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Global learning examples C: Discussions on the nature of poverty and inequality. The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark: John Gibbard School, Sharnbrook , Bedford
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Global learning examples C:Discussions on the nature of poverty and inequality The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark: John Gibbard School, Sharnbrook, Bedford Malmsbury School, Malmsbury, Wiltshire Oasis Academy Brightstowe, Bristol Sarum St. Paul’s Primary School, Salisbury.
Communication and co-operation Y2 children sharing their work on Africa with parents. They even beat the parents at the ‘name as many African countries as you can’ competition’ Children working collaboratively deciding how to spend the money they earned in an economic awareness lesson.
This child has not quite understood the deliberate unevenness in the design. We take the line from ‘Grace and Family’ that describes walking into the material stall to buy her first African dress as ‘stepping into a rainbow’. The children research different African materials including mud cloth and ken-te cloth, then create their own designs and print an African head-cloth.
Global spotlight competition In March this year we were invited by the Wiltshire Global Education Centre to take part in a Global Spotlight competition. We chose a small group of Year 5 children who we thought would enjoy or particularly benefit from being part of a global competition. The children identified an issue which they felt strongly about and felt they would like to find out more about. It had to be an issue which had both a strong local and a global impact with a campaigning element to promote follow up, both with our local MP and beyond the life of the competition. The children did some research of their own and then spent half a day with a leader in global learning from the Wiltshire Global Education Centre who made sure that they understood their issue and worked with them on their presentation which would be judged against the other schools in the competition. All of the children in Year 5 took part in a Fair-trade week. They planned the week’s activities themselves which included: researching the availability of Fair-trade products in Salisbury, a whole school questionnaire, creating posters and flyers, writing stories to promote Fair-trade to younger pupils (which they then read to Year 1), making Fair-trade themed gifts like bookmarks to sell and writing persuasive letters to Waitrose, the school governors and John Glen, our MP.
Global spotlight competition One Saturday morning in June the group set up a Fairtrade stall outside Waitrose to sell muffins, their Fairtrade gifts and show the children’s stories which they had written. The morning was a huge success and they raised £190 for the Fairtrade Foundation. The following week the children made a Fairtrade presentation to a panel of judges, along with the other schools. The presentation started with a news report outlining the benefits of Fairtrade to farmers and the local community, and the results were given of the questionnaire and the impact of the project on our school was evaluated. This was followed by a question and answer session. The school came joint first. In celebration of their achievements, all the participating children received a Global Citizen certificate and repeated their presentation in a whole school assembly.
Collecting the school’s views on what should be in the next Millennium Goals for the Shape the Future competition
Developing discussion skills Above: Examples of opportunities for students to develop discussion skills and express their own opinions on current affairs linked to our Oasis global partners. The unit on Mozambique was run as a whole-school PSHE programme, so offered the opportunity to raise the profile of geography across the Academy, while also providing an outlet for learning about and discussing global interdependence, sustainability and environmental responsibility. Students moving to their side of the ‘opinion line’ are expected to justify their views and empathise and engage with others’ views. Left: Student reflection and expression of opinion on how different countries approach reducing the threat of human trafficking, the global significance of achieving this and how an interdependent approach may be a suitable solution.
