Why bring the World Cup into your classroom?


Published on

Why it's a good idea to include the 2010 World Cup in your lessons at school.

Published in: Education, Travel
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Why is international education important ? Why should we be doing it ? Issues of global significance are a part of 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. Education for the global dimension and sustainable development helps young people to appreciate these challenges and opportunities and to recognise their responsibilities as members of a global community. Young people are becoming global citizens and the job market in which they will compete is a global one. Their education needs to prepare them for this new world. But also because it enhances many of the other things that schools do: Citizenship programme of study – e.g. KS2 “Pupils should be taught to think about the lives of people living in other places” – international links and correspondence with real people will make it come alive Government’s Respect Agenda – “tolerance, acceptance and common decency to the people around us” – international links will make these “people around us” real as well as telling us more about people in our own immediate communities Inclusion – “Providing opportunities for children and young people to learn about and explore similarities and differences is central to developing the global dimension”. It’s appropriate for children and young people of all backgrounds, ages and abilities. Schools have a duty of care to ensure that they do not use images or languages which will stereotype certain cultures or societies ECM – Be healthy Pupils can explore a number of aspects of health and healthy lifestyle with pupils in partner schools: Transport to and from school, Typical and favourite foods and drinks, Typical and favourite free-time activities, Amount of exercise taken, PE in school, sport and fitness They will be able to explore and examine their own health and lifestyle by comparison with children in schools in other countries. Stay safe The global dimension in education enables young people to stay safe from bullying and discrimination. Finding out about life and lifestyle of people overseas helps to counter prejudice and stereotype. Young people are encouraged to celebrate difference rather than see it as an obstacle or a negative issue. Enjoy and achieve A global dimension to the curriculum gives teachers another opportunity to motivate pupils and therefore another opportunity to succeed and achieve. Finding out about the lives and lifestyles of children in other countries helps with our pupils’ personal and social development – they find out more about themselves via comparison with their overseas counterparts. The global dimension addresses Equal Opportunities. It is accessible to all pupils regardless of their ability or special educational need and is just as accessible to those in deprived areas. Make a positive contribution The global dimension gives positive activities to develop personal and social skills. It enables pupils to engage in decision making, especially in Comenius projects, where funding is provided for pupils to travel to project planning meetings and participate in the dissemination and planning of the project. It develops positive relationships and encourages pupils not to bully and discriminate. It also develops self-confidence and enterprising behaviour. Achieve economic well-being Finding out information about their counterparts overseas can help young people to get ready for the time when they leave full-time education and enter the world of work. It will alert them to pertinent issues and allow life experiences that other areas of the curriculum may not. Treating others with dignity and respect is at the core of the global dimension’s rationale. More specifically, pupils can find out from their counterparts overseas: the world of work and destinations of young people leaving school how employment and education are valued salaries and currency generally public transport in each community, its efficiency and cost issues surrounding poverty Community Cohesion: something that Ofsted are looking for in each inspection at the moment. On a local, national and international level.
  • The DCSF’s international strategy identifies 2 interrelated goals for education
  • Now of course an integral part of the new KS3 curriculum A curriculum for the 21st century should encourage learners to be aware of global issues. Learners should evaluate information and events from a global perspective. By exploring the connections between the local and the global, they can also realise that it is possible to play a part in working towards solutions to challenges, such as climate change and global poverty. The global dimension incorporates global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development and values and perceptions. Global learning and education for sustainability address environmental, social and economic issues that are of importance to young people. This can make learning more relevant to their lives and have a positive impact on engagement and achievement. Working towards sustainable development goals can also increase the sense of purpose felt by young people as they develop into responsible citizens. International education offers us the chance to do something new, be original, to surprise them and to get everyone involved. Promote pupils’ understanding of the richness and diversity of modern British society – v. important in our mono-cultural part of the country (community cohesion) Exploring the challenges faced by society provides practical dilemmas for young people to consider. This can lead to an understanding that both action and inaction have consequences, and that everyone has a role to play in building global understanding and a sustainable future. This can help develop positive attitudes towards themselves, each other and the environment, and equip young people to make informed judgments and act with integrity. Engender an ability and willingness to see things from a different cultural perspective, and respect different ideas and lifestyles and recognise that your culture is not superior to others.
  • Pupils are exposed to media on an increasingly regular basis. But what are they reading, or watching, or listening to ? Are they getting the right messages ? We need to give them a prod in the right direction, and how better than via something that they’re already interested in and which they will be receptive to. They are all going to be talking about the World Cup all the time anyway in June and early July, so why not capitalise on that and harness their enthusiasm? Here is an ideal opportunity to give them a better understanding of the world and of the countries within it, to explore the diversity of the nations taking part, improve their geographical knowledge and their general knowledge to make them more rounded and tolerant human beings. We can open their eyes to other ways of life and other opportunities. The NE is predominantly white, and how better to open their eyes than by reference to the Rainbow Nation.
  • Press headlines about the 2010 World Cup tend to be very negative. Will the stadia be finished ? Will everyone get a ticket ? Will the high levels of crime put everyone off ? What is the truth ? Is nobody feeling positive and excited by it ?
  • These are some of the common perceptions of South Africa. How right is this view ?
  • It proved to be difficult to find any positive headlines. This is our opportunity as teachers to tell the truth, to present a balanced account for pupils, to give pupils the means and the strategies to assess the points of view that they see and hear. We need to help them to see past the negative stereotypes
  • Pupils will potentially know more about South Africa, its geography, its people, its history and what life is like for people there Their knowledge of the countries of the world will be increased, maybe their knowledge of one country will be in depth. They will have more awareness of the geography, the flags, the languages spoken, issues such as time zones, international travel…. Their interest will be stimulated to find out more. Perhaps it will motivate them and you to seek a partner school in another country if you don’t already have one It will hopefully increase their motivation, especially the boys. It will improve their knowledge and understanding and therefore their empathy of other countries, cultures and peoples. “ You are a part of the world, and the world is a part of you” (Oprah Winfrey)
  • Why bring the World Cup into your classroom?

    1. 1. why ? making the most of the world cup
    2. 2. WHY ? <ul><li>Media, communications, travel and immigration </li></ul><ul><li>New and major challenges for society </li></ul><ul><li>And also: </li></ul><ul><li>Citizenship </li></ul><ul><li>Respect agenda </li></ul><ul><li>Inclusion </li></ul><ul><li>Every Child Matters </li></ul><ul><li>Community Cohesion </li></ul>
    3. 3. DCSF INTERNATIONAL STRATEGY <ul><li>3 interrelated goals: </li></ul><ul><li>Equipping children and adults for a global society and economy </li></ul><ul><li>Working with other nations and regions to their benefit and ours </li></ul><ul><li>Maintaining an education system that can further our global economic objectives </li></ul>
    4. 4. WHAT ARE OUR RESPONSIBILITIES AS TEACHERS ? <ul><li>Building awareness </li></ul><ul><li>Providing opportunities for evaluation and reflection </li></ul><ul><li>Make learning more relevant </li></ul><ul><li>Promoting pupils’ understanding of the richness and diversity of modern British society </li></ul><ul><li>Providing opportunities for pupils to explore the similarities and differences between cultures </li></ul>
    5. 6. In the news
    6. 7. Apartheid Racism Tribal people Lots of crime Lions, zebras etc. AIDS Drugs Rape Crime Corruption
    7. 8. In the news
    8. 9. Pupils know more about: <ul><li>South Africa </li></ul><ul><li>World countries </li></ul><ul><li>Other cultures </li></ul>Pupils are more motivated Pupils are more empathetic Pupils have a better understanding of the world and their place in it.