Embedding Global Learning – inspirational ideas for teaching the
global dimension
Inglewood Infant School, 3rd September 2013Katie Carr, CDEC
About CDEC
• To kick off the new term with some fun and energy, participating fully, and learning something new together
• To explore global learning: key concepts, what it is and why its important
• Explore diversity teaching and learning, and enable teachers to challenge attitudes, help children develop respect for diversity, and build and support skills of openness and acceptance
• To support you in curriculum planning, to embed global learning across the school
• To enable participants an opportunity to explore CDEC’s learning resources
Aims for this session
9.30 Welcome!10.10 Global Learning – what is it, and why is it
important?11.00 Diversity & Identity12.30 Lunch13.15 Audit Tool and Planning14.15 The World in their Hands – using resources and
artefacts14.45 Summary / evaluation15.00 Finish
Map of the Day
So, what IS global learning?
And WHY is it important?
In the next 10 minutes:• 60 babies will be born in the US• 244 babies will be born in China• 351 babies will be born in India
The top 10 in-demand jobs in 2010 did not exist in 2004
1 in 8 couples married in the U.S. last year met online
The top 5% of the total population of China with the highest IQs....
.....exceeds the total population of the UK
The number of text messages sent and received every day exceeds the total population of the
planet
(over 7 billion)
More than 3000 new books are published every day
More than 800 million people actively use Facebook, uploading 250 million photos a day
80% of children in KS2 will go on to do jobs that don’t exist yet, using technology that hasn’t been invented yet, trying to solve problems that we cannot yet predict.
Almost 10 per cent of our rubbish in landfill is packaging.
Although accounting for only 5%of the world's population, Americans consume 26 % of the
world's energy.
In the last 24 hours...
• 150-200 species of plants, insect, bird and mammal became extinct due to
environmental damage• Oil giant Shell made a profit of £38,400,000• The UK produced enough waste to fill the Albert
Hall 12 times over• About 25,000 people died of hunger or hunger-
related causes• 28,000 hectares of rain forest have been
destroyed (that’s 28,000 rugby pitches)
The Opportunities
• More accessible travel/work destinations• Wider choice of goods and services• More job opportunities in the global market• Instant contact with anyone around the world• Fast developing technologies can improve quality of
life
(Perceived) Opportunities...
Environmental shifts and climate changeFood and water shortagesWealth gapPotential for large-scale conflictUnfair tradeEconomic crises (Eurozone, credit crunch)Happiness
The Challenges......
Why a global dimension?1. “The curriculum should enable young people to view the world from many
different perspectives and help them to understand how international events affect them locally.” (QCDA ‘World of primary learning’)
2. “We may need to act locally but we must be prepared to think nationally and indeed globally, especially when there is a diminishing sense of national identity, the interconnectedness of the fates of nations is so dramatically apparent and the sustainability of the world’s ecosystem hangs in the balance.” (Cambridge Primary Review)
3. “From whichever point one starts and however one defines it, a global dimension in 21st century education is essential.” (Ibid)
Young people and global learning• 78% think it is important that schools help pupils understand what
people can do to make the world a better place. • 19% have not had the opportunity to discuss news stories from around
the world at all in school • 42% believe that what they do in their daily life affects people in other
countries.• 72% of pupils who have thought about news stories from around the
world from different points of view at school say they try to do things to make the world a better place, compared to only 49% of pupils who have not done this at school.
• 82% of young people think that it is important for schools to help pupils get on well with people of different backgrounds.
• 50% of young people think it is a good idea to have people of different backgrounds living together in the same country.(Ipsos/MORI Research for DEA, 2008)
creative
Is globally awarequestioning
communicates well
confident
thirst for knowledge
curious
generates ideas
flexible
perseveres
listens and reflects
critical
shaper
literate
willing to have a go
thinks for themselves
shows initiative
gets on well with othersmakes a difference
acts with integrityself-esteem
‘can do’ attitude
learns from mistakes
independent
With thanks to QCDA
The 8 key concepts of the Global Dimension in schools (UK) are:1. Global citizenship2. Interdependence3. Conflict resolution4. Sustainable development5. Diversity6. Social justice7. Human rights8. Values and perceptions
I know about... I care about...
I am taking action... I am enabling others to take action
• Raise awareness for the wider world • Raise awareness for a specific place – compare/
contrast• Celebrate/respect similarities/differences• Explore global issues - e.g. conflict, human rights• Create a sense of wonder• To enable pupils to see as global citizens• Look at ways they can contribute (take action)• Extend geography work• Develop work on ‘big concepts’
Diversity & Identity – aims and objectives
There is no guarantee that learning about the music of another culture or community will lead to respect or tolerance….
Children, just like adults, are perfectly able to use evidence of difference and inequality to reinforce their prejudices, to blame the victim, and justify continued oppression. I would therefore like to make very clear my conviction that work on extending the music curriculum must always be part of a broader project set with a framework for social justice.
Adapted from Reclaiming Our Pasts by Hilary Claire Trentham
Things which you can recognise quite easily
Things which take some time to recognise
Things which you recognise when you are very familiar with a culture
The Cultural Iceberg
what music people listen to what food people eat what games people play what books people read
what people wear
what stories people read & how they tell them what people wear and why
what names people have for themselves and each other
what people believe in what religion people follow
what special days people celebrate what geographical features people live near
what relationships people have what people think of themselves & others
What different family members do and why how people travel & why
what people think about the environment where people’s traditions come from
how people resolve conflict how people depend on others
what people do at special occasions where & how people get their food
what ceremonies/rituals/traditions people carry out
how people act in different situations how people make decisions
what people do in their spare time what people desire and want
The Culture Iceberg
what jobs people do
1. In small groups, choose a topic you will deliver this year. Map the contents of that topic against the 8 key concepts
2. ‘Traffic light’ the provision in terms of ‘quality global learning’:
OutstandingSome evidence
Minimal or no evidence
3. Use ‘Development Compass Rose’ to develop your ideas
Where to start? And taking it further...
The World in their Hands
[email protected] 31602