“As an engineer I‘ve travelled the world widely for business. It’s been really eye- opening hearing about other people’s perceptions of history… and I’ve found myself in a few uncomfortable situations in countries like China, Japan, Germany and Iran. I’ve learned so much about other countries views of the British and history – which are sometimes very different to ours; but it would have been really helpful (and less Thanks to: embarrassing) if I’d learned this at school!” Key contributors to the History Materials: Peter H., Engineer Lorraine Waterson, Head of History and Politics, Rodillian Academy, Leeds Hayley Ashe, History Teacher, Rodillian Academy, Leeds Contents Richard Baker, Head of History, Lawnswood High School, Leeds Introduction 4 Andrew Bennett, Head of History, Allerton Grange High School, Leeds Delivering Spiritual, Moral, Social and Cultural aspects of learning 6-9 Lydia Jackson, History Teacher, Abbey Grange C of E High School, Leeds Curriculum Review 10-12 Judith Hart, Head of History, Priesthorpe High School, Leeds Reflection criteria for teachers 13 Rachel Wilde, History Teacher, The Morley Academy, Leeds Quality principles in Global Education 14 Lynne Ware, Beckfoot Upper Heaton High School, Bradford Global Learning Teaching Toolkits 15 Other Subject Teachers: Steve Ablett, History Teacher, Dixon’s Academy Tom Butterworth, Head of Geography, Priesthorpe High School, Leeds Gill Morley, Priesthorpe High School, Leeds Jane Dickinson, Geography Teacher, The Morley Academy, Leeds Sue Dixon, Head of Art and Design, Benton Park High School, Leeds Rachel Gibson, Head of Geography, Allerton High School, Leeds Michelle Minton, The Morley Academy, Leeds Mat Carmichael, Roundhay High School, Leeds Ian Underwood, Roundhay High School, Leeds Clair Atkins, Head of MFL, Lawnswood High School, Leeds Thanks also for invaluable insights and ideas from: Dr Carl Hilton, Leeds West Indian Centre Olivier Nkunzimana, Advisor and school work co-ordinator, RETAS, Leeds Shahab Adris, MEND, Leeds Diane Maguire, Lecturer in Education, Leeds Trinity University Liz Allum and Barbara Lowe, Reading International Solidarity Centre, Reading Humanities Education Centre, Tower Hamlets, London Special thanks to students from Benton Park High School, Leeds for all the images included in these materials. 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 3 All materials are also available to download from: www.globalschools.org.uk/history World Class Teaching Project Global Learning Framework Introduction Global Learning in History The World-Class Teaching programme aimed to improve teachers’ capacity to bring Global There are many definitions of Global Education. The Maastricht Global Education declaration Learning into the classroom, developing quality teaching and learning materials for their (2002) states: specific subjects, worthy of Ofsted ‘outstanding’ rating. Global Education is education that opens people’s’ eyes and minds to the realities of the A recent UNESCO study recognizes that although Global Education in different countries globalised world and awakens them to bring about a world of greater justice, equity and and communities is offered in different ways, it nevertheless has a number of uniting Human Rights for all. elements. The most important among these is fostering in learners: Global Education is understood to encompass Development Education, Human Rights an attitude supported by an understanding of multiple levels of identity, and the • Education, Education for Sustainability, Education for Peace and Conflict Prevention potential for a “collective identity” which transcends individual, cultural, religious, ethnic and Intercultural Education; being the global dimension of Education for Citizenship. or other differences; (From: Global Education Guidelines: The Council of Europe). • 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 The new History curriculum offers a real opportunity for teachers to enhance pupils’ learning perspectives; by the integration of a global dimension in their teaching. Global Learning should be seen as a pedagogical approach that is relevant and appropriate to the construction and application of an approach that recognizes the different dimensions, perspectives and angles of • knowledge within a subject. issues; Themes from the World Class Teaching Global Learning Framework such as: non-cognitive skills including social skills such as, empathy, conflict resolution and • Peace and Conflict Resolution; Political Power, Democracy and Human Rights, the Global communication; Economy and International Trade; Migration; and Diversity and Intercultural Relations could • skills and aptitudes for networking and interacting with people of different backgrounds, be explored through certain elements identified in the programme of study for History. 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. The materials in this handbook provide a sample of ideas from the categories outlined From: Global Citizenship Education: Preparing learners for the challenges of the twenty-first century, UNESCO, 2014. in the National Curriculum. It is hoped that this will model a process of curriculum development Global Education is an education perspective which arises from the fact that contemporary which can be applied to other themes and people live and interact in an increasingly globalised world. This makes it crucial for topics and result in Global Learning being education to give learners the opportunity and competences to reflect and share their own systematically embedded in subject teaching. 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 See also: presented as an approach that we may all accept uncritically, since we already know there www.globalschools.org.uk/history are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues. 4 5 Delivering Spiritual, Moral, Social and Cultural aspects of learning through Global Learning Global Learning provides a great vehicle for delivering SMSC and Values Education. • An expressive and/or creative impulse Through subject content which includes a global dimension, students are given many opportunities to engage with controversial issues and take part in stimulating debate about • An ability to think in terms of the “whole” – for example, concepts such as harmony, global issues and broaden their understanding of interdependence. It creates opportunities interdependence, scale, perspective for them to explore their own values and develop critical thinking skills. Global Learning • An understanding of feelings and emotions, and their likely impact also supports students in identifying and articulating their world view and critically assessing their rationale behind their ideas and assumptions. Each curriculum section included in the Global Learning Teaching Toolkits Moral specifically illustrates links to SMSC and Values, shown both on the Generic ‘Big Ideas’ Mats and on the Schemes of Learning. Ofsted’s definition of moral development includes the development of understanding of moral values that regulate personal behaviour and understanding of society. What SMSC means for Students: What it looks like for students: Spiritual • An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and others’ cultures Ofsted’s definition of spiritual development includes the development of a non-materialistic, • Confidence to act consistently in accordance with their own principles spiritual side to life including: a sense of identity, self-worth, personal insight, development of a pupil’s soul or personality or character. • An ability to think through the consequences of their own and others’ actions What it looks like for students: • Willingness to express their views on ethical issues and personal values • A set of values, principles and beliefs, which may or may not be religious, which inform • An ability to make responsible and reasoned judgements on moral dilemmas their perspective on life and their patterns of behaviour • Commitment to personal values in areas Awareness of and understanding of their own and others’ beliefs which are considered right by some and • wrong by others • Respect for themselves and for others • A considerate style of life • A sense of empathy with others, concern and compassion • Respect for others’ needs, interests and • An increasing ability to reflect and learn from this reflection feelings, as well as their own • An ability to show courage and persistence in defence of their aims, values, principles • Desire to explore their own and others’ views and beliefs • An understanding of the need to review and • Readiness to challenge all that would constrain the human spirit: for example, poverty reassess their values, codes and principles in of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, the light of experience fanaticism, aggression,