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The GLP is funded by the UK government
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Planning whole school changeand
Images and perceptions
Expert Centre name
Date
The GLP is funded by the UK government
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Session objectives• Become familiar with the
relevance of change processes and models of change within the GLP
• Develop a deeper understanding of the GLP Curriculum Framework and apply it to in-school experience
• Identify school CPD needs and sources of CPD provision
Source: Global Learning Programme
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More session objectives
• Explore and challenge dominant images and perceptions of people living in poverty
• Present and discuss materials which explore a variety of images and perspectives
• Reflect on how to adapt materials and apply learning to your school context
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Images and perceptions
Our influencesHow does the world look through our spectacles…
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Planning whole school change
Thinking through:• where is our starting point?• where do we want to get to?• change as a process and an
outcome• types of change• preparing for change. Source: Rob Unwin
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What does my school look like?
Activity
In pairs:• describe your school – e.g. ethos, structure, practice,
people, curriculum, etc.
• where does/can global learning/development education fit into this existing image?
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What are we aiming for?
Activity
• What does the perfect GLP school look like – how would it work; what would be important?
• What do I want to achieve in my school to move towards this?
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Focus of the GLP
Whole school ethosThe most effective way to carry out global learning is in a whole school way and doing so can help support school improvement.
Source: Rob Unwin
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Thinking about change
• The process of change• Change ‘models’ • Facilitating change in your school
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Lewin’s model of change
Stages of change• Unfreeze• Change• Refreeze
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Cycle of improvement –model of change
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GLP whole schoolchange model
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ActivityLevels of change - e.g.• Individual • Organisation • Culture
Looking at the different levels of change, who needs to lead or be involved?• Individuals• Groups• Internal• External
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Enabling change
Activity
Barriers to change, e.g.• Structural• Individual• Beliefs• Skills
Enabling factors, e.g.• Ethos• External factors• Resources
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Introducing advocacy planning
Advocacy planning is a process that identifies the change that is needed and then examines the communication and negotiation needed to enable that change to happen.• What is the change we want to make?• How can that change come about?• Who are the key players in this change?• What is our message to them?• How do we communicate with them?• What tools do we need to do this?
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What change?
For the school to embed one global learning activity in to their maths curriculum
How can it come about?
The maths coordinator supports the addition of a global learning activity in their curriculum
A new activity is designed Teachers agree to teach the new
activity in lessons
Who are the key players?
Maths coordinator Maths teaching staff
What’s my message to them?
This activity can bring a real life example to your maths lesson
It enhances what you are already doing
It motivates students to learn maths
How do we communicate with them?
Share examples of global learning maths activities
Offer support and time to discuss the activity
What tools do we need?
Good quality global learning maths activity examples
Time to plan with maths coordinator
Thinking about change – a practical GLPexample using maths
To support Expert Centre Coordinators and partner schools to start
thinking about change in their school
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Spaces for creative curriculum in a change process
The GLP provides an opportunity to develop a holistic, motivating, meaningful and measurable curriculum, sharing with a learning community locally, regionally and nationally.
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Opportunity for holistic curriculum Schools may have been or are involved in an array of initiatives:• Healthy Schools• Sustainable Schools• Global Dimension• SEAL (Social and Emotional Aspects of Learning)• Eco-schools• Rights Respecting Schools Award• International School Award • Global Schools Award.
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Sharing examples from the take home activity from last session
• Participants share the results of their schemes of work review, identifying opportunities for global learning in their curriculum
• Feedback
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Primary NC History: Invaders and Settlers
• Key events/individuals• Timelines/chronology• Stories• Artefacts• Change and continuity• Comparison then/now• Lifestyles/society/trade• Beliefs and values• Artefacts/historical
evidence• More than one
interpretation• Visits and trips• Research• Empathy/day in the life of
History outcomes Global learning pupil outcomes Key questions to support planning of activities
• Global poverty • Development • Rights and essential services• Globalisation and
interdependence• Sustainable development• Actions of governments • Actions of citizens • Business and technology
• Critical thinking • Multiple perspectives • Challenging perceptions • Enquiry and discussion• Communication• Cooperation • Teamwork • Planning • Reflection and evaluation
• Fairness• Agency• Care• Self esteem• Diversity• Respect• Social justice• Empathy
• Why did people migrate to Britain?• Where did people come from?• Who are we descended from?• Where did our culture come from?• Teams of children – Celts Romans,
Scots, Anglo Saxons, Vikings, Normans – research and justify why they settled in GB.
• Why did they stay?• How did they learn to get along/solve
wars/create peace/justice/fairness?• How did they develop a sense of
belonging and identity?• Why did systems breakdown – what
key events brought changes?• How do we know what happened –
evidence/artefacts? What don’t we know? Whose voices are missing?
• How was people’s quality of life affected? Who benefitted? Who lost out?
• What did people think about poverty/ the environment / the future?
• What can we learn from history?• How have they impacted on our
culture and values?• What significant changes have
occurred as a result of migration in the last 50 -100 years?
Knowledge and understanding
Skills
Values and attitudes
Adapted from Hawkshead Primary School, Cumbria
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Primary NC History: Invaders and Settlers
•Key events/individuals• Timelines/chronology• Stories• Artefacts• Change & continuity• Comparison then/now
History outcomesGlobal learning pupil
outcomesKey questions to support
planning of activities
E.g.• Global poverty • Development
• Rights and essential services
E.g• Critical thinking • Multiple perspectives • Enquiry and
discussion
E.g.• Fairness• Agency• Care
E.g.• Why did people
migrate to Britain?
• Where did people come from?
• Who are we descended from?
• How have they impacted on our culture and values
Knowledge and understanding
Skills
Values and attitudes
Adapted fromHawkshead Primary School,Cumbria
E.g.• Key
events/individuals
• Timelines/chronology
• Stories
• Artefacts
• Change and continuity
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Global learning in geography
From the Key Stage 2 Programme of Study:
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America
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Global learning in geography
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How can CPD support change happening?
‘It is also vital that we give teachers the opportunity to deepen their subject knowledge and renew the passion which brought them into the classroom… If you do not have inspired teachers, how can you have inspired students?’ The Importance of Teaching, DfE White paper 2010
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What do we need in place to make change happen?
Activity• What new things do we need?
Knowledge – e.g. development education knowledge, knowledge of why will global learning delivers educational / curriculum outcomes
• Skills
• Resources
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Audiences
Activity
Reflecting back on ‘What we need in place?’ from the previous slide• identify key CPD audiences within your school• what type of CPD may be most appropriate?
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Providers
Activity
Looking at the list of audiences and types of CPD, discuss who is best placed to provide training or support.
e.g. What can be done internally through a staff meeting? What would need external input?
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GLP approved CPD
To find out the type of CPD you can spend your e-credits on:
• look at the CPD section on the GLP website (‘Calendar’) to see courses with dates and courses with negotiable dates (these can be put on by request)
• if you do not have anything suitable in your local area, look at the Think Global website (‘Our network/Local support’) to see who are GL/DE providers in your region.
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Take home activity
Prioritise the types of change needed in your school and identify what CPD needs these will entail (including the relevant audiences).
Look at the CPD providers on the GLP website and identify relevant courses, or gaps in provision.
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Exploring images and perceptions
Perceptions of Africa
What pictures do the children / young people you teach have in their minds when they hear the word, Africa?
2 mins discussion
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Children’s views 1
There are lots of wild animals
It is hot and dry with deserts everywhere
There are lots of diseases
There are not many schools
There are hardly any vehicles
People live in mud huts
The people do not smile much
There are lots of poor, starving people
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Children’s views 2
People have a lot of money
They have a palace
There are lots of old things
There are many universities
They keep dogs in their houses
Guns come from there
They have plenty of water which is not bought
There are no poor people
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Stereotypical images of Africa in the media
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Bringing in balance – diverse images of African countries
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Another view of the UK
• Government figures released in June 2013 show that the number of homeless households in England had risen by 6% over the past year, to the highest in five years.
• 170% rise in numbers turning to foodbanks in last 12 months (2013-14)
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The danger of single story Chimamanda Adichie puts it better than I ever could …
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Source: Reading International Solidarity Centre, 2010
Where is this?
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Source: Reading International Solidarity Centre, 2010
Where is this?
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Where is this?
Source: Reading International Solidarity Centre, 2010
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Where is this?
Source: Reading International Solidarity Centre, 2010
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Positive images and stories
Activity • Card matching Activists – Who’s Who?• You can also show a short film from Mamahope that shows African
men talking about stereotypes
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Thinking critically…
... about mainstream views on development and poverty…
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Where do you stand?
Often two views on development can be diametrically opposed.
Look at the Economist’s Where do you stand campaign for examples of this, e.g. China’s investment in Africa
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Opposing views…
‘Developing countries are poor because they lack technology and education. We need to help by giving them technology, proper work habits and good education.’
‘They come here and impose their education, their technology and their way of seeing the world. This makes people more competitive and individualistic and breaks our communities. We do not need what they are trying to sell. We need a better distribution of resources so that we can define our own development.’
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. Another view on measuring progress
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What has struck you about what you have heard and discussed today?
Are there ways in which you could increase the range of perspectives and images relating to poverty and development presented to the pupils in your school?
Final reflection