Transcript Induction for GLP National Leaders and Local Advisors

Introduction to the GLP
The GLP is funded
by the UK government
GLP © Crown Copyright
What is the
Global Learning Programme?
The GLP is a ground-breaking new programme. It will create a national
network of like-minded schools, that are 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.
The GLP is funded
by the UK government
GLP © Crown Copyright
GLP: funding and duration
• Funded by the UK government
• Five-year programme (started in 2013)
The GLP is funded
by the UK government
GLP © Crown Copyright
Who is delivering the GLP?
The GLP is funded
by the UK government
GLP © Crown Copyright
Eight core work streams
•
•
•
•
•
•
•
•
School programmes
Accreditation
Website
Resources
Curriculum
CPD
School networks
Research and evaluation
The GLP is funded
by the UK government
GLP © Crown Copyright
Aims and focus of the GLP
The GLP is funded
by the UK government
GLP © Crown Copyright
What is the GLP’s understanding
of global learning?
Global learning is an approach to learning about global and development
issues that:
• raises awareness that we live in an interdependent world
• recognises the importance of linking people's lives throughout the
world
• encourages critical examination of global issues and the roles that
individuals and communities can play in reducing global poverty.
The GLP is funded
by the UK government
GLP © Crown Copyright
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 the
concepts of interdependence,
development, globalisation and
sustainability
Source: Rob Unwin
The GLP is funded
by the UK government
GLP © Crown Copyright
Aims of the GLP (continued)
•
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
The GLP is funded
by the UK government
GLP © Crown Copyright
Focus of the GLP
Whole school ethos
The most effective way to carry
out global learning is in a whole
school way. Doing so can help
support school improvement.
The programme is currently
focusing on Key Stages 2 and 3
but will impact the whole school.
Source: Rob Unwin
The GLP is funded
by the UK government
GLP © Crown Copyright
Target curriculum areas
• English, history, geography, maths and science
• Also citizenship and RE
We have worked with subject associations to produce a Curriculum
Framework for target areas
This Curriculum Framework links to Key Stage 2 and Key Stage 3
national curriculum and beyond to help teachers embed GL in teaching
and learning.
Curriculum-linked ideas and teaching resources are available through
the GLP website
The GLP is funded
by the UK government
GLP © Crown Copyright
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 through
e-credits
Easily-accessible and approved curriculumlinked resources to support classroom teaching
and whole school global learning
The GLP is funded
by the UK government
GLP © Crown Copyright
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 are featured on the GLP
website
• Schools select their courses, complete their
contact details and click on the ‘Request booking’
button
• Course providers then
liaise directly with schools
• Pearson pay the
providers direct once the
course has been attended
Source: Rob Unwin
The GLP is funded
by the UK government
GLP © Crown Copyright
Programme model: valuing progress
• Whole School Audit – this is done online and
highlights global learning strengths and
identifies future priorities
• Pupil Assessment Tool – this will be an online
tool to assess pupils’ global learning
There are also opportunities for teachers to
become accredited GLP Lead Practitioners.
The GLP is funded
by the UK government
GLP © Crown Copyright
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
The GLP is funded
by the UK government
GLP © Crown Copyright
Ambitious targets
By end of 2014:
• 200 schools accredited as Expert Centres supporting local
networks of up to 4,000 Partner Schools
• 46,000 teachers receiving/received GLP hub-based training
and support from 200 Expert Centres
The GLP is funded
by the UK government
GLP © Crown Copyright
How is it going so far?
• 84 Expert Centres
• 956 Partner Schools
So, a total of 1040 schools to date.
The GLP is funded
by the UK government
GLP © Crown Copyright
Some views from the field
‘I am so pleased to have joined the GLP
as a Partner School — my head is
bursting with ideas as to how I can use
global learning as a focus to drive school
improvement.’
Lynne McMulkin, Headteacher, Denbigh
Primary School, Luton (GLP Partner School)
‘Our aim is to help schools develop
Global Learning programmes that
are practical, sustainable, achievable
and enjoyable.’
‘There are so many different
initiatives to inspire students, like
the Rights Respecting Schools
award, Eco-schools and the
International School Award; the
GLP brings them together under
one umbrella and has the
potential to increase the impact of
all of them.’
Paul Godfrey Regent High School,
Camden (GLP Partner School)
Awsworth Primary School, Nottinghamshire
(GLP Expert Centre)
The GLP is funded
by the UK government
GLP © Crown Copyright
Ofsted have started to notice GLP…
‘At our recent Ofsted, the inspector
asked us about our global learning
provision and subsequently reported
that we needed to do more to bring
global learning into our school. The
Global Learning Programme has
given us the perfect opportunity to
address this and we are looking
forward to building global learning
into our new curriculum for 2014/15.’
‘Activities such as Forest Schools and
the school’s status as a ‘Global Expert
Centre’ and involvement in the
Comenius Project and Afri-Twin ensure
that pupils are provided with a wide
range of experiences which enhance
their learning.’
Ofsted report on Oldfield Primary School,
Chester November 2013
Jan Graves, Waterbeach Primary School
(GLP Partner School)
The GLP is funded
by the UK government
GLP © Crown Copyright
A taster from current Expert Centres
Twilight session at Polesworth School
The GLP is funded
by the UK government
GLP © Crown Copyright
What is the world like?
The GLP is funded
by the UK government
GLP © Crown Copyright
What knowledge, skills and values do
young people need?
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP is funded
by the UK government
GLP © Crown Copyright
Whole school focus
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.
The GLP is funded
by the UK government
GLP © Crown Copyright
Whole School Audit
•
The Whole School Audit which you have already completed
is designed to show where your school is on its global
learning journey
•
One of your roles in the twilight delivery is to ask Partner
Schools to complete the WSA at the beginning and end of
the four term programme
The GLP is funded
by the UK government
GLP © Crown Copyright
The Whole School Criteria
The criteria are split into:
• Pupil achievement (P)
• Teachers’ practice (T)
• Behaviour and relationships (B)
• Leadership and the community (L)
The GLP is funded
by the UK government
GLP © Crown Copyright
The Whole School Criteria
The criteria are differentiated into progressive stages highlighting the
increasing depth of practice, moving from early, to developing, to
embedded.
Stages of development
Whole school outcomes:
Pupil achievement
Teachers’ practice
Behaviour & relationships
Leadership & community
EARLY
DEVELOPING
EMBEDDED
The GLP is funded
by the UK government
GLP © Crown Copyright
The Whole School Criteria
The GLP is funded
by the UK government
GLP © Crown Copyright
How did you find the process of
completing the WSA?
•
Do you have any questions?
•
What top tips will you give your Partner Schools in order to
help them to complete their audits?
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP Coordinator
‘We all wear lots of hats, this will just be another one… it
fits in with everything we do already really’
The GLP is funded
by the UK government
GLP © Crown Copyright
Three key aspects of the
Coordinator’s role
1. Embedding global learning across all aspects of the Expert
Centre’s practice
2. Establishing, managing and supporting a network of Partner
Schools to engage with the GLP (with support from your
Senior Leadership team)
3. Planning, delivering and reviewing a programme of CPD
sessions for your partner school network (in collaboration
with your GLP Local Advisor)
…. and keeping records of everything where possible!
The GLP is funded
by the UK government
GLP © Crown Copyright
1. Embedding global learning
across all aspects of the EC’s practice
•
•
•
•
Acting as an ambassador for global learning within your school
Liaising with your SLT to develop your school’s vision for GL
Promoting GL/development education within the school and beyond…
Reporting regularly to staff and governors.
As GLP Coordinator, you will be the main ‘champion’ for global
learning in your school and in your partner school network… but
you are not expected to know everything!!
The GLP is funded
by the UK government
GLP © Crown Copyright
We are the champions… la la la la la
Championing development education and global learning means:
• being aware of the core elements of development education and the
practices of global learning
• having an understanding of how global learning can be applied
across the whole school
• encouraging and building engagement across networks, with
colleagues and through the whole school community.
See EC Coordinator’s Handbook and see Doug Bourn’s paper
on ‘What is good development education and global learning’
for more information on ‘how’ you can champion.
The GLP is funded
by the UK government
GLP © Crown Copyright
2. Establishing, managing and
supporting a network of Partner
Schools to engage with the GLP
• Establishing, managing and developing a network of at least 15
Partner Schools (PS)
• Acting as the main GLP point of contact for Partner Schools
• Ensuring that all PS complete the Whole School Audit at the
beginning and end of programme
• Collecting and collating evidence of good practice and
developments within your Partner School network.
With the support of your Senior Leadership Team! Keeping
records, keeping data, quotes & evaluations.
The GLP is funded
by the UK government
GLP © Crown Copyright
3. Planning, delivering and reviewing
a programme of CPD sessions for
your Partner School network
• Communicating regularly and working collaboratively with the
Local Advisor (LA) in planning, delivery and review stages
• Working with LA to plan, monitor and review developmental and
supportive half-termly twilight CPD sessions
• Leading on the delivery of twilight CPD sessions
• Organising CPD for your own school staff, if required
• Liaising with your LA to review and evaluate the delivery of the
GLP through your Expert Centre, and gather appropriate
information for monitoring purposes
The GLP is funded
by the UK government
GLP © Crown Copyright
The essential ABC of what you need
to do
• A global learning champion in your own school and wider
community
• Build a network of schools , with the help of your SLT…
• Create and deliver an exciting CPD programme, with the help of
your LA
Advice from current Coordinators and us:
• Try not to do it alone!
• Keep a spread sheet/document of all PS contact details.
• Plan dates for CPD/meetings well in advance.
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP Local Advisor
Source: Rob Unwin
The GLP is funded
by the UK government
GLP © Crown Copyright
Your Local Advisor is your main
point of contact and provides
support through…
• Regular meetings and 1:1 support
• Leading on the planning and review process
• Joint planning of twilight CPD sessions and some hands-on
delivery support, if appropriate
• Providing advice and suggestions on Partner School
engagement
The GLP is funded
by the UK government
GLP © Crown Copyright
Term
Prior to
commencing the
programme
Activity
1
Planning the network programme
Contacting prospective Partner Schools
Introductory session for prospective Partner Schools
2
3
4
Appoint GLP Coordinator
Sign partnership agreement
Invoice for first payment (£1000)
Register online and complete Whole School Audit
Begin talking to your contacts in your school and in
other schools about the programme to encourage
schools to register
Coordinator attends training
First session – introduction to the GLP
Deliver selected twilight CPD sessions
Deliver selected twilight CPD sessions
Final twilight sessions
Partner schools re-do the Whole School Audit
Collect monitoring data
The GLP is funded
by the UK government
GLP © Crown Copyright
A brief note on Partner Schools…
Process:
• Partner Schools appoint a Coordinator, register online
(signposting Expert Centre), complete Whole School Audit
which helps them to identify strengths/prioritise improvements
• Audit generates School Action Plan and signposts next steps
• Partner Schools join in your CPD programme.
The GLP is funded
by the UK government
GLP © Crown Copyright
Next steps
Some Partner Schools may wish to become Expert Centres, or
progress to other awards.
Support
Partner Schools can access GLP website and GLP Curriculum
Framework. They also have access to up to £500 e-credits to
fund CPD in their school.
The GLP is funded
by the UK government
GLP © Crown Copyright
Any questions?
‘I feel very confident to take on the GLP programme in my school
because of all the support available on the website and by the
advisors. It doesn’t feel like it will be a lot of extra work as there is
so much available to support us. It is well planned and organised
and therefore if feels like it will be more sustainable and lasting.’
Susannah Bell, Great Marlow Secondary School.
The GLP is funded
by the UK government
GLP © Crown Copyright
GLP and the new national curriculum
The GLP is funded
by the UK government
GLP © Crown Copyright
GLP and the new national
curriculum
English, citizenship,
geography, history,
mathematics, religious
education and science
With subject
bodies/association to bring
subject expertise and
membership reach
The GLP is funded
by the UK government
GLP © Crown Copyright
Curriculum Framework:
development overview
• Development overview
– positive change
– remaining challenges
– international responses
– MDGs into New Global Partnership
The GLP is funded
by the UK government
GLP © Crown Copyright
Curriculum Framework:
key GLP areas
1. Developing countries, their economies, histories and human
geography
2. The basic elements of globalisation
3. The different ways to achieve global poverty reduction and the
arguments around the merits of these different approaches
4. The concepts of interdependence and sustainability
5. Supporting enquiry and critical thinking about development
and development issues
The GLP is funded
by the UK government
GLP © Crown Copyright
1. Developing countries, their
economies, histories and human
geography
This may include knowledge of:
• the historic civilisations of Africa, Asia and South America and their
links with the wider world (historic globalisation).
• historic encounters between Africa, Asia and South America and Europe
which led to conquest, imperialism, colonisation and Empire. How
economic and social connections between Europe and Africa, Asia and
South America shaped the exploitation of natural resources, tradeincluding the slave trade, and political and social relationships. Resistance
and challenges to colonial rule. Decolonisation and independence
• the geographical characteristics of developing countries, where they are,
what they are like, their economic, social and demographic structures and
how they have changed. (continued ….)
The GLP is funded
by the UK government
GLP © Crown Copyright
1. Developing countries, their
economies, histories and human geography
Questions:
• What do we mean by 'developing country'?
• How is it similar to or different to our own or other countries?
• How do we measure development?
• Who decides?
• Which countries are 'developing'?
• Do different countries have less and more developed regions
within them?
The GLP is funded
by the UK government
GLP © Crown Copyright
Subject sections
1.
Relevant resources identified from Global Dimension
website (and suggestions from subjects)
2.
Subject specific exemplification
- GLP justification within the NC
- KS2 and KS3 exemplification
The GLP is funded
by the UK government
GLP © Crown Copyright
Examples of exemplification
Citizenship: migration and human trafficking, connecting local to
global action
Geography: models of development, MDGs
History: controversial subjects, ancient civilisation of Maya,
teaching about the 1857 Indian Rebellion, the wealth of Africa
Maths: development statistics, maths as context
The GLP is funded
by the UK government
GLP © Crown Copyright
Curriculum web structure
The GLP is funded
by the UK government
GLP © Crown Copyright
History
Source:
http://www.britishmuseum.org/learning/schools_and_teachers/resour
ces/all_resources-1/wealth_of_africa.aspx
Much of the history
curriculum provides a
clear context for the
current debate on
poverty, globalisation
and interrelationships
between the
countries of the
world, and helps
pupils understand
these issues.
The GLP is funded
by the UK government
GLP © Crown Copyright
Citizenship
Developing in learners the ability to take up their place in
society as responsible, successful, effective and confident citizens,
now and in the future; addresses the exercising of rights and
responsibilities within communities at local, national and global
levels
Encouragement to understand the experiences and needs of
refugees in the community
Source: taken from the Escape to Safety / Moving
Here Exhibition popular with schools in Lancs and
S.Yorks
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP is funded
by the UK government
GLP © Crown Copyright
Global learning in geography
A high-quality geography education should inspire in
pupils a curiosity and fascination about the world and
its people that will remain with them for the rest of their
lives.
The GLP is funded
by the UK government
GLP © Crown Copyright
Global learning in geography
Key Stage 2 Programme of Study:
• understand geographical similarities and differences through
the study of human and physical geography of a region of the
United Kingdom, a region in a European country, and a region
in North or South America
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP is funded
by the UK government
GLP © Crown Copyright
Global learning in history
The national curriculum for history states that:
‘A high-quality history education will help pupils gain a coherent
knowledge and understanding of Britain’s past and that of the
wider world… teaching should equip pupils to ask perceptive
questions, think critically, weigh evidence, sift arguments and
develop perspective and judgement...’
This ties in closely with global learning and development
education aims to, ‘consider the relative merits of different
approaches to…’ as well as to ‘think critically about…’
The GLP is funded
by the UK government
GLP © Crown Copyright
Global learning in history
Key Stage 3 national curriculum links:
• African civilisations
• Colonial rule
• The slave trade
GLP history case study:
The wealth of Africa
The GLP is funded
by the UK government
GLP © Crown Copyright
Primary NC history: invaders
and settlers
History outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
Key events/individuals
Timelines/chronology
Stories
Artefacts
Change and continuity
Comparison then/now
Lifestyles/society/trade
Beliefs and values
Artefacts/historical
evidence
More than one
interpretation
Visits and trips
Research
Empathy/day in the
life of
Adapted from
Hawkshead Primary, Cumbria
Global learning pupil
outcomes
Knowledge and Understanding
• Global poverty
Critical
• Development
• Rights and essential services
thinking
• Global relationships
• Sustainable development
Using
multiple
• Actions of governments
• Actions of citizens
• Business and&
technology
voices
Skills
perspectives
• Critical thinking
• Multiple perspectives
• Challenging perceptions
Challenging
• Enquiry and discussion
• Communication
perceptions
&
• Cooperation
• Teamwork
stereotypeCrit
• Planning
• Reflection and evaluation
ical
thinking
Values
and Attitudes
• Fairness
Using
• Agency multiple
• Care
voices
• Self esteem&
• Diversity
• Respect
perspectives
• Social justice
• Empathy
Challenging
Key questions to support
planning of activities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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 along/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 don’t we
know? Whose voices are missing?
How was people’s quality of life
affected? Who benefitted? Who lost
out?
What did people think about
poverty/ the environment / the
future?
What can we learn from history?
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?
The GLP is funded
by the UK government
GLP © Crown Copyright
Project management
Purpose is to:
• understand specific context and needs
• identify aims and objectives
• understand the change needed
• plan a CPD programme to achieve aims and objectives
• identify and show change has taken place.
The GLP is funded
by the UK government
GLP © Crown Copyright
3 step process
• Planning form
What are you going to do and why?
• Mid-term review meeting
Is everything going as planned, do you need to change
anything?
• Review form
How did it go and what was the impact?
The GLP is funded
by the UK government
GLP © Crown Copyright
Planning, managing and review
The GLP is funded
by the UK government
GLP © Crown Copyright
Planning your GLP programme
The ‘Expert Centre project planning form’ will help you to:
• identify objectives and aspirations relevant to your context
• plan outcomes for the programme
• create a four-term programme timetable
• identify what evidence you will collect and how
The GLP is funded
by the UK government
GLP © Crown Copyright
Mid-term review meeting
Meeting to discuss:
• how the project is progressing
• if there are any changes needed to the initial plan
• if there is anything new that needs to be taken into account
The GLP is funded
by the UK government
GLP © Crown Copyright
End of project review form
Completing the ‘Project review form’ will help you to reflect on the
following questions:
• what change has taken place
• what are the successes, challenges and opportunities that you
have encountered
• how well has the programme met your original aims,
objectives and aspirations
• what was the impact of the programme
• what evidence have you collected to show the impact
• what examples of innovative or good practice do you have to
share?
The GLP is funded
by the UK government
GLP © Crown Copyright
Establishing your Partner School
network
The GLP is funded
by the UK government
GLP © Crown Copyright
Planning the twilight programme
The GLP is funded
by the UK government
GLP © Crown Copyright
Purpose of the Twilights
To ensure all partner schools gain basic development
education knowledge
To support partner schools to access all GLP materials
To help partner schools in their global learning journey
Purpose of the Toolkits
To provide relevant content
To provide some possible model activities
To give a possible structure for 4 term programme
To provide space for school specialisms
Limitations of the Tool kit
It’s not intended that you use all the slides or materials and you are
encouraged to do things in your own way as long as the learning
outcomes are met.
The GLP is funded
by the UK government
GLP © Crown Copyright
Core development education content
What is meant by global learning?
Our connections with the wider world
Images and perceptions
Poverty and development
The GLP is funded
by the UK government
GLP © Crown Copyright
Core programme content
GLP aims
and
model
Lead Practitioner
Accreditation
Whole
School
Audit
Website
overview
(CPD e-credits,
Curriculum
Framework
Creating
change
teaching resources)
Monitoring
impact
Pupil
Assessment Tool
The GLP is funded
by the UK government
GLP © Crown Copyright
Session One:
Introduction to the GLP
What is meant by global learning?
Session objectives
1. Introduce Partner School Coordinators to each other and to the
Global Learning Programme
2. Explore what is meant by ‘global learning’? Consider how this relates
to Partner School visions
3. Provide an overview of the GLP website, including:
• the Whole School Audit
• details of CPD providers
• the ‘My account’ section
4. Familiarise Coordinators with how to prepare for, and complete the
Whole School Audit
The GLP is funded
by the UK government
GLP © Crown Copyright
Session Two:
Cross-curricular planning and
our connections with the wider world
Session objectives
1. Review PS Whole School Audits and identify learning priorities.
2. Build upon the understanding of global learning and the GLP
developed in previous twilight session by focusing upon the core
themes of globalisation and interdependence.
3. Help teachers consider what sort of activities might be useful to help
pupils critically engage with these themes by considering different
resources and pedagogical strategies.
4. Familiarise Coordinators with the Curriculum Framework and crosscurricular planning.
The GLP is funded
by the UK government
GLP © Crown Copyright
Session Three:
Planning whole school
change / Images and perceptions of
development and poverty
Session objectives
•
•
•
•
•
•
Become familiar with the relevance of change processes and models of
change within the GLP
Understand the GLP Curriculum Framework and apply it to in-school
experience
Identify school CPD needs and sources of CPD provision
Explore and challenge dominant images and perceptions of people living
in poverty
Present and discuss materials which explore a variety of images and
perspectives
Reflect on how to adapt materials and apply learning to your school
context
The GLP is funded
by the UK government
GLP © Crown Copyright
Session Four:
Managing change / Poverty and
development
Session objectives
• Consider the ‘state of the planet’ in terms of human
well being
2. Explore the contested meanings of the terms poverty and
development
3. Consider a range of perspectives on priorities for the future
4. Consider the implications for teaching and learning
5. Managing change
The GLP is funded
by the UK government
GLP © Crown Copyright
Session 1: Content overview
Interactive starter activity
What is global learning? Sharing different approaches, considering
school visions
What are the aims of the Global Learning Programme and how does it
work?
What skills, knowledge and values is the GLP aiming to develop in
pupils?
Introduction to the website
Explanation of Whole School Audit and how to do it
Some inspirational examples of global learning in practice
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP is funded
by the UK government
Source: M U N D I
GLP © Crown Copyright
The GLP is funded
by the UK government
Source: Oxfam GB
GLP © Crown Copyright
The GLP is funded
by the UK government
Source: Oxfam GB
GLP © Crown Copyright
Examples of a different approach to global
learning
The GLP is funded
by the UK government
GLP © Crown Copyright
What is the purpose
of education
according to these
statements?
Source: (lhs) CCSSO, Asia Society (rhs) DFES,
DWP, DTI, FCO,, etc
The GLP is funded
by the UK government
GLP © Crown Copyright
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
• 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.
The GLP is funded
by the UK government
Source: M U N D I
GLP © Crown Copyright
Once upon a time…
The GLP is funded
by the UK government
GLP © Crown Copyright
A tale of two brothers
The GLP is funded
by the UK government
Source: M U N D I
GLP © Crown Copyright
Teaching example
How might these two approaches look in the
classroom?
The GLP is funded
by the UK government
GLP © Crown Copyright
The GLP is funded
by the UK government
GLP © Crown Copyright
This is reflected in teaching activity websites.
An example is the London 2012 Olympics
teaching activity website –
http://getset.co.uk/home
The GLP is funded
by the UK government
GLP © Crown Copyright
Source: http://www.playfair2012.org.uk/resources/fairs-fair-teachingpack
The GLP is funded
by the UK government
GLP © Crown Copyright
Group discussion
Can/should we engage with both these
approaches to global learning?
Global learning
Globalback
learning at the sheets produced
L
ooking
in
•
Contesting
globalisation
(‘another
world
is
• Adapting to globalisation.
possible’ motto).
the first activity, try and draft a one or
two sentence vision of global learning
for your school OR think of some key
words you might include in one.
• 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).
• 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.
The GLP is funded
by the UK government
GLP © Crown Copyright
Time to start planning
Planning the eight sessions
What global learning practice would you like to share from
your school?
How can you build this into the eight twilight programme?
Planning Session 1
Look at the toolkit materials provided. (Session plan and
powerpoints)
Bearing in mind the learning outcomes for this session, which
materials from the toolkit would you use? Which would you
replace? What would you add in?
The GLP is funded
by the UK government
GLP © Crown Copyright
Next steps on returning to school
•
•
•
•
•
•
Meet with SLT
Ensure partnership agreement signed and invoice raised
Gather a group of colleagues to support you
Speak to whole staff / pupils about the school’s role as an EC
Create a display in school
Meet with LA to plan the programme and think about aims and
objectives
• Set dates for twilights
• Begin creating list of prospective Partner School contacts with
colleagues
The GLP is funded
by the UK government
GLP © Crown Copyright