1. Global Education: methods

2. About the module It will use a variety of learning strategies Metacognition - thinking about thinking – will be core to the module We will reflect on our learning and apply the results of reflection to further our learning You will be expected to read the module booklet 1 assignment of 2000 words

3. The module covers Overview of ESDGC some principles which underpin teaching and learning in ESDGC key influences on teaching and learning styles in ESDGC (home reading) examples of teaching and learning strategies evaluation and adaptation for different ages auditing and planning for ESDGC ESDGC in the school ethos

4. Assignment: 3 options An essay of approximately 2,500 words. A critical analysis and evaluation of the ways in which one acquires skills for global citizenship and sustainable development and the ways in which these can be used in an educational setting or curriculum (2500 words) OR a critical evaluation of a teaching and learning strategy, or a comparison of two methodologies, trialled in an appropriate educational setting (2500 words) OR a critical account of a curriculum planning exercise to promote education for sustainable development and global citizenship (2500 words)

5. What we will cover Reflections on your reading - influences on teaching and learning styles in ESDGC Futures education - examples of teaching and learning strategies evaluation and adaptation for different ages auditing and planning for ESDGC ESDGC in the school ethos

6. Get Global http://www.actionaid.org.uk/schoolsandyou th/getglobal/http://www.actionaid.org.uk/schoolsandyou th/getglobal/ Good for methods

7. Self-appraisal ‘I would do … differently next time; I have changed my mind about…; I felt my opinion was/was not valued; I would prefer to have…...; I think I did… well; I think I could do ……. Better; I didn’t like the way ……; I preferred the way that …….; I have learned ……; I would like to know more about …….. and so on.

8. How inclusive have I been? What evidence do I have to support this? If some appeared to feel excluded or did not take part fully, why do I think this happened? Did the activity suit some participants more than others? Were boys and girls equally involved/ Why do I think this happened? What kind of learning styles was I using? If you have adapted an activity to suits a different age group how successful was this? What would I change next time?

9. ESDGC is about Should be dealt with across the whole school through: Commitment and leadership Learning and Teaching School management Partnerships and Community Research and monitoring

10. ESDGC in the whole school Fictional case studies What examples can you see of: Commitment and leadership Teaching and Learning School management Partnerships and community Research and monitoring What would you do to make it better?

11. What would you do? School A is a rural Primary school with 300 pupils. It has been a Green School for some years and has developed good energy-saving policies and a travel policy which includes a walking bus for Years 1 and 2. It is also working towards becoming a Healthy School. It has a school garden tended by the pupils, who work with a local gardener from the village. There is no parent-teacher association. There is a school council with representatives from each year, however pupils in each class do not feel very involved in this. Teachers have been promoting an international school link with a school in Lesotho for several years, the Headteacher and head of the juniors have visited Lesotho for a week and two teachers have visited this school. Most of the work between the two schools has been exchanging of the pupils’ personal details. The school inspection noted that the school had begun to develop ESDGC but could make more of opportunities.

12. What would you do? School B is a Secondary school. It has no ESDGC policy but it does address many ESDGC issues through the curriculum, which it audited for ESDGC last year. The school has begun working towards becoming an EcoSchool but still has a big problem with litter in the school grounds. The school buildings are very old and not energy efficient. Teachers tend to work in subject teams and very rarely talk to other subject teachers about their work. Some Year 11 pupils are now studying for the Welsh Baccalaureate and the Head of Year 11 has been trying to find suitable speakers to come into school to contribute to the teaching of the Wales, Europe and the World module. The school has an annual week for Year 9 when they invite organisations into the school to run activities related to ESDGC, although these are mostly charities. The deputy head teacher has begun to audit ESDGC across the school

13. NGFL www.ngfl-cymru.org.uk/en/esdgc

14. T his slide set has been released as part of the OSIER project, which is promoting the use of resources to support the training of practitioners in Education for Sustainable Development and Global Citizenship within the curricula of all of the home nations of the United Kingdom. You can find out more about the project on the ‘About’ page of the project repository site. OSIER is part of the second round of the UK OER (Open Educational Resources) programme, funded by HEFCE and administered by the Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). The slide set was prepared by Sheila Bennell and copyright resides with the author. Any images or other materials are original unless stated otherwise. Copyright images may be excluded from the Creative Commons licence described below. The resource is made freely available under Creative Commons licence BY-NC-SA which allows you to use this material for any purpose as long as you: acknowledge the original author do not use it for commercial purposes publish any derived materials under the same licence conditions You can find out more about this licence at: http://creativecommons.org/licenses/by-nc-sa/3.0http://creativecommons.org/licenses/by-nc-sa/3.0 June 1 st, 2011