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Introduction to the GLP

Expert Centre name

Date

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‘Introductory’ and ‘What is the world like?’ activities

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What is the Global Learning Programme?

The GLP is a ground-breaking new programme which will create a national network of like-minded schools, committed to equipping their students to make a positive contribution to a globalised world by helping them to deliver effective teaching and learning about development and global issues at Key Stages 2 and 3.

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GLP: Funding and duration

Funded by the UK government

Five year programme (2013 – 2017)

Possible two year extension

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Who is delivering the GLP?

The GLP is funded by the UK government

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The GLP is funded by the UK government

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Examples of a different approach to global learning

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What is the purpose of education according to these statements?

Source: (lhs) CCSSO, Asia Society (rhs) DFES, DWP, DTI, FCO,, etc

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Global learning• Contesting globalisation

(‘another world is possible’ motto).

• Preparing citizens to question the deeply unequal and unsustainable world in which we live.

• Developing skills for analysing local and global issues (e.g. critical thinking) and for taking responsible action to make the world a better place.

Global learning• Contesting globalisation

(‘another world is possible’ motto).

• Preparing citizens to question the deeply unequal and unsustainable world in which we live.

• Developing skills for analysing local and global issues (e.g. critical thinking) and for taking responsible action to make the world a better place.

Global learning• Adapting to

globalisation.

• Preparing citizens to make the most of the global economy they will work in (e.g. being able to do business in the global market).

• Developing skills for living in a globalised world (e.g. using the latest communication technologies, speaking more than one language).

Global learning• Adapting to

globalisation.

• Preparing citizens to make the most of the global economy they will work in (e.g. being able to do business in the global market).

• Developing skills for living in a globalised world (e.g. using the latest communication technologies, speaking more than one language).

Source: M U N D I

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Once upon a time …

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A tale of two brothers

Source: M U N D I

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Teaching example

How might these two approaches look in the classroom?

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This is reflected in teaching activity websites.

An example is the London 2012 Olympics teaching activity website – http://getset.co.uk/home

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Source: http://www.playfair2012.org.uk/resources/fairs-fair-teaching-pack

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LLookingooking back at the sheets produced in back at the sheets produced in the first activity, try and the first activity, try and draft a one or draft a one or two sentence two sentence vision of global learning vision of global learning for your school OR think of some key for your school OR think of some key words you might include in one.words you might include in one.

Group discussion

Can/should we engage with both these approaches to global learning?

Global learning• Contesting globalisation (‘another

world is possible’ motto).

• Preparing citizens to question the deeply unequal and unsustainable world in which we live.

• Developing skills for analysing local and global issues (e.g. critical thinking) and for taking responsible action to make the world a better place.

Global learning• Contesting globalisation (‘another

world is possible’ motto).

• Preparing citizens to question the deeply unequal and unsustainable world in which we live.

• Developing skills for analysing local and global issues (e.g. critical thinking) and for taking responsible action to make the world a better place.

Global learning• Adapting to globalisation.

• Preparing citizens to make the most of the global economy they will work in (e.g. being able to do business in the global market).

• Developing skills for living in a globalised world (e.g. using the latest communication technologies, speaking more than one language).

Global learning• Adapting to globalisation.

• Preparing citizens to make the most of the global economy they will work in (e.g. being able to do business in the global market).

• Developing skills for living in a globalised world (e.g. using the latest communication technologies, speaking more than one language).

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Aims and focus of the GLP

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What is the GLP’s understanding of global learning?Global learning is an approach to learning about global and development issues through recognising the importance of linking people's lives throughout the world so that people can recognise that we live in an interdependent world. It encourages critical examination of global issues and the roles that individuals and communities can play in reducing global poverty.

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Aims of the GLP

The GLP has six aims which are to:• help young people to understand

their role in a globally interdependent world and to explore strategies by which they can make it more just and sustainable

• familiarise them with theconcepts of interdependence, development, globalisationand sustainability

Source: Rob Unwin

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Aims of the GLP

• enable teachers to move young people from a charity mentality to a social justice mentality

• stimulate critical thinking about global issues both at whole school and at a student level

• help schools promote greater awareness of poverty and sustainability

• enable schools to explore alternative models of development and sustainability in the classroom.

Source: Rob Unwin

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Focus of the GLP

Whole school ethosThe most effective way to carry out global learning is in a whole school way and doing so can help support school improvement

Source: Rob Unwin

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A global learning school has a vision to develop global learning pupil outcomes across the school. This vision is embedded through a planned process, involving staff, pupils, governors and the wider community in global activities.

Whole school focus

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Global learning pupil outcomes

Global learning approaches allow pupils to:• acquire knowledge related to development,

globalisation and global poverty• develop skills through using this knowledge

to explore issues critically and to examine the actions individuals and communities can take to overcome global poverty

• consider their values around themes such as fairness, human rights and tolerance.

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Global learning approaches ask pupils to actively engage with global knowledge through activities which help them develop their global skills and consider their global values.

Global knowledge, skills and values

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Target curriculum areas

• English, history, geography, maths and science

• Also citizenship and RE

• Working with subject associations to produce a knowledge framework for target areas

• Knowledge framework will link to KS2 and KS3 statutory curriculum and beyond to help teachers embed GL in teaching and learning

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Programme model• Primary, secondary and special

Expert Centres (ECs) act as hubs for four terms to support their partner schools

• ECs provide one support CPD session per half term

• Partner schools can also access CPD from external providers throughe-credits

• Easily-accessible and approved curriculum-linked resources to support classroom teaching and whole school global learning

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Programme model: e-credits

• Partner schools access e-credits with a cash value of up to £500 to buy CPD from training providers

• Approved courses featured on the GLP website

• Schools select their courses, complete their contact details and click on the ‘book this course’ button

• Course providersthen liaise directlywith schools

• Pearson pay theproviders directonce the coursehas beenattended Source: Rob Unwin

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Programme model: valuing progress

• Online audit tool to highlight global learning strengths and identify future priorities

• An online tool to assess pupils’ global learning

• Opportunities for teachers to become accredited GLP Lead Practitioners

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Programme model: Innovation Fund

• Funding for 10 teacher-led research projects annually

• 50 projects in total over five years

• Includes one course per year for 10 teachers to improve their action research skills

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What do you think are the key benefits of the GLP for schools, teachers and pupils?

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The curtain raiser!

• Development Education Consortium designed and ran Shape the Future competition for all UK secondary schools from January to March 2013.

• The competition, held last year to coincide with the beginning of the GLP, gave KS3 pupils the opportunity to come up with their own ideas about what should appear in the post-2015 UN Development Goals.

• 5 schools presented their proposals to the Secretary of State on 1 May 2013 at the House of Commons

Winning school: Caroline Chisholm School, Northants

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What did teachers say about it?

‘The students have absolutely loved the process… I have to say the passion and ambition they displayed made me feel that there is hope for the future.’

‘[Students] have really enjoyed the research aspect and sharing ideas, so much so they have come in on the first day of their holidays to make the final touches!’

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Looking ahead to the GLP...

‘We look forward to hearing from you soon, as our whole aim for this competition is to improve lives – it’s not about the prize for us!’

... an entrant’s thoughts turn to the future

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Thank you!

Questions