Global Learning Programme Primary Senior …The GLP is intended to be a whole school programme. Global learning principles should be apparent in the curriculum, pastoral work and in

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The Global Learning Programme is funded by the UK government

Contact details

For more information about the Global Learning Programme, or to download a copy of the Primary Get Started with the GLP kit, please visit the GLP website ‘www.glp-e.org.uk’, send an email to [email protected] or phone us on 0844 372 2126.

Global Learning Programme Primary Senior Leadership Team Pack

Helping your school inspire pupils by deepening their understanding of

global issues

Institute of Education

The Global Learning Programme is funded by the UK government

The GLP is grateful to the staff and pupils of the following schools for their help and contribution in providing the case studies for this pack: Headley Park Primary School, Bristol; Torriano Junior School, Camden, London; Woodlands Primary School, Birkenhead.

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What is the Global Learning Programme for England?Today’s children and young people are growing up in an uncertain and rapidly changing world. Shifting global powers, a globalised economy and global challenges like climate change and poverty mean they will be faced with difficult choices in their lives, choices that will have repercussions for them and the rest of humanity. The Global Learning Programme (GLP) aims to help schools prepare young people for this changing world, by supporting teachers in understanding development education and feeling more confident in delivering global learning to their pupils.

The GLP supports schools to start on their global learning journey by training teachers, demonstrating how to embed good practice across the whole school and enabling teachers and schools to take control and ownership of their global learning practice. Teachers will benefit from the practical peer-led support at the eight half-termly twilight sessions that their local Expert Centres will provide, networking with colleagues from like-minded schools. In this way, the GLP will work with schools to embed global learning into their everyday practice and make it sustainable in the long term.

Global Learning Programme Primary Senior Leadership Team Pack

Justine Greening, Secretary of State for International Development, 2013:

‘The Global Learning Programme will teach young people about some of the challenges the world faces; supporting teachers to help pupils think critically about issues such as development, security, trade and sustainability. I hope that this knowledge will inspire children to grow up and run the global businesses and organisations of the future, investing in the world we want.’

Why get involved? There are a number of good reasons to engage with global learning through the GLP.

n Global learning approaches support school improvement. A recent evaluation of global learning in primary schools found that it had a significant or some important impacts within over 65% of schools.1 Additionally, a further study in Wales found that global learning supported the development of the school ethos and supported schools in working better with their communities.2

n Global learning approaches will support your pupils. The evidence suggests that pupils who engage with global learning find lessons more motivating and engaging, and enjoy learning about real world connections to their work. This can support attainment and attendance, and help develop their wider learning and thinking skills.

n Global learning approaches will support your teachers. Teachers who engage with global learning find it motivating and engaging, supporting the development of their practice and their ability to create lively and engaging lessons. This will support staff development and retention.

You can see more on the benefits to pupils and teachers later on in this pack, and find case studies of schools that have used global learning to improve achievement, teaching, behaviour, leadership and spiritual, moral, social and cultural development (SMSC).

1 Hunt, F (2012), Global Learning in Primary Schools in England: Practices and Impacts, DERC Research Paper No.9. Institute of Education: London.2 Nicholas, J., Pollard, M., Smith, R. and Thomas, S. (2010), Assessing the International Dimension in Education in Wales: Phase II. Final Report. Slough: NFER.

This pack will help senior leaders understand the benefits of global

learning and how the GLP can help you to embed it across the whole school.

It contains guidance on how to get involved with the programme, explains where you can

find more information and includes case studies of schools that have used global learning as a vehicle to support school

improvement.

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What are the aims of the GLP?

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Research reports

Case studies

Ambassador programme

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* Access to e-credits, CPD and resources by registering via Whole School Audit** Oversees development of global learning across the whole school supported by an Expert Centre

The GLP is intended to be a whole school programme. Global learning principles should be apparent in the curriculum, pastoral work and in the wider life of the school. It is not just about global learning being delivered through geography or any other single subject, or about the occasional assembly. Guidance for embedding global learning across the whole of your school can be found on the GLP website (www.glp-e.org.uk).

The GLP aims to:

n familiarise pupils with the concepts of interdependence, development, globalisation and sustainability

n enable teachers to move pupils from a charity mentality to a social justice mentality

n stimulate critical thinking about global issues, both at a whole school and pupil level

n help schools promote greater awareness of poverty and sustainability

n enable schools to explore alternative models of development and sustainability in the classroom.

The GLP will help you realise the benefits of global learning by offering your school:

n the opportunity to be part of the GLP network of schools at both a regional and a national level, enabling schools to share best practice in global learning

n practical support in the form of GLP Local Advisors and National Leaders. Advisors will work with your school to support staff training and offer advice on all aspects of the programme. Similar support is also available from your local GLP Expert Centre, which will offer opportunities for staff from surrounding schools to come together for training events

n three tools to help you to embed global learning across the whole school:

n the Whole School Framework contains evaluation criteria which enable schools to understand how and where global learning can be embedded across the school

n the specialised online Whole School Audit will help to highlight your school’s current global learning strengths and identify priority areas for future development against these criteria

n once completed, this generates a whole School Action Plan to provide practical ideas and strategies for enhancing your school’s future global learning provision.

n multiple opportunities for professional development for staff, such as:

n whole school responsibilities for the member of staff taking on the role of GLP Coordinator

n nationally and internationally recognised SSAT Lead Practitioner Accreditation

n guidance to support global learning in key subject areas, mapped to the National Curriculum

n free, peer-led training events provided by GLP Local Advisors and Expert Centres to enhance teaching within your school about global issues and to support whole school approaches to global learning

n funding for training from external providers in the form of e-credits.3

n the opportunity to apply to the GLP Innovation Fund for funding to carry out action research around global learning in your school, with support from the Institute of Education at the University of London

n online support via the GLP website. Here, you can register your school onto the programme, complete the Whole School Audit, manage your training e-credits, find out about events, download programme documents and guidance, search for resources and interact on forums with other schools taking part in the programme.

Get Started with the GLP is a brief guidance document which is designed to inform teachers in your school about the programme and support them in engaging with it. A copy is provided with this pack and further copies can be downloaded from the GLP website (www.glp-e.org.uk).

Management of the Global Learning Programme for England

The Global Learning Programme for England is funded by the UK government. The programme is run by a consortium of organisations: the Geographical Association, the Institute of Education at the University

of London, Oxfam UK, Pearson, the Royal Geographical Society with the Institute of British Geographers, SSAT and Think Global. Pearson is the lead partner in the consortium.

3 Please note that independent schools are not eligible for e-credits. Schools in Northern Ireland, Scotland and Wales will have their own curriculum-specific versions of the GLP and are not eligible for e-credits on this programme.

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What happens when you join the GLP?

The role of GLP Expert Centres

Expert Centres are schools with experience of teaching global learning. They will develop local networks of partner schools, offering them training and support to improve their knowledge and delivery of development education.

If your school is interested in becoming a GLP Expert Centre, you can download an application pack from the GLP website or contact your GLP Local Advisor.

1. The first step is for you and your staff team to consider your whole school global learning aims and decide on what you hope to achieve by being a part of the GLP.

2. Next, you need to appoint a member of staff to the role of GLP Coordinator (a role description is available on the GLP website - www.glp-e.org.uk).

3. The GLP Coordinator will need to register your school through the GLP website. As part of this process you will be able to identify your local Expert Centre.

4. After registering your school, your GLP Coordinator can begin to complete the GLP Whole School Audit (WSA). This audit can be saved online and returned to, giving the Coordinator time to gather the necessary information. It will help to identify your school’s strengths in terms of development education and highlight areas that require improvement.

5. After completing the WSA, you will receive a GLP School Action Plan. This will offer some practical suggestions for your next steps to improve your school’s provision of development education.

6. After completion of the WSA, your school will have access to e-credits to spend on training from local and national CPD providers. Details of approved courses can be found on the GLP website.

7. The GLP Coordinator should also visit the website to access resources such as the GLP curriculum frameworks which ‘signpost’ the subject-specific resources that accompany the programme.

What are global learning and development education?

The British Council’s International School Award

www.britishcouncil.org/learning-international-school-award.htm

The British Council’s Connecting Classrooms programme

www.britishcouncil.org/connectingclassrooms

Community Cohesion (information available on archive only)

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-00598-2007

The Consortium of Development Education Centres’ Global Teacher Award

http://www.oxfam.org.uk/education/teacher-support/global-teachers-award

Eco-Schools http://www2.keepbritaintidy.org/ecoschools

The Global Dimension (information available on archive only)

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-1409-2005

Inter-cultural learning The study of different cultures, their similarities and differences

International school linking Various development charities

Human Rights Education / Amnesty International Groups

www.amnesty.org.uk/education

Humanitarian Education www.redcross.org.uk/What-we-do/Teaching-resources

Oxfam’s Global Citizenship approach

www.oxfam.org.uk/education/global-citizenship

Sustainable Schools http://sustainable-schools-alliance.org.uk/

UNICEF’s Rights Respecting Schools Award

www.unicef.org.uk/rrsa

Development education is an approach to learning about global and development issues through recognising the importance of linking people’s lives throughout the world. It encourages critical examination of global issues and awareness of the impact that individuals can have on these.

Development education began in the late 1970s, with volunteers and aid workers returning from overseas placements wanting to change the way people learned about development and less economically developed countries. Centres specialising in development education have existed across England since then, working with local schools and communities.

Global learning is the application of development education by practitioners, teachers and pupils.

Global learning is probably already happening in your school. Many programmes have existed over the years and many continue to run. We have highlighted below some of these programmes and some of the terms that have been used, to demonstrate how your school may already be engaged with global learning. The GLP aims to build on your school’s existing work in this area rather than introduce completely new ideas and principles.

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Why is global learning important for pupils?

Why is global learning important for teachers? The GLP supports teachers in developing their own knowledge and understanding of global issues, helping their pupils to learn about the challenges our world faces and to think critically about how to deal with issues such as poverty, inequality and sustainability. Key benefits include:

n opportunities for working with colleagues in local, like-minded schools to drive forward global learning across the curriculum and to share best practice

n practical support from your local Expert Centre and GLP Local Advisor at half-termly professional development events

n downloadable information for teachers at KS2 and KS3

n easily-accessible and approved resources to support classroom teaching and whole school global learning

n opportunities for teachers to become accredited GLP Lead Practitioners.

In addition to these benefits, teachers can be highly motivated by global learning, as shown by research carried out in 2013: nine out of ten teachers surveyed believe it is important for schools to help young people increase their openness to cultures and perspectives of people from different places and backgrounds.

Almost half of the teaching workforce considers this to be very important. More than eight out of ten teachers surveyed believe that it is important for schools to help young people to become responsible global citizens.4 Harnessing this motivation can help schools to get the most from their staff.

4 Think Global (2013), Bridging the Global Skills Gap: Teachers’ views on how to prepare a Global Generation for the challenges ahead, A YouGov Research Study Copyright Pearson

The GLP puts a primary focus on developing pupils’ knowledge and understanding of development and global issues through subject-based learning in key curriculum areas. It also recognises the important role global learning initiatives can have in encouraging pupils’ values and skills development, and creating opportunities for active engagement. A focus on knowledge, skills and values might include helping pupils to:

n learn about why and how there are inequalities in the world

n take part in discussions on development themes and topics

n question viewpoints and perspectives and challenge stereotypes

n learn about the social, economic, environmental, cultural and political impacts of globalisation

n explore their own values and how they impact on others

n listen to, understand and respect different voices and perspectives

n be self-reflective and develop critical thinking and analytical skills

n understand different ways of achieving global poverty reduction

n respect and value diversity.

For further guidance on how the GLP expects pupils to learn and develop as a result of global learning you can access the GLP global learning pupil outcomes via the website - www.glp-e.org.uk.

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Whole school improvement

Whole school improvement

Whole school impror vement

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Embedding global learning across the whole school

Case studies: how can global learning support your school? The case studies on pages 12-17 show how three primary schools have used global learning to support wider school development by supporting school improvement, preparing pupils for life, improving behaviour and attendance, challenging and engaging staff, and connecting with their local community. In each case global learning has contributed to school improvement.

The schools have achieved this through embedding global learning across the whole school. Doing this is fundamental to unlocking the benefits of global learning. The case studies will show:

n why they embed global learning across the school

n how they structure their activities to achieve this

n what the impact of their work has been.

The case studies that follow are abridged versions of longer case studies that are available on the GLP website. The longer versions give more details about how each school developed its approach.

Embedding global learning across the whole school is a process which takes time. We suggest that schools use a planning cycle to achieve this, following the ‘plan-do-review’ process in the diagram.

The GLP school planning process

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School motivation

The ethos of preparation for life runs deeply through Headley Park’s philosophy for education, and inspiring learning is at the heart of what the school does.

The world is a tool with which to inspire and challenge pupils through an exciting skills-based curriculum. Global learning is integral to the curriculum, exposing pupils to real-life issues and other cultures, developing pupils’ opinions and supporting them to take actions.

This philosophy extends into the school’s wider community. With sometimes challenging local circumstances building aspiration, openness and exposure to the wider world are seen as important parts of the school’s mission to support pupils and their families more broadly.

CASE STUDY 1: Headley Park Primary School, Bristol

n By tackling world issues, the school has helped make ‘alien’ concepts seem less scary for pupils, developing in them a greater sense of curiosity and raised engagement.

n Pupils enjoy the relevance of global topics that bring life to core curriculum subjects, such as exploring maths through Fairtrade. Teachers and the SLT recognise how this supports the high levels of attainment seen across the school.

n Learning about global poverty has also helped pupils think deeply and critically about issues, and has challenged their perceptions about their own lives as well as those of others.

n Global learning has had a significant impact on pupils’ openness and respect for others. This has supported positive behaviour and improved pupils’ listening skills. This mindset helps pupils transition to secondary school and engage with a wider range of activities.

n Being able to engage pupils with real issues they are passionate about has had a positive impact on teachers: it helps to motivate and enthuse. Delivering global learning through a team approach has also contributed to a cohesive school atmosphere. This environment of mutual support and encouragement amongst all staff enables individuals to gain confidence, take risks, and provides an avenue for staff development.

n The school has engaged the local community by showcasing global topics to parents, gaining support and helping raise aspirations and attitudes towards the wider world.

n By showing leadership within the community, the school has been able to join together with other schools in a learning partnership to carry out sustainability work.

You can find the full version of this case study on the GLP website.

School activities

n Simple, accountable structures ensure global learning is embedded into the curriculum and is delivered with the buy-in of the entire school community.

n Headley Park Skills (Plan, Persevere, Collaborate, Empathise, Creative, Manage, Responsible, Patience) provide a shared reference point throughout the curriculum. These are linked to Big Questions for pupils to consider, and together these frame any globally focussed activities.

n Curriculum planning takes place through theme-based curriculum teams. These meet weekly to plan assemblies, organise ‘Big Days’ and, most importantly, structure activities through the curriculum for all staff to follow. Central to this are Headley Park Projects – six-week long curriculum projects allowing the explicit development of Headley Park Skills by addressing Big Questions.

We don’t just care about SATs results, we genuinely care about a rounded education.

Neil Todman, Governor

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Sometimes it makes you feel shocked when you find out how people are living in poverty and how much money we spend on clothes and stuff that we don’t really need. It makes you think about the difference between want and need.

Headley Park pupils

It’s been really refreshing being in a team where you can tell that people were really passionate about the subject that they were trying to promote and improve standards in. It makes you feel more confident and more accountable.

Sarah Shelton, Changing the World Team

We can teach children certain things but actually it’s that respect for themselves and respect for others that sees them through life.

Brian Walton, Head Teacher

Headley Park in context

Headley Park is an above average-sized primary school on the edge of

Bristol. Almost all of the pupils are of white British heritage and the area has few

ethnic minorities. A lower than average proportion of pupils are eligible for free

school meels, and a lower than average number have special

educational needs.

What the research says

A study found that 28% of surveyed primary schools reported global learning enhanced their teaching methods, and

found that 40% of respondents reported a strong positive impact on pupils when it was delivered within subject curriculums.5 This evidence backs up Headley Park’s

experience of embedding global learning into the curriculum and its positive

impact on pupils’ skills and attainment.

n Global learning is promoted particularly through the Changing the World and Culture Teams. This team structure allows consistency, sharing of resources, mutual support and builds confidence.

n Pupils actively pursue their interest in global issues. The Eco Team engage with global sustainability and local action through gardening and littering projects and pupils consider local-to-global connections through leading Fairtrade Fridays.

n The school engages with a small number of external organisations to support global learning. In particular the head teacher works closely with Think Global.

n The school has a growing link with schools in Palestine through their ‘Malago’ local school learning partnership.

5 Hunt, F. (2012), Global Learning in Primary Schools in England: Practices and Impacts. DERC Research Paper No.9, Institute of Education: London

The impact of global learning

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School activities

n The key to Torriano’s whole school approach is the curriculum, which focuses on using a rights-based approach to look at complex issues.

n There are whole school half-termly focuses, set by the SLT. These cascade through to year group curriculum planning teams who embed them into schemes of work.

n National Curriculum targets and a focus on core literacy and numeracy skills are blended with meaningful global topics to create an engaging school curriculum.

n A wide array of pupil-led projects and engagement with parents and the wider community.

n Torriano is a Level 2 UNICEF Rights Respecting School, which means they have embedded a school commitment to the United Nations Convention on Rights of the Child.

n The Curriculum Development Leader, supports setting the school focus, helps to review and evaluate a project’s effectiveness and helps curriculum teams with their planning.

n The school invest heavily in INSET and planning time for teachers to co-create and feed into the SLT vision.

n Torriano’s ‘Big Questions’ frame all teachers’ planning, building a learning scaffold for the whole school based around rights and global citizenship.

Global learning has had a transformative effect at Torriano, impacting on multiple areas spanning the quality of teaching, parental engagement, pupils’ motivation to learn and an active community presence. For the SLT at Torriano it is fundamental to high achievement across the school.

n The focus on citizenship and rights encourages pupils to build respect, a desire to care for others and a value for diversity.

n Opportunities for pupils to have their voice heard have improved confidence and self-esteem alongside pupil-teacher relationships and the learning ethos.

n Pupils are able to communicate ideas clearly and are not afraid to ask questions.

n Pupils say that global learning makes ‘school more exciting’ and encourages them to work hard, and this motivation to learn has led to improvement in attendance in the school.

n Being ‘Rights Respecting’ is at the heart of the school’s behaviour policy, and has had a positive impact.

n Teachers enjoy greater freedom with curriculum planning and create relevant, exciting lessons. The SLT believe this has helped teacher retention.

n The Olympics were used as a whole school focus. Pupils explored the life and rights of workers who make sporting goods and compared this reality to the Olympic values.

n Global learning has also supported community engagement, for example, families are encouraged to attend ‘Speak Out’ events that enable pupils to share what they have learnt with their communities.

You can find the full version of this case study on the GLP website.

School motivation

At the heart of Torriano Junior School is a commitment for all pupils to grow and develop through providing relevant and engaging learning experiences, supporting every pupil’s personal development. Essential to this is the SLT’s desire to ensure equality of experience in response to the needs of their diverse school community.

Supporting this approach is a school focus on children’s rights, with a school strategic priority to be a ‘Rights Respecting’ community that promotes active and global citizenship

CASE STUDY 2: Torriano Junior School, Camden, London

We want children to be confident, we want them to be curious, we want them to have all the knowledge and skills that they need. But we also want them to understand the changing world and to be part of a discussion of how they can promote equality, and know that they are the citizens of now.

Susan Bush, Curriculum Development Leader

“ “ It helps you not just to think about yourself but to think about other people around the world.

Year 5 pupil

You need equality - the children absolutely have to have the same experience. And the only way to do it is through the curriculum. It has to permeate learning and influence the way the children learn. That’s when you get the real benefits.

Helen Bruckdorfer, Head of School

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It is not just Torriano that has experienced significant positive impacts from a new

approach. A majority of schools said global learning had led to ‘important’ changes

to how they approach their work, in a 2012 research study, with 14%

saying it had ‘significantly reshaped’ their approach6.

Torriano in context

Torriano is an average-sized junior school in a diverse area of Kentish Town in North

London. Pupils have a wide range of ethnic backgrounds, and nearly 50% learn English as an additional language. A high proportion

of pupils are eligible for free school meals and a high number have a statement of

special educational needs.

It raises awareness for everyone. What we learn we pass onto our family and our families pass it on. It spreads the word.

Year 5 pupil

“ The impact of global learning


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School activities

n They take a whole school approach, ensuring enough time is devoted to global learning.

n Global learning is at the heart of curriculum planning, and is reflected in the school development plan.

n Global learning priorities are written into schemes of work for each year group in curriculum team meetings.

n The work is supported by the Deputy Head, an International Links Coordinator and a Global Citizenship Coordinator.

n They make careful use of resources and initiatives from external organisations to support the global agenda.

n Strong community links to Bangladesh allow teachers to use this as a focus for curriculum work.

n Children are encouraged to lead relevant lessons based on their own cultural experiences

n A variety of international links, including some with Sierra Leone and Japan, support work within and beyond the curriculum.

n ‘ERF’ Committee (Environmental, Rights Respecting and Fairtrade) manage daily ‘eco’ tasks, update global displays and decide on and plan bigger events.

n The school council considers global issues and there is a strong dialogue between staff and pupils.

n ‘Playground councillors’ implement ideas from UNICEF’s Rights Respecting Framework, with an annual focus on anti-bullying.

n Global lenses are used to engage the local community, for example, building strong links with the local mosque. This work is enhanced through the school’s focus on language support for pupils who have English as an additional language (EAL). The school is an EAL hub for other local schools.

n The development of key literacy, speaking and listening skills, supports pupils’ academic achievement.

n There is a greater understanding and appreciation of difference: developing pupils’ knowledge about other cultures and their connections between local and global.

n Pupils have a greater sense of responsibility and ownership towards their actions and place within the world.

n Pupils say their confidence and independence have grown, and they feel they can express their thoughts openly, work independently and take ownership of their ideas.

n Improved behaviour: a caring mentality amongst the pupils and a sense of mutual respect has been developed, which is taken home with them to parents and families.

n There has been a positive impact on teachers’ development by drawing from wider resources and sharing practice with others. Staff also report that they feel they are learning from and with the children.

n It brings a diverse community into school life, building a strong sense of community.

n Enhanced public perception of the school increasing its popularity.

School motivation

Woodlands Primary School embraces global learning to help develop care and respect from pupils and as a vehicle to draw in wider community cultures and experiences, helping to link the global to the local.

The Senior Leadership Team at Woodlands also fundamentally believes that learning must be relevant and active for pupils, preparing them for life beyond school. Global learning is therefore essential, helping focus on real life issues, build political awareness, develop knowledge of the world and enable pupils to recognise themselves as active global citizens.

CASE STUDY 3: Woodlands Primary School, Birkenhead

Global learning has been at the heart of our curriculum planning for some years, reflecting the rich and diverse school population, children and families.

Gill Lindfield, Head Teacher

It helps the staff because you challenge your own ideas about pedagogy and philosophy.


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“ It makes you feel more independent which can help you later on in life. You are capable of doing things on your own without having to rely on other people.

Year 6 pupil

Ofsted judged our curriculum to be outstanding at the last inspection, reflecting our underpinning philosophy around the importance of global learning.


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Woodland’s experience of global learning is backed-up by a study into the impacts

of global learning in primary schools. Schools recognised the contribution

of global learning to developing pupils’ respect for diversity (76%),

empathy (69%) and fairness (62%).7

Woodlands Primary School in context

Woodlands is a large primary school in the centre of Birkenhead, Merseyside. Pupils come from a variety of backgrounds, with a

third having English as an additional language, and there is a large Bengali population. The area has high levels of unemployment, and a high proportion of pupils are eligible for free

school meals. A higher than average number of pupils have special

educational needs.

Even though their country’s different, it doesn’t mean they are not the same as us.

Year 2 pupil

The impact of global learning


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Links to useful websites Advice for other schools

Case study school 1: Headley Park Primary School, Bristol

The Fairtrade Foundation www.fairtrade.org.uk

Send My Friend to School www.sendmyfriend.org

Think Global www.think-global.org.uk

Decide as a school what you want to focus on – pick a lens and reflect this as a vision statement. Embed it in the curriculum and the structures of the school so it’s not tokenistic – this will have the biggest impact. Give pupils a voice, as helping them prepare for a world we do not yet know is critical. Engage enthusiastic staff to champion it and do it from the heart!

Case study school 2: Torriano Junior School, Camden, London

Rights Respecting Schools Award www.unicef.org.uk/rrsa

Connecting Classrooms https://connectingclassrooms-learning.britishcouncil.org/

Oxfam Youth group www.oxfam.org.uk/education/global-citizenship/promoting-action/youth-action-groups

Starting with your vision and determining your philosophy is the key to getting started with global learning. Getting the whole school community involved is essential to build your shared vision. Pilot ideas and remember to evaluate and consult. Developing ideas jointly with other schools is really useful, but remember that the curriculum needs to be yours and that it needs to constantly evolve. Don’t be afraid to take risks; it makes the school more exciting and prepares children for their role shaping the world they live in.

Case study school 3: Woodlands Primary School, Birkenhead

International School Award https://schoolsonline.britishcouncil.org/International-School-Award

Traidcraft www.traidcraft.co.uk

Oxfam Education www.oxfam.org.uk/education

Talk to others who will be able to provide you support, such as agencies like Oxfam or UNICEF, other teachers and other schools. Consult with the School Council to get them involved to think about what they’d like to do. Start with one initiative, like an international link, and then think how you can build on it moving forwards. And make sure your SLT are involved and on board!

‘You’ve got to have an engine driver, and it’s got to be senior leadership. Without that, it’s not going to take off.’ Angela Tindall, Deputy Head

Global Learning Programme (GLP) A national programme that is helping schools to embed effective teaching and learning about development and global issues within the curriculum at Key Stages 2 and 3. Schools join the programme for four terms.

Global learning pupil outcomes These pupil outcomes show schools what taking a global learning approach through the GLP really means. They outline the key knowledge to engage pupils with and the skills and values that pupils can develop through exploring this knowledge. Developing these outcomes will help pupils to learn about the challenges our world faces and to think critically about how to deal with issues such as poverty, inequality and sustainability.

Development education (DE) An approach to learning about international development through recognising the importance of linking people’s lives throughout the world. It encourages critical examination of global issues and awareness of the impact that individuals can have on these.

Global learning (GL) This is the application of development education by practitioners, teachers and pupils.

GLP Expert Centres Expert Centres are schools with an excellent track record in the delivery of development education. They are driving the establishment of local networks of partner schools and enhancing the quality of their global learning provision. Managed by their GLP Coordinator, they provide a peer-led programme of half-termly support sessions to help their partner schools embed global learning within the core curriculum and across the whole school.

Expert Centres will receive funding for four terms to support their involvement in the programme. Expert Centres are externally verified after completing an initial application.

GLP Partner Schools Schools that have signed up to be part of the GLP by registering on the GLP website and completing the Whole School Audit are designated partner schools.

GLP Local Advisors The team of Local Advisors will recruit Expert Centres and support them in helping their partner schools improve their development education knowledge and delivery. The Local Advisors are drawn from diverse backgrounds. They bring local knowledge and existing relationships with schools and development education organisations to the programme.

GLP National Leaders National Leaders manage the GLP at regional level, coordinating the work of the Local Advisors and liaising with school networks, CPD providers and development education organisations. The National Leaders are also involved in the development and delivery of national and regional conferences and workshops.

GLP Coordinator Both the Expert Centres and their partner schools assign a named GLP Coordinator. The Coordinator’s role includes completing the Whole School Audit and working with staff across the school to implement the action plan which this generates.

GLP Lead Practitioner Coordinators in Expert Centres have the opportunity of working towards becoming an accredited Lead Practitioner. Lead Practitioners are outstanding teachers who lead by example, support and inspire others and disseminate best practice through regional and subject networks, events and learning visits. Coordinators in partner schools can also apply for Lead Practitioner accreditation, if their school chooses to fund the process.

GLP curriculum frameworks The curriculum frameworks break down development education into the following subject areas at KS2 and KS3: English, maths, science, geography, history, religious education and citizenship. Teachers can use these subject frameworks as a basis for their own curriculum planning and development.

GLP Whole School Framework The Whole School Framework helps schools understand how to embed global learning across the whole school and shows that doing so can help support school improvement. The framework contains criteria that enable a school to discover where they are at the start of the Programme and help them understand where to go the next.

GLP Whole School Audit The Whole School Audit enables Coordinators to assess global learning taking place across their schools. Completed online, it allows them to self-assess their school’s current performance mapped to the criteria in the Whole School Framework. Once completed, schools have access to e-credits that can be used to fund CPD.

GLP School Action Plan The School Action Plan will be generated automatically after the Coordinator has completed the Whole School Audit online. It will offer next steps for schools, for example, suggesting resources to use and organisations that can offer further support to help embed the Whole School Framework.

GLP Pupil Assessment Tool The Pupil Assessment Tool is an online assessment which is completed by some of your pupils once a year from the start of your school’s involvement in the GLP. It will provide data for your school and the GLP team on the progression of pupils’ development education knowledge.

GLP e-credits All schools that have completed a Whole School Audit are given access to e-credits to pay for training from approved providers. Details of courses that have been approved to support the GLP are available on the GLP website.

GLP Innovation Fund The Innovation Fund enables partner schools to work with the Institute of Education at the University of London to carry out action research projects exploring the impact of development education on student learning.

Get a head start! Global learning tips from our case study schools

Glossary

Global Learning Programme Primary Senior …The GLP is intended to be a whole school programme. Global learning principles should be apparent in the curriculum, pastoral work and in

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