Introduction to the Global Learning Programme for England Presentation for CPD providers

What is the Global Learning Programme (GLP)? The GLP is a government-funded programme of support that is building a national network of like-minded schools, committed to equipping their pupils to make a positive contribution to a globalised world. It aims to help teachers to deliver effective teaching and learning about development and global issues at Key Stages 2 and 3. It has a strong whole-school ethos as this is the most effective way to deliver global learning and support school improvement. More than 6,000 schools registered across the country are already experiencing the positive impact that global learning can have on pupils’ engagement, knowledge, skills and values.

Aims of the GLP Help young people understand their role in a globally interdependent world, and explore strategies by which they can make it more just and sustainable Familiarise young people with the concepts of interdependence, development, globalisation and sustainability Enable teachers to move pupils from a charity mentality to a social justice mentality Stimulate critical thinking about global issues, both at whole-school and pupil level Help schools promote greater awareness of poverty and sustainability Enable schools to explore alternative models of development and sustainability in the classroom

The GLP and global learning key themes Knowledge of developing countries, their economies, histories and human geography Knowledge of the basic elements of globalisation Knowledge of different ways to achieve global poverty reduction and the arguments around the merits of these different approaches

Why is global learning important? develops pupils’ knowledge and understanding of development and global issues through subject-based learning encourages pupils’ values and development of skills, and creates opportunities for active engagement and critical thinking supports teachers in developing their knowledge and understanding of global issues, so helping pupils’ learning.

Whole-school focus A global learning school has a vision to develop global learning pupil outcomes across the school. This vision is embedded through a planned process, involving staff, pupils, governors and the wider community in global activities. This slide is optional – however, if you do use it, we suggest participants have a full-sized copy of the slide. Taking a whole-school approach to global learning is a process that involves: having a vision for global learning in the school, connecting with wider school aims using a reflective planning process as part of an ongoing development journey connecting different spaces within the school building relationships between people across the whole school community embedding global learning as part of general school practices. The model shows how a school can develop a vision for global learning involving pupils, staff, parents and governors. This vision can then be embedded through a planned process, developing activities across the school. This engages pupils with the key knowledge, skills and values relating to global learning. Through this engagement, the school will achieve outcomes around: pupil achievement teachers’ practice behaviour and relationships leadership and the community. These outcomes will help to impact on the wider whole-school improvement process.

Global learning pupil outcomes This slide is optional – however, if you do use it, we suggest participants have a full-sized copy of the slide. The purpose of the global learning pupil outcomes is to make it clear, explicit and accessible what the GLP is asking schools to engage young people with. By taking a global learning approach, young people will develop several outcomes: Pupils will acquire knowledge, enabling them to understand the facts of global poverty and uneven development – including globalisation, social, economic and political processes – and to consider what possible solutions exist. Pupils will develop skills through engaging with this knowledge to explore issues critically, and to examine the actions individuals and communities can take to overcome global poverty, including their own responses. Pupils will explore their own values when looking at key global issues, considering issues such as fairness, human rights and tolerance. The knowledge, skills and values could be approached using the four lenses (orange arrows) shown.

Target curriculum areas Core curriculum areas: English, history, geography, maths and science. Also citizenship and RE. The GLP has worked with subject associations to produce a knowledge framework that will link to the KS2 and KS3 statutory curriculum and beyond, to help teachers embed global learning in their teaching and learning. There is less guidance for citizenship and RE than the other subjects.

GLP model: Expert Centres and Partner Schools Primary, secondary and special Expert Centres act as hubs for local networks of Partner Schools. Expert Centres are funded to operate for three/four terms. Support is provided by a team comprising four National Leaders and 16 Local Advisors. If teachers would like more information on how to join an Expert Centre network, please direct them to the GLP website.

Structure of the GLP This slide is optional – however, if you do use it, we suggest participants have a full-sized copy of the slide. This diagram explains the structure of the GLP. GLP Partner Schools are encouraged to join an Expert Centre network in their area – more than 400 networks have been established so far all around the country. Expert Centres provide a programme of free training and support, with sessions that cover a range of global learning themes and concepts (including poverty, globalisation, etc.), programme resources and information about creating change within a school setting. The sessions will help Partner Schools understand and question what constitutes effective development education teaching and learning, so that they are better able to identify relevant and useful resources themselves. The Expert Centre Co-ordinator will use the Partner Schools’ action plans (generated once the Whole School Audit has been submitted) to plan network sessions tailored to the school’s needs. The Expert Centre Co-ordinator can also help them identify further CPD options.

Structure of the GLP (continued) GLP Partner Schools are encouraged to join an Expert Centre network in their area – more than 400 networks have been established so far all around the country. Expert Centres provide a programme of free training and support, with sessions that cover a range of global learning themes and concepts (including poverty, globalisation, etc.), programme resources and information about creating change within a school setting. The sessions will help Partner Schools understand and question what constitutes effective development education teaching and learning, so that they are better able to identify relevant and useful resources themselves. This slide is optional – however, if you do use it, we suggest participants have a full-sized copy of the slide. This diagram explains the structure of the GLP. GLP Partner Schools are encouraged to join an Expert Centre network in their area – more than 400 networks have been established so far all around the country. Expert Centres provide a programme of free training and support, with sessions that cover a range of global learning themes and concepts (including poverty, globalisation, etc.), programme resources and information about creating change within a school setting. The sessions will help Partner Schools understand and question what constitutes effective development education teaching and learning, so that they are better able to identify relevant and useful resources themselves. The Expert Centre Co-ordinator will use the Partner Schools’ action plans (generated once the Whole School Audit has been submitted) to plan network sessions tailored to the school’s needs. The Expert Centre Co-ordinator can also help them identify further CPD options.

GLP whole-school criteria GLP Whole School Framework Area of school Criteria Description Pupil achievement P1 Pupils develop their understanding of global knowledge themes through a range of subjects and topic areas P2 Pupils develop high quality learning skills through global learning, supporting their literacy, numeracy and communication P3 Pupils are better prepared for transition and work through global learning activities SMSC outcomes Pupils develop their learning and social skills through participatory activities Teachers’ practice T1 Teachers are confident in their global knowledge, and use teaching approaches supporting pupils’ skills and values development T2 Teachers are equipped to support active global citizenship by pupils in lessons and extra-curricular activities T3 Teachers use effective cross-curricular planning skills to provide coherent global learning experiences Teachers support the moral development, enquiry and debating skills of pupils Behaviour and relationships B1 Global learning assists values development across the school community, supporting positive relationships B2 Global learning supports positive attitudes towards diversity and cultural difference B3 Pupil voice is developed across the school through global learning activities The school community explores and values cultural diversity Leadership and community L1 School leaders use effective planning to embed a school vision preparing pupils for a globally interdependent world L2 Global learning helps create a rich and rewarding professional development programme L3 Global learning supports better engagement with parents, community groups and other organisations locally, nationally and globally Community heritage, interdependence and identity are better understood This slide is optional – however, if you do use it, we suggest participants have a full-sized copy of the slide. A fundamental part of the GLP is encouraging schools to develop a whole-school approach to global learning. Best practice evidence suggests this approach will achieve the greatest global learning outcomes across the school and will better support wider school improvement. The GLP Whole School Framework is designed to support schools achieving global learning pupil outcomes. It helps schools recognise where and how they can embed global learning more deeply as they move through the programme. The framework has 12 criteria, divided into four key areas that relate to the Ofsted school inspection framework. The areas are:  pupil achievement teachers’ practice behaviour and relationships leadership and the community.

Course feedback After this course, please complete a short feedback form on the GLP website. This will take a maximum of five minutes. This feedback will be visible to other teachers taking part in the programme and will help them choose which courses to book to meet their CPD priorities.