Global education:develops knowledge and understanding, skills, values and attitudes across 8 key concepts of:

global citizenship social justice sustainable developmenthuman rightsconflict resolutioninterdependencediversityvalues and perceptions.

The majority of teachers in schools appreciated a ‘curriculum development’

approach for its ability to:• “broaden the scope of the subject to create meaningful links to

other curriculum areas and real life…”• “create (through the GD concepts) a vibrant classroom

atmosphere, engaging all students..”• “allow more varied teaching…leading to children being more

interested…”• have an impact on learning and developing critical thinking and an

enquiry-based learning environment

What the teachers saidDevelopment of the curriculum:“…exceptionally useful in driving forward curriculum developments in my department…”Engagement with the global dimension in education:“I found the work challenging and useful…finding relevance of the GD in my own subject”(science)Professional development:“It has made me think more carefully about lesson planning, in particular lesson learning objectives….” “…developing understanding the concept of global citizenship and working with colleagues from other departments and disciplines…”“…the approach has helped us consider more and different ways of using the global dimension across different subject areas…”

Barriers to this approach• The need for teachers to think ‘outside (the subject) box’• The unfamiliarity of teachers/students with curriculum

development or a curriculum development process• Lack of confidence in engaging with or delivering subject content

with or through the global dimension• The need for teachers to develop critical thinking skills and apply

them to existing or planned work• Available time especially with the exam driven focus of schools

What was valued?Reflection time : •thinking outside the box about their own subject;•engaging with the global dimension as a perspective for meeting young people’s learning needs•thinking about their own teaching Creativity and Innovation: •in developing and applying new skills and ideas to curriculum development•in engaging learners to think about their place in the worldDevelopment of new, and deepening of existing professional skills and understanding

Building self-confidence in applying different teaching and learning styles

Dowdales“ We wanted to open our pupils’ eyes to the wider world…”

“We planned activities alongside our feeder primary schools to share experiences and expertise, and to create a coherent process for transition from primary to secondary with ‘global citizenship’ at the core”

Tibshelf The London Centre for Leadership in Learning said of Tibshelf:

“Our experience and interactions with you and your school were incredibly rich, and we learned many interesting and valuable lessons about policy implementation, school level leadership and student perspectives on the Global dimension”

Cockermouth “Will they be bringing their drums with them?”

“Developing global citizenship means far more in my opinion than simply studying the global dimension – my aim has always been for my students to be able to develop global understanding by studying global issues, with global partners.”

Fir Vale“ We wanted to use a curriculum development process to ensure that the global dimension was embedded across all subjects. This meant we needed to prioritise and take small concrete steps to raise awareness and build confidence among middle leaders in the school. “

2: Developing Global Links Action

Evidence and evaluation of impact

Person accountable

Time scale

Resource & cost

CPD & cost

2A.i: Develop the Yemeni cluster link via the British Council Connecting Classrooms project. Visit by Yemeni teachers to Sheffield including FVS. Embed link activities into Identity and Community cross curricular module in Year 7

See action plan from British Council (attached) Successful visit undertaken. Evaluation report from Yemeni teachers on return. First B and E day focus on exhibition of Identity by Yr 7 sts and Yemen school sts; music and drama presentations. Success measured by survey

LM/PHI LM/PHI (ex) OM teachers/PHI

Ongoing Sept/Oct 2011

£500 visit costs incl supply cover for ½ day meeting time Already allocated via Ba nd E budget

“Sustainability is at the heart of our school development”

Bydales

Stubbin Wood Special School

Reading College of Performing Arts“Our students are vitally interested in global issues! Our Arts tutors devised activities assessing the impact of consumerism on climate change and global social justice” Students devised performances, demonstrating the life cycle of a bottle of water, and its environmental and social impacts.”

“In times of change it is the learners who inherit the future. The learned

find themselves equipped to livein a world that no longer exists”

Eric Hoffner

The Global Teacher Award

Learning outcomes:

•have increased their ability to understand and critique the knowledge base and key concepts associated with education for a just and sustainable world [global learning] •be able to identify a range of different perspectives and question the assumptions behind them •have enhanced their understanding of the approaches to learning which promote critical literacy •have developed practical ideas for incorporating new insights gained into their personal lives and work-related roles •be able to justify incorporating global learning in the curriculum and include activities to measure changes in attitudes of their pupils in relation to certain global issues. •will have increased confidence and understanding of how to promote informed, active global citizenship