Uea Pgce Global 08

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This presentation shows how to put a global dimension into the curriculum. For more info, visit www.communicty.org

This presentation shows how to put a global dimension into the curriculum. For more info, visit www.communicty.org

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  • 1. Alex Savage, AST www.commun ict y.org [email_address] R U GLOBAL?
  • 2. Presentation Aims
    • Why teach global issues?
    • How to enhance the NC with global issues
    • Worksheet ideas
    • Identify global themes appropriate for your subject
    • Where to go for ideas and resources
    • How to create your own activity
  • 3. Global Wombat Video
  • 4. Global Dimension in the NC
    • Issues of global significance are brought into our lives in a way that they never were for previous generations.
    • Global media and communications, travel and immigration mean that we now have much more exposure to people and cultures from many different parts of the world.
    • This provides a tremendous range of positive opportunities to broaden young people’s experience and knowledge. At the same time, issues of poverty, inequality, conflict, and economic and environmental damage present major challenges for society.
  • 5. R U Global ?
    • Have you eaten something in the last 24 hours, grown in another country?
    • Have you visited a foreign country in the last 12 months?
    • Have you communicated with someone in foreign country using a webcam in the last 12 months?
    • Do you have a track on your mp3 player in a foreign language?
  • 6. Curriculum Opportunities
    • develop skills that will enable them to identify and challenge injustice, prejudice and discrimination
    • participate in global partnerships, which can be a powerful and exciting way of bringing a global dimension into the classroom
    • make informed decisions about how they can understand and potentially make their own distinctive contribution to local and global communities
    • recognise that some of the Earth’s resources are finite and therefore must be used responsibly
  • 7.
    • consider probable and preferable futures and how to achieve the latter
    • appreciate the importance of sustainable resource use – rethink, reduce, repair, re-use, recycle
    • appreciate the importance of obtaining materials from sustainably managed resources
    • appreciate that economic development is only one aspect that contributes to the quality of life.
    Curriculum Opportunities
  • 8. What is Global Learning?
    • An enhancement of our existing curriculum, not a bolt on extra.
    • Teaching students about the wider world and issues relevant to them.
    • Providing real information for research.
    • Providing real situations to practise skills.
    • Providing real audiences to communicate with.
  • 9. Have I got global news for you!
  • 10. 40% 50% do not have access to adequate sanitation? What percentage of the world’s population… do not have access to clean drinking water? will go to bed hungry tonight? 10% 20% 30%
  • 11. Every _ seconds a child dies of a treatable disease. 4 5 6 7 8 9 10 20% of the world’s population earn $ _ or less per day. A cow in the EU receives $ _ subsidy per day. 1 2 3
  • 12. Global Activities
    • Research
    • Put a skill/idea in a real context
    • Create a product for real audience
    • Assembly
    • Wall Display
    • Global Events
  • 13. Global Themes
    • Energy
    • Food
    • Culture/Religions
    • Water
    • Peace/Conflict
    • Health
    • Fair Trade
    • Wealth Poverty
    • Human Rights
    • Everyday life
    • Natural Disasters
    • Olympic Ideals
    • MDGs
    • Environmental
    • International Organisations
  • 14. Becoming Global Citizens
    • English: using texts concerning issues of a global nature.
    • Science: promoting discussion of the science-based issues that may affect pupils own lives, the direction of society and the future of the world.
    • History: explaining the role of national and international organisations throughout history; highlighting different forms of action to effect change.
  • 15. Becoming Global Citizens
    • Geography: inspiring pupils to think about their own place in the world and their rights and responsibilities to other people; studying issues of global significance.
    • PE: promoting social skills involving co-operation and collaboration.
    • Citizenship: teaching about democratic institutions and different political and societal structures; encouraging pupils to participate and become active citizens.
  • 16. Sustainable development
    • ICT: explaining the implications of the use of ICT for the environment.
    • History: showing how past actions and choices have had an effect on the environment and so on the quality of people’s lives.
    • Geography/Science/ D&T: teaching the principles of sustainable development; explaining the positive and negative effects of scientific and technological developments on the environment and on people; highlighting the importance of choosing materials, making processes and using resources sensitively.
    • Citizenship: showing how pupils can become citizens making a contribution to the future well being of the planet and its people.
    • RE: teaching about beliefs about the created world and how it should be cared for.
  • 17. Social justice
    • Design and technology: exploring values and ethics in relation to the application of design & technology.
    • History: explaining the motivation of individuals who made sacrifices for a particular cause.
    • Geography: showing how the level of development in different countries is related to quality of life.
    • Citizenship: encouraging debate on topical issues relating to social justice.
    • RE: highlighting the importance of social justice to belief systems.
  • 18. Diversity
    • English: exploring the way that cultures are represented in stories and poems; showing how language relates to national, regional and cultural identities.
    • Design and technology: exploring how different people have developed solutions to meet their needs.
    • PE/Music: where pupils learn to compose, perform and prepare dances/music from a range of different cultures and traditions.
  • 19. Values and perceptions
    • English/MFL: highlighting contrasting images of the developing world in literature/film and exploring responses to these; developing awareness of bias and stereotyping in the media.
    • Science: showing how perceptions of different cultures can influence the extent to which scientific ideas are accepted, used and valued.
    • Geography: studying less economically developed countries and localities through analysis of sources such as photographs, texts, etc and raising consciousness of the way these shape the pupils’ own and others’ views.
    • PSHE: encouraging discussion about stereotypes and prejudices, and why these exist.
    • PE: Pupils engage in sports played globally and this provides a universal communication through festivals and world-wide games.
  • 20. Interdependence
    • Mathematics: showing that mathematicians from many cultures have contributed to modern day mathematics.
    • ICT: explaining how ICT connects local, national and international communities; exploring the impact of ICT on global interdependence.
    • History: showing how events throughout history and around the world are interrelated.
    • Geography: explaining why places and people are interdependent.
    • Citizenship: showing how the world is a global community.
    • RE: teaching about the moral and social obligations we have towards each other.
  • 21. Conflict resolution
    • English: encouraging discussion of different viewpoints, including those expressed in literature; exploring conflict through drama.
    • History: explaining the causes and impacts of the importance of resolving conflict fairly.
    • Geography: explaining how conflicting demands on an environment arise and the difficulties that these can cause.
    • RE/PE/Citizenship: encouraging understanding of, and empathy for, other points of view. Teaching conflict resolution.
  • 22. Human rights
    • Science: showing how our basic needs are universal.
    • History : teaching about the lives of those who have fought for human rights, both in Britain and the wider world.
    • MFL: discussing human rights in the target language.
    • PSHE/Citizenship: teaching about bills of rights; explaining why everyone is entitled to these rights and why we all have responsibilities to ensure these rights are met.
  • 23. Global Events
    • International Day of Peace 21/9
    • Black History Month - October
    • Holocaust Memorial Day 27/1
    • World Book Day – 1/3
    • Fair Trade Fortnight - March
    • World Water Day – 22/3
    • Olympic Games
  • 24. Peace One Day
  • 25. Peace One Day Activities
    • Research
    • Put a skill/idea in a real context
    • Create a product for real audience
    • Assembly
    • Wall Display
    • Global Events
  • 26. websites
    • Communicty.org
    • Global Gateway
    • International School Award
    • Global Dimension
    • Oxfam Cool Planet
    • UN Cyberschool Bus
    • BBC Newsround
  • 27. Can Global Education improve learning? Learning about real places and communicating with a real audience gives work more meaning and purpose. Learning with purpose improves motivation. Motivated learning improves progress.
  • 28.  
  • 29.