Embedding Global Learning – inspirational ideas for teaching the

global dimension

 

Inglewood Infant School, 3rd September 2013Katie Carr, CDEC

About CDEC

• 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

9.30 Welcome!10.10 Global Learning – what is it, and why is it 

important?11.00 Diversity & Identity12.30 Lunch13.15 Audit Tool and Planning14.15 The World in their Hands – using resources and 

artefacts14.45 Summary / evaluation15.00 Finish

Map of the Day

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 India

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 to solve problems that we cannot yet predict.

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• 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)

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...

Environmental shifts and climate changeFood and water shortagesWealth gapPotential for large-scale conflictUnfair tradeEconomic crises (Eurozone, credit crunch)Happiness

The Challenges......

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)

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)

creative

Is globally awarequestioning  

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 integrityself-esteem

‘can do’ attitude

learns from mistakes

independent

With thanks to QCDA

The 8 key concepts of the Global Dimension in schools (UK) are:1. Global citizenship2. Interdependence3. Conflict resolution4. Sustainable development5. Diversity6. Social justice7. Human rights8. Values and perceptions

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 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

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

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

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

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’:

OutstandingSome evidence

Minimal or no evidence

3. Use ‘Development Compass Rose’ to develop your ideas

Where to start? And taking it further...

The World in their Hands

katie@cdec.org.uk015394 31602