In partnership with Global Learning introducing the curriculum framework

In partnership with

Global Learning introducing the curriculum framework

© Crown Copyright 2013

Children and young people want to learn more about global issues:• 2010 NFER report: developing the International Dimension in

Welsh schools led to improvements in pupils’ confidence, motivation and standards of work

• 2009 IPSOS-Mori/GA survey: 93% of pupils aged 11-14 think it is fairly or very important to learn about the issues affecting people’s lives in different parts of the world

• 2008 IPSOS-Mori/Think Global survey: 78% of pupils think it’s important schools help them

understand what people can do to make the world a better place

86% of the public support teaching pupils about global issues like poverty and climate change.

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What are the GLP-W aims?

• pupils will better understand their role in a globalised society and the concepts of globalisation, interdependence and development;

• pupils will examine a range of common approaches to increasing social justice and sustainability, increasing their capacity for critical thinking and analysis;

• pupils will explore different approaches to aid, for example a charitable giving approach to development and that of one motivated by social justice; and

• schools will be able to explore alternative models of development and sustainability across the curriculum.

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What are the key GLP-W themes?

In the curriculum the GLP will particularly explore these themes:

• developing countries, their economies, histories and human geography;

• different ways to achieve global poverty reduction and the arguments around the merits of these different approaches; enabling students to draw their own conclusions about the causes of global poverty and how it can be addressed;

• the basic elements of globalisation. PLUS

• enquiry and critical thinking about development and development issues.

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How do GLP-W themes and aims link?

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Scientists: Antarctic ice collapse has begun

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Source: Wiki Commons

https://upload.wikimedia.org/wikipedia/commons/9/99/Larsen_B_Collapse_Size_Comparison.png

Refugees in Europe September 2015

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Think about the links

• Choose one of the global issues to work on

• Think about which ESDGC theme/s they link to which GLP-W theme/s they link into/help develop, and how potential links to LNF, or one aspect you could develop.

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Progress in ESDGC, Estyn, June 2014Good progress was made by schools in many aspects of ESDGC. Schools should:•R1: improve pupils’ understanding of more complex ESDGC concepts, including those relating to:

identity and culture; (KS3/4) producers and consumers; standard of living and quality of life resources and renewable energy the difference between weather and climate (FP/KS2)

• R2: plan for the progressive development of pupils’ understanding of the seven ESDGC themes across the curriculum, and assess and track pupils’ development;

• R3: plan for ESDGC to make a positive contribution to developing pupils’ literacy and numeracy.

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Documents

In partnership with Global Learning introducing the curriculum framework