobs? Homes?

What links are there to other areas of the country/globe/web access/transport?

What is the culture/traditions of the country/community?

What are the values and lifestyles like in these settlements?

What is the level of understanding and commitments to sustainable issues eg energy saving, recycling ,food purchasing and consumption?

What level of voice do the people have in their settlement/community/country?- Local councils? Government?

Knowledge of physical features of the area

The skill of using an atlas and range of maps- including google earth

Developing research and enquiry skills- questionning/sending emails to link schools and web search

Pupils Take Action – share findings and analyse- present and share with link schools and wider community

Increase knowledge and understanding of local services, lifestyles, values and traditions and cultures in each settlement area, including their own

Knowledge of political systems/justice and local voice

Empathy and understanding of the lives of others in another UK country/European country and African country

skills

Values and Attitudes


Rivers and Mountains of the World




Skills

Values and Attitudes






*To know how are mountains and rivers are formed

*To understand their importance in the development of human history, settlement, migration and life styles

*To understand their importance in terms of Bio Diversity

To recognise that Climate Change and pollution may impact significantly on these habitats

*To know that that rivers have played a key role in world trading and movement of goods

*To recognise that in modern society they have a key role in attracting tourism to their location

*To understand the possible conflicts that can arise from the conflicting roles of tourism, conservation and trade

* To appreciate the aesthetic and religious significance of Rivers (eg Ganges) and Mountains eg Mount Everest and the challenges they offer to humans

*Why are rivers and mountains important to people, plants and animals round the world?

*How have physical features had an impact on where people settle and how they adapt their life style?

*What kind of conflicts arise from the differing interests of stakeholders eg Farmers, planners, (Use of flood planes), industrialists, Tourists and conservationists?

*How are these conflicts managed and resolved in different parts of the world? Who has a say?

*Are rivers managed in a sustainable way? How does this differ round the world?

In what ways do we depend on rivers and mountains?

*How are these habitats being damaged?

*Why are certain rivers and mountains deemed sacred?

*How can we make a difference to the care of our local rivers and mountains?


Dove-tailing the New “Michael Gove” Curriculum to Global Learning

Geography KS2:•studies of South American countries – eg Brazil – look at conflict resolution/what’s in the news, Justice and Equity, Sustainability of rainforest/Interdependence – demand for products (beef, coffee) that use rainforest land – affect on farmers, native Indians, locals needing work (empathy)Comparative Study of UK and North America- interdependence, migration,•Development of Human Rights (Martin Luther), Trade/fairness, sense of Identity and Belonging, their role conflict resolution in the worldLocal study-•Community, identity, sustainability, respect and responsibility, concern for the environment, belief you can make a difference•Europe and trade•Knowledge of countries/map work, fair trade, EU – Human Rights, Care for the environment, sustainability, peace and conflict post world wars, cooperation and interdependence•Comparative Study/Settlements – own locality with another in UK/Europe/Africa/America- see detail on plan below

Rivers, Mountains, extreme environments of the world•Environment, sustainability, migration and settlement, interdependence


History KS 2

Stone Age – Iron Age, and Invaders and Settlers•Why did people move and settle? How did they form societies/resolve wars and conflicts, develop justice and fairness, learn to cooperate and develop respect, decide which values mattered, develop culture and a sense of belonging and identity?

Local History•Why did people move and settle? How did they form Communities, develop justice and fairness, learn to cooperate and develop respect, decide which values mattered, develop culture and a sense of belonging and identity?

Social History- Crime and Punishment•Social Justice and equity (Fairness and Human Rights)•Critical Thinking•Ability to argue effectively•Ability to challenge injustice and inequalities•Respect for people and things•Cooperation and conflict resolution•EmpathyCommitment to social justice•Value and respect for diversity


Invaders and Settlers

•Key events•Timelines/chronology•Stories•Artefacts•Comparison then/now•Lifestyles/society/trade•Beliefs and values•Artefacts/historical evidence•More than one interpretation•Visits and trip•Research•Empathy/day in the life of

History OutcomesElements of Global

Citizenship





•Why did people migrate to Britain?•Where did people come from?•Who are we descended from?•Where did our culture come from?•Teams of children- Celts Romans, Scots, Anglo Saxons, Vikings, Normans – research and justify why they settled in GB•Why did they stay?•How did they learn to get alongside each other/solve wars/create peace/justice/fairness?•How did they develop a sense of belonging and Identity?•Why did systems breakdown – what key events brought changes?•How do we know what happened – evidence/artefacts?•What can we learn from history?•Who are or nation today in the 21st century?•What countries do they come from?•How would we feel as a new comer in a country?•How have they impacted on our culture and values•What significant changes have occurred as a result of migration in the last 50 -100 years?



Romans

Vikings

Walking in the footsteps of others – EMPATHY…UNDERSTANDING..CRITICAL THINKING, OTHER CULTURES and VALUES, WAR/PEACE, RESPECT…….


Kite Marks that support Global Learning:

•International Schools Award (ISA)•Eco Schools•Rights Respecting Schools Award (RRSA)•Global School Award•Global Teachers’ Award•Fair Trade school•Philosophy for Schools (P4C)•Geography Quality Mark – (GA)

Whole School Ethos:

•Part of School Improvement Plan•Embedded across the curriculum•School linking•Assemblies•Community events and Involvement•Open days with Eco/Global focus


Activity:

1. Think of current Geography topic you are studying, or one you plan to study

2. Write down the key Objectives/ Learning outcomes you hope to achieve in the left hand column of the planning sheet

3. Look at the Global Knowledge themes, the Skills and the Values and Attitudes- which one would/could be covered as part of this topic/tick/highlight

4. What key questions and activities would you need to do to build these into your planning- think about pedagogy/approach eg P4C as well as practical activities - add these to the right hand column

5. Use the GLP website to search out resources and ideas from the resource bank and the curricular subjects bank, to help you plan in more detail and ensure continuity and progression

6. Use the plan alongside your normal planning format to give you global coverage which can be tracked over the year.