3. • 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
4. 9.30 Welcome!
10.10 Global Learning – what is it, and why is it
important?
11.00 Diversity & Identity
12.30 Lunch
13.15 Audit Tool and Planning
14.15 The World in their Hands – using resources and
artefacts
14.45 Summary / evaluation
15.00 Finish
Map of the Day
5. So, what IS global learning?
And WHY is it important?
6. 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
7. The top 10 in-demand jobs in 2010 did not exist in 2004
8. 1 in 8 couples married in the U.S. last year met
online
9. The top 5% of the total population of China with the
highest IQs....
.....exceeds the total population of the UK
10. The number of text messages sent and received
every day exceeds the total population of the
planet
(over 7 billion)
12. More than 800 million people actively use
Facebook, uploading 250 million photos a day
13. 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.
14. Almost 10 per cent of our rubbish in landfill is
packaging.
15. Although accounting for only 5%of the world's
population, Americans consume 26 % of the
world's energy.
16. 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)
17. 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...
18. Environmental shifts and climate change
Food and water shortages
Wealth gap
Potential for large-scale conflict
Unfair trade
Economic crises (Eurozone, credit crunch)
Happiness
The Challenges......
19. 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)
20. 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)
21. creative
Is globally aware
questioning
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 integrity
self-esteem
‘can do’ attitude
learns from mistakes
independent
22. The 8 key concepts of the Global Dimension in schools (UK)
are:
1. Global citizenship
2. Interdependence
3. Conflict resolution
4. Sustainable development
5. Diversity
6. Social justice
7. Human rights
8. Values and perceptions
23. I know about... I care about...
I am taking action...
I am enabling others to
take action
24. • 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
25. 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
26. 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
27. 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
28. 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’:
Outstanding
Some evidence
Minimal or no evidence
3. Use ‘Development Compass Rose’ to develop your
ideas
Where to start? And taking it
further...
