in partnership with global learning introducing the curriculum framework
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In partnership with
Global Learning introducing the curriculum framework
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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
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Refugees in Europe September 2015
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Source: Wiki Commons
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Source: Wiki Commons
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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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