HVC – The Global Dimension • The intention was to teach the compass rose across 2 year 9 groups within English and Geography – however this had to be changed! • So... The compass rose was taught to a y9 Geography class and Children’s rights was taught to a y8 class.
Main Aim Use the Development Compass Rose in a starter activity to investigate the international coffee trade. • Class Mixed ability, mixed gender, year 9 class of 30 • Activity Students were split into groups of 4-5. Each group had a different photo of the coffee trade. The groups had to complete the compass rose then feedback to the class as the images were shown on PowerPoint
Main Positive Outcomes Students clearly identified differences in development across a range of indicators (wealth, health, housing, work...) Students took part in constructive group discussion. Students investigated a situation applying different categories (economy, environment, society, power...) • Recommendations This could easily be a main activity, not a starter! This activity was introduced as a ‘mystery’ If the class knew the context it may Give them more opportunity to use their Existing knowledge.
Question Do colleagues have top tips or favourite methods of discussing the difference between MEDCs and LEDCs?
HVC – The Global Dimension • Children’s rights – a mixed ability year 8 • Students who couldn’t read or write up to students targeted at a L7 • The context was writing styles – part of preparation for the triplets in Y9 • Subject matter – selected children’s rights, information on child labour, child poverty • Taught for 1 half term.
HVC – The Global Dimension • Positives - because it was done within a familiar context (writing skills) students didn’t question the validity of the subject matter • Provoked clear thought within some students – fact such as: families live on 50p a day, the number of children who die each die from poverty • One student spontaneously asked if they could write to Gordon Brown • For higher level students it did challenge their writing skills
HVC – The Global Dimension • Positives continued • It did allow stereotypes to be challenged • Encouraged an open debate within students and between students • Examples of work
HVC – The Global Dimension • Issues arising • Teacher comfort zone – both with resources and with knowledge • Highlighted lack of collaboration across departments within HVC • Not all views expressed were successfully challenged – professional footballers Vs. Sweatshop workers! • timescale
HVC – The Global Dimension • Final thoughts • Within English – a positive experience • Lead up to GCSE and stories/poem from different cultures – might help to eliminate negative backlash against this area of study