Transcript Twilight Tool Kits

Planning whole school change
and
Images and perceptions
Expert Centre name
Date
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the UK government
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Session objectives
• Become familiar with the
relevance of change processes
and models of change within
the GLP
• Develop a deeper
understanding of the GLP
Curriculum Framework and
apply it to in-school experience
• Identify school CPD needs and
sources of CPD provision
Source: Global Learning Programme
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the UK government
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More session objectives
• 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
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Images and perceptions
Our influences
How does the world look through our spectacles…
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Planning whole school change
Thinking through:
• where is our starting point?
• where do we want to get to?
• change as a process and an
outcome
• types of change
• preparing for change.
Source: Rob Unwin
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What does my school look like?
Activity
In pairs:
• describe your school – e.g. ethos, structure, practice,
people, curriculum, etc.
• where does/can global learning/development education fit
into this existing image?
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What are we aiming for?
Activity
• What does the perfect GLP school look like –
how would it work; what would be important?
• What do I want to achieve in my school to
move towards this?
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Focus of the GLP
Whole school ethos
The 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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Thinking about change
• The process of change
• Change ‘models’
• Facilitating change in your school
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Lewin’s model of change
Stages of change
• Unfreeze
• Change
• Refreeze
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Cycle of improvement –
model of change
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GLP whole school
change model
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Activity
Levels of change - e.g.
• Individual
• Organisation
• Culture
Looking at the different levels of change, who needs to
lead or be involved?
• Individuals
• Groups
• Internal
• External
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Enabling change
Activity
Barriers to change, e.g.
• Structural
• Individual
• Beliefs
• Skills
Enabling factors, e.g.
• Ethos
• External factors
• Resources
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Introducing advocacy planning
Advocacy planning is a process that identifies the
change that is needed and then examines the
communication and negotiation needed to enable that
change to happen.
• What is the change we want to make?
• How can that change come about?
• Who are the key players in this change?
• What is our message to them?
• How do we communicate with them?
• What tools do we need to do this?
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Thinking about change – a practical GLP
example using maths
To support Expert Centre Coordinators and partner schools to start thinking
about change in their school
How can it come about?
Who are the key players?
 The maths coordinator supports the
addition of a global learning activity in
their curriculum
 A new activity is designed
 Teachers agree to teach the new
activity in lessons
 Maths coordinator
 Maths teaching staff
What tools do we need?
How do we communicate with them?
What’s my message to them?
 Good quality global
learning maths activity
examples
 Time to plan with maths
coordinator
 Share examples of global learning
maths activities
 Offer support and time to discuss the
activity
 This activity can bring a real
life example to your maths
lesson
 It enhances what you are
already doing
 It motivates students to learn
maths
What change?
For the school to embed one
global learning activity in to
their maths curriculum
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Spaces for creative curriculum in a
change process
The GLP provides an opportunity to develop a holistic,
motivating, meaningful and measurable curriculum,
sharing with a learning community locally, regionally and
nationally.
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Opportunity for holistic curriculum
Schools may have been or are involved in an array of
initiatives:
• Healthy Schools
• Sustainable Schools
• Global Dimension
• SEAL (Social and Emotional Aspects of Learning)
• Eco-schools
• Rights Respecting Schools Award
• International School Award
• Global Schools Award.
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Sharing examples from the take home
activity from last session
• Participants share the results of their schemes of work
review, identifying opportunities for global learning in
their curriculum
• Feedback
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Primary NC History: Invaders and Settlers
History outcomes
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Global learning pupil outcomes
Knowledge and understanding
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
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Global poverty
Development
Rights and essential services
Globalisation and
interdependence
Sustainable development
Actions of governments
Actions of citizens
Business and technology
Skills
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Critical thinking
Multiple perspectives
Challenging perceptions
Enquiry and discussion
Communication
Cooperation
Teamwork
Planning
Reflection and evaluation
Values and attitudes
Adapted from Hawkshead
Primary School, Cumbria
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Fairness
Agency
Care
Self esteem
Diversity
Respect
Social justice
Empathy
Key questions to support
planning of activities
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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?
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Primary NC History: Invaders and Settlers
History outcomes
E.g.
• Key
events/individuals
•Key events/individuals
Timelines/chronology
••Timelines/chronology
• Stories
Stories
••Artefacts
• Change & continuity
Artefacts then/now
••Comparison
• Change and
continuity
Global learning pupil
outcomes
Knowledge and understanding
E.g.
• Global poverty
• Development
• Rights and essential
services
E.g.
• Why did people
migrate to Britain?
• Where did people
come from?
Skills
E.g
• Critical thinking
• Multiple perspectives
• Enquiry and
discussion
Values and attitudes
Adapted from
Hawkshead Primary School,
Cumbria
Key questions to support
planning of activities
E.g.
• Fairness
• Agency
• Care
• Who are we
descended from?
• How have they
impacted on our
culture and values
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the UK government
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Global learning in geography
From the 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
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Global learning in geography
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How can CPD support change
happening?
‘It is also vital that we give teachers the opportunity to
deepen their subject knowledge and renew the passion
which brought them into the classroom… If you do not
have inspired teachers, how can you have inspired
students?’
The Importance of Teaching, DfE White paper 2010
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What do we need in place to make
change happen?
Activity
• What new things do we need?
Knowledge – e.g. development education knowledge,
knowledge of why will global learning delivers
educational / curriculum outcomes
• Skills
• Resources
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Audiences
Activity
Reflecting back on ‘What we need in place?’ from the
previous slide
• identify key CPD audiences within your school
• what type of CPD may be most appropriate?
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Providers
Activity
Looking at the list of audiences and types of CPD, discuss
who is best placed to provide training or support.
e.g. What can be done internally through a staff meeting?
What would need external input?
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the UK government
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GLP approved CPD
To find out the type of CPD you can spend your e-credits on:
• look at the CPD section on the GLP website (‘Calendar’) to see courses
with dates and courses with negotiable dates (these can be put on by
request)
• if you do not have anything suitable in your local area, look at the Think
Global website (‘Our network/Local support’) to see who are GL/DE
providers in your region.
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Take home activity
Prioritise the types of change needed in your school and
identify what CPD needs these will entail (including the
relevant audiences).
Look at the CPD providers on the GLP website and identify
relevant courses, or gaps in provision.
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Exploring images and perceptions
Perceptions of Africa
What pictures do the children / young people
you teach have in their minds when they hear
the word, Africa?
2 mins discussion
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Children’s views 1
There are lots of wild animals
It is hot and dry with deserts everywhere
There are lots of diseases
There are not many schools
There are hardly any vehicles
People live in mud huts
The people do not smile much
There are lots of poor, starving people
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Children’s views 2
People have a lot of money
They have a palace
There are lots of old things
There are many universities
They keep dogs in their houses
Guns come from there
They have plenty of water which is not bought
There are no poor people
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Stereotypical images of
Africa in the media
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Bringing in balance – diverse images of
African countries
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Another view of the UK
• Government figures released in June 2013 show
that the number of homeless households in
England had risen by 6% over the past year, to
the highest in five years.
• 170% rise in numbers turning to foodbanks in
last 12 months (2013-14)
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The danger of single story
Chimamanda Adichie puts it better than I ever could …
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Where is this?
Source: Reading International Solidarity
Centre, 2010
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Where is this?
Source: Reading International
Solidarity Centre, 2010
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Where is this?
Source: Reading International
Solidarity Centre, 2010
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Where is this?
Source: Reading International
Solidarity Centre, 2010
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Positive images and stories
Activity
• Card matching Activists – Who’s Who?
• You can also show a short film from Mamahope that
shows African men talking about stereotypes
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Thinking critically…
... about mainstream views on development and poverty…
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Where do you stand?
Often two views on development can be diametrically
opposed.
Look at the Economist’s Where do you stand campaign for
examples of this, e.g. China’s investment in Africa
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Opposing views…
‘Developing countries
are poor because they
lack technology and
education. We need to
help by giving them
technology, proper
work habits and good
education.’
‘They come here and impose
their education, their technology
and their way of seeing the
world. This makes people more
competitive and individualistic
and breaks our communities.
We do not need what they are
trying to sell. We need a better
distribution of resources so that
we can define our own
development.’
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.
Another view on measuring progress
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Final reflection
What has struck you about what you have heard and
discussed today?
Are there ways in which you could increase the range of
perspectives and images relating to poverty and
development presented to the pupils in your school?
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