Sheila Bennell and Janie Pridham

1. Sheila Bennell and Janie Pridham Compass Rose Timelines to the Future Developing Skills in E S D G C Value Circles Using Photographs Diamond Ranking Questioning an Object Going Shopping Globingo

2. Developing Skills in ESDGC – The Compass Rose What is a compass rose? The Development Compass Rose is a simple but powerful tool for looking at the many dimensions of sustainable development and global citizenship – social, environmental, economic and ‘who decides?’. The ideas can be used with any set of photographs or objects. This activity is developed from the Development Compass Rose pack by Teachers in Development Education (TIDE). What skills will be covered? Thinking: Asking Questions; activating prior skills, knowledge and understanding; generating and developing ideas. Communication: Developing information and ideas; communicating ideas and emotions; communicating information. ICT: Creating and presenting information and ideas. Click on image to enlarge Resources Compass Rose activity - Flash -PPT -SMART -ACTIVStudio Where can I find more information? Development Compass Rose pack (TIDE) Compass Rose (exploratree) You could also try… Questioning an object

3. Developing Skills in ESDGC – The Compass Rose This example uses a plastic water bottle as the stimulus but any photograph or object could be used.

4. Developing Skills in ESDGC – Values Circles What are Values Circles? Using Values Circles is an excellent way of helping older pupils reflect on where their values have come from. The activity uses a series of concentric circles to chart things, events, people who have influenced us at different stages of your life. This then provides a platform for reflecting on how your values affect the way you seen issues. What skills will be covered? Thinking: Thinking about cause and effect and making inferences; evaluate own learning and thinking; linking and lateral thinking. Communication: Organising ideas and information. Resources Values Circles template (Word) Value Circle Activity – FlashPPTSMARTACTIVStudio

5. Developing Skills in ESDGC – Diamond Ranking What is Diamond Ranking? The purpose of diamond ranking is to provoke discussion to prioritise a range of statements, decisions or ideas relating to a topic. It encourages a focus on the single most important factor, then the next two, the next three and so on. It is best used with small groups of pupils, encouraging discussion and collaborative thinking. You can choose any topic and write your own cards for pupils to discuss. What skills will be covered? Thinking: Activating prior skills, knowledge and understanding; generating and developing ideas; considering evidence, information and ideas; forming opinions and making decisions. Communication: generating and developing ideas; communicating ideas and emotions. ICT: Developing information and ideas, presenting information and ideas, organising information and ideas Resources Blank ‘diamond’ template (Word doc) Diamond Ranking -PPT -SMART -ACTIVStudio Where can I find more information? Example of how to use diamond ranking with the Schools Council How Sustainable are the 2012 Olympics? (Classtools) Diamond ranking about conflict diamonds(GlobalEye) Evaluating Sustainable Tourism(Classtools) You could also try… SEQUENCING Oxfam - see Lesson 2 – Before and after - an introduction to sequencing MYSTERIES Staffordshire Learning Net – a whole page of mysteries Why can't Maria Gonzales afford enough tortillas for her family?

6. Developing Skills in ESDGC – Globingo What is Globingo? Globingo is particularly useful as it can be adapted for use with any age group or topic. Pupils have a sheet with a set of questions. They go around the class finding people who can give them an answer. They can only ask each person once and cannot answer themselves. For younger pupils pictures can be used and they can go round in pairs. It could be used to assess pupil knowledge at the start of a topic, leading on to a mind map, or pupils could draw up their own set of questions when they know more about an issue. On the right is a completed example for Key Stage 2. • Resources • - Blank Globingo template (Word doc) • Globingo example activity (Word doc) • Globingo Materials example activity (Word doc) • Where can I find more information? • Tourism globingo (SLN) • Fruit and vegetable globingo (WAG) What skills will be covered? Thinking: Asking questions; gathering information, linking and lateral thinking. Communication: Oracy - developing information and ideas; presenting information and ideas. You could also try… How am I connected to other places? (TIDE)

7. Developing Skills in ESDGC – Going Shopping Going shopping? A bag of shopping is a good way to encourage pupils to think about their links with people in other parts of the world. Fill the bag with shopping and ask pupils to find out where the items come from. Mark them on a map with stickers, make a display, measure distances and make graphs. The bag could be themed, for example, toys with very young pupils, fair trade, electrical or recycled items, clothing or food. Pupils could go on to investigate working conditions, food miles or child labour. What skills will be covered? Thinking: Asking questions; activating prior skills, knowledge and understanding; generating and developing ideas considering evidence, information and ideas; thinking logically and seeking patterns; linking and lateral thinking. Communication: Developing information and ideas; presenting information and ideas. • Resources • Which areas of the world? - Word • Which areas of the World? - PPT • Which areas of the World? - SMART • Which areas of the World? - ACTIVStudio You could also try… Questioning an object ‘The World Came to My Place Today’ Eden Project Books (ISBN 1903919029) - explores where things we buy come from. Suitable for primary pupils.

8. Developing Skills in ESDGC – Questioning an object Questioning an object? Questioning an object or a photograph can be an excellent way of encouraging young people of all ages to think critically. They can be encouraged to ask a range of questions which help to draw out social, cultural and environmental dimensions. The object chosen can be an everyday object or something about which nothing is known. Pupils can be asked to think of their own questions or given prompts. With older pupils the questions, backed up with research, can help lead to an understanding of the lifecycle of an object. Two examples: What skills will be covered? Thinking: Asking questions; activating prior skills, knowledge and understanding; thinking about cause and effect and making inferences; generating and developing ideas; evaluating own learning and thinking. Communication: Developing information and ideas; presenting information and ideas; organising ideas and information; communicating information. You could also try… Using Photographs Development Compass Rose Question things – an interactive online activity Where’s the Impact? by the Centre for Alternative Technology Classroom activity – buy directly from CAT. Resources Question an object –PPT -SMART -ACTIVstudio Thinking boxes (exploratree)

9. Developing Skills in ESDGC – Using Photographs Using Photographs? Photographs can be used in a number of ways. They are useful in establishing a baseline of knowledge and understanding, and as such are a good way to introduce a new topic. They can be used to highlight stereotypes and misunderstandings. They can help to develop empathy and pupils’ questioning skills and encourage pupils to imagine beyond the boundaries of what they see. Case Study Pupils were asked: ‘What can you tell by looking at the picture?’ and ‘What questions do you have about your picture’ as part of their topic on water. They were encouraged to write down whatever they thought of – there were no wrong answers. What skills will be covered? Thinking: Asking questions; generating and developing ideas; thinking about cause and effect and making inferences; linking and lateral thinking. Communication: developing information and ideas; presenting information and ideas; organising ideas and information; communicating ideas and emotions. Resources Using photographs activity template (Word) Using photographs activity – PPTSMARTACTIVStudio Oxfam - Images and Artefacts Oxfam Photo Opportunities resource ‘What is the Issue?’ from Get Global (KS3 / 4) You could also try… Questioning an object

10. Developing Skills in ESDGC – Timelines to the Future What are Timelines to the Future? Young people enjoy thinking about the future. Use the frames provided to encourage them to think what is likely to happen in the future (probable), what may happen (possible) and what they would like to happen in the future (preferable). Once they have done this they can begin to think about the kinds of actions needed to take them to a preferable future and the part they themselves can play. For more details and other activities see: Citizenship for the Future, A Practical Classroom Guide, D. Hicks, WWF-UK, 2001. What skills will be covered? Thinking: Activating prior skills, Knowledge and understanding; generating and developing ideas; thinking logically and seeking patterns; forming opinions and making decisions; linking and lateral thinking. Communication: organising ideas and information; communicating ideas and emotions. ICT: Developing information and ideas, presenting information and ideas, organising information and ideas. You could also try… Reverse Planning - interactive on-line activity Possible, probable, preferable futures - interactive on-line activity Futures Wheel - interactive on-line activity Resources Timelines activity sheet (Word) Timelines -PPT -SMART -ACTIVStudio Using Futures Frames (TeachGlobal)