Transcript Induction for GLP National Leaders and Local Advisors

Cross-curricular planning and
connections with the wider world
Expert Centre name
Date
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Welcome
Objectives
1. Review Partner School 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
4. Familiarise Coordinators with the Curriculum Framework and
cross-curricular planning.
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Activity
Globingo activity
Credit: DFID/Pippa Ranger
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Reviewing the GLP Whole School Audits
Activity
• Time - 20 mins
• Small groups of three to five people
• Discuss areas of strength and challenge as shown by the
WSA
• Identify three general learning priorities
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Group feedback
• Network strengths
• Network priorities for learning
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Globalisation and interdependence
The following
presentation and
activities will consider:
• what is meant by
globalisation and
interdependence
• how globalisation
affects us
• where and how these
themes might be
addressed in schools.
Credit: DFID/Pippa Ranger
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How does this topic relate to the aims
of the GLP?
Selected aims 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
• stimulate critical thinking about global
issues both at whole school and at
pupil level.
Credit: DFID/Pippa Ranger
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What is globalisation?
Build your own definition…
What words would you use to
help you describe
globalisation?
Credit: DFID/Pippa Ranger
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What is globalisation?
Activity
In small groups write a definition of globalisation. Some of the following
might help:
equality/inequality, fairness, money/banks/economy, trade, culture,
difference/diversity, interdependence, development, migration,
technology
What do you know about different perspectives on globalisation (e.g.
what are the mainstream/policy understandings? What other
understandings are out there?)
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Other definitions…
Globalisation
This is the integration of economies, industries, markets, cultures and
policy-making around the world.
Globalisation describes a process by which national and regional
economies, societies, and cultures have become integrated through the
global network of trade, communication, immigration and transportation.
(Source: Financial Times Lexicon)
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Other definitions…
Anti-globalisation
A belief shared by various political groups that people
must oppose globalisation (= the process of making
something such as a business operate in different
countries around the world) because of bad effects it has
on people, especially in developing countries, and
because of the damage it does to the environment.
(Source: Longman Dictionary of Contemporary English)
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Globalisation: new or old?
Three phases according to Thomas Friedman:
1. Globalisation of countries 1492-1800 – age of empires
and voyages of discovery
2. Globalisation of companies 1800-2000
3. Globalisation of individuals 2000-today – media, internet
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Different types of globalisation
•
•
•
•
•
•
Economic
Technological
Cultural
Social
Political
Environmental
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Different types of globalisation
Economic
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Technological
How many years did it take for radio to reach a market audience of 50 million
people?
38 years
How many years did it take of facebook to reach a market audience of
50 million people?
2 years
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Environmental
Source: Corbis (Veer) / terex
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What is sustainable development?
‘Development that meets the needs
of the present without compromising
the ability of future generations to
meet their own needs.’
(Source: the World Commission on Environment and
Development’s report Our Common Future, Oxford
University Press, 1987)
Themes such as globalisation and
interdependence can be looked at
through the lens of sustainable
development. This can make us
rethink the idea of interdependence.
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Commentaries on sustainable
development
A model of development is needed that brings ‘a decent living standard to all in
the present and enable(s) future generations to also have a decent standard…’
‘Among the hidden costs (of development) are the new burdens created by
ecological destruction, costs that are invariably heavier for women, both in the
North and the South… as GNP rises, it does not necessarily mean that either
wealth or welfare increase proportionally… In actual fact, there is less water, less
fertile soil, less genetic wealth, as a result of the development process.’
(Source: 80:20, Development in an Unequal World, 6th edition, www.8020.ie)
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Is globalisation a good or a bad
thing?
Activity
There are pros and cons and it all depends on your point of view!
On the line – stand at one end of the room if you think
globalisation is a good thing. Stand at the other end if you think it
is a bad thing.
Why have you taken this position?
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How does globalisation affect me?
Activity
• Use any of the globalisation categories or definitions you
find most useful.
• Illustrate (either through diagrams, drawing, lists or other)
how you interact with, or are affected by, globalisation in
your life.
• Share with others and discuss whether this activity would
be useful for pupils
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Topics and issues within globalisation
•
•
•
•
•
•
•
•
•
•
Technology, the internet and the media
Sustainable development
Space and science
Global trade
International corporations
International agreements (e.g. WTO, Fairtrade, etc.)
Migration and freedom of movement
Culture, language and diversity
Development and poverty
Power and policy: who runs the world?
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One definition of interdependence
Understanding how people, places, economies and
environments are all inextricably interrelated, and
that choices and events have repercussions on
a global scale.
Source: ‘Developing a global dimension in the school curriculum’ DFES et. al. 2005
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Interdependence card sets
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How do we engage pupils with
these concepts?
KS3 ideas:
The Rana Plaza disaster.
Source: Reuters
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Globalisation at Key Stage 2
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GLP Curriculum Framework
The GLP will help pupils gain additional knowledge about the developing
world, the causes of poverty and what can be done to reduce it.
They will also develop the skills to interpret that knowledge in order to
make judgements about global poverty.
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GLP Curriculum Framework
In relation to the curriculum the Global Learning Programme
will particularly explore the following areas:
• Knowledge of developing countries, their economies,
histories and human geography
• Knowledge of the basic elements of globalisation
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Continued…
• Knowledge of the different ways to achieve global
poverty reduction and development and the
arguments around the merits of these different
approaches
• Knowledge and understanding of the concepts of
interdependence and sustainability
• Supporting enquiry and critical thinking about
development and development issues.
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GLP Curriculum Framework
Activity
• In pairs, look through the framework headings and the
examples given
• Mark whether you think they are achievable in a Primary
context (P) or more suited to a Secondary context (S)
• Make notes against any bullet points that you already cover
in themes/subjects at your school or could see where they
may fit into areas of the new national curriculum.
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GLOBALISATION
RE
Transition
SUBJECT DELIVERY
OTHER OPPORTUNITIES
Maths
English
Activity from Helen Cox GLP Coordinator, Sir John Lawes School
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Linking to the new curriculum
The GLP website contains work from the subject
associations linking GLP themes with the curriculum.
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Teaching resources
On the GLP website, you can also find a wealth of teaching resources on
GLP themes for every subject. The GLP resources page takes you through
to the Global Dimension website.
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National Curriculum
– making it globally relevant
The National Curriculum is just one element in the
education of every child. There is time and space in the
school day and in each week, term and year to range
beyond the National Curriculum specifications.
Source: DfE, Sept 2013
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Other ideas…
• A ‘globalisation’ themed conference for pupils?
• Outside speaker(s)
• Creation of a teaching resource or globalisation
game?
• Consulting resource list (e.g.
http://globaldimension.org.uk/)
• Critically engaging with a collection of globalisation
‘images’
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Take Home Activity
Review your current schemes of work and identify
opportunities for global learning against the new curriculum
• What are you already doing?
• New/more opportunities to incorporate GLP knowledge
themes from curriculum framework
• Are there any gaps in teacher knowledge which you
would need to address?
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by the UK government
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