Embedding Global Learning –
inspirational ideas for teaching
the global dimension
Inglewood Infant School, 3rd September 2...
About CDEC
• To kick off the new term with some fun and
energy, participating fully, and learning something new
together
• To explore...
9.30 Welcome!
10.10 Global Learning – what is it, and why is it
important?
11.00 Diversity & Identity
12.30 Lunch
13.15 Au...
So, what IS global learning?
And WHY is it important?
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...
The top 10 in-demand jobs in 2010 did not exist in 2004
1 in 8 couples married in the U.S. last year met
online
The top 5% of the total population of China with the
highest IQs....
.....exceeds the total population of the UK
The number of text messages sent and received
every day exceeds the total population of the
planet
(over 7 billion)
More than 3000 new
books are published
every day
More than 800 million people actively use
Facebook, uploading 250 million photos a day
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 ...
Almost 10 per cent of our rubbish in landfill is
packaging.
Although accounting for only 5%of the world's
population, Americans consume 26 % of the
world's energy.
In the last 24 hours...
• 150-200 species of plants, insect, bird
and mammal became extinct due to
environmental damage
• ...
The Opportunities
• More accessible travel/work destinations
• Wider choice of goods and services
• More job opportunities...
Environmental shifts and climate change
Food and water shortages
Wealth gap
Potential for large-scale conflict
Unfair trad...
Why a global dimension?
1. “The curriculum should enable young people to view the world from many
different perspectives a...
Young people and global learning
• 78% think it is important that schools help pupils understand what
people can do to mak...
creative
Is globally aware
questioning
communicates well
confident
thirst for knowledge
curious
generates ideas
flexible
p...
The 8 key concepts of the Global Dimension in schools (UK)
are:
1. Global citizenship
2. Interdependence
3. Conflict resol...
I know about... I care about...
I am taking action...
I am enabling others to
take action
• Raise awareness for the wider world
• Raise awareness for a specific place – compare/
contrast
• Celebrate/respect simil...
There is no guarantee that learning about the music of another
culture or community will lead to respect or tolerance….
Ch...
Things which you can
recognise quite easily
Things which take some
time to recognise
Things which you recognise
when you a...
what music people listen to what food people eat
what games people play what books people read
what people wear
what stori...
1. In small groups, choose a topic you will deliver
this year. Map the contents of that topic against
the 8 key concepts
2...
The World in their Hands
katie@cdec.org.uk
015394 31602
Inglewood school  embedding global learning powerpoint,3 sept 2013 2
Upcoming SlideShare
Loading in …5
×

Inglewood school embedding global learning powerpoint,3 sept 2013 2

1,309 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,309
On SlideShare
0
From Embeds
0
Number of Embeds
793
Actions
Shares
0
Downloads
8
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Inglewood school embedding global learning powerpoint,3 sept 2013 2

  1. 1. Embedding Global Learning – inspirational ideas for teaching the global dimension Inglewood Infant School, 3rd September 2013 Katie Carr, CDEC
  2. 2. About CDEC
  3. 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. 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. 5. So, what IS global learning? And WHY is it important?
  6. 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. 7. The top 10 in-demand jobs in 2010 did not exist in 2004
  8. 8. 1 in 8 couples married in the U.S. last year met online
  9. 9. The top 5% of the total population of China with the highest IQs.... .....exceeds the total population of the UK
  10. 10. The number of text messages sent and received every day exceeds the total population of the planet (over 7 billion)
  11. 11. More than 3000 new books are published every day
  12. 12. More than 800 million people actively use Facebook, uploading 250 million photos a day
  13. 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. 14. Almost 10 per cent of our rubbish in landfill is packaging.
  15. 15. Although accounting for only 5%of the world's population, Americans consume 26 % of the world's energy.
  16. 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. 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. 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. 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. 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. 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. 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. 23. I know about... I care about... I am taking action... I am enabling others to take action
  24. 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. 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. 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. 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. 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...
  29. 29. The World in their Hands
  30. 30. katie@cdec.org.uk 015394 31602

×