Thanks to: Key contributors to the English Materials: Lynne Ware, Beckfoot Upper Heaton High School, Bradford Gill Morley, Priesthorpe High School, Leeds Mat Carmichael, Roundhay High School, Leeds Special thanks to students from Benton Park High School, Leeds for all the images included in these materials. Other W.C.T. Subject Teachers: Lorraine Waterson, Head of History and Politics, Rodillian Academy, Leeds Hayley Ashe, History, Rodillian Academy, Leeds Richard Baker, Head of History, Lawnswood High School, Leeds Andrew Bennett, Head of History, Allerton Grange High School, Leeds Lydia Jackson, History Teacher, Abbey Grange C of E High School, Leeds Judith Hart, Head of History, Priesthorpe High School, Leeds Rachel Wilde, History Teacher, The Morley Academy, Leeds Tom Butterworth, Head of Geography, Priesthorpe High School, Leeds Jane Dickinson, Geography Teacher, The Morley Academy, Leeds Rachel Gibson, Head of Geography, Allerton High School, Leeds Michelle Minton, The Morley Academy, Leeds Ian Underwood, Roundhay High School, Leeds Clair Atkins, Head of MFL, Lawnswood High School, Leeds Sue Dixon, Art and Design, Benton Park High School, Leeds Thanks also for invaluable insights and support from: Diane Maguire, Lecturer in Education, Leeds Trinity University Mary Maybank, Psychology and Sociology Teacher, Leeds Liz Allum and Barbara Lowe, Reading International Solidarity Centre, Reading Humanities Education Centre, Tower Hamlets, London Paul Brennen, Deputy Director Leeds Children and Young Peoples’ Service, Leeds Steve Pottinger for permission to reprint #foxnewsfact from More Bees Bigger Bonnets published by Ignite Books Design by Hardwired Users may copy pages from this pack for educational use, but no part may be reproduced for commercial use without prior permission from Leeds DEC. 2 All materials are also available to download from: www.globalschools.org.uk/english “Once you allow yourself to identify with the people in a story, then you might begin to see yourself in that story even if on the surface it’s far removed from your situation. This is what I try to tell my students: this is one great thing that literature can do - it can make us identify with situations and people far away. If it does that, it’s a miracle.” Chinua Achebe Contents Introduction 4 Delivering Spiritual, Moral, Social and Cultural aspects of learning 6-9 Reflection criteria for teachers 10 Quality principles in Global Education 11 Global Learning Teaching Toolkits 13 3 World Class Teaching Project Global Learning Framework Introduction Global Learning in English Literature The World-Class Teaching programme aimed to improve teachers’ capacity to bring Global Learning into the classroom, developing quality teaching and learning materials for their specific subjects, worthy of Ofsted ‘outstanding’ rating. A recent UNESCO study recognises that although Global Education in different countries and communities is offered in different ways, it nevertheless has a number of uniting elements. The most important among these is fostering in learners: • an attitude supported by an understanding of multiple levels of identity, and the potential for a “collective identity” which transcends individual, cultural, religious, ethnic or other differences; • a deep knowledge of global issues and universal values such as justice, equality, dignity and respect; • cognitive skills to think critically, systemically and creatively, including adopting multiple perspectives; • an approach that recognises the different dimensions, perspectives and angles of issues; • non-cognitive skills including social skills such as, empathy, conflict resolution and communication; • skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives; • behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges, and to strive for the collective good. From: Global Citizenship Education:Preparing learners for the challenges of the twenty-first century, UNESCO, 2014. Global Education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalised world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, Global Education should not be presented as an approach that we may all accept uncritically, since we already know there are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues. 4 There are many definitions of Global Education. The Maastricht Global Education declaration (2002) states: Global Education is education that opens people’s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all. Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship (From: Global Education Guidelines: The Council of Europe). This Handbook provides a sample of ideas from the categories outlined in the National Curriculum. It is hoped that this will model a process of curriculum development which can be applied to other themes and topics and result in Global Learning being systematically embedded in English teaching. The National Association for the Teaching of English (NATE) supports Global Learning because: • English is a subject with a global dimension. The subject involves students’ place in the world as well as the world of literature and language study. • English is a cosmopolitan language with a cosmopolitan literature; our pupils’ knowledge of language and literature should reflect this global dimension. • English lessons are concerned with the ways language is used to represent the world and the ways people experience it. Pupils’ language, understanding and feelings develop through a wide range of activities from discussion and role play to personal writing and immersion in literature. • Reflecting on global issues and communicating with communities around the world gives the subject vital richness. See also: 5 www.globalschools.org.uk/english Delivering Spiritual, Moral, Social and Cultural aspects of learning through Global Learning Global Learning provides a great vehicle for delivering SMSC and Values Education. Through subject content which includes a global dimension, students are given many opportunities to engage with controversial issues, take part in stimulating debate about global issues and broaden their understanding of interdependence. It creates opportunities for them to explore their own values and develop critical thinking skills. Global Learning also supports students in identifying and articulating their world view and critically assessing the rationale behind their ideas and assumptions. Each curriculum section included in the Global Learning Teaching Toolkits specifically illustrates links to SMSC and Values, shown both on the Generic ‘Big Ideas’ Mats and on the Schemes of Learning. What SMSC means for Students: Spiritual Ofsted’s definition of spiritual development includes the development of a non-materialistic, spiritual side to life including: a sense of identity, self-worth, personal insight, development of a pupil’s soul or personality or character. Spiritual education in English includes being reflective on other students’ feelings and values, as well as appreciating the unknown and mystical elements of our lives. Through English, there are opportunities to look at compassion, acceptance, ideologies as well as subjects such as death, religion and creativity. What it looks like for students: • A set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour • Awareness of and understanding of their own and others’ beliefs • Respect for themselves and for others • A sense of empathy with others, concern and compassion • An increasing ability to reflect and learn from this reflection • An ability to show courage and persistence in defence of their aims, values, principles and beliefs • Readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination 6 • Appreciation of the intangible - for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity • Respect for insight as well as for knowledge and reason • An expressive and/or creative impulse • An ability to think in terms of the “whole” – for example, concepts such as harmony, interdependence, scale, perspective • An understanding of feelings and emotions, and their likely impact Moral Ofsted’s definition of moral development includes the development of understanding of moral values that regulate personal behaviour and understanding of society. Moral education in English includes topics such as fairness and equality, as well as appreciating more abstract qualities