Global Learning Programme Key Stage 2 – 3 Transition Project Case Studies

Global Learning Programme Key Stage 2 – 3 transition project case studies.

An important part of the Global Learning Programme (GLP) is to share practice of Global Learning between schools involved in the programme. The GLP transition project, led by the GA, focused on developing Global Learning practice to support Key Stage 2 to 3 transition in geography, linked to the GLP themes. 133 primary and secondary schools working in 38 clusters took part in this programme; the following case studies of schools’ work are a sample of the projects they completed in 2014 – 2017. In focusing on geography, global learning and transition, they each share some or many of these features: • Careful planning involving collaboration between primary and secondary school colleagues, and in some cases, with additional expertise from the GA or NGOs • A range of formats for the transition work, e.g. focused project, rotating workshops, day conference, use of visits and visitors, production of a presentation to a specific audience • Use of geographical enquiry to structure the work and, sometimes, a focus on critical thinking • A central role for geography, and in some projects, contributions from other disciplines or cross-curricular teaching and learning • Developing place and locational knowledge as the foundation of the work, alongside a focus on one or more GLP themes • Attention to wider GLP aims, such as exploring values, considering diversity and the meaning of global citizenship, linking with young people overseas. • A range of teaching styles, including interactive investigations such as research activities, games, ICT and GIS, practical experiments and fieldwork, which engaged pupils and promoted thinking • Attention to assessment and evaluation of what pupils learned, and the impact of the project • In some, a focus on staff development.

Contents Focus on development A. The geography of India (page 3) B. Gloucester schools head off to India (page 6) C. Global Learning and creative blogging workshop: Mia’s Story (page 10) D. Transition bridging task: focus on Ghana (page 15) Focus on globalisation and interdependence E. Global connections and interdependence (page 16) F. Migration (page 19) G. Fair Trade (page 24) H. Fair Trade Chocolate (page 27) I. Go Local – Go Global (page 29). J. The Global Fashion Industry (page 34) K. Fair Trade Fashion (page 38) L. Friends across the world (page 41). Focus on sustainability M. Model UN Conference on Climate Change (page 44) N. How sustainable were the Rio Olympic and Paralympic Games? (page 47) O. The global goals for sustainable development (page 53) P. Gloucestershire schools go on an Arctic adventure (page 58). Focus on Global Learning Q. Go Global at The Lakes School (page 64) R. Diversity Day (page 67) S. Identifying the gaps in global learning (page 70).

GLP Transition Project

Focus on development

A. The geography of India Victoria Road Primary School and Castle Rushen High School, Isle of Man

Context This Global Learning Programme (GLP) project came about after a transitions link was established between Castle Rushen High School and Victoria Road School in July 2014, initially focused on work on Brazil.

What did we want to achieve? An initial meeting was set up at the High School with Year 6 teachers from primary feeder schools. Victoria Road School and Castle Rushden High decided to work on a GLP theme: Developing countries; where is this place, what is it like and why? We wanted to develop pupils’ understanding of other countries, including locational knowledge and mapwork. We decided to study India to help further develop pupils’ knowledge of a developing country and improve their geographical knowledge of ‘place’. Primary schools on the Isle of Man are in a unique position to undertake such projects, given the freedoms of our curriculum and our focus on thinking skills and learning dispositions. CRHS had just introduced India to the geography Year 7 scheme of work. We decided that the India theme would be a useful transition project (see PowerPoint® slides 1-7). It was planned using a themed approach to pupils’ learning in spring term 2015.

How did we set about it? We used a range of resources to stimulate and interest pupils. We began by looking at India using different types of maps and plans. Pupils learned about the features, differences and uses of physical and political maps atlases and globes featuring India. We looked at map projections and how these affect our perceptions of different places in the world. We used also video of affluent new developments in Mumbai and slum settlements in Dharavi as starting points for discussions, including Philosophy for Children enquiries about social justice and fairness. We used a DVD, Ganges, River of Life, to help pupils understand the importance of rivers to places, the key features of a river and the different living things and land uses the river supports. Pupils learned how climate can affect human activity and land use in different parts of India, e.g. monsoon rains and flooding, or how snow melts from the Himalayas in springtime. Developing pupils’ knowledge of place and elements of globalisation is evident in the attached CRHS schemes of work and Victoria Road transition unit planning. Areas covered included: ‘Life in an Indian city’; ‘Urbanisation in Mumbai’, ‘Life in rural India’ and ‘Going to

GLP Transition Project school in India.’ Pupils were able to develop their knowledge of urbanisation: what makes people move to the city, and why? The idea of more employment opportunities in ICT and telecommunications were discussed as pull factors to the city, and the idea that India has one of the fastest growing economies. One of the aims of ‘The Game of Indian Life’ was for pupils to understand the processes of urbanisation and poverty; ‘out of all the school subjects, geography is the one that has discovered most uses for stimulation within its pedagogy’ (Walford, 2010: 1). At the start of the game pupils had to imagine that they lived in the countryside, working as farm hands, living on low wages and suffering from food insecurity. How might moving to the city help them out of poverty? The game helped pupils to further develop their knowledge of the challenges facing people of living in slum settlements. However, they also recognised that some people were able to move out of the slum because of achieving an education and improved employment opportunities. Some pupils also discussed the idea that moving to the city might make people’s lives worse. Pupils also had to compare life in an Indian city to their own life, and state what was different and what was the same (see PowerPoint® slides 8-22). In addition, the enquiry work on ‘Geography India’ asked pupils to find out about schools in India and how children learn. Pupils then had to compare this to their own experiences. Pupils were given opportunities to make decisions about their learning; they were able to evaluate their own learning against the success criteria for Mild, Spicy and Hot. This is a feature of learning at Victoria Rd and useful to CRHS in developing transition units that are meaningful and challenging to the pupils. In the CRHS lesson at Victoria Road, pupils studied images of India and were asked which images were taken in India and what surprised then about these images. The aim of this starter activity was to challenge stereotypes. Some pupils were surprised at the evidence of wealth in India and the diversity of the landscapes. Pupils were asked what they had learned about urbanisation and how it may affect people’s lives in India, and were encouraged to think critically and challenge viewpoints. They studied an image of a girl walking on a water pipe in Dharavi and had to note what the image showed and what it would be like to live there. Some pupils wrote “you can get ill easily because of poor living conditions or robbed easily.” Another pupil wrote “I learned life is unfair and that people have ranks in India (poor, wealthy, rich.)” The ‘Game of Indian Life’ also encouraged pupils to put themselves in the places of others, developing social skills, empathy and critical thinking. The project had links to other subject areas:

• art: pupils studied examples of Indian artwork or architecture; • RE: finding out about Hinduism and Hindu beliefs, worship, the Mandir, Puja; • Music: exploring classical and popular Indian music, including Bollywood and Bhangra; linked to dance and school assembly. • Literacy: Non-chronological report writing about the Ganges and the life it supports. • P4C/PSHE: exploring issues of unfairness, inequality, and stereotypes.

GLP Transition Project

How well did we achieve our aims? The pupils were excited and engaged by the project. One commented that the work on the India topic felt more 'grown up' than other topics we had covered because of the coverage of social issues, urbanisation and globalisation. They also developed their geography place knowledge, for example, pupils: • know where India is located and can give examples of physical and human features of India; • can interpret atlas maps to identify surrounding countries, major cities and features of India; • know about some major cities and different places in India, for example Bangalore, New Delhi, Mumbai and Dharavi, an example of a slum settlement. Pupils’ knowledge of culture and religion has also improved. They have an improved understanding of how India is changing through the process of globalisation and urbanisation (see attached schemes of work and PowerPoint™). In addition, pupils have an understanding of how climate can impact on people’s lives. Following the transition lesson at CRHS (see planning) the difference in knowledge of those pupils who had been working on the transition project and those that had not was quite telling. The learning log gave useful feedback from pupils and parents. Differentiation was clear throughout the written enquiry. Pupils were given opportunities to make decisions about their learning - Mild, Spicy, Hot challenges (see PowerPoint® slides 21 - 25). Dawn reflected: ‘I would like to see this repeated next year. The key strength for me was that it is true transition that builds on learning and moves it forward. The collaboration between Emma and myself facilitates great AfL, meaning that she has a good knowledge of our pupils moving forward into next year. We will need to work on making more opportunities for collaboration as Emma's timetable did not allow for as many joint sessions as we would have liked. It is good that Emma is able to give some time to this project in Year 7 to build on this and I would love to see how this progresses. The pupils were really engaged with the project as they knew from the start it was part of their transition to high school and enjoyed the more mature content of some of the sessions. Emma reflected: ‘Overall, I would like to repeat this project with more opportunities to visit the primary school. I intend to complete the last three lessons of the scheme of work at the beginning of Year 7 to complete the transition project. I hope to encourage more Global Learning across Key Stage 3 and across the curriculum’.

GLP Transition Project

How does this link to the Global Learning Programme? GLP themes: • Developing countries • Poverty and development • Enquiry and critical thinking.

Resources

• Transition programme planning and evidence ppt

Reading Owen, C. (2014) Introducing India Key Stage 3 Teacher’s Toolkit, Sheffield: Geographical Association. https://www.geography.org.uk/Shop/Geography-Teachers-Toolkit-Introducing- India-What-are-the-opportunities-and-challenges-for-the-future/9781843773498

Primary Geography: Focus on Global Learning, 82, 2, Summer 2015 https://www.geography.org.uk/Journal-Issue/3f6334f1-14d4-4585-a0c8-da529499d456

GA The magazine of The Geographical Association: Global Learning Special. Autumn 2014 https://www.geography.org.uk/write/MediaUploads/download/GA_GLP_GA_Mag.pdf Walford, R. (2010) Using Games in School Geography, London: Chris Kington Publishing.

Contact Dawn Curry, Victoria Road Primary School, and Emma Metcalfe, Castle Rushen High School, Isle of Man.

B. Gloucester schools head off to India Birdlip Primary School, Cranham C of E Primary School, Coberley C of E Primary School, Ribstone Hall High School

What did we want to achieve? The intention of this project was to study India in order to further develop pupils’ place and locational knowledge, their understanding of tradition and cultural values, as well as their enquiry, critical thinking, communication and team-building skills.

This especially targeted the main aims of the GLP outlined below: • To help young people to understand their role in a globally-interdependent world and to explore strategies by which they can make it more just and sustainable. • To familiarise pupils with the concepts of interdependence, development, globalisation and sustainability.

GLP Transition Project

• To stimulate critical thinking about global issues, both at a whole school and student level. • To promote greater awareness of sustainability.

Emma Espley created the associated multimedia presentation and resources for use on the day, as well as dealing with all the necessary administrative arrangements, including the grouping of pupils. On the day, she was supported by two additional consultants, namely Bharti Tailor (Art – Rangoli patterns) and Sarah Shaw (dance/drama).

A whole day’s workshop was planned, involving 72, Key Stage 2 and 36, Key Stage 3 (gifted and talented students) from four schools. After an ice breaker activity (consisting of using Google Earth and exploring a box of objects to work out which country they were studying), the format of the day and learning objectives were outlined:

• To locate India on a world map and name the countries with which it shares its borders. • To identify India’s key physical and human features. • To find out more about Birdlip Primary School’s overseas link. • To look carefully at text and images to reveal further facts about aspects of India, e.g. its geography; nature; people and culture; history; government and economy. • To compare my life with that of a young person in India. • To investigate India’s culture and religions further. • To describe what a rangoli is, explain why it is produced and create a similar piece of art. • To explore the story of ‘The people who hugged the trees’. • To create a dance-drama using Bharata Natyam classical Indian dance steps and Hasta Mudras hand gestures. • To encourage high quality independent, pair and small group work. • To evaluate your work/performance.

We then set sail to India for a series of starter activities. Pupils were placed in small, mixed age and school groups, named after cities in India.

After the starter activities, three cities joined together to form a larger group and these rotated around three different sessions, before returning to the main school hall for the plenary: • Developing place and locational knowledge. • Art (Indian Rangoli painting). • Dance/drama. 7

GLP Transition Project

How did we set about it? Starter The starter consisted of four short activities, either conducted together as a whole or in country groups. Activity 1: Google Earth – Let’s set sail to … Here, Google Earth was used to locate and explore India. Key features were identified and issues introduced. It also enabled students to see the world from a different perspective … not just as a flat map in an atlas or displayed on the wall in the classroom. Activity 2: Facts, facts and more facts. Each country group was given two plastic hoops so that they could create a Venn diagram and an envelope containing facts relating to India. They were expected to sort the facts into those which they believed to be ‘true’, those that they believed to be ‘false’ and ones that they are ‘unsure about’. Next, they had to place them at appropriate points on their Venn diagram. The answers were later revealed and those statements deemed ‘false’ were corrected. Students were asked the following questions too: • Were there any facts that surprised you? • If so, how/why? They had some interesting answers, including the capital of India being New Delhi as they thought it was Mumbai. Activity 3: Image and caption sort Working in their country groups, pupils had to match each image with its appropriate caption to discover more about India. After the answers were shared, the following question was posed to students: • Was India as you imagined it to be? Many pupils said India was how they imagined it to be, with a few stating they were surprised by the more wealthy areas as they looked ‘so posh’. Activity 4: Word cloud generation Again, students worked in their country group. Each group was requested to list ten words that they felt best described India and elect a representative to read out their list to others. Meanwhile, a couple of Key Stage 3 students/teacher used http://www.wordclouds.com/ to create a word cloud, adding the words from each group’s list. This word cloud was then printed, enlarged and referred to throughout the day to support Key Stage 2 pupils in particular and help reinforce topical vocabulary. Groups came up with some fantastic words to describe India, including ‘cultural’, ‘vibrant’ and ‘diverse’.

GLP Transition Project

Session 1: Developing place and locational knowledge This session addressed two key questions via two separate activities: • What are the challenges facing the India today? • What will India look like in the future? Activity 1: Spot the difference. In their country group, pupils were instructed to look carefully at the two images that they had been given (of the same place, at the same time of year, but a few years apart) and note how many differences they could spot. Individuals were later selected to share the differences they had discovered. They were encouraged to use locational and positional language too, e.g. in the foreground, behind the…, there is no… in image 1, yet in image 2 there is a... Pupils tackled this task well and developed their vocabulary substantially. Activity 2: Indian traditions. After a brief explanation about the main traditions in India given by Emma Espley, pupils worked in their country groups to complete a mix and match activity to find out more about the traditions in India. The answers were later revealed and pupils were asked ‘What else have you learnt about how people celebrate tradition in India?’. Session 2: Art This session was led by Bharti Tailor. The children learnt how to make Rangoli patterns using just sand, their hands and a piece of paper. Bharti showed them how to use their hands to make specific lines, e.g. a straight line, a curved line, and a circle. Bharti explained why and when these patterns are used. She explained they are used to create good karma for the day so it is done in the morning. All rangoli patterns must have at least one line of symmetry and all the students tried hard to make sure their patterns contained the symmetry and also be creative and create their own patterns. Session 3: Dance/drama This session was led by Sarah Shaw, an AST for primary dance and well known throughout Gloucestershire. Sarah took the children on a journey to India, where they danced the story of ‘The People Who Hugged the Trees’. There were three sections to the dance, including the introduction of the trees, the huntsmen coming to cut down the trees, and the people who hugged the trees to stop them being destroyed. The whole story was told through dance and drama. Students were really keen to be involved, both at Key Stages 2 and 3, all coming up with ideas for choreography and ways to express the idea of the trees. Plenary: a time for reflection All staff and pupils returned to the main school hall for the plenary. At this point, Sarah Shaw oversaw the performance of all dances/dramas. These were beautifully executed and told the story very clearly. Afterwards, teachers interviewed pupils about the day, recording their responses for audio- visual evidence. Pupils said they really enjoyed the day and benefitted from the locational, dance and art knowledge they had gained. 9

GLP Transition Project

Emma Espley then led a review of the learning outcomes via a showing of thumbs (up for met; down for not met). She also posed some open-ended questions to pupils to promote higher order thinking skills, highlight the reality of the situation in India and identify subsequent action that they themselves could now easily take. • What do you think India will be like in 2050? • What now needs to be done in order to secure a positive future of India? • Is there anything that you could personally do?

Resources • Online quiz based on http://www.ngkids.co.uk/places/country-fact-file-india • Presentation: Developing place and locational knowledge.

Contact Miss D Tanner [email protected]

C. Global Learning and creative blogging workshop: Mia’s Story

Context Eight schools in Gloucestershire wanted to use the transition project to engage with the Global Learning Programme (GLP), enhance Global Learning within their schools, link closely with the demands of the new National Curriculum for geography, motivate learners (blogging has been shown to be a highly effective means of increasing levels of literacy) and develop stronger links with other schools locally. The schools worked in three clusters: Katharine Lady Berkeley’s School with Slimbridge Primary School and The British School; Marling School with Grange Primary School and Miserden C of E Primary School, and Stroud High School with Longney Church of England Primary School. They worked with Emma Epsley, a GA Consultant, on similar transition projects. This description of the project is based on evaluations from Stroud High and Longney C of E School, with resources and contributions from the other schools.

What did we want to achieve? We wanted to use the transition project to promote geography as the ‘steering wheel for driving a connected and creative curriculum in schools’, and as a means of increasing awareness and understanding of the world in which we live in today. We planned the work to involve a large number of students of different ages and abilities and from varying backgrounds, whilst the format allowed us to do something that was innovative and challenging: it was unlike a typical day in school.

GLP Transition Project

How did we set about it? The consultant set up an initial planning meeting to discuss ideas, determine the content and finalise the structure for a whole day’s workshop. She then went away and created all the necessary materials, including the blog, which pupils would contribute to. We decided to base the workshop around Mia’s Story, by Michael Foreman, and include a range of activities linked to different aspects of Global Learning. The secondary school volunteered to host the workshop, so it was possible to involve all of Year 6 from Longney C of E Primary School, and enable them to work alongside some mainly Year 8 and 9 gifted and talented geographers from Stroud High School. The workshop: the structure of the day’s workshop can be seen at http://stroudhigh.creativeblogs.net/ The objectives, in addition to online safety procedures, were outlined at the beginning of the workshop and re-visited by a review of learning outcomes at the end of the day. Starter: An introduction to Global Learning: What is it exactly? Why is it important? • Pupils were put into mixed school and key stage groups and given a template ‘An Introduction to Global Learning’ to discuss and annotate Stroud High School commented: ‘This was important for our students as they actually take part in a lot of activities that come under the ideas of ‘Global Learning’ within school, but we are only now trying to bring them all together under this phrase. This activity was aimed at finding out what Global Learning is and why it’s important; it elicited some really high level thinking from both schools, but particularly our Year 9s. Starter: Small group work based upon a diagram – questions and discussion involving:

• Developing observational and thinking skills • Using images to uncover the setting and theme • Developing place and locational knowledge, e.g. Mia’s village (Campamento San Francisco), the city of Santiago and the Andes mountains • Use of www.tagxedo.com or www.wordle.net to generate word clouds to support literacy development. Stroud High School commented: ‘None of the Key Stage 3 students had used Tagxedo before and were fascinated by the quality of work and interest on a topic area that they could produce. Several students have remarked that they would be able to use this across other curriculum areas. Main: Activity 1: Put Yourself in the picture: Individual work for Key Stage 2 pupils, supported by Key Stage 3 students

• Developing place and locational knowledge, e.g. whisked away to the book’s setting 11

GLP Transition Project

• Encouraged empathy, evoked the senses and supported emotive writing. Activity 2 Locating places: Individual work for Key Stage 2 pupils, supported by Key Stage 3 students

• Developing place and locational knowledge, making use of an online mapping tool, Google Earth™, to locate and explore the Andes mountains, the city of Santiago along with some of its key features, and Mia’s village (Campamento San Francisco) • Reinforced directional language and key geographical vocabulary • Linked Chile and tourism, including justification of pupils’ opinions.

Stroud High School commented: ‘Our students have used Google Earth™ before in geography lessons, but this activity extended their understanding of the level of detail that can be obtained about places across the other side of the world, therefore truly developing their ‘Global Learning’ of other places, as well as extending atlas skills’.

Activity 3 Comparing village and city: Small group work • Introducing the idea of a Venn diagram with images and words/phrases to support identification of similarities and differences between rural and urban areas, e.g. comparing village and city life. • Encouraged the development of higher-level thinking skills, e.g.: in which place would you prefer to live and why? Stroud High School commented: ‘This reinforced the Key Stage 3 understanding of rural and urban areas and made them think about whether more facilities would actually lead to a ‘better’ life or not. Some students were able to appreciate that ‘our’ way of life is not necessarily the most desirable place to live’.

GLP Transition Project

Activity 4 Changing Places: Individual work for Key Stage 2 pupils, supported by Key Stage 3 students. • Introduced the concept of change/s over time and whether its impact is positive or negative. • Incorporated a degree of self-reflection, e.g. How might you have a positive impact on your local community, both over the short and longer term? • Enabled the pupils to develop their enquiry and critical thinking skills, as they looked at the concept of change from a negative and positive aspect. Stroud High School commented: ‘This discussion between Key Stage 2 and 3 students elicited a good level of literacy with both, and supports the ideas of Global Learning as to what would work or not on a local level. Practical activity recycling challenge: Involved both Key Stage 2 and 3 students working alongside each other and integrating an element of D & T. • Introduced Mission:Explore and one of its missions, rubbish map. • Pupils later had to gather, and make something useful, from a pile of rubbish, photographing, describing and justifying their choice of product at the same time. This produced good ideas for filtration systems, irrigation systems as well as baskets and even shoes from milk bottles! Plenary: • All participants evaluated their learning via two short exercises; a RAG success criteria sheet and a plenary pyramid (three things that they had learnt from the session; two things that they had been surprised at; one thing that they hoped to do in response). • Students also posted their concluding comments to sum up the day’s workshop.

How well did we achieve our aims? Simply through reading Mia’s story and using Google Earth™, the pupils developed a better understanding of Chile as a county; many had not even heard of it. Pupils were engaged and on-task throughout the day, which is supported through the photos, blog comments and feedback. Photographs were taken throughout the workshop as evidence of both teachers and pupils ‘in action’ and these later added to the ‘Gallery’ page of the blog.

What do we plan to do next? We plan to repeat this, as the pupils were really engaged and thoroughly enjoyed working with children from other schools. It was a great way to look at geography in a cross curricular manner which made it appealing and interesting. It is also hoped to showcase our efforts to other primary and secondary schools across Gloucestershire. It would be great to be able to share our experience with internationally-linked schools too, such as one in Kenya. 13

GLP Transition Project

How does this link to the Global Learning Programme? GLP themes:

• Developing countries: where is this place, what is it like and why? Pupils had to think about different scales as well, e.g. continent, country, regions, places. How are people using places and environments and what is the relationship between this and their everyday needs and quality of life? How and why are places changing?

• Poverty reduction: How and why does location influence quality of life? What is the relationship between physical and/or human processes and poverty/poverty reduction? How do different views and values influence outcomes? How and why do events in the natural world impact on people's everyday lives?

• Globalisation and interdependence: How and why are our lives connected to others around the world? • Sustainability: How are people damaging and improving places and environments? How do we measure quality of life? (e.g. economy, society, environmental factors). What kind of future is possible, probable or preferable and why? What can people do to make a difference? • Enquiry and critical thinking: Individual, pair, small group and whole class discussions were held throughout the day to facilitate the airing and sharing of other viewpoints. The planned work encouraged and developed enquiry and critical thinking as the children were asking each other questions, and responding to their peers. Each element of the planned work focused on a new idea/concept. National Curriculum Links Geography: geography places a strong emphasis on developing place and locational knowledge and South America at Key Stage 2; geography knowledge underpins all of the GLP Themes that we covered on the day. Literacy: sharing the story; discussing the setting, using a variety of different language to describe. Children had to write with feeling and emotion. Discussion and talking skills were encompassed throughout the day. Computing: blogging; the purpose of study: ‘ensure(s) that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.’ Pupils also used Tagxedo to create word clouds.

Resources

• Creative blogging workshop

Links to further resources

• Mia’s Story, Walker Books 14

GLP Transition Project

• Google Earth tutorials • Mission:Explore • GA geography badges were purchased for the end of the workshop.

Contact Emma Espley has connections throughout Gloucestershire, from previous CPD workshops and ‘in situ’ training. Further details can be seen by accessing her website and the adjoining blog (see www.create2inspire.com and http://myrecentventures.primaryblogger.co.uk). Further support materials are available on request, e.g. accompanying multimedia presentation; e-version of story book; sheets for photocopying/laminating.

Thanks to: Grange Primary School, Katharine Lady Berkeley’s School, Longney Church of England Primary School, Marling School, Miserden C of E Primary School, Slimbridge Primary School, Stroud High School and The British School, Gloucestershire.

Photo credits: 1. © Marie Wells, Stroud High School 2. © Emma Epsley.

D. Transition bridging task: focus on Ghana

Longdean School and feeder primary schools, Hemel Hempstead

Context 48 form tutors at Longdean worked with the new intake of 210 pupils in Year 7.

What did we want to achieve? We introduced the bridging project to avoid the Key Stage 3 dip that comes over the summer term between Key Stages 2 and 3. The project is also an introduction to the valued work with our international partner school in Ghana. The focus was on the GLP themes of understanding the concepts of interdependence and sustainability, and enquiry and critical thinking.

How did we set about it? Students read an introduction to Longdean’s link with the Bedomase School; they were given key information about Ghana including: climate, economy, flag, map, capital city etc. They investigated and compared ‘My typical school day’ written by four students from Ghana. Students sourced and read a book set in the African continent, and completed a book review.

The students then chose and complete three out of eight tasks, differentiated for students with SEN, with extension tasks to challenge the more able:

GLP Transition Project

• Geography: produce a brochure designed to encourage tourists to visit Ghana, including descriptions of the climate, location, culture and wildlife. • Science: Ghana has already lost many of its forests to deforestation; discuss problems caused to animals and plants, and consider a solution to this problem. • History: Find out how slavery affected other West African nations, and how it was abolished in the USA. • Maths: The Ghanaian currency is the Cedi. Find its value in £s; identify the price of twelve different food products, and convert the prices to Cedi. • English: Write a letter to a Ghanaian student, telling her about a typical day for an 11 year old British student at home and school. • D&T: Ghana produces cocoa for chocolate production. Invent a new type of chocolate bar and design its packaging; produce an advertisement for the bar. • Social Sciences: Kofi Annan is a Ghanaian statesman who led the United Nations from 1997 to 2006. Research the history and aims of the United Nations. • ICT: use the internet to source some Ghanaian recipes. Research ingredients often used including yams, plantains, cassava and okra. Extension tasks investigated global themes that are directly relevant to Ghana in general and our partner school:

• E-waste management in Southern Ghana and health implications • Deforestation of the rain forest in Central and Southern Ghana • Oil extraction off Southern Ghana • Desertification in Northern Ghana • Standards of living in the shanty towns • Global issues e.g. cocoa trading. The next stage was to complete a self-evaluation form, identifying the strengths of their work and what they could do to improve.

How well did we achieve our aims? The whole project has geography and global learning at the core. The basic geography of Ghana, our partnership links to the country and much more specific global themes made an excellent and challenging introduction to Year 7. Students and parents were made aware of our link and global ideas on entry to the start of Year 7.

This work gave the students an opportunity to showcase their best work. The staff had early information about each student’s attitude to learning, their motivation and independence. It was also an important opportunity to ‘open the eyes’ of our new intake and to make them aware of life in another continent. We included an easy to complete parental

GLP Transition Project questionnaire to gauge their feedback and support. Feedback was given by tutors and this was a good opportunity for them to make contact with their new tutees.

Resources We developed a Student Information Booklet and Student Workbook that were used in 2015 and will be updated for the 2016 intake. We will definitely be repeating this project. It gave our new students a good introduction/ initial knowledge about the country with which we have strong links.

Contact H.I.Kidd, Longdean School, Rumballs Road, Hemel Hempstead, Herts. HP3 0AP

Focus on globalisation and interdependence

E. Global connections and interdependence Anglesey Primary, Paget High and Rykneld Primary Schools, Burton on Trent

Context Anglesea Primary School, Rykneld Primary School and Paget High School in Burton on Trent, used the GLP/Geographical Association transition project to enable some Year 6 pupils and their teachers to visit the High School. The primary schools used the project to make links with other schools whilst giving older children a chance to work collaboratively in a different environment to their own school, as preparation for transition to High School.

What did we want to achieve? We wanted to explore our global connections and their impact.

How did we set about it? We held a Key Stage 2 to 3 transition Global Conference, with a theme of interdependence, on a Saturday in the summer term before the students’ Key Stage 3 studies began. We used a similar format to the GA annual conference, with a keynote address/assembly on interdependence, followed by a series of workshops exploring the themes of “Where does my stuff come from?” and “Where is my hometown connected to?” The conference was drawn together with a session on what is the impact, pros and cons of these connections and outsourcing. We began with a Logos Challenge, a quiz of key multi-national companies that students are familiar with, to develop an understanding of globalisation and how we are an interconnected

GLP Transition Project and interdependent world. We introduced the theme of globalisation with a You Tube video clip discussing the pros and cons of this process and how it influences our choices. This introduction was consolidated by playing the Trading Game in groups, which investigated how trade works, the inequalities in resources, power, wealth and influence between countries and how these barriers can be overcome but also reinforced through trade. Through their reflections, students appreciated that conflict can arise due to unfairness. The students faced further challenges as the context, i.e. changing geo-politics, impacted upon the world trading market. As a result they needed to adapt their plans and renegotiate with their trading partners. To develop a deeper understanding of life in developing countries students investigated breakfasts in ten countries to develop a sense of global awareness and the differences between their morning experiences and those of other children.

• Critical thinking was evident in their analysis in the trading game and how/who/why they should trade with other nations from a moral, ethical and economic stance. • Enquiry skills were developed through the assessment of the pros and cons of globalisation and their impact on the UK and the wider global community.

How well did we achieve our aims? Overall the day developed students’ understanding of globalisation on ourselves as individuals and our culture, for example through the Americanisation of our food, leisure and entertainment. They developed a deeper understanding of the inequalities and cultural diversity of the world, further reinforced by their understanding of scale and sense of place through their investigation into the impact globalisation has on countries and the resultant changes. From the reflection activity at the end of the day, students were able to identify and explain the advantages and disadvantages of globalisation and the impact on a variety of countries, for example the UK may benefit whereas some people in Kenya may feel exploited. The students were able to discuss the impacts of globalisation on individuals and groups within society and the consequent impacts on our lives, for example Burmese teenagers wearing Nike tops and losing their cultural identity.

How does this link to the Global Learning Programme?

GLP themes: • Interdependence and globalisation • Enquiry and critical thinking.

Resources

• Diamond nine globalisation • The trading game https://www.christianaid.org.uk/schools/trading-game 18

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• Logo quiz starters and answers are available from TES connect.

Links to further resources

• Video clip: Globalisation, a friend or foe? https://www.youtube.com/watch?v=wQZW1v6Lm0A • Video clip: Issues in Globalisation: Environmental Impacts and Sustainability https://www.youtube.com/watch?v=d8sh_4fRyJs

Contact Julie Butcher/Olu Oparinde

F. Interdependence and globalisation: migration Welling School worked with St Fidelis Catholic School and its consortium of Global Learning partner schools in Kent to examine interdependence and globalisation. For the migration workshop this included: • Primary Schools: St Peter Chanel, St Thomas More, St Stephen’s, Bedonwell Junior School, St Joseph’s • Secondary Schools: Trinity School and Erith School.

Context Students in Key Stage 3 have been learning about developing countries via a ‘Global Issues’ series of lessons. • Key Stage 4 students presented an assembly to younger students in Key Stage 3 as part of an International Day against Homophobia, Transphobia and Biphobia. Discussion in form time opened debate about prejudice and how views may differ due to country contexts. • Year 9 examined issues surrounding the exploitation of workers in the sports fashion industry and investigated coltan mining in the Democratic Republic of Congo (DRC). Students researched how sustainable coltan mining is and whether they as consumers are linked to the issue. • Year 8 students completed a series of lessons about migration and have understood how migrants are often escaping poverty and famine. • Year 7 students have been studying globalisation in the context of its impacts on citizens in India’s cities such as Bangalore. In addition, Year 7 students visited a local partner school to learn more about migration via a workshop held at St Fidelis Catholic School.

GLP Transition Project

What did we want to achieve? Welling School: Through the wider context of our work, we want children to have a greater understanding of globalisation and interdependence. For the migration workshop, we aimed to encourage children to think critically about the topic of migration and increase their understanding of a topical, global issue, whilst developing collaborative learning across Key Stages 2 and 3. Fidelis School: A three- hour workshop involving both primary and secondary school pupils took place; the main aim was to increase students’ understanding of migration, as well as to discuss and raise awareness of demography and migration issues. Relevant/current media issues were sensitively explored using practical activities and debate.

How did we set about it?

• We first asked students to draw a ‘global learner’ which encouraged them to consider the mind-set needed to openly consider concepts of interdependence, development, globalisation and sustainability. • Students reflected on and discussed images whilst walking around an ‘exhibition’ of ‘Images of Migration’ that was used at Hackney Museum in 2013. This stimulated critical thinking about global issues.

• Students were shown ‘a journey of mankind’ which illustrated how we have all descended from people who have migrated and emphasised the idea globally- interdependent world. • Students then analysed the Zephaniah Poem ‘We British’ which further strengthened understanding of interdependence and viewing the world through a multicultural lens. Later in the workshop students wrote ways in which the world in interconnected on post-it notes. • Video stories of an 11 year old girl from Syria and 10 year old boy from Afghanistan were shown. Students discussed how similar these children were to them and developed their knowledge of experiences in developing countries and countries affected by conflict.

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• Students were introduced to the UN Convention on the Rights of the Child. Students ‘paper aeroplaned’ or ‘snowballed’ their thoughts on how children caught up in conflict were not enjoying all of their rights and how their school could become a Rights Respecting School. This fostered a curiosity to learn more about developing countries, global poverty and development. • Students were shown examples from Twitter and Facebook that promoted the idea that refugees could not be experiencing hardship and should not be granted asylum because they owned mobile phones. Students discussed how refugees are not always experiencing economic hardship; rather persecution/danger is the reason for seeking refuge. They also considered other reasons why refugees might have mobile phones and the dangers of simply believing what is read on Social Media. • Students collaboratively ripped media (magazines) to create a world map. Students worked in mixed school groups throughout the morning to support the idea of unity and interdependence.

• Students were encouraged to imagine themselves in the position of workers in developing countries. Most were unsure how they were linked as consumers. We also held a workshop to develop children’s awareness of migration and started by investigating the meaning of different terms such as ‘Asylum seeker’ ‘Refugee’ and ‘Migrant’.

Other curriculum areas supported geographical understanding, for example: history and PSHE teachers also contributed via their subject areas. Numeracy was included as we used statistical analysis and graphs to understand world issues. In addition, the English department launched a poetry competition to have students write about 21

GLP Transition Project experiences as a refugee during Refugee Week. The Student Council was used to share the opinions and views of students across the school about how best to raise awareness about difficult issues such as inequality and the refugee crisis facing Europe.

How well did we achieve our aims? Welling School: The units about globalisation have taught our students more about how interconnected they are to people in other places in the world via their consumer goods. We noticed several outcomes. • Geographical knowledge has been extended as students have developed their understanding about how and where quality of life is affected in the world by actions from people in other countries. Children began to question and make links between economic growth and issues of sustainability. • Children became more motivated: more were engaged in discussion about wider issues such as the EU referendum and many children wanted to be involved in the poetry competition about Refugee Week.

Fidelis School: • The workshop on migration promoted greater awareness of poverty, how the notion of poverty is not simply economic and encouraged a movement from a charity mentality to a social justice mentality. All of the activities were centred on students’ discussion, hugely stimulating questioning, enquiry and critical thinking. Students continually asked questions and challenged assumptions, particularly when discussing the portrayal of refugees on social media. This raised the issue of the ‘single story’; students opened their minds and considered the importance of varying sources to shape opinions and questioned the validity of sources. There was a strong focus on geography: • Students considered evolved humans beginning in the continent of Africa and mapped the journey to The British Isles. • Children discussed the concept of globalisation and the ways in which the world had become ‘globalised’ and more interdependent. In considering rights and children affected by conflict, students looked at the relationship between their situation, their everyday needs and quality of life. • With a theme of migration, the way in which location influences quality of life was a core focus of the workshop. • The theme of Interdependence was critically considered when children wrote on post it notes the ways in which the world is connected. The dangers of a single story on social media was also reflected on. • Student Council was used to share the opinions and views of students across the school about how best to raise awareness about difficult issues such as inequality and the refugee crisis facing Europe. Newsletters were sent to parents and the school community regarding the migration workshop. 22

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Pupil voice: ‘I really liked it when we made the world collage and we wrote down what connected everyone in the world.’

How does this link to the Global Learning Programme? This work helped children to be able to discuss and examine topical issues such as migration by developing a greater understanding of interdependence: they were also able to collaborate and talk about different solutions to problems by applying critical thinking. Children also thought more about globalisation and developed their understanding of this concept as they learnt how we are connected through trade for example.

Resources

• PowerPoint®: Global Learning Transition Project: Migration

Resources (via the school’s online portal), the British Council and from the Geographical Association (GA) in conjunction with the GA Toolkits helped facilitate this work. We also used: • The Bradshaw Foundation http://www.bradshawfoundation.com/journey/ • 100 images Migration http://migrationmuseum.org/output/category/100-images-of- migration • Newsround clips – refugee stories. • Teaching about migration: https://www.geography.org.uk/Teaching-About-Migration- online-cpd

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Contact

Rebecca Wood, Fidelis School.

G. Fair Trade Calverley Parkside Primary School, Priesthorpe High School and Pudsey Primrose Hill Primary School, Leeds

Context The project involved two primary schools and one high school, Leeds Development Education Centre, and a Geography Champion.

What did we want to achieve? The project focused on the theme of Fair Trade; it involved seventy five Year 5 pupils and selected pupils from Year 7. The aim was to extend pupils’ knowledge and understanding of: • developing countries that produce food crops for export; • the globalised trade system, and of the interdependence of different countries; • Fair Trade as a poverty reduction strategy.

How did we set about it? There were three phases to the project, which was led and managed by a steering group of representatives from the three schools involved, Leeds DEC, and a Geography Champion. The group met regularly to plan, execute and evaluate the project. • January to February 2015: Staff from all three schools attended three twilight CPD sessions from Leeds DEC to develop their own knowledge and understanding of Fair Trade, and to evaluate pedagogical approaches and teaching resources available. From Priesthorpe, geography, MFL, RE, Citizenship, Drama/Performing Arts, Art and Design, History, English and Science colleagues joined the training and pledged to make reference to development issues, social justice and Fair Trade in their teaching, whether available for the transition activity or not. • March 2015: The Year 5 pupils took part in a range of activities in their own schools, and shared their learning through visits, which also involved Year 7 pupils. Year 5 pupils then attended a half day event at Priesthorpe High, where they took part in two hour-long workshops. The workshops addressed the issue of Fair Trade from different subject perspectives. The Year 5 pupils were supported by Year 7 pupils acting as peer mentors. • June 2015: All three schools contributed sessions to the regional Global Learning Conference held at Leeds Trinity University on 25/6/15. Pupils from the two primary schools presented some of their work to an audience of teachers and pupils, and the

GLP Transition Project

lead teacher from the High School ran a session on planning a GLP Transition Project.

All the learning activities were designed to support pupils in developing critical thinking about development and development issues, as contextualised through the theme of Fair Trade. This project supported geography by introducing Year 5 pupils to the complex globalised trading system which provides the everyday foods they eat. Through the project, they investigated the production, distribution and consumption of fair traded goods, especially chocolate. • The geography workshop focused on developing locational knowledge of the countries of origin of a wide variety foods and drinks, and included input on the impact of a Fair Trade agreement in cocoa beans. Pupils reflected on the impact of a Fair Trade agreement on children and adults in a Ghanaian village, developing their ability to see things from different people’s perspectives. • In the drama workshop, pupils were guided through a series of activities which replicated the process of producing a chocolate bar, enabling them to vicariously experience the different processes, and empathise with the workers involved. • In the art and design workshop, pupils evaluated logos to analyse the messages they represent, before designing their own Fair Trade logos. These activities help to develop critical visual literacy skills. • In the RE workshop, pupils took part in a simulation of the Parable of the Workers in the Vineyard, to illustrate the theme of fairness, and were asked to relate this to the proportions of the price of a chocolate bar going to the shops, companies, governments (through taxes) and the cocoa producers. • In the English workshop pupils completed a narrative activity which had a focus on social justice and the experiences of workers involved in cocoa production.

How well did we achieve our aims? The project evaluation suggested that the Year 5 pupils involved in this GLP Transition Project enjoyed the experience, learned quite a lot about Fair Trade, especially in relation to chocolate production, and that some were motivated by what they had learned to take action. Those Year 7 students from Priesthorpe who attended the pre-event at Calverley Parkside Primary and assisted with the Year 5 visit clearly enjoyed taking part, and their increased enthusiasm across all subjects has been noted by teaching staff, and the students earmarked for future events. Sources of evidence for the impact of the work include: • Observations of classroom work, including a photographic record of some workshops at the High School. • Examples of pupil work.

GLP Transition Project

• As follow-up in September, some children from Year 5 and 6 will form a Global Gang and deliver termly assemblies in school where global issues are raised. • Questionnaire data compiled from a survey of c30 Year 5 pupils about the project. • Evaluation data from the Global Learning Conference; many of the c100 participants commented that they particularly welcomed input from schools, and especially presentations of work by primary aged pupils. The Cluster intends to continue to work together next year; one possibility is to repeat the transition project with new Year 5 and Year 7 pupils, and on a different theme. Priesthorpe School has jointly submitted an application to take part in an EU- funded Erasmus project, aimed at fostering international understanding and global cooperation via an exchange programme with partner schools in Eastern Europe.

How does this link to the Global Learning Programme? GLP themes: • Developing countries • Poverty and development • Interdependence and globalisation • Enquiry and critical thinking.

Resources

• Calverley evaluation report: pupil questionnaire findings

Links to further resources Resources used by the teachers: • Choc-o-lot: a chocolate flavoured resource to explore the global trade in cocoa http://www.risc.org.uk/files/choc-a-lot.pdf • The Chocolate Trade Game: resource pack produced by Christian Aid: https://www.christianaid.org.uk/schools/chocolate-trade-game • The Divine Chocolate Company story http://www.divinechocolate.com/uk/about-us • Sufficient small bags of Fair Trade Cadbury's Buttons for every student.

More links:

• Leeds DEC: http://www.leedsdec.org.uk/ • Fair Trade Foundation: http://www.fairtrade.org.uk/en/buying-fairtrade/chocolate • From the GA: support for critical thinking: https://www.geography.org.uk/critical- thinking • ‘A tough nut to crack’ – an article in Primary Geographer describing the work: https://www.geography.org.uk/Journal-Issue/e8ae5962-2e82-48e7-8379- 0003283de7bc

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Contact Bron Kitson, Calverley Parkside Primary School; Tom Butterworth, Priesthorpe School.

H. Fair Trade Chocolate Gateacre Secondary School and Woolton Primary School, Liverpool

Context We made contact with several primary feeder schools after Year 7 students at Gateacre completed a baseline geography assessment in September 2015 to obtain their geographical level on entry. As Woolton Primary School is a major feeder we felt it was appropriate to work with them. Thirty students were selected, with the majority having the pupil premium; they visited Gateacre every Wednesday afternoon. They were supported by two members of staff from Woolton and some sixth form students, and taught by a member of the geography department from Gateacre.

What did we want to achieve? We wanted to raise the profile of geography in local primary schools, ensuring that our colleagues there are supported and have access to a range of suitable resources to enable them to deliver a quality leaning experience. We also want to ensure that students who arrive at Gateacre make the best possible progress in Year 7 geography by having a firm foundation in knowledge, understanding and geographical skills. This project is part of a carousel of activities at Gateacre and Woolton; the main themes are improving knowledge of developing countries and globalisation, focusing on topics such as fashion and football.

How did we set about it? The project was focused on cocoa production in West Africa, trade and consumption. Students completed a series of lessons on Ghana and other countries such as Cote d’Ivoire, Cameroon and Nigeria through the issue of Fair Trade chocolate. This links to the GLP strand of improving students’ knowledge of developing countries, and enables students to learn about globalisation and how, by purchasing chocolate bars, they are part of this process. Over eight sessions, students: • built up knowledge of how chocolate is made, and which brands are available in different countries; • located developing country producers of cocoa beans and manufacturers and consumers in developed countries using atlases, Google Maps, the huge inflatable globe and wall maps; • analysed photos: what, where and why?, linked to the chocolate chain of production; • ordered statements about chocolate production and matched them to photos; • analysed data, facts and figures about developing countries, specifically Ghana;

GLP Transition Project

• built up fact files about some personal geographies of individuals living in Ghana who were part of the chocolate chain.

By the end of the sessions students have an overview of how they are connected to several other countries across the world through interdependence and globalisation, and how they can influence this process. They know where these countries are and whether they are more or less developed, some of the reasons why, and can provide data to support their arguments. Students also know about the lives of people within these countries and how cocoa production and fair trade have an impact on their lives and the development of the country they live in. All sessions promoted enquiry, and each lesson was a continuation of the one before. For example during the photo analysis students were given a photo of Mim village, where cocoa beans are produced, and were asked to come up with three questions each that they would like answered. During the session on the lives of people within the chocolate chain, several different viewpoints were put forward, not just from farmers but from consumers and manufacturers. These were in different contexts, including diary excerpts, photos, day in the life and videos. Pupils had to put the ‘big picture’ together for themselves. Discussion was a big feature of the project with students working in groups, encouraging them to both share and challenge ideas.

How well did we achieve our aims? The project has had a positive impact on students. The evidence for this is varied; included on the PowerPoint® is a copy of the email from Woolton providing feedback on how they felt the project was going, and a sample of the Year 6 student voice questionnaires, providing further evidence that students enjoyed the project and felt that they benefitted from the experience. Also included are statements provided by Sixth Form geography students who supported primary pupils during the transition project. Alastair reflected: The project supported geography at Gateacre, as students often enter Year 7 with a varied experience of geography at primary school, so some students struggle to make expected progress in their first year. The project has helped improve links between Gateacre Geography Department and Woolton Primary school as well as improving the knowledge of the Year 5 and 6 students who visited each week. The project has also allowed teachers at Gateacre to support their colleagues at primary school by providing them with examples of how a varied and interesting geography curriculum can be delivered at Key Stage 2. We will be carrying out a similar transition project next year.

How does this link to the Global Learning Programme? GLP themes: • Developing countries • Interdependence and globalisation • Enquiry and critical thinking.

GLP Transition Project

Resources

• Transition project presentation

Contact: Alastair Smith, Gateacre Secondary School. I. Local – Go Global St Georges, Eastchurch and St Clements Primary Schools, and Oasis Academy, Minster

Context This project was led by St Georges Primary School and used local fieldwork to investigate global links in the local environment through research and fieldwork. The local Port of Sheerness was a focus for this. The work culminated in an exhibition where pupils talked about what they had found out to other pupils from the schools involved as well as parents and the local community.

What did we want to achieve?

• For children to think more critically about how their locality linked to the wider world through global links in both historical and current contexts. • To develop children’s knowledge of our own locality as well as other places and countries. • To develop the concept of globalisation by exploring how our locality linked to the wider world through trade. • To develop the concept of interdependence by investigating how global links affect life in our locality. • To develop the concept of sustainability

How did we set about it?

Planning with other schools • We held an initial meeting between our school, St George’s Primary, with teachers from the Oasis Academy and Eastchurch and St Clements Primary schools to discuss broad planning outlines for the project. • Key umbrella questions were identified e.g. How does Sheppey connect to the wider world? What local – global links can we find (both historical and current)? It was decided that after an initial introduction the pupils would identify areas that they wished to learn more about through their own enquiry questions. • Fieldwork opportunities were identified to help us find out more about the Port of Sheerness.

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• To give the children a ‘real’ purpose for their learning it was decided at the outset that an exhibition would be held at St George’s to showcase learning and exhibit it for both pupils and staff at the school, as well as parents and visitors from other schools. In Class • Introduction to the topic. Pupils started a WKL sheet. • ‘Wow’ starter of a guided trip around the Isle of Sheppey to find out about Sheppey’s historical and geographical global links. Pupils considered risks and hazards prior to the trip. This included visiting: o Eastchurch aviation centre – the first aviation factory in the world - they made the American Wright flyers designed by the Wright brothers and made by the Short brothers. The 1909 Gordon Bennett air race, where the rich and famous from all over the world visited Sheppey to fly the latest planes. o Queenborough harbour to see Deadman’s Island where sailors from all over the world are buried as well as prisoners from European wars. o Sheerness - walk along the front towards the Docks to see the pill boxes, the Napoleonic defences, and look at ships from all over the world passing on their way to the docks at Sheerness, Tilbury and London. o Blue Town heritage centre. o N.B. Due to security issues we were unable to visit inside the Port of Sheerness at first – hand. We walked around the perimeter and looked at the setting. We also invited the Port Director to come and visit us and explain about the work that happened there.

• Children made notes about the trips and what they had found out. They then expanded these into a draft copy of a recount of the trip which they then wrote up as a final best copy. • As a follow-up, the pupils were invited back to the Heritage Centre at the end of the project for the publishing launch of the ‘Sheppey in WW1’ booklet for schools. This was a booklet that they had contributed to through their research. This event was attended by local dignitaries and historians, a local artist and the press. • Paul Barker (Director of Peel Ports, Sheerness Docks) visited the school and taught the pupils about the global links between Sheerness and other ports around the world. This included the history of the port and how it was used at different times, how it has expanded to what it is now, different cargos carried, how the port works, container shipping and how freight is then transported further around UK. Pupils looked at different artefacts, maps and plans then made notes about the information which they then wrote up as a draft copy and final best copy. • Pupils did further research on global trade routes and main ports around the world. Information about container shipping across the world was carried out using live ship tracking which enabled them to research about some of the ships, their destinations and their cargo. We used information and film clips from BBC’s ‘The Box’ to stimulate discussion. http://news.bbc.co.uk/1/hi/in_depth/business/2008/the_box/default.stm

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http://shipfinder.com • Pupils then tracked different cargoes from source to destination e.g. a T-shirt made in China and fruit from South America. Links were made about the interdependence of people in both the UK and other countries; this was expanded using discussion prompts raised by pupils. For example, further discussion ensued about the recently closed steel mill on Sheppey, the negative impact this had on employment in the local area and how this may link to the importation of cheaper steel from Asia (which is currently being covered by the media). We used a recent episode of CBBC ‘Newsround’ which covered the story to help develop pupils’ knowledge and ideas. Other useful websites included www.worldshipping.org. • Pupils considered both the local and the countrywide impact of the importation of cars into Sheerness. There is a huge holding area for thousands of cars two miles away from our school which many of the children drive past every day, plus they regularly see the vehicles from a fleet of car transporter lorries using the local roads and causing extra traffic congestion. • Sustainability formed part of the project as there are several wind turbines on the Isle of Sheppey and a wind farm array is visible just off the coast. On the field work trips and tour the pupils passed the solar energy farm and saw the huge panels which have recently been installed on the island. Some pupils researched more about how solar energy is harvested. Pupils also learnt how water is piped onto the Isle of Sheppey through an enormous supply pipe from the mainland and stored in huge tanks underground on the island. This cracked last year and this had a huge impact on the local area which directly affected the pupils in so far as the school had to be closed and there was no piped water available in their homes. Discussion followed about the impact of it breaking again and how people across the world had to live in those conditions every day. • Pupils were also able to make links with global transportation in the past by using the locally visible wreck of the Richard Montgomery ship to explore how supplies were shipped in WW1 and WW2. • A good deal of map work was carried out to support these enquiries. Google Earth/Google map work on their own local area was expanded to looking at features of the geography of Kent, then SE England, the UK, then the whole world. This was linked to 3D relief maps. Pupils used IT skills to research then copy and paste screen shots into a word document and add further information in text boxes. • Pupils made a 3D map of Sheppey and its main landmarks out of card, Modroc and wire. This is now on permanent display in the front entrance area (under Perspex as a coffee table). The research for this was linked to OS map work including contour lines and grid references. • Further Maths work on co-ordinates was completed. • Pupils carried out comparisons of maps from different ages (1890/1950/present day) considering human and physical geographical changes and the reasons for these.

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• Pupils researched local places using books, the Internet and by asking older relatives. The pupils wrote up their notes and each child did art work linked to one of the places covered. • Year 4 pupils: o Looked at local maps and plotted their routes to school. o Carried out research on local places and wrote expanded information as postcards. o Discussed access to the Isle of Sheppey and the increase in traffic due to tourism and global trade which was the reason for the new Sheppey crossing. o Made clay models of both bridges.

The Exhibition • The project culminated in an exhibition which was held in the main hall at St George’s. An event of this size and nature had never been held at the school previously. All the pupils were involved in mounting their work and setting it up on display. They chose which aspect they wanted to speak about and were stationed around the exhibition. All the people who had been involved in the project alongside parents, governors and the rest of the school were invited to attend. • Pupils at St Georges School took on the role of experts and explained to visiting students from the Oasis Academy what they had found out. • Pupils from Eastchurch and St Clements School had been researching where their school uniform came from and created Top Trump Cards with facts about other countries. They used this work to create a stall in the exhibition.

How well did we achieve our aims? Class discussions revealed poor knowledge of places in the world and of their own local area. Initial planning ensured that both local and global aspects would be covered to address this including map work and IT work using a range of mapping websites. At the end of the project there was a great improvement in children’s knowledge of the local area and wider world. There was also a good deal of improved mapping skills. The project was very successful and engaged the pupils. They found out a good deal of knowledge about the wider world and trade that they were not aware of before. As the project was based on and in our locality, it made the learning meaningful and the links with the wider world more relevant. The children enjoyed being the experts and talking about their work at the exhibition to a mix of people. They also enjoyed collaborating with other schools. We will repeat this project in the future as the pupils gained a great deal from it: not just knowledge and many different skills but increased confidence in their own abilities. It raised their self-esteem, and made them proud of their learning. Pupils in the lower school have spoken about ‘the project’ they will be able to do when they get to Year 6.

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Comments from children “Some cars come from China. If they were to give them away every family on the Isle of Sheppey could be given a new car every ten days!” “I was surprised about how much stuff they ship in… Cars, bananas and explosives! “They have to shut the port when they ship out explosives.” “I enjoyed it because we learnt lots of facts and I had a really fun time.”

Both the Directors of Peel Ports and the Heritage Centre have offered to repeat the project in the future:

Testimony from Paul Barker – Director, Peel Ports, Sheerness. ‘It had been several years since the Port had really worked with one of the local schools, so the project with the pupils of St George’s was an opportunity to re-introduce the Port and its activities. The challenge however, was to make it relevant to the children’s project but to also have an element of fun. From my perspective, the visit was immensely satisfying; the level of interest shown by the children was excellent. They asked some relevant and at times challenging questions. I was particularly pleased with how the children seemed to engage with the old plans and documents, once again they posed some interesting questions. However, for me, the most rewarding element was when we attended the exhibition, the level of information that they had managed to take from my presentation and in many cases put their own perspective on the information was impressive. I was also very surprised that at the exhibition they actually remembered who I was! As a port, we would welcome the opportunity to display the work within the Port offices for all staff to see. In summary, the opportunity to be involved with a group of children who managed in what was a relatively short space of time to capture many of the key points of what we do here in the Port was for me personally an enjoyable experience. Mrs Adlington, please do not hesitate to make contact if you are repeating this project in future years.’ Testimony from Jenny Hurkett – Director, The Heritage Centre, Blue Town, Sheerness. ‘The Blue Town Heritage Centre was really pleased to have been a part of this project, from the development of the idea to the tour and workshops we did with the pupils. The volunteers found the pupils to be very engaged and interested in their island.

The short tour of the island took them to places they had never visited as well as looking at familiar places with new insight as to why they are where they are and the purpose that they were used for. The pupils also had input into a booklet about Sheppey’s role in WW1.

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Their projects showed that they had been listening and the enthusiasm for what they had learnt will encourage them to want to know more. It was also an honour to see our part fit into the wider project and it showed what can be achieved by working in partnership.’

How does this link to the Global Learning Programme? Globalisation and interdependence: children were fascinated to find out more about global trade. Links were made to the recently closed local steel works and the importation of cheap steel from China through the port of Sheerness. Links were also made about the importation of clothing – children looked at their own clothing labels and identified countries of origin on the world map. Eastchurch School followed this up with the work that they included for the exhibition.

Resources Presentation with examples of children’s work (Pdf) Various maps and photographs from our local heritage centre as well as paper OS maps and Digimap for Schools. The Director of Peel Ports was a valuable local resource as a visitor to the school. ‘The Box’ a story of a container: http://news.bbc.co.uk/1/hi/in_depth/business/2008/the_box/default.stm Shipfinder http://shipfinder.com World Shipping www.worldshipping.org Digimap for Schools: www.digimapforschools.edina.ac.uk

Reading Barlow, A. (2012) Tools of the Trade. Primary Geography. Sheffield: Geographical Association. 79, pp.22-23.

Contact Mrs Lin Adlington, St Georges Primary School, Minster, Sheppey, Kent, ME12 3QU.

J. The Global Fashion Industry: how are the people who make our clothes treated by their employers, and what can be done about it? Zouch Primary School and Wellington Academy, Wiltshire.

How did we set about it? All Year 6 pupils from Zouch Primary School visited Wellington Academy; they worked together with a group of Year 7 students to develop knowledge and understanding of the global fashion industry, and how people who make clothes in the developing world are

GLP Transition Project treated by their employers. This was very much enquiry based, with students researching using books and laptops and finding answers for themselves. The first session was used to introduce key terms in the global fashion industry and explore the questions: • 'How are the people who make our clothes treated by their employers?' and • 'What's it got to do with us?’ Key terms for the project Term Meaning How does this apply to the global fashion industry?

Interdependence Countries depend Richer countries depend on poorer countries to supply raw materials e.g. on each other to cotton and finished clothes at a cheaper price than they could make them function. for. The poorer countries make money from this which they desperately need. Development The level of A developed country is rich (More Economically Developed Country or development of a MEDC) and a developing country is poor (Less Economically Developed country describes Country or LEDC). how rich or poor it is. The countries producing the majority of clothes are developing. The companies that they make them for are based in developed countries. Poverty A state of life where Many of the workers who make the clothes live in poverty. people do not have enough money for basic needs e.g. food and shelter. Social justice The idea that all Most workers who make clothes do not have a nice life. If they had social people across the justice, they would have a reasonable life. world deserve a decent life. Sustainable The idea that a If countries developed (got richer) in a sustainable way, the lives of most development country can develop people would improve and not be made worse. This is the case for most in a way that does workers who make clothes in developing countries. not harm the lives of people or the environment. Pupils' prior knowledge and understanding of the global fashion industry was also assessed using a questionnaire before they undertook the following activities: • researching where clothes are made • locating and plotting countries on a world map to look for patterns • data collection and analysis (e.g. GDP, life expectancy, literacy rate) • open discussion and debate. • shared agreement about how the project would develop over the next two weeks. The second session was used to recap on the key questions, check understanding of the key terms and celebrate and share pupil's learning. Pupils were given the following advice: 'Charity is not always the best solution. Why might it not work? Think critically' The Wellington Academy Year 7 pupils visited Year 6 in Zouch Primary for a morning to showcase what they had done. The pupils ended the project by sending letters to their local

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MP, making information leaflets for other pupils and canvassing parents at the school gate to find out what they knew.

How well did we achieve our aims? The project developed pupil understanding of the key terms/concepts, including development and economic activity, as well as developing knowledge of the location and key characteristics of different countries across the world. All pupils involved completed a questionnaire (below) to assess their knowledge and understanding before and after the project. They clearly made progress in their knowledge and understanding of the issue and in appropriate ways to manage it. Student work also shows progress as well as general teacher comments about the success of the project.

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The project fulfilled GLP aims by using an enquiry approach in which the pupils were active participants, with a real say about how the learning developed and with opportunities for challenging debate. This ensured pupils developed an understanding of some of the complex issues and concepts through research and critical thinking. The impact of the project was further developed by giving pupils agency to take further action. In this case they

GLP Transition Project opted to write persuasive texts to their local MP, giving the learning a real sense of purpose and widening the learning across the curriculum. Lindsay West, from Zouch Primary School reported: ‘At the start of the project, pupils did not know the location of Bangladesh, Cambodia, India, Vietnam or Sri Lanka. At the end of the first session, they were able to show where they were on a world map and some pupils could explain why the majority of clothes we buy are made in countries with developing economies’: Most of our clothes are made in countries like India, Pakistan, Vietnam and Cambodia because of interdependence: Salifu, Year 6. I think we should get more shops to sign up to the ETI (The Ethical Trading Initiative), so that workers have enough money for the basics: food, water, a shelter and for children to go to school: Abigail, Year 6. Matt Baker from Wellington Academy explained: ‘All pupils completed a questionnaire initially to assess their knowledge and understanding before and after the project. They have clearly made progress in their knowledge and understanding of the issue and appropriate ways to manage it. We have already agreed to repeat the project; it has had a very positive impact on the pupils involved, both in terms of their global awareness and geographical knowledge and understanding, and has helped the Year 6 pupils who will be joining our school in September to get to know staff, pupils and their new learning environment’.

Contact Matthew Baker, The Wellington Academy, and Lindsay West, Zouch Primary School, Tidworth, Wiltshire.

K. Lincolnshire Fairtrade Fashion Kirkby on Bain CE Primary School and Queen Elizabeth’s Grammar School, Horncastle

Context Our project linked directly to globalisation and global poverty reduction, seeking to improve pupils’ place knowledge; use of and interpretation of evidence including images, statistics and data; critical thinking and ability to discuss views, justify opinions, challenge stereotypes and present their own understanding confidently: • through consideration of areas that would help our pupils be better prepared for Key Stage 3 geography • to help the sixth form students involved in the planning and delivery of the sessions to gain a clearer understanding of Key Stage 2 geography under the new curriculum

• by identifying transition worries and building critical thinking skills

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• by identifying opportunities to foster and develop leadership skills. The lessons were designed, resourced, organised and led by the sixth form students involved in the project.

What did we want to achieve? Our project was based on Fairtrade; we were keen to move away from the banana farm type project, often used in primary schools, to broaden the scope of understanding and provide a new perspective for our pupils. We felt that exploring the fashion industry and cotton would help children to see the connection to everyday products that they could associate with whilst still providing an alternative trade and focus. This information was provided as a brief to the sixth form students who then planned, designed and resourced the session.

How did we set about it? The main session was delivered on our school site to 25 Y5 and Y6 children. They participated in small group activities and discussions, whole class quizzes and completed a workbook to record their new knowledge. The session was very positive for all, as evidenced in our evaluation forms. These were completed by our pupils, the sixth formers, the head of sixth form/geography teacher, our Y5/6 teacher, parents of Y5/6 children and our Chair of Governors. The children could articulate what they had learnt in the session, state their views regarding the social injustice of pay, explain what had surprised them and also what they would still like to find out (see attached example evaluation forms). The sixth form students said they were surprised by our pupils’ existing knowledge. They were however successful in furthering that understanding. Following the session, the children were able to articulate what they had learnt in the session, state their views regarding the social injustice of pay, explain what had surprised them and also what they would still like to find out. They were vocal about their views on the inequality of pay and working conditions across the world and stated a strong desire to do something about it, as positive agents of change. They have been empowered by their knowledge and greater awareness of the global picture and hearing this from students rather than adults had a big impact on the way the messages were received. (Please see attached example booklet completed during the taught session – uncompleted sections were covered through debate rather than written response to deepen understanding and encourage discussion and critical thinking).

How well did we achieve our aims? This was a thoroughly positive experience for all. It was worth spending the preparation and organisation time as it furthered not only our pupils’ knowledge but also their ability to relate to the wider picture, challenge misconceptions, discuss their own viewpoints based on evidence and consider ways in which they could become worldwide citizens and agents of change (see attached example evaluation forms).

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We would love to repeat this but would like to develop it to include other feeder primary schools and possibly base it at QEGS as the pupils’ receiving school. We would also like to include the pupils who were involved this year and will be in Y7 next year to ensure the good work continues and that our children have a chance to build on their sense of global awareness and moral justice. Tim Radman (QEGS) reflected: The students gained greatly from the experience. It gave them the chance to work with younger students (some are considering teaching as a career) and it reinforced their knowledge of globalisation, part of their A-level geography course. Students made their own resources and these worked well. I was really pleased that they ‘tweaked’ their resources between sessions to ensure that learning was maximised. The teacher and students were welcoming when we arrived and the classroom had all the resources that we needed at the last minute! Whilst the sixth form students were confident at working with small group of younger students, I was surprised at how nervous they were when talking to the whole class. It was clear that the Y5/6 students had developed a clear understanding of global trade. They understood the areas of the world with the highest demand for clothes/fashion products, the areas in which the raw materials were sourced and the regions where most production takes place. We started to discuss the problems in some factories and most students understood the role that Fair Trade could play in helping workers.

How does this link to the Global Learning Programme? GLP themes: • Poverty reduction, including issues of unfairness, inequality, and stereotypes. • Globalisation.

Contact

Georgina Day, Tim Radman.

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L. Friends Across the World:

Ballasalla Primary School and Castle Rushen High School. Isle of Man.

What did we want to achieve? Year 5 and 6 children have been involved in global pen-pal projects - finding out about what life is like for their friends in Sri Lanka, Pakistan, Yemen, Gaza Strip and Uganda compared with our own Island life and culture. The children’s starting point was letter writing supported by the Year 5/6 teacher’s personal photographs showing life in Uganda. The class were enthused by our previous year’s work with Skype connections with Pakistan, Uganda and a visit from a group of teachers and a student from Tororo in Eastern Uganda. Discussions arising within the class led to the children developing their own lines of enquiry. They were particularly keen to consider health, wellbeing and education. The key areas of focus have been: • Water and the effects of location on health • Schooling: teaching and learning, expectations comparisons. The learning intent was for the children to become more critically aware of the contrast between conditions in different cultures that affect health, education and wellbeing. As a small school of under 100 students all of our students were able to witness the activities undertaken. Year 5/6 prepared a keynote to present in an assembly to share their learning. The Head of Music at CRHS is keen to work with our students again in collaborating with the recording of a new song written about the difficulties of raising a family in Uganda. This will be a project for the next academic year.

How did we set about it? Children exchanged individual letters with pen-pals and these were shared as a class which drove discussion. Hot seating was used to explore emotions surrounding life events. Challenge was encouraged using the principles of James Nottingham’s work on taking learners ‘in to the pit’. Class discussions considered what an education is and if their friend in Uganda were better educated than we are… how many of our children could walk the distances to collect 41

GLP Transition Project water, milk a cow, cultivate the crops etc. There was a stark realisation following the water workshop that, between the 21 children, they had only managed to carry water enough for two people to survive for a day. Profound observations were shared by the children and their viewpoint clearly shifted away from one of egocentricity. This was noted by a work placement student who provided a ‘fresh pair of eyes’ in the classroom. Prior to the project children were unable to locate specific countries in Africa. They had limited or no knowledge of the challenges facing children in Uganda regarding living conditions, sanitation, health and educational poverty issues there. They were not reflective about the lives of others and how local actions can have global effects. This work has enabled the children to reflect on the lives of others and how the basic human needs of clean water, food and access to an education can make the difference between life and death for a person. It has helped our children to understand that toys, play and learning can take place without the need for technology or electricity and how the natural resources in the environment are used for enjoyment as well as survival. e.g. a football made of banana leaves or a roof of banana leaves. Visits from Castle Rushen High School (CRHS) teachers engaged the children with location, and placing Uganda within the global picture. The children explored rhythm with the CRHS Head of Music and this was followed up in class discussion and investigation of Ugandan drums, ngindidi and shakers used in dance celebrations. The water cycle and clean water, microbes and disease were incorporated in science. The children measured the circuit of the school field and calculated that seven circuits would equate to 2km. They were able then to accurately walk the 2km to fetch water before completing a further seven circuits to return home with the water pots. Their experience in carrying water on their heads raised much discussion on return to the classroom. The children created a working wall that reflected their learning. They shared their suggestions for how water could be cleaned effectively and how, for example, their local swimming pool on the Isle of Man uses UV filtration alongside chemical cleaning of the water. This process was employed using clear plastic bottles of water placed in direct sunlight in Uganda. How well did we achieve our aims? The children’s knowledge of the world map was improved and they are now able to locate countries in Africa bordering Uganda and they can name bodies of water. The children are able to compare the size of the British Isles with Africa, and the Isle of Man with Uganda. We have written two songs for raising global awareness - specifically produced for

GLP Transition Project international work in schools. ‘Fair and Just, or Just Not Fair?’ and ‘Hear Me!’. Two further songs will be ready in the next year: ‘Her Truth’ and ‘Time to Celebrate’. We will be building on this work as we become a more globally aware school. The new song will likely be recorded in a joint project with CRHS next year, the international pen-pal project will continue with our Ugandan friends and Skype links will continue whenever possible. It is particularly important for us as a small island nation of about 85,000 people that we have an understanding of the global environment. In this time of technology and ease of use of the internet, Skype, texts etc. there is no excuse for being ignorant of the wider world and it is crucial that the understanding and learning shared is able to inform tolerance and care about all cultures. Contact Elizabeth Bankes-Jones, Ballasalla Primary School, Ballasalla, IM9 2LA

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Focus on sustainability

M. Model UN Conference on Climate Change Carisbrooke Primary; Holy Cross Primary; Priory Junior; Summerfields Primary; St Blasius Primary, St Francis C and C of E Primary; St Mary’s Primary and St Thomas of Canterbury Primary, worked with Christ the King College

Context Eight Isle of Wight primary schools, worked with Christ the King College to investigate climate change conference. Christ the King College is a a Global Learning Programme Expert Centre; it used the Geographical Association transition project to bring together their GLP network of schools, whilst enabling some Year 6 pupils and their teachers to visit the College. The primary schools used the project to make links with other schools and give older children a chance to work collaboratively in a different environment to their own school, as preparation for transition to High School.

What did we want to achieve? We used the transition project to develop awareness of wider global issues, further explore the topic of climate change and enable children to have experience of working in groups with children from other schools. Year 8 students at Christ the King College had been working on a Connecting Classrooms project on climate change with one of our partner schools, Dhanmondi Govt High School for Girls, of Dhaka, Bangladesh. Ten Year 8 students formed a panel in the afternoon to listen to the proposals of the Year 6 pupils. The Model UN Conference allowed us to bring in keynote speakers, and then for the pupils to reflect on these speeches, and form their own policies which would benefit their ‘country’. We planned the conference so that Year 6 pupils could come prepared with some background knowledge, but had the help of the sixth form Global Ambassadors. The format gave children a chance to speak in a public forum and present work they had prepared, as well as sharing feedback and questions from the other groups involved, and having to evaluate. The secondary students particularly learned that the best way to learn is by having to explain things to someone else.

How did we set about it? Three weeks in advance, each primary school was assigned one or two countries (Australia, China, Egypt, Germany, India, Kenya, Peru, Romania, UK, or USA) and sent a pack which included facts about their country and

GLP Transition Project information on how to write a resolution. Each Year 6 class researched the country online and from texts before and during the conference. Meanwhile, the nine sixth form students who were to act as Global Ambassadors were given the same information. On Tuesday 10th February, each school sent six Year 6 pupils as delegates to the conference. The ten Year 8 students had a planning meeting where they looked at the work of the UN. There were three opening speeches: Christ the King College’s Head of Geography, Mr Peter Gale, gave the introductory talk on the basics of climate change, with links to film clips and websites. Dr Richard Lawson focused on global warming from an environmentalist view and Dr Kevin Dean, from Christ the King College, spoke from an industrialist view. Then Mrs Pauline Stirling delivered a short lesson on how to write a policy. Each country team was given a laptop, and with the help of the 6th form Ambassadors, pupils wrote a policy with a five point plan. In the afternoon each country presented their policies, with a chance for other countries to respond, ask questions etc. Finally, the panel of Year 8s summed up the policies and chose which policies would be implemented. The primary school teachers were encouraged not to help their pupils too much on the day.

How well did we achieve our aims? Teachers from different schools commented:

• Pupils enjoyed the day, and the debate during the afternoon showed how much they had learned. On return from the conference, pupils fed back to the rest of their Year 6 classes.

• When formulating policies for presentation, they showed great ingenuity and logical application of the information gathered. They became very involved in issues of global responsibility and co-operation between developed and developing countries, even beginning to broker deals with other ‘delegates’! The presentations in the afternoon provided an excellent opportunity for public speaking which the pupils managed most successfully. Debate, although on a fairly superficial level, was lively and fostered speaking and listening skills, resulting in some thought-provoking arguments.

• The entire day was highly organised, with a good balance between input and output. The children commented on how they enjoyed the guest speakers, together with the policy writing element of the day. The student input (6th form/Year 8) was excellent.

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The CTK 'goodie' bag with notepad and pen was gratefully received by the children too - a nice touch. • The class got a lot out of it and learnt a lot both about Climate Change and how to present a policy and present it to an audience. We enjoyed the day and appreciated the sixth formers who worked with the groups. Quite a difficult thing for them to do! My pupils enjoyed working with them. My class were challenged to write a report on the day for our school newsletter.

What do we plan to do next? We plan to make this an annual event, and intend to send pupils each year.

How does this link to the Global Learning Programme? GLP themes:

• Developing countries • Sustainability • Enquiry and critical thinking.

Resources:

• Climate change conference programme and evaluations

Links to further resources:

• Find out more about the model United Nations format from the United Nations Association, including background information about the UN, and resources for organisers and participants. • The Citizenship Foundation has a set of resources and activities to help explore the international institutions involved in decisions about climate change, including a role- play activity. • The GA climate change site includes resources for teachers and pupils and further links.

Acknowledgements: Thanks to Carisbrooke Primary School, Holy Cross Primary School, Priory Junior School, Summerfields Primary School, St Blasius Primary School, St Francis C and C of E Primary School, St Mary’s Primary School, St Thomas of Canterbury Primary School and Christ the King College, Isle of Wight. Photo credits: 1. © Christ the King College; 2. © St Francis C and C of E Primary School.

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N. How sustainable were the Rio Olympic and Paralympic Games? Blessed Edward Oldcorne Catholic College and Our Lady Queen of Peace Catholic Primary School, Worcester

Context We used the relevant context of the 2016 Olympic and Paralympic Games in Brazil to question how sustainable this event was. The project was carried out in the run up to the Games but could equally be carried out afterwards.

What did we want to achieve? We wanted to uncover and challenge pupils’ preconceptions of life in Brazil and of the impact of the Games. The project was designed to: • develop pupils’ locational knowledge about Brazil and Rio de Janeiro through enquiry; • encourage some independent and critical thinking about some of the issues associated with the Olympic and Paralympic Games, using appropriate evidence.

How did we set about it? A whole day's workshop was planned, involving 29, Key Stage 2 and 15, Key Stage 3 (gifted and talented students) from two schools. Pupils worked in small, mixed-aged groups. To add interest, groups were named after Brazilian cities, including Rio de Janeiro, Sao Paulo, Salvador, Manaus, Belo Horizonte, Brasilia and Fortaleza. After outlining the format of the day and initiating an ice• breaker activity (a letter sort and word game) which was conducted in small, mixed-aged groups of their own choosing, the aims and key themes of the GLP were shared with everyone present. Pupils then embarked upon a number of different tasks, all aimed at enhancing their place and locational knowledge, understanding of global issues and the concepts of interdependence, development, globalisation and sustainability, in addition to enquiry, critical thinking and computing skills. Activities • Ice breaker activity (card sort/word game) Working in threes, (two Key Stage 2 and one Key Stage 3) pupils had to remove a number of letters from an envelope that they had been given and rearrange them to spell a word (SUSTAINABILlTY). It was suggested that they noted this word down. Pupils then had to see how many smaller words (of three letters or more) they could make from this big word within the time allowed. It was explained that bonus points would be awarded for any words that they found with a strong geographical connection. Groups were later requested to share their lists during our whole class

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discussion, which also incorporated the 5Ws approach to extend their thinking about 'sustainability'.

• Activity 1: Where am I? In larger groups of six (two groups linking up), pupils were asked to look carefully at a set of images that they had been given and consider the following questions: o Where do you think they might have been taken? o Why do you think this is the case? (Give reasons to justify your decision).

• Activity 2: 'Zooming in' on Brazil Pupils were allocated to a 'Brazilian city', which was to be their working group from now on. They then had to open the envelope that had been handed to them and remove the slips of paper. They were challenged to correctly position the place names onto the large outline map of Brazil which they had placed in front of them. When the locations were later revealed, (using a projection on the White Board), pupils were able to reflect how accurate they had been and discuss what they had found out.

Pupils also used Google Earth imagery to explore what Brazil looked like from above and to virtually ‘travel’ from the UK to Brazil, calculating distance and direction.

Pupils completed the following sentence starters to describe the location of Brazil: o It is near to ... o It is far from ... o It is south of … o It is west of … o It is nowhere near ...

• Activity 3: 'Zooming in' on Rio de Janeiro Working in threes within their 'city' group, pupils used a given web site about Rio 2016* to explore information about Rio de Janeiro and then had to work as a team to answer questions on a given sheet in competition with other teams. o The web site https://www.rio2016.com/en was used but other sites could support a similar activity to investigate another locality e.g. tourist web sites.

• Activity 4: How sustainable are the 2016 Olympic and Paralympic Games? Working in their 'city' group, pupils were asked to investigate the Rio de Janeiro ‘Embrace’ proposal, which is aimed at delivering sustainability before, during and after the Games and then complete a 'Diamond Nine' activity, prioritising the aims under each 'pillar' (planet, people and prosperity) from most important to least important. Pupils were asked to be prepared to justify their opinions. https://www.rio2016.com/en/news/embrace-rio-2016-our-sustainability-sub-brand

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• Activity 5: Challenges and solutions There were two parts to this activity. Pupils had to first read the introductory text on the Rio Olympic web site https://www.rio2016.com/sustentabilidade/en/cases-and- numbers/ and spend some time looking at the accompanying images and captions. Each one represented a sustainability challenge linked to hosting the Rio 2016 Games. Pupils were asked to record their ideas about the challenges in a table provided and, then discuss this with the rest of the class. Secondly, they had to compare their ideas with the solutions proposed by the Rio 2016 Committee.

• Activity 6: Rio in the News We planned to use newspaper articles as prompts for discussion about issues in Rio. Each group was given an article and had to: o read the character/role profile their group had been allocated; o consider how that person might view the forthcoming Olympic and Paralympic Games. o nominate an individual to act as a spokesperson and share the group’s thoughts with the rest of the class.

• Plenary task (KWHL grid, postcard; plenary dice; learning outcomes) Pupils referred to the KWHL grid and completed the final box: o What have I learnt?

They then had to imagine that they must send a postcard to an individual based in Rio de Janeiro in Brazil. On the blank postcard that they were given, they were asked to record their experiences and thoughts about the workshop (using text and/or images). It was recommended that they considered: o ‘WWW’ (what went well?) o ‘EBI’ (even better if).

The plenary dice activity was used to steer our closing whole class discussion (see accompanying sheet).

How well did we achieve our aims? The warm up activity encouraged interaction amongst pupils from the start, started discussions on the key term for the day and began building relationships between the pupils who had come together. Ensuring time to discuss and clarify vocabulary and key terms is an important part of tackling tricky concepts such as sustainability, even when there is no easy definition. It brings pupils into the discourse and helps them develop ideas and meaning.

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In Activity One, Pupils were very forthcoming at sharing their thoughts. They showed a wide knowledge and understanding as well as some misconceptions that were addressed. The Year 8 pupils were able to lead the questions and incorporate ideas from the younger pupils. Working in a group gave pupils the confidence to share ideas especially as the groups were all mixed age groups with more than one of each age range. Not only did this encourage an element of interaction among pupils from the start, but it also enabled them to begin thinking about the geographical language they knew that might be linked to the topic.

In Activity Two, pupils generally knew the better known cities of Brazil between them and that they were mostly on the coast, but exact locations were then discussed as a whole group. This provided valuable reinforcement and enquiry as pupils had to check and correct information. There was great discussion of compass points to establish the route pupils took from our location to Brazil/ their city.

The whole class discussion about the places and images revealed that most pupils would like to visit Brazil and their reasoning for why was very detailed with a good range of economic, social and cultural reasons being offered. This reflected prior knowledge, but also a thirst to discover more and develop their ideas further. Brazil seems to be a country that many pupils have misconceptions about, assuming everyone to be either poor, living in the rainforest or favelas, or very rich and living in Rio de Janerio by the beach!

Giving pupils a structure for the research worked well and provided some guidance. Pupils enjoyed the challenge and the competitive element of working against the clock in groups to find information. This sparked a degree of healthy competitiveness, symbolic of the Olympic and Paralympic Games too. Pupils had to deduce, infer and retrieve facts about Rio. Thinking skills could clearly be seen as many groups split into two groups to ensure most questions were answered. The Key Stage 3 pupils are used to working in groups and organised everyone to find their own aspects of the questions. Each team had access to two computers to enable organised research.

Pupils’ research about the sustainable aspects of the Games by learning about the ‘Embrace’ agenda was tackled with enthusiasm and a greater knowledge of the aspects than earlier. Their comments during our whole class discussion revealed that pupils had widened their understanding of this term throughout the day. Groups were asked to consider if their decisions were similar or very different to other groups'. They concluded that most had ranked in a similar order. This in turn led to other discussions as some groups wanted to be different whilst others thought it proved them 'right' if this was what everyone else thought. It helped pupils realise the differences between fact (locational knowledge) and opinion (open 50

GLP Transition Project to interpretation). It also helped pupils realise that they had a ‘voice’ to say what they thought and felt.

In Activity 6: Rio in the News, pupils discussed how the articles were all linked and how things rolled into each other once the chain of events started. The pupils realised that some of the headings could be for more than one piece as the problem was similar. The groups’ ‘spokespeople’ spoke very emotively about their characters. They thought deeply about the effects of the Olympics on individuals and families - the positive and negative effects. It was well thought through and sparked a debate about differences of opinion. We linked this to our class work on Discursive Arguments. Pupils were challenged to think about another couple of questions thereafter: • Do you think more people in Brazil are for or against the forthcoming Olympic and Paralympic Games? • Can the country really justify spending so much money on the Games when there are still millions living in poverty in favelas, both in Rio de Janeiro and other cities?

Their answers here were very different as some were against the demolition of housing, whereas others saw this as progress to move forward. Other pupils thought the money would be better spent on the poor and then debated was the money generated to further improve the poor or would it go to the rich anyway?

As a result of enquiring into sustainability, pupils provided varied contributions to our subsequent whole class discussion on a variety of topics such as electric cars, renewable energy, imports and exports and what could be taken into the future after the games. Pupils provided some quite thought provoking comments and reasons for their answers The waste could be reduced by ‘Reusing and finding bio-degradable sources for materials’ ‘Buy items from Brazil to lessen transport costs, ‘Find things with a longer life span rather than throw away’, ‘Use fair trade products, the production is then rewarded by the chain of people in poorer countries’. ‘Reduce, reuse and recycle’. ‘Encourage local production of food sources to cut down travel/fuel costs’. These comments and views contributed to our subsequent whole class discussion.

Pupils wrote postcards as their personal evaluations.

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The best postcards were later selected and taken to the local post office to gain an official post mark for true authenticity. Pupils were able to respond as well to each of the original learning objectives and give a ‘Thumbs up / thumbs down’ response. On the whole the pupils felt more confident and informed about the sustainability of the games in Brazil and the wider issues surrounding it. The day was a great success in terms of supporting pupils in a different way of working and sharing expertise. It gave Key Stage 2 pupils an insight into secondary school and allowed secondary pupils to feel more confident in sharing their knowledge and mentoring others. It was a worthwhile day that could be shared with other primary school visitors. We have a number of days for gifted and talented pupils from our feeder schools to work with pupils from Blessed Edward Oldcorne and this would be an ideal starting point. Some of these may be in the future but using the resources to assess the Olympic Games afterwards would be a useful tool for the future. We could reuse the resources as a model to develop our own topics relating to world events such as the Football/Rugby World Cup, Winter Olympics or even the Commonwealth Games. From a pastoral point of view, this helped those pupils planning to come to Blessed Edwards feel confident at 'big school' and boosted our Year 8s a lot who are all now planning to apply to be peer mentors when they get to Year 9.

How does this link to the Global Learning Programme? This transition project allowed pupils to develop their knowledge of other countries, in this case Brazil specifically and within that Rio de Janeiro. It enabled them to think about factors that contribute to quality of life as well as those which detract from it by examining some of the issues of sustainability surrounding these Games. Pupils worked collaboratively in groups and had to research and evaluate information, giving facts and opinions. This helped them develop some critical thinking through enquiry and questioning. There was scope to develop other aspects of the curriculum as well as geography and to work on aspects of the Values Curriculum and SMSC e.g. through discussions about ‘respect’ and consideration of others’ views (empathy).

GLP themes This project especially supported work on these GLP themes: • To familiarise individuals with concepts of sustainability. • To stimulate critical thinking about global issues. • To promote greater awareness of poverty and sustainability. • To enable schools to explore alternative models of development and sustainability.

Resources The activity resources are available to download here.

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Contact Sue Rees, Blessed Edward Oldcorne Catholic College Cheryl Hampton, Our Lady Queen of Peace Catholic Primary School.

O. The Global Goals for Sustainable Development Fleckney C of E Primary School, Leicester; St Cuthberts Primary School, Great Glen; The Kibworth School (Secondary).

What did we want to achieve? This was a two-day project, involving eight children from all three schools. The project was hosted at Kibworth, our feeder secondary school. The project was centred around the Global Goals for Sustainable Development.

Programme: Day One Welcome Intro PPT - setting the challenge, sharing the learning Getting PPT to know each other - bean bag name game Bean Bags What do we know? How do we feel? Sticky Notes/Dots Knowledge input: What are the SDGs? Matching cards Video clip Cartoon Thinking space: Exploring the SDGs in detail - categorisation Issues Rose Thinking space: Exploring the SDGs in detail - SDG summary cards prioritising/choosing with diamond 9 Knowledge input: the core ingredients of a book... Who’s who cards Thinking space: Planning a spread PPT, paper/pens, books Knowledge input: first hand research ICT Thinking space: Design concept/s Group circle, books, SDGs Day Two Skills workshop: what makes a good image? Morocco images Skills workshop: keeping it tight - writing for information Live example (Rob) What do we know now? How do we feel now? Sticky Notes/Dots

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How did we set about it? The concept of sustainability was the main theme of the project, though it also gave opportunity for children to learn about developing countries, encouraging them to think critically about how we can reduce global poverty and ensure sustainable development in various contexts.

The first phase introduced the children to all 17 Global Goals in which they completed activities around these, collaboratively agreeing on eight of the goals to research further.

GLP Transition Project

During the two days, the pupils researched and critically analysed information to produce a book which documented their findings. The book is essentially an information text; it highlights the thought processes that the children have taken. The ‘Build a Book’ process (Lifeworlds Learning) has encouraged the pupils to think critical as to how ‘we’ can be active Global Citizens and take on the responsibility of addressing such areas of concern.

Phase two took place back in schools, where children carried out an assembly to all children and staff in Key Stage 2. Children introduced the Global Goals to the rest of the children and shared their findings, whilst presenting their book electronically. Enough books were printed so schools could have copies to use in class-based activities and keep in the library. A copy of the book will also be presented to the local community library to display. Activities such as ‘debating’ were carried out to promote a deep discussion, challenge stereotypes, reduce misconceptions and encourage pupils to think critically. The role (and power) of the media and its influence was also discussed – highlighting that the media is one way in which our perceptions are gauged, and that it is our job to think critically about such representation so as to avoid the ‘single story’ and stereotyping. The two days allowed children to work in groups (with adult supervision), providing ample opportunities to ask questions, seek clarification or discuss the validity of the research found.

GLP Transition Project

The theme of global sustainability was looked at in so many contexts – economic, societal/cultural as well as environmental. Children had an insight into all 17 Global Goals before deciding collectively which two goals their group was going to research in more detail (i.e. poverty, health, gender, education, sanitation, climate change, inequality and the role of governments). The roles of the United Nations and other organisations were also discussed as well as the notion of ‘agency’ and responsibility. Globalisation as a theme was also addressed in detail, homing in on specific places/areas around the world and the effect that our behaviour and actions have on such places. The heart of this project was geographical enquiry, though it was very cross curricular in its approach:

• ICT/Computing skills were essential in the compilation of the book. • English – All aspects of English were addressed. Speaking and listening was a key focal part, particularly on day one and Phase 2 of the project, where children had to present their work in a special assembly. • Maths – Within the research, data was interpreted and analysed. • PSHE – Collaborative working was a key element of Phase 1 of the project. Social and Health Education was addressed.

How well did we achieve our aims? Pupils’ understanding of ‘sustainability’ at the beginning of the project: PRE COURSE COMMENTS FROM ABOUT SUSTAINABILITY

What does ‘sustainability’ mean to you?

“The ability to keep it”.

“Potatoes are sustainable”.

“Something for always”.

“Keeping a stable society”.

“No poverty”

“If something isn’t sustainable, it will collapse”.

“Keeping something at a bearable rate”.

“A light has a sustained brightness”.

“Free education for everyone around the World”

“To keep or preserve a certain thing”.

Results from ‘impact’ analysis (pupil self-evaluation) 56

GLP Transition Project

It is the belief of all three schools that working together was extremely powerful and successful. We would definitely like to repeat the idea of a transition project in forth-coming years, although the over-riding theme (Global Goals) would change due to this project having already filtered out to a huge number of the pupils in the three schools in Phase 2.

As an ‘Expert Centre’ for the GLP, we will be showcasing this transition project to our partner schools, promoting a discussion around other possible transition projects that could be carried out.

Resources

• Electronic version of the book that the children compiled

Contact Alison Galpin, Fleckney C of E Primary School (a GLP Expert Centre)

GLP Transition Project

P. Gloucestershire schools go on an awesome, Arctic adventure! Cirencester Primary School, Rodmarton Primary School, Down Ampney C of E Primary School and Cirencester Deer Park School, Gloucestershire.

What did we want to achieve? The intention of this project was to ‘zoom in’ on the Arctic region in order to further develop pupils’ place and locational knowledge, their understanding of key global issues, such as climate change, global warming and the greenhouse effect, and the concepts of interdependence, globalisation, development and sustainability, as well as their enquiry, critical thinking, communication and team-building skills. This especially targeted the main aims of the GLP outlined below: • To help young people to understand their role in a globally-interdependent world and to explore strategies by which they can make it more just and sustainable. • To familiarise pupils with the concepts of interdependence, development, globalisation and sustainability. • To stimulate critical thinking about global issues, both at a whole school and student level. • To promote greater awareness of sustainability.

How did we set about it? Emma Espley created the associated multimedia presentation and resources for use on the day, as well as kindly dealing with all the necessary administrative arrangements, including the grouping of pupils. On the day, she was supported by two additional consultants, namely Kathryn Minchew (science/D&T – food technology) and Sarah Shaw (dance/drama). A whole day’s workshop was planned, involving 72 Key Stage 2 pupils, and 36 Key Stage 3 (gifted and talented) students from four schools. An ice breaker activity was held in the main school hall, consisting of the completion of a jigsaw puzzle in small groups to discover where we are heading off to, then the format of the day and learning objectives were outlined: To locate the Arctic on a world map and name the countries found within the Arctic Circle. • To explore the Arctic from above. • To discover some facts about the Arctic. • To analyse text and images to gain further information about the Arctic. • To select appropriate words to describe the Arctic and contribute to the creation of a topical word cloud. • To describe and explain some of the key changes taking place within the Arctic. • To consider the impact of climate change on natural systems and people. • To classify and assess the arguments for and against climate change. • To investigate the different states of water and explain why it is such a vital resource. • To discuss ways in which our ‘global footprint’ can be reduced.

GLP Transition Project

• To enter into the world of the Arctic through the medium of dance/drama, e.g. become explorers setting off over the snowfields and across the great glaciers; meeting the wildlife on land and in the sea. • To appreciate how the habitats of many forms of wildlife are under threat due to climate change. • To encourage high quality independent, pair and small group work. • To evaluate your work/performance.

We then set sail to the Arctic for a series of starter activities. Pupils were placed in small, mixed age and school groups, named after countries that are found/have connections with those within the Arctic Circle. After the starter activities, three countries joined together to form a larger group and these rotated around three, different sessions, before returning to the main school hall for the plenary: • Developing place and locational knowledge. • Science/D&T. • Dance/drama.

Starter: The starter consisted of four, short activities, either conducted together as a whole or in country groups. Activity 1: Google Earth – Let’s set sail to … Pupils used maps to explore the Arctic region. Key features were identified and issues introduced. It also enabled students to see the world from a different perspective … not just

GLP Transition Project as a flat map in an atlas or displayed on the wall in the classroom. Pupils identified the region. Activity 2: Facts, facts and more facts Each country group was given two plastic hoops so that they could create a Venn diagram and an envelope containing facts relating to the Arctic. They were expected to sort the facts into those which they believed to be ‘true’, those that they believed to be ‘false’ and ones that they are ‘unsure about’. Next, they had to place them at appropriate points on their Venn diagram. The answers were later revealed and those statements deemed ‘false’ were corrected. Students were asked the following questions too:

• Were there any facts that surprised you? • If so, how/why? They had some interesting answers. Activity 3: Image and caption sort Working in their country groups, pupils had to match each image with its appropriate caption to discover more about the Arctic region. After the answers were shared, the following question was posed to students: • Was the Arctic region as you imagined it to be? Many pupils were surprised at the reality of what the Arctic looked like. Activity 4: Word cloud generation Again, students worked in their country group. Each group was requested to list ten words that they felt best described the Arctic and elect a representative to read out their list to others. Meanwhile, a couple of Key Stage 3 students/teachers used http://www.wordclouds.com/ to create a word cloud, adding the words from each group’s list. This word cloud was then printed, enlarged and referred to throughout the day to support Key Stage 2 pupils in particular and help reinforce topical vocabulary. Groups came up with some fantastic words to describe the Arctic region. Session 1: Developing place and locational knowledge This session addressed two key questions via four separate activities:

• What are the challenges facing the Arctic today? • What will the Arctic look like in the future? Activity 1: Spot the difference In their country group, pupils were instructed to look carefully at the two images of the same place, at the same time of year, but a few years apart, and note how many differences they could spot. Individuals were later selected to share the differences they had discovered. They were encouraged to use locational and positional language too, e.g. in the foreground, behind the…, there is no… in image 1, yet in image 2 there is a… . Pupils tackled this task well. 60

GLP Transition Project

Activity 2: Arctic climate trends After a brief explanation about climate change given by Emma Espley, pupils worked in their country groups to complete a mix and match activity to find out more about Arctic climate trends. The answers were later revealed and pupils were asked ‘What else have you learnt about how the climate in the Arctic is changing? The pupils had some interesting responses. Activity 3: The impact of climate change Students worked in their country groups. This time, they had to complete a diamond nine activity. After doing so, they were challenged to consider the following questions: • Which did you consider to have the greatest and least impact on natural systems and why? • Which did you consider to have the greatest and least impact on people and why? Students discussed the cards and considered the impact of climate change from different perspectives. Activity 4: Is climate change really happening? Working in their country groups, students undertook a card sort activity; they had to place cards in two separate piles, depending on whether the arguments were for or against evidence of climate change. The answers were later shared with pupils and then they were asked: • Are there more/stronger arguments for or against climate change? • Do you think climate change is real? • What makes you think this is/is not the case? These questions really encouraged pupils to think about the ‘weighting’ of arguments. Session 2: Science and D&T This session was led by Kathryn Minchew, a former MasterChef semi-finalist. The children investigated the different states of water and discussed its importance, e.g. as a solid (ice); liquid (water) and a gas (vapour); water is needed to sustain life. Kathryn reinforced what is happening in the Arctic (ice is shrinking; water is being returned to the ocean; sea levels are rising; there is an increased risk of flooding, especially in low-lying/coastal areas; the effects of flooding) and discussed what is meant by the term ‘global footprint’. During the second half of the session, the children divided into small groups to make biscuit dough and stamp out feet to bake. Towards the end, Kathryn led a discussion about how we all might reduce our global footprint. Individuals thought about the impact everyone has on climate change. Session 3: Dance/drama This session was led by Sarah Shaw, an AST for primary dance and well known throughout Gloucestershire. Sarah took the children on a journey to the Arctic, where they became explorers, setting off over the snowfields and across the great glaciers. On the way, they met wildlife on land and in the sea and then came to appreciate how their habitats are under

GLP Transition Project threat due to climate change. Students were really keen to be involved, both at Key Stages 2 and 3. They acted out various scenes (e.g. glaciers melting). Some commented later about this. Plenary: A time for reflection All staff and pupils returned to the main school hall for the plenary. At this point, Sarah Shaw talked through the performance of all dances/dramas. Emma Espley then led a review of the learning outcomes via a showing of thumbs (up for met; down for not met). She also posed some open-ended questions to pupils to promote higher order thinking skills, highlight the reality of the situation in the Arctic and identify subsequent action that they themselves could now easily take.

• What do you think the Arctic will be like in 2050? • What now needs to be done in order to secure a positive future of the Arctic? • Is there anything that you could personally do? It was really interesting to observe this session as pupils seemed to have really connected with the reality of the situation in the Arctic.

How well did we achieve our aims? Pupils developed their geography subject knowledge. Pupils developed locational knowledge and the understanding of human and physical geography. Pupils used maps to locate the Arctic region and considered the physical geography of the region. They thought about the process of global warming and considered its impact on this region and the whole planet. The topic covered various aspects of physical and human geography and developed important skills. In school, we have examined our links with other parts of the world and how situations that affect distant parts of the world (disasters, changes in climate and conflict) affect us here. We have thought about refugees and their situation. We have studied globalisation by looking at where our food comes from. We have studied global supply chains. We have also found out about the effect of changes in climate on East Africa and the conflict over resources in Darfur. The pupils also found out about life in South Sudan. • Computing: Accessing and exploring with Google Earth (Starter – Activity 1). • Maths: Introduction/reinforcement of the purpose of a Venn diagram (Starter – Activity 2); weighing/measuring ingredients (Session 2). • Dance/drama: Imagining/empathising (Session 3). • Science: Arctic climate trends, impacts of climate change on people and natural systems; is climate change real (Session 1 – Activity 2, 3 and 4); investigating the different states of water and considering uses of water (Session 2); threats to wildlife due to climate change (Session 3). • D&T (food technology): Baking footprint-shaped biscuits (Session 2).

GLP Transition Project

• English/Literacy: Reading, writing, listening and speaking (Starter – Activity 3 and 4; Session 2; Session 3; Plenary). • SMSC/’Values curriculum’: (Session 2; Plenary). • The experience has been shared with teachers at Rodmarton who are now integrating more Global Learning into the topics and schemes of work. • The positive aspects of the project are being shared with other schools at GLP Meetings at Marling School. • The pupils interacted positively with Key Stage 3 pupils in the course of group work. Later they made comments about these activities which showed this aspect of the day had gone well. • Pupils have been able to talk to other younger pupils at school about the experience. • Pupils have made positive comments about the whole event and their attitude towards secondary school. • Pupils show greater understanding of global issues such as climate change. Climate change has been discussed in other contexts. • The project was shared with parents and governors through the school newsletter and on the school website with positive comments made.

How does this link to the Global Learning Programme? GLP themes: • Sustainability • Interdependence • Enquiry and critical thinking.

Websites: Wicked Weather Watch: http://wickedweatherwatch.org.uk/ Polar Ocean Challenge: http://polarocean.co.uk/

Contact D Briggs, Rodmarton Primary School, Rodmarton, Cirencester, Gloucestershire.

GLP Transition Project

Focus on Global Learning

Q. Go Global at The Lakes School Crosthwaite Church of England Primary School, St Cuthbert’s Catholic Primary School, Ghyllside Primary School, Grasmere Primary School and The Lakes School, Cumbria.

Context Go Global was a Global Learning day conference at The Lakes School (a GLP Expert Centre) for local feeder primary schools. It included training for teachers and activities for the primary pupils.

What did we want to achieve? Together we aim to secure a safe, happy and harmonious school so that we can all become effective and active global citizens. Go Global’s aim was to examine the world we live in now through practical workshop activities, and start to plan what we need to do to be effective global citizens of the future. For visiting teachers, the aim was to take part in a series of workshops and bring back what they learned to plan a whole school ‘Global Learning Week’ in the Autumn Term. For pupils, the aims were: • Geography: to understand the notion of interdependence within the global economy • Eco Schools: to understand that we can make a difference in this world through being sustainable • Fairtrade: to become knowledgeable of the principles of ethical world trade • Physics: to explain how wind power can be used to generate electricity sustainably • Citizenship: to appreciate that we all have human rights.

How did we set about it? The day was brought about through discussion with the Global Learning coordinator at the Lakes School and GLP Partner Schools. The Global Learning team realised that there are many complex challenges for small rural primary schools within our area. The dedication of the teachers highlighted a desire to deliver and promote Global Learning but challenges were making this difficult. There was a need for more training, so on the day the teachers worked in groups learning some great techniques together for Global Learning in the classroom, and also studying current topics such as emigration and evacuation. For visiting teachers, the workshops included Global Classroom, Makutano Junction, British Values, Poverty and Development, Measuring the Impact of Global Learning, P4C and Critical Thinking, Global Learning and Curriculum Planning, the world from our doorstep, Key Stage 1 Global Learning, and Images and Perceptions.

GLP Transition Project

The conference was an opportunity for children to participate in a number of Global Learning activities that met the aims of the Global Leaning Programme. For visiting pupils, the day consisted of a variety of activities for exploring global issues such as food sustainability and sustainable energy; they were given a brief to learn about the challenges facing the world, and to present their thoughts on how they can become effective global citizens. A team of Year 7 and Year 8 ‘Global Leaders’ ran the day and looked after 67 Year 4, Year 5 and Year 6 pupils as they challenged themselves to investigate a range of important global topics, such as how to harness wind energy to lift up weights. Other activities included in the day ranged from examining interdependence through geography, the sustainability of food supplies through our Eco Schools team, human rights in citizenship and Fairtrade. The visitors concluded the day by presenting their thoughts and hopes for the future to The Lakes School head teacher, Mr Andy Cunningham.

How well did we achieve our aims? The Youtube weblinks below show the final presentations given by the pupils, based on their Global Learning morning sessions. The comments and observations given in these performances demonstrate the impact of their learning in relation to the challenge set: • https://www.youtube.com/watch?v=qieG3m5rgPw • https://www.youtube.com/watch?v=XO-oEkBeiyE&feature=youtu.be • https://www.youtube.com/watch?v=oLg6WbC21b0 • https://www.youtube.com/watch?v=Z9S0gBf6Rw0 • https://www.youtube.com/watch?v=8RDMiX3mx2o&feature=youtu.be

Mathew Jessop reflected: The day was run by a group of very impressive Year 7 and Year 8 ‘Global Leaders’ who then looked after, and worked with, children from our Year 5 and 6 groups in a range of activities. All children gave a presentation at the end of the day to everyone in attendance based on what they had learned; the day was very positive overall and will support our aim of helping all children become active, knowledgeable global citizens. A visiting headteacher reflected: I was extremely encouraged by the commitment shown by the teachers present about a desire to make global issues relevant in our schools. For example, I have committed to doing a monthly assembly with a global theme that can then lead in to other activities as appropriate in cross-curricular work. The pupil evaluations were very encouraging. Comments ranged from: how children learned new ideas; surprises from the topics covered and stereotypes being removed. Many children reflected upon their lifestyles, and there was an overwhelming opinion that children recognised the importance of global issues whist working collaboratively in a mixed school setting, which was very powerful. We will repeat the event; it has developed since we began it a year ago and we plan on developing it further to take account of teachers’ and pupils’ feedback. Participating teachers will apply what was learned to enhance their school curricula.

GLP Transition Project

How does this link to the Global Learning Programme?

GLP themes: • Developing countries • Interdependence and globalisation • Enquiry and critical thinking.

Resources

• Summary of Lakes pupils’ feedback

Go Global in 2017 The Lakes repeated the event in 2017, involving fourteen other schools, 27 teachers and 130 pupils. The aim of the conference was to explore and develop their global leadership skills and investigate what it would take to become good global citizens. Nine and ten-year old delegates took part in a range of practical workshops in subjects such as geography, textiles, drama and science. • In geography a ‘trading game’ activity examined developing countries, their economies, histories and human geography. • Drama explored forced human migration through a role play exercise; pupils played asylum seekers fleeing from conflict and persecution in their homeland. Many felt a true sense of injustice in the role play as they were led into a ‘situation’ where prejudice, inequality, fear and intolerance were felt as real emotions. • A guest speaker addressed the basic elements of globalisation in reference to Fairtrade, and in textiles pupils examined different ways to achieve global poverty reduction and development, and the arguments around the merits of different approaches. • Science aimed to develop understanding of the concept of sustainability by exploring the power of wind to save the world’s resources in physics, and the link between botany and sustainability.

Textiles: The notion of social justice in relation to Fairtrade. Guest speaker: Andy Ashcroft,

KoolSkools

GLP Transition Project

An emphasis in all sessions was placed upon enquiry and critical thinking about development and development issues. For example, in the textile/Fairtrade workshop P4C was used extensively to promote discussion on the positive impact we can have on developing countries through our buying choices. The drama workshop was designed to provoke the pupils asking the question why were some of them refused sanctuary and others not. Politics and discrimination were questioned and evaluated.

By the end of the day the pupils were bursting with ideas and opinions that they shared with each other in a series of lively presentations that exemplified their passion for being active participants in aspiring to make the world a better place for everyone. Robin Sharp reflected: I would like to take this opportunity to thank you all for supporting us over the years and encouraging me to promote your work and values to the wider school population in the Lake District. There's absolutely no doubt in my mind that The Lakes School is well advanced on Global Learning Issues and that's pretty much down to (this programme). Pupils who attended our first conferences in 2014/15 are now in Year 8 and 9 and really do 'get it'. So much so that that they actively aspire participate in the event as 'global leaders'.

Resources

• The trading game https://www.christianaid.org.uk/schools/trading-game

Contact

Robin Sharp, The Lakes School, Cumbria; with Gill Mason (Ghyllside Primary), Mathew Jessop (Crosthwaite Church of England Primary School) and Peter Harrison (St Cuthbert’s Catholic Primary School).

R. Diversity Day Burton Joyce Primary, Netherfield Primary, Parkdale Primary, Willow Farm Primary and Carleton le Willows Academy Nottingham

Context

Carleton le Willows Academy is a GLP Expert Centre.

What did we want to achieve? There were several strands to our project to stimulate critical thinking about global issues. Our main focus was ‘diversity’; a key value of the GLP and a driving force behind our GLP focus: to create a student body who recognise their role, as well as others, to develop a social justice mentality. As our cohort come from a predominantly white European

GLP Transition Project background, this has been very much linked to cultural awareness incorporating a number of other areas of knowledge, understanding and skills for this project, including: • Globalisation in regards to sharing of cultures to challenge perceptions and examine issues from a multiple perspective rather than single lens • The role of interdependence • Rights to essential services and the role of individuals and government • Stimulate critical thinking about sustainability.

How did we set about it? The Diversity Day included ten key activities; pupils worked in groups, and all groups experienced at least five different sessions. Our geography department developed and delivered sessions on eco-footprints, relating pupils’ footprint to those of others in the developing world; RE delivered a single session on aboriginal peoples’ spiritual connection to the natural world linked to the above; and DT Food investigated issues with poverty and diet in developing nations but also embracing the impact of Indian food as part of globalisation and business. We had links with an advisor from Oxfam through our Oxfam ambassadors programme and delivery of a session through the GLP Twilight INSET. In order to expand the diversity theme, the delivery of a para-sport session gave students time to reflect on both social justice and rights to essential services globally. Further sessions by outside providers were; African Ark who included two visual artists, drummer and dancers, and a storyteller. There was also a link established through one of our students to an Indian dance teacher to challenge perceptions and establish multiple perspectives.

How well did we achieve our aims? The ecological footprint activity was aimed at Key Stage 2 pupils, to act as a bridge to help their understanding of how the way they live their lives in the UK, and that consuming resources and generating waste can have a global impact. After completing a quiz to find out their own ecological footprint, a comparison was then given as to the ecological footprints of other countries in the world, some with smaller footprints than ours, and some with larger footprints. This helped further their understanding that other countries consume resources and generate waste differently to us. Most pupils had little idea that we in the UK consume and waste far more than many other countries in the world, and looking at it from the perspective of how many planets would be needed to resource us and absorb our waste if everyone in the world consumed as much as we do, was a real eye opener for them and challenged how they take how we live our lives for granted. Everyone was surprised however, that the country with the largest footprint was the UAE (a country some didn’t even know existed, although they had heard of Dubai).

GLP Transition Project

The creation of the footprints was a fun and engaging activity that allowed pupils to give thought to how they could, as an individual, reduce their ecological footprint to a size more in line with the smaller footprints from the other countries we discussed such as Indonesia, Nepal and Malawi. Pupils took away from this activity that even a small promise to consume and waste less at home, collectively will have a much bigger impact at a global scale.

How does this link to the Global Learning Programme? GLP themes: • Sustainability: the Eco-footprint session included an assessment of pupils’ carbon footprint through the WWF online assessment, then developing this by comparing it to the footprint of someone from a developing nation and what that means. They were then encouraged to think critically about how they could reduce their own in terms of sustainability and draw round their feet and make a pledge to reduce it. • Poverty reduction: the Oxfam led session used the ‘send a friend to school’ programme as part of the Global Campaign for Education. This was then made to include a promise to pass on to our local MP. • Globalisation and Interdependence: the sessions provided by African Ark included a focus on establishing multiple perspectives of aspects of African culture through music, art and literature. The World War session included artefacts from both World wars with a focus on the role of colonial soldiers and the impact of empire on development.

Resources

• Presentation: Diversity Food and Freddy Footprint

Links to further resources

• Send my friend to school: http://www.sendmyfriend.org/ • WWF online footprint calculator: http://footprint.wwf.org.uk/

Contact Mrs Trudi Purnell, Carlton Le Willows Academy.

GLP Transition Project

S. Identifying the gaps in global learning Manor School Sports College, St Peter’s Church of England Academy, Stanwick Primary, Bozeat Primary and Southfield School, Kettering, Northamptonshire

Context We identified through joint meetings with all the schools above that there were gaps in the knowledge, skills and values between Key Stage 2 and Key Stage 3, examining criteria given by the DfE, GA and GLP. The aim, therefore, was to identify and bridge these gaps through examining the 2016 Olympics.

What did we want to achieve? Specifically, this focused on developing knowledge of places and why some were more successful in the Olympics than others. This included a development of knowledge of developing countries to establish why they tended to be less successful, and the fairness of this. Furthermore, the Olympic values were studied, with the aim for students to understand why they were important. The nature of the Olympics lent itself well to furthering knowledge of globalisation, as they were universal values, and they show how countries are connected together. Finally, in a joint-school, off timetable day, schools came together to examine ways of making the Olympics fair/er. This included ways in which poorer countries may be given more opportunities to host the Olympics, or ability to be more successful (achieving global poverty reduction). Evidence can be seen in detail in the supporting ‘Key Stage 2 – 3 transition document. This includes the gaps that were identified, and lesson plans in the Appendix. Rationale The aim of the transition project is to develop the transitional links in geography, PSHE, citizenship and RE between Key Stages 2 and 3. By the end of the project, teachers (and students) from the schools involved will be more familiar with the academic ability and teaching styles of both Key Stages across at least one global learning issue. Teachers at primary level will further develop their understanding of what their students will experience at secondary level. Furthermore, teachers at secondary level will feel better equipped to develop student’s knowledge, understanding and values towards a range of geographical issues more quickly and efficiently, by targeting weaknesses and avoiding repetition. It has been well documented (e.g., Goldstein, 1996; 2001; Kirkup et al., 2005; Leckie and Goldstein, 2009; Newton 2009) that there are issues surrounding the application of Key Stage 2 data to subjects outside of Maths and English: simply relying on this data and

GLP Transition Project assuming that students will have the requisite skills in specialist subjects, such as geography, can often be erroneous. Therefore, this project offers an alternative strategy for allowing students to make the most rapid progress when joining secondary schools, by identifying gaps between the two Key Stages and taking specific measures to address these. This project has four main phases: identifying gaps in knowledge, understanding, skills and values between the two Key Stages; teaching and learning of a global learning theme; sharing best practice between the participating schools; and evaluating the impact with recommendations for further collaboration.

How did we set about it? We set about it by: • Identifying gaps between Key Stage 2 and 3: • Teaching and learning a global learning theme, the Olympics • Sharing best practice in global learning • Evaluating the impact and making recommendations for the future.

Identifying gaps between Key Stage 2 and 3: There are different professional expectations of geographical and global learning and what students can be expected to achieve at the end of Key Stage 2. The primary aim of the participating schools was to explore the differences of perceived abilities of the majority of students at this transition. To achieve this, the expectations of the Department for Education (DfE 2013); the Geographical Association (GA 2014); and Global Learning Programme (GLP undated) were scrutinised (see resources below).

The purpose of this was to identify perceived gaps in knowledge, understanding, skills and values that exist between Key Stage 3 (i.e. what Year 7 students are able to do in the first term of secondary school) and Key Stage 2 (i.e. what Year 6 students leave their primary schools with). It also had the additional purpose of identifying any repetition of subject content and understanding and to allow Key Stage 3 teachers to harness best practice from primary schools. From this information, a teaching and learning project was devised to target specific gaps to support primary students. Teaching and learning of a global learning theme The purpose of this was to best prepare students for Key Stage 3 in geography, religious education, PSHE and citizenship. This included meeting the challenges of the gaps identified between Key Stages 2 and 3 (knowledge, skills, understanding and values). The theme of the Olympics (Rio 2016) was decided upon as an ideal way of covering a range of curriculum and skill areas, while also being contemporary and relevant topic. Four main themes were explored over a period of a few weeks for Year 6 and Year 7 students: introducing the Olympics; exploring map data; interpreting development data relevant to participating countries; and examining the success of different countries. Schools adapted

GLP Transition Project resources to meet the needs of their students and to be in keeping with their own plans of teaching the Olympics. Students collaborated, based on the teaching and learning in the global learning theme.

How well did we achieve our aims? Students have become more familiar with using atlases and geographical language. They were able to classify information based on development indicators to make judgements about different developing countries: a skill they previously did not have. They have begun to use geographical key terms, such as hemisphere, equator, latitude, MEDC, LEDC more confidently. Students have created displays of work demonstrating their increased awareness of other places, and how they are interconnected. They have explored similarities and differences between places (spatially, using atlases and their own research). Students have been able to show a sense of values towards the fairness of the Olympics, through which countries have hosted the Olympics, and their sporting success. This has strong links to levels of development. They have all created presentations to show how a fairer Olympics could be created. They have developed their knowledge and understanding of the ‘single story’ – through examples that countries are not linked solely to one sport and that generalisations can be dangerous for understanding. They have developed their critical thinking in terms of how health can be used to measure development by comparing health indicators to decide the relative importance of each of these, and the impact that these could have on the population. Manor School Sports College and Stanwick Primary are planning on running a joint GLP Expert Centre in 2017. Therefore, there is likely to be a similar collaboration between schools. We are planning on strengthening ties between primary and secondary schools in the local area, and developing a whole school focus on global learning.

Resources

• Identifying the gaps in global learning, and teaching and learning the Olympics theme.

References DfE (2013) National curriculum in England: geography programmes of study, London: Department for Education GA (2014) Assessment and progression framework for geography, Sheffield: Geographical Association. Available: https://www.geography.org.uk/Progression-and-Expectations-in- Geography

GLP Transition Project

Goldstein, H., (1996) League Tables and their Limitations: Statistical Issues in Comparisons of Institutional Performance Goldstein, H., (2001) ‘Using pupil performance data for judging schools and teachers: scope and limitations’, British Educational Journal, 27, 433-442. GLP (undated) How do pupils make progress in Global Learning? Global Learning Programme, England. Available http://glp.globaldimension.org.uk/pages/11098 Kirkup, C., Sizmur, J., Sturman, L., Lewis, K., (2005) Schools’ use of data in Teaching and Learning, Department for Education and Skills, Research Report: RR671. Leckie, G., Goldstein, H., (2009) The limitations of using school league tables to inform school choice, Centre for Market and Public Organisation, UK. Newton, P.E., (2009) ‘The reliability of results from national curriculum testing in England’, Educational Research, 51, 181-212.

Contact Jonathan Andrews, Manor School Sports College, Mountbatten Way, Raunds, Northamptonshire, NN9 6PA

Acknowledgements Thanks to all the schools involved in creating these transitions case studies.

GLP Transition Project