the glp is funded by the uk government glp © crown copyright planning whole school change and...

The GLP is funded by the UK government

GLP © Crown Copyright

Planning whole school changeand

Images and perceptions

Expert Centre name

Date



Session objectives• Become familiar with the

relevance of change processes and models of change within the GLP

• Develop a deeper understanding of the GLP Curriculum Framework and apply it to in-school experience

• Identify school CPD needs and sources of CPD provision

Source: Global Learning Programme



More session objectives

• Explore and challenge dominant images and perceptions of people living in poverty

• Present and discuss materials which explore a variety of images and perspectives

• Reflect on how to adapt materials and apply learning to your school context



Images and perceptions

Our influencesHow does the world look through our spectacles…



Planning whole school change

Thinking through:• where is our starting point?• where do we want to get to?• change as a process and an

outcome• types of change• preparing for change. Source: Rob Unwin



What does my school look like?

Activity

In pairs:• describe your school – e.g. ethos, structure, practice,

people, curriculum, etc.

• where does/can global learning/development education fit into this existing image?



What are we aiming for?

Activity

• What does the perfect GLP school look like – how would it work; what would be important?

• What do I want to achieve in my school to move towards this?



Focus of the GLP

Whole school ethosThe most effective way to carry out global learning is in a whole school way and doing so can help support school improvement.

Source: Rob Unwin



Thinking about change

• The process of change• Change ‘models’ • Facilitating change in your school



Lewin’s model of change

Stages of change• Unfreeze• Change• Refreeze



Cycle of improvement –model of change



GLP whole schoolchange model



ActivityLevels of change - e.g.• Individual • Organisation • Culture

Looking at the different levels of change, who needs to lead or be involved?• Individuals• Groups• Internal• External



Enabling change

Activity

Barriers to change, e.g.• Structural• Individual• Beliefs• Skills

Enabling factors, e.g.• Ethos• External factors• Resources



Introducing advocacy planning

Advocacy planning is a process that identifies the change that is needed and then examines the communication and negotiation needed to enable that change to happen.• What is the change we want to make?• How can that change come about?• Who are the key players in this change?• What is our message to them?• How do we communicate with them?• What tools do we need to do this?



What change?

For the school to embed one global learning activity in to their maths curriculum

How can it come about?

The maths coordinator supports the addition of a global learning activity in their curriculum

A new activity is designed Teachers agree to teach the new

activity in lessons

Who are the key players?

Maths coordinator Maths teaching staff

What’s my message to them?

This activity can bring a real life example to your maths lesson

It enhances what you are already doing

It motivates students to learn maths

How do we communicate with them?

Share examples of global learning maths activities

Offer support and time to discuss the activity

What tools do we need?

Good quality global learning maths activity examples

Time to plan with maths coordinator

Thinking about change – a practical GLPexample using maths

To support Expert Centre Coordinators and partner schools to start

thinking about change in their school



Spaces for creative curriculum in a change process

The GLP provides an opportunity to develop a holistic, motivating, meaningful and measurable curriculum, sharing with a learning community locally, regionally and nationally.



Opportunity for holistic curriculum Schools may have been or are involved in an array of initiatives:• Healthy Schools• Sustainable Schools• Global Dimension• SEAL (Social and Emotional Aspects of Learning)• Eco-schools• Rights Respecting Schools Award• International School Award • Global Schools Award.



Sharing examples from the take home activity from last session

• Participants share the results of their schemes of work review, identifying opportunities for global learning in their curriculum

• Feedback



Primary NC History: Invaders and Settlers

• Key events/individuals• Timelines/chronology• Stories• Artefacts• Change and continuity• Comparison then/now• Lifestyles/society/trade• Beliefs and values• Artefacts/historical

evidence• More than one

interpretation• Visits and trips• Research• Empathy/day in the life of

History outcomes Global learning pupil outcomes Key questions to support planning of activities

• Global poverty • Development • Rights and essential services• Globalisation and

interdependence• Sustainable development• Actions of governments • Actions of citizens • Business and technology

• Critical thinking • Multiple perspectives • Challenging perceptions • Enquiry and discussion• Communication• Cooperation • Teamwork • Planning • Reflection and evaluation

• Fairness• Agency• Care• Self esteem• Diversity• Respect• Social justice• Empathy

• Why did people migrate to Britain?• Where did people come from?• Who are we descended from?• Where did our culture come from?• Teams of children – Celts Romans,

Scots, Anglo Saxons, Vikings, Normans – research and justify why they settled in GB.

• Why did they stay?• How did they learn to get along/solve

wars/create peace/justice/fairness?• How did they develop a sense of

belonging and identity?• Why did systems breakdown – what

key events brought changes?• How do we know what happened –

evidence/artefacts? What don’t we know? Whose voices are missing?

• How was people’s quality of life affected? Who benefitted? Who lost out?

• What did people think about poverty/ the environment / the future?

• What can we learn from history?• How have they impacted on our

culture and values?• What significant changes have

occurred as a result of migration in the last 50 -100 years?

Knowledge and understanding

Skills

Values and attitudes

Adapted from Hawkshead Primary School, Cumbria



Primary NC History: Invaders and Settlers

•Key events/individuals• Timelines/chronology• Stories• Artefacts• Change & continuity• Comparison then/now

History outcomesGlobal learning pupil

outcomesKey questions to support

planning of activities

E.g.• Global poverty • Development

• Rights and essential services

E.g• Critical thinking • Multiple perspectives • Enquiry and

discussion

E.g.• Fairness• Agency• Care

E.g.• Why did people

migrate to Britain?

• Where did people come from?

• Who are we descended from?

• How have they impacted on our culture and values

Knowledge and understanding

Skills

Values and attitudes

Adapted fromHawkshead Primary School,Cumbria

E.g.• Key

events/individuals

• Timelines/chronology

• Stories

• Artefacts

• Change and continuity


Global learning in geography

From the Key Stage 2 Programme of Study:

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America


Global learning in geography



How can CPD support change happening?

‘It is also vital that we give teachers the opportunity to deepen their subject knowledge and renew the passion which brought them into the classroom… If you do not have inspired teachers, how can you have inspired students?’ The Importance of Teaching, DfE White paper 2010



What do we need in place to make change happen?

Activity• What new things do we need?

Knowledge – e.g. development education knowledge, knowledge of why will global learning delivers educational / curriculum outcomes

• Skills

• Resources



Audiences

Activity

Reflecting back on ‘What we need in place?’ from the previous slide• identify key CPD audiences within your school• what type of CPD may be most appropriate?



Providers

Activity

Looking at the list of audiences and types of CPD, discuss who is best placed to provide training or support.

e.g. What can be done internally through a staff meeting? What would need external input?



GLP approved CPD

To find out the type of CPD you can spend your e-credits on:

• look at the CPD section on the GLP website (‘Calendar’) to see courses with dates and courses with negotiable dates (these can be put on by request)

• if you do not have anything suitable in your local area, look at the Think Global website (‘Our network/Local support’) to see who are GL/DE providers in your region.



Take home activity

Prioritise the types of change needed in your school and identify what CPD needs these will entail (including the relevant audiences).

Look at the CPD providers on the GLP website and identify relevant courses, or gaps in provision.



Exploring images and perceptions

Perceptions of Africa

What pictures do the children / young people you teach have in their minds when they hear the word, Africa?

2 mins discussion



Children’s views 1

There are lots of wild animals

It is hot and dry with deserts everywhere

There are lots of diseases

There are not many schools

There are hardly any vehicles

People live in mud huts

The people do not smile much

There are lots of poor, starving people



Children’s views 2

People have a lot of money

They have a palace

There are lots of old things

There are many universities

They keep dogs in their houses

Guns come from there

They have plenty of water which is not bought

There are no poor people



Stereotypical images of Africa in the media



Bringing in balance – diverse images of African countries



Another view of the UK

• Government figures released in June 2013 show that the number of homeless households in England had risen by 6% over the past year, to the highest in five years.

• 170% rise in numbers turning to foodbanks in last 12 months (2013-14)



The danger of single story Chimamanda Adichie puts it better than I ever could …



Source: Reading International Solidarity Centre, 2010

Where is this?



Where is this?

Source: Reading International Solidarity Centre, 2010



Positive images and stories

Activity • Card matching Activists – Who’s Who?• You can also show a short film from Mamahope that shows African

men talking about stereotypes



Thinking critically…

... about mainstream views on development and poverty…



Where do you stand?

Often two views on development can be diametrically opposed.

Look at the Economist’s Where do you stand campaign for examples of this, e.g. China’s investment in Africa



Opposing views…

‘Developing countries are poor because they lack technology and education. We need to help by giving them technology, proper work habits and good education.’

‘They come here and impose their education, their technology and their way of seeing the world. This makes people more competitive and individualistic and breaks our communities. We do not need what they are trying to sell. We need a better distribution of resources so that we can define our own development.’



. Another view on measuring progress



What has struck you about what you have heard and discussed today?

Are there ways in which you could increase the range of perspectives and images relating to poverty and development presented to the pupils in your school?

Final reflection

the glp is funded by the uk government glp © crown copyright planning whole school change and...

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