Water, local to global
January 1, 2011
A project to reduce water consumption at St Richard’s RC Primary School in Longsight, Manchester, developed into a literacy-based exploration of water inequality and a decision by pupils to raise funds for the provision of clean water in Sub-Saharan Africa.
Have you heard us? Driving up attendance and achievement
Liverpool World Centre used various global learning approaches including ‘forum theatre’ – participatory drama exploring concepts of ‘power’ and ‘oppression’ – to re-engage young people at risk of exclusion with learning and with school.
Global learners as educators in Wales
Sazani Associates coordinated a professional development programme for teachers and adult educators in Wales, designed to develop a ‘globally minded approach’ to education.
Embedding global learning and active citizenship in teacher education
December 1, 2010
Funding from DFID enabled Liverpool Hope University’s Faculty of Education to embed the global dimension within core courses and extra-curricular opportunities, linking learning to active citizenship.
Transition, peer education and the global dimension
Manchester Development Education Project (DEP) used peer education methodology and the global dimension to address issues of transition from primary to secondary school.
Bargaining for development
Prospect’s DFID-funded project focused on raising awareness of the Millennium Development Goals in relation to Corporate Social Responsibility and procurement, empowering union members to make international development a workplace bargaining issue.
Raising aspirations through global learning – a whole local authority approach
November 1, 2010
Haringey demonstrates how a whole authority approach, built into the children’s plan and supported by an international schools officer, can advance global learning and raise aspirations across a whole borough.
Challenging extremism locally and in the wider world
Accrington Academy in Lancashire worked with local artists to tackle extremism, through an intensive programme of dialogue with students, reflecting on local and then wider world issues. This led to the creation of a public art installation and a Community Ambassador programme.
Education is about their future, not our past
Whitefriars First and Middle School serves a very diverse community in Harrow, north-west London, and over two thirds of pupils have a home language other than English. The school is part of a learning network which links schools in Masindi, Uganda, and Harrow, England. As well as working on joint curriculum projects, the school has integrated global learning across the curriculum.
GLADE Film Club
October 4, 2010
GLADE (The Centre for Global Learning and Development Education) in Ilminster, Somerset, teamed up with a local youth centre to show issue-based films as a way to reach out to new young people and explore global issues.
A student’s viewpoint – How global learning shapes actions and decisions
Sixteen year old Paul Lichtenstern from North London International School explains what has helped him to develop an understanding of global issues.
Building trainee teachers’ confidence in cultural diversity and global citizenship
This module for third year BA Primary Education students – set up by Brighton University and Brighton Peace and Environment Centre (BPEC) – was designed to develop understanding of international education and global citizenship and their contribution to the primary school curriculum. It provides student teachers with practical ways to introduce knowledge, skills and attitudes related to global issues into the classroom.
Dig for Sustainability – learning from the older generation
September 1, 2010
The Cambridge Global Collective set up a project to explore how their wartime heritage relates to current concerns about sustainability and climate change.
Using the arts and global issues to re-engage young people and improve behaviour
A group of Pupil Referral Units (PRUs) within Birmingham’s Behaviour Support Service held an issue-based, cross-curricular theme week with a global focus.
Global learning and community cohesion with young children and their families
An influx of new immigrant families, due to a Gurkha regiment having been based locally, led Farnborough Grange Nursery and Infant Community School to develop work which combines the global dimension with community cohesion.