ENABLING GLOBAL LEARNING THROUGH THE KS3 CURRICULUM TIDE~global learning 1 Acknowledgements This book and the supporting web material draws Many thanks to the staff at Queensbridge Visual and Thanks also to: Performing Arts School, Birmingham. In particular: upon the creativity of many Tide~ groups. The Sarah Humphreys, John Baskeyfield (VC] Primary School, focus for their work has been the challenge of Tim Boyes - Headteacher Stoke on Trent enabling quality global learning. Their debates and Alison Lee – Assistant Headteacher and Enterprise Co- Dave Morgan, Westwood College, Staffordshire ENABLING GLOBAL LEARNING ordinatorand her team: Elizabeth Adams, Julian Adamson, recommendations have provided both a foundation Ray Peacock, King Charles I School, Kidderminster Tom Avery, Matt Gee, Beryl Jacobsz, Maz Quadir and Jeff Serf, University of Wolverhampton and an inspiration to this material. Bob Thacker. Julie Wooldridge, Education Consultant THROUGH THE KS3 CURRICULUM Enabling global learning through the KS3 curriculum, has A number of Tide~ Conferences have contributed to the Photographs: been developed by: thinking and debates raised in this material, most notably, Front cover photographs and pages 2, 8, 26, and 32: ‘Global Learning & the new KS3 curriculum’, June 2008. We Global learning is the job of all of us as KS3 teachers. It is about ensuring that young people Elaine Miskell and Scott Sinclair, Tide~ global learning Hamstead Hall Community Learning Centre, Birmingham would particularly like to thank: Sir Keith Ajegbo, former have the chance to explore the wider context to issues, and that they critically engage with Working with Tide~ staff: and KARRA Design & Print, Birmingham Head of Deptford Green School and Professor David Becky Link and Jackie Zammit different perspectives. It requires us to review our own dispositions and to think about how Lambert, Chief Executive of the Geographical Association. Page 31, all images from Queensbridge Visual and we enable students to ask questions and make connections. and Judy Lingard for design. Performing Arts School, Birmingham And also with support from: With thanks to all Tide~ project groups whose work All other images, ie those on pages 4, 14, 23 and 25, are The KS3 curriculum introduced in 2008 provides a particular opportunity to think afresh Rob Bowden and Darryl Humble. contributed to this book and web material. taken from the Tide~ pack What is development? See about global learning. The aims at the heart of this curriculum reflect learner needs in the They include: website for further details about this pack. We wish to thank members of the Tide~ Regional Liaison context of a complex and changing world. Bill Scott Challenge project Group on Secondary Curriculum who have provided essential Climate change: local & global support, advice and encouragement to the process. In Enabling global learning through the KS3 curriculum [book and web] has been designed to Climate change – the educational implications Printed by: Genprint [Ireland] on recycled paper particular: offer an overview for curriculum managers, staff teams and those supporting schools. It Cities as a lens to the world Rita Chowdhury, Wolverhampton LA Exploring identity through fiction – Book Club draws upon the varied experiences of teacher groups who have grappled with the teaching Niall Crawford, Birmingham LA It makes you think – in partnership with the Association for and learning implications of current global issues. It offers a spectrum of ideas, activities Lisa Davies, Wolverhampton LA Science Education and starting points as a stimulus to your own planning. This logo is used throughout the book to highlight Dennis Edwards, Hamstead Hall Community Learning Centre, Learning from Kerala: quality global learning and the additional web support material including articles, Birmingham curriculum WWW CPD activities, teaching materials, resources and Roger Emmett, Staffordshire LA Learning to choose further web links. Debbie Harris, Birmingham LA Making connections – in partnership with Museums, Darius Jackson, School of Education Birmingham University Libraries and Archives West Midlands Jill Jackson, Newman College Leadership of Learning Group Phil Leivers, Solihull LA Talking Diversity Published by and available from: John Lloyd, Education Consultant The ‘Ubuntu’ projects This project would not have been possible without the Tide~ global learning Rachael Povey, Historical Association Thinking through climate change – partnership with WMnet. support of DFID’s Development Awareness Fund. Tide~ Centre Sue Rees, Blessed Edward Oldcorne Catholic College, Millennium Point Worcestershire Full project group details are available via the website. Curzon Street Balbir Sohal, Coventry LA Birmingham B4 7XG Louise Thomas, Coventry LA Ruth Totterdell, Geographical Association © Teachers in development education [Tide ], 2009 Ruth Wilson, Wolverhampton LA ~ ISBN: 978-0-948838-97-2 2 1 This book has been developed to help initiate conversations about global learning. It shares ideas Every school will find its own way to build the global Using this book and thinking from a Tide~ teacher network as a creative Contents: stimulus for others. dimension into the curriculum. But it can be daunting This book is designed to start conversations about global learning. It has not been written as any kind of trying to find out where to start or how to get the Introduction 2 We have used the phrase ‘enabling global learning…’ as conversation going with colleagues. prescriptive guide. Rather it offers a core notion of an What do we mean by global learning? 4 we hope that this captures a style that is about facilitating “ entitlement and explores how we as KS3 teachers can learning. It is about supporting teachers as a vital step contribute to this entitlement in many different ways. The KS3 curriculum encourages subjects Global learning in a current educational context 6 in the process to enabling students, and how this might The global dimension in action to look beyond their own boundaries to what a curriculum planning guide for schools, QCA 2007 The material provides some key ideas and frameworks as be encouraged by a broader ‘enabling’ culture within the ~ will engage and enthuse students … it is not Enabling a vision for global learning in our school 8 school. a support to planning and discussion. The introductory really about what we teach but the passion with section explores understandings about the idea of “ which we teach it. CPD: exploring our perceptions 10 ” ‘global learning’ and what this might mean in a current CPD: planning and evaluating to enable global learning 12 This material is set in the context of the KS3 curriculum introduced in 2008 and explores the potential for this Teacher groups have also argued strongly for the need educational context. The second section about visioning, Ray Peacock, Assistant headteacher, CPD: exploring the pitfalls 14 curriculum to enable global learning. We have attempted for schools to develop their own vision about how they supports teachers to think through what global learning King Charles I School, Kidderminster Developing a toolkit 16 to take an holistic view … to explore the opportunities and are seeing global learning for their students and ways should look and feel like for students in their particular challenges for enabling global learning through individual that the curriculum can best contribute. This longer term school. The next two sections explore the wide ranging subjects and cross-curricular approaches. We each need visioning approach fosters teacher confidence in planning potential for enabling global learning through subjects Enabling through subjects 18 and cross-curricular approaches. The final section looks ” to understand how our bit of the picture [eg History or around core aims and principles. This helps to build Contributing to an entitlement … 20 Healthy Eating Week] plays its part and to have a sense of a strategic steer through the many competing external at the wider context to students’ learning and the role … through Geography 22 what we are trying to achieve as a whole. agendas and to ensure that the needs of learners are at that the curriculum can play in contributing to the kind of the heart of the planning process. society that we wish to build for the future. … through Science 23 At the heart of the curriculum are the aims which strongly … through History 24 reflect students’ learning needs in a global context. Clearly the potential ‘learning agenda’ is vast, but we Teacher groups have reflected on the hope that this book will support classroom teachers and … through Citizenship 25 increasing prominence of ‘global learning’; it curriculum managers in their essential task of working is now widely accepted as being part of the together to create a connected curriculum that enables Enabling through cross-curricular approaches 26 global learning. mainstream. Debates have therefore moved Connected learning about climate change 28 from why ‘global learning’ is important, to Curriculum planning around ‘big questions’ 30 how you most effectively enable it. This involves thinking about how we foster Making the most of suspended timetable days 32 students’ sense of enquiry and enable them INTRODUCTION to engage with complexity and uncertainty. Enabling a curriculum with wider purpose 34 Contributing to community cohesion 36 Contributing to sustainable development 38 Web support 40 This logo is used throughout the book to highlight WWW additional