Global learning examples B: Understanding of globalisation and interdependence

1. Global learning examples B: Understanding of globalisation and interdependence The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark in 2016: Bohunt School; Cardinal Allen Catholic High School; Caterham School; Crispin School; English Martyrs Catholic School; Hitchin Girls’ School; King Alfred School.

2. Overview Globalisation is well embedded in many schools schemes of work. Is there a critical look at it though?When looking at the evidence sent in by schools we are hoping to see something more than the obvious…. Geography Quality Mark samples for GLP 2016

3. Criterion A: Pupils’ attainment, progress and achievement in Geography At Caterham School, all our schemes of work are wide ranging, broad and inclusive. It is important that students we teach have an extensive understanding of a range of places, concepts and environments. Not only does this teach students about the world around them but also about the diverse nature of it. Embedded in each unit of work are key skills, terminology and relevant theory. The specific design of each unit caters to all our students’ needs but also challenges and stretches. We believe that the delivery of these schemes of work is of a high standard which consequently allows the students to develop good subject knowledge and understanding. Geography Quality Mark samples for GLP 2016

4. Link Projects: primary pupils visiting the geography department to undertake a programme of activities Photos showing geography activities completed on Year 6 Induction Day. At the end of the school year, pupils from feeder primary schools who will be attending Cardinal Allen are invited into school to take part in a transition day. Pupils took part in a geography lesson where they focused on globalisation through the chocolate game. Pupils were asked to question the fairness of the jobs that people do in LEDCs and comment on the amount of money that they get paid for their work. They then split a chocolate bar into sections to represent the amount of money that they believe should be given to each person in the supply chain. The true amount of money was then shared with the class and their thoughts shared. Pupils were then introduced to the idea of Fairtrade and how this helps people get a fair wage for the work that they do. Geography Quality Mark samples for GLP 2016

5. Criteria A2(d): Evidence of involvement in extra curricular learning related to geography; D1(d): effective liaison activities Our Fairtrade Group Pupils are involved in extra curricular learning related to geography through the Fairtrade group. During Fairtrade Fortnight pupils opened ran a Fairtrade shop to educate others about Fairtrade and to encourage them to buy a product which will help other people to improve their lives. Pupils have also planned and presented Fairtrade Fortnight assemblies to all year groups. They organised and ran Fairtrade competitions for staff and pupils - most recently the Great Fairtrade Bake Off which educated staff and pupils about Fairtrade products. Cardinal Allen has also been re designated a Fair Achiever School – the highest award given by Fairtrade. Pupils from the Fairtrade group and teachers visited local feeder schools to present an assembly and conduct some workshops with Year 4 pupils about fairness and Fairtrade’s work, with Cardinal Allen Pupils working with a specific group of Year 4 pupils. Geography Quality Mark samples for GLP 2016

6. Crispin School – UK migration Geography Quality Mark samples for GLP 2016

7. A1c: Pupils’ attainment, progress and achievement in geography Having taken part in the British Council Connecting Classrooms Critical Thinking course, we encouraged pupils to think beyond the traditional 5Ws to develop their higher order questioning. They have for example, written these on post-it notes for peers to research for homework. There are many opportunities for developing independent thinking from different perspectives from impacts of volcanic eruptions to methods to improve slum settlements. We develop questioning skills from Year 7, in this task pupils were encouraged to think about which questions were more appropriate for different contexts, then watched an interview in action to judge how effective questions were.  Pupils then formed their own open and closed questions to interview a variety of characters such as call centre supervisor, taxi driver, property developer. Pupils produced a piece of writing based on their interviews about the impact of globalisation. Geography Quality Mark samples for GLP 2016

8. A3b: extracurricular learning, plus B1e (fieldwork) Naples Biannual 2015 40 Pupils Eden Project trial trip with Geography Club Bohunt pupils speaking at GA Iceland Biannual 2016 The Department utilises a range of field work. Including international opportunities to Italy, Iceland, Greenland, Kyrgyzstan and Mongolia. Local use of school site and village site and National level The Eden project and Swanage.

9. B3b Teachers support active and participative engagement of pupils. Students at English Martyrs see the relevance of Geography to them. Geographical concepts such as interdependence and sustainability are interwoven through a range of SoWs to engage students in an enquiry-based approach to contemporary geographical issues. For instance: proposing sustainable strategies for water supply and management through CAFOD’s ‘Thirst for Change’ campaign, students show passion in writing a persuasive letter to David Cameron.

10. King Alfred School, Somerset and St Charles Lwanga School, Kampala developed links through visiting teachers. They used this collaborative approach to enhance curriculum provision, raise attainment through high engagement and aspiration and utilise established and new networks in both Uganda and the UK. This work featured creating new resources for the new AQA GCSE Geography course, making effective use of technology and sharing practice with the wider geographical community. Uganda – a Connected Case Study Project led by Sebastian Witts, Catherine Owen & Benedict Ssaazi