1 / 32

Global Learning: Making the Transition

Global Learning: Making the Transition. Steve Brace RGS-IBG. Dr Paula Owens GA. 15 April 2014. The Global Learning Programme 2013-18. Led by Pearson in collaboration with:

cwade
Download Presentation

Global Learning: Making the Transition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Global Learning: Making the Transition Steve Brace RGS-IBG Dr Paula Owens GA 15 April 2014

  2. The Global Learning Programme 2013-18 • Led by Pearson in collaboration with: • Dev Ed Research Centre (IOE), Geographical Association, Oxfam, Royal Geographical Society (with IBG), Think Global & SSAT • The focus is on (English) schools KS2&3 – as Expert Centres or Partner Schools, • Supported by the UK Government

  3. GLP Aims • Understand a globally interdependent world & explore strategies to make it more just and sustainable • Knowledge of developing countries, their economies, histories and geography • Interdependence, development, globalisation & sustainability • Different models of dev. & sustainability • From ‘charity’ to ‘social justice’ • Enquiry & critical thinking

  4. A focus on: • Supporting knowledge and understanding within curriculum areas • It is ‘educational’ i.e. centred on subject knowledge, understanding and skills – with schools in the lead • It is not activist, campaigning or otherwise • It doesn’t have fundraising as an objective

  5. The Educational Context • GL is not “fund-raising, fasting or fun”(*) • “When does our African chicken come to our class?” Y5 pupil • “What’s your non-uniform day money for?” … “I dunno!” Y11 pupil (*) Learning to Read the World 2011

  6. The important role of geography • “Geography is one of the most important sources available to pupils for gaining knowledge & understanding of development issues.” • NC Africa, Asia, South America, trade links, natural resources, international development Lambert and Morgan. Geography and Development Education 2013

  7. Other GLP Subjects Curr. Framework • English, citizenship, geography, history, maths, RE and science • With subject bodies to bring subject expertise, membership reach & longevity • The subjects ‘leading’ GL, not GL leading the subjects

  8. GLP Key areas 1. Dev. countries, their economies, histories & human geography 2. The basic elements of globalisation 3. The different ways to reduce poverty & arguments around their merits 4. Interdependence and sustainability 5. Supporting enquiry and critical thinking about dev. and development issues

  9. The Development Context • Is global poverty going up or down? • Compared to 1990 how many fewer people live in absolute poverty today? (7, 70 or 700 million?) • Although inequality between, and within, countries is rising

  10. Development continued … • Maternal health – reduced by 47% (400/100,000 deaths per live births to 210/100,000) • Malaria declined by 25% - new HIV infections declining • 2.1 billion gained access to clean drinking water since 1990

  11. What inequality is this showing ….

  12. Some issues for geographers #1 • ‘The replacement of knowledge with morality as the central focus of the curriculum … global problems are not presented as issues to be interrogated for truth, knowledge and meaning, with a view to developing ideas about the potential courses of social and political action. Instead, the solution is to be found in the personal and presented as a given: consume less, have fewer children, take public transport, be less money-grabbing (&) support charities.’ • Alex Standish The Corruption of the Curriculum (2009)

  13. More issues #2 • “There is a tendency to promote particular values in geography which favour ‘local’ development projects, focus on ‘sustainable tourism’ or persuade pupils that Fair Trade is the solution to issues of poverty … it is possible to argue that many lessons are underpinned by a world-view based on …‘Growth Scepticism’.” Lambert and Morgan (2011)

  14. RGS-IBG support for the GLP KS3 • www.rgs.org/glp • Information, materials, and resources • Ask the expert interviews • Interactives and animation • Theories of development • ICT and development • MDG • Megacities • Natural disasters and development …

  15. Animations • Theories of Development: • Modernisation, dependency, neoliberalism, sustainable development, human development, post development

  16. Infographics

  17. Supporting Schools But we already do global learning – we’ve just had a sponsored walk to raise money ... Oh, another initiative ... We do it mainly through values and skills Getting schools engaged Supporting high quality teaching and learning We do lots of global learning but we don’t do a lot of geography... Helping schools to realise the key role of geography knowledge AND skills in global learning.

  18. Where do we start? • The GLP targets Key Stages 2 and 3. • Schools need to adopt an holistic and whole school approach to become Centres of Excellence in global learning. • Early Years matter too • Progression matters • Transition matters

  19. Getting there Locational context is important but we need to be realistic about coverage, prudent in choice, mindful of progression and wrap all in critical enquiry.

  20. How does GL fit with what we have to do? Africa, Russia, Asia, Middle east Range of scales and localities KS3 Stereotypes harder to challenge Range of localities Europe / Americas Regional comparisons KS2 Misconceptions Contrasting localities Non-European country Developing awareness of wider world KS1 Focused on local Impressionable FS Global Local

  21. Successful global learning components • Knowledge and understanding of, and about, Global Learning themes • Enquiry and critical thinking, challenging a charity mentality. • ‘What ifs’ as well as ‘Yes buts’ • Relevant context. • ‘In order to explore the notion of global citizenship and raise young children’s awareness of issues such as sustainability, social justice and poverty, a context needs to be provided.’ Disney, A. (2004)

  22. ‘Curriculum – Making’ Zone Enquiry Process Wondering, hypothesising, imagining, developing, Creative Critical Focusing, synthesising applying, purposing Lacks focus Lacks purpose Purposeful Outcome Paula Owens 2013

  23. Transition Project • Transition between KS2 – 3 • £500 per school on submission of evidence that a successful Transition Project has taken place between KS2-3. • Funding support available each year of the GLP via the GA • Is separate but complimentary to the £500 training credits you gain when signing up to be a Partner School. • Is NOT ring fenced. • (Follow the hyperlinked title to download docs)

  24. Transition Project will .. • Have a strong geographical and locational context • Develop one or more of the GLP themes • Draw on and develop pupils’ knowledge, through enquiryand critical thinking skills. • Challenge a charity mentality • Ask questions such as ‘What does poverty mean?’ ‘What is development?’ What happens where and why? ‘ What can be done about it?’ • Acknowledge that there is always more than one story to be told • Support curriculum-making.

  25. For example ... Story A 'Natural disaster struck with full force early in 2010, when the capital Port-au-Prince was hit by a magnitude 7.0 earthquake - the country's worst in 200 years. Tens of thousands of people were killed and much of the capital and its wider area devastated, prompting a major international aid effort. ' http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1202772.stm Enquiry seedlings What country is this? Where is it? Developing country context What is that country like? What is it like to live there now? Oh well that was a good couple of years ago and they’ve had some aid ...

  26. Where is Haiti? What is it like? Why are they so poor? Story B What is poverty? The map shows the prevalence of undernourishment in the total population as of 2010 - 2012. The indicator is an estimate of the percentage of the population having access to an amount of energy from food insufficient to maintain a healthy life. Further information is available at www.fao.org/publications/sofi/en/ http://cdn.wfp.org/hungermap/#HT

  27. Quality of Life Story C Centuries of logging, hurricanes and charcoal production have reduced Haiti’s forest cover to just 1.5%. Despite this, most people cook on inefficient charcoal stoves, because they are the cheapest option. With many people still living in closely-packed, temporary housing after the earthquake, smoke from cooking has a huge health impact. http://www.ashden.org/files/Haitiwinner.pdf Charcoal impact In Haiti, making and using one tonne of charcoal: – Needs 6.7 tonnes of wood – Produces 7.8 tonnes of CO2e – Destroys 0.11 ha of forest Why do they cook on charcoal stoves?

  28. Everyday Stories Story D What difference will a new design of cooking stove make? • Does this story challenge a charity mentality? • What other stories are there? • Does this help explain sustainability? • What can WE learn from others? Less emissions – reduced deforestation Less smoke indoors – better health Cheaper to run – economic gain Provides jobs http://www.ashden.org/winners/dande13#

  29. National Curriculum? • KS2: extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.... activity including trade links, and the distribution of natural resources including energy, food, minerals and water • KS3: understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

  30. Global Learning: seeding hope What three places would you add to a top 100 list and why are they special? What is your city of the future like? “My city of the future would be very different to today for a start all plastic items that you throw away would be banned.” Place 1: Land of the Thunder Dragon.Because it sounds cool. Place 2: The Maldives.Because they are like giant stepping stones. Place 3: Mount al Makmal, Lebanon.Because there are 1 000 year old trees there. Blog by Y5 pupils after some input and support by Geography Champion Emma Espley

  31. Steve Brace s.brace@rgs.org www.rgs.org/glp • Dr Paula Owens powens@geography.org.uk http://www.geography.org.uk/projects/globallearningprogramme www.glp-e.org.uk @glp_e

  32. Sources Disney, A. (2004) Children’s developing images and representations of the school link environment Paper presented at the Charney Manor Conference, Enhancing Primary Geography, Oxfordshire, UK 2004 and published in Researching Primary Geography� Ed Simon Catling and Fran Martin Special Publication No1 Aug 2004 London Register of Research ISBN 0-9538154-3-9

More Related