Manchester Development Education Project (DEP) used peer education methodology and the global dimension to address issues of transition from primary to secondary school.
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.
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.
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.
Sixteen year old Paul Lichtenstern from North London International School explains what has helped him to develop an understanding of global issues.
Involvement in fundraising activities can be motivating and fun for young people as well as supporting charities in their work. Such experiences also have huge educational potential, offering opportunities to develop young people's understanding and skills as active, responsible citizens. This document explores good practice in fundraising with young people.
Matt Jackson, Head of Public Engagement at Oxfam, considers the relationship between education and fundraising. He argues that fundraising with young people and global learning should not be seen as mutually exclusive, and that fundraising activities can have a valuable place in educational contexts if participation is placed at their heart.
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.
The Cambridge Global Collective set up a project to explore how their wartime heritage relates to current concerns about sustainability and climate change.
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.