1. Global Learning and Assessment
Thursday 13th October 2016

2. Aims for the session: To understand why we assess the GLP.
To explore ways of assessing the GLP.
To develop understanding of what assessment of the GLP assessment can tell us.
To generate plans for taking GLP assessment forward into your setting.

3. Why assess?
“The crucial distinction is between assessment to determine the status of learning and assessment to promote greater learning.”
Stiggins, R. J Assessment Crisis: The Absence of Assessment FOR Learning, in Phi Delta Kappan Vol.83, No.10 pp
“In reality it is through classroom assessment that attitudes, skills, knowledge and thinking are fostered, nurtured and accelerated – or stifled.”
Hynes (1991) cited in Earl, L Assessment As Learning: Using classroom achievement to Maximize Student Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California.

4. Why assess?
GLP is not part of the curriculum. Consider on your tables: Why are you doing the GLP? What will assessment of the GLP tell you?

5. How should we assess?
Have a look at other people’s ideas for assessing the GLP.
As you move around, write on a post-it how you might gather this information.

6. Pupil Interviews
Pupil Voice (February 2016) – How are we linked to people around the world?
“Some of my family live in France!”
Reception
“We are all connected and are all in one world. We have family links around the world.”
Year 5
“We are all human, we all need the same things.”
Year 4
“We have family in other countries. We are linked through trade with other countries.”
Year 6
“We can talk to people around the world using social media, letters and the telephone. We all look the same, it doesn’t matter what colours we are, we are on the same planet.”
Year 2
“We are from the same world, we speak the same language. We are all people.”
Year 3
“Your family live around the world.”
Year 1

7. Learning Walks and Lesson Observations
Sent to all teachers - 14/03/16
Dear all,
Thank you for welcoming me into your classrooms this afternoon. It was so exciting to see children engaged in a range of activities linked to their global learning and hearing them express their ideas and understanding. 
Strengths:
Children are being challenged with age-appropriate global learning opportunities.
Discussion and questioning in classrooms is used to scaffold children's understanding of what are sometimes abstract and complex subjects.
Relevant and engaging cross-curricular links are being used.
Next steps:
Whenever we talk about a country, even those within the UK, it is always a great opportunity to challenge stereotypes by gathering children's perceptions of a location (i.e. from what they have seen on the news or from what they remember from holiday), and offer them another view - such as images of the Masai Mara alongside images of Nairobi's CBD.
Keep referring back to curriculum overviews to support exploring appropriate global learning opportunities across all subjects. If you are unable to find these, please speak to the relevant subject leader or to me.

8. Whole School Audit Whole School Framework Criteria
Completed November 2014
Completed July 2015
Early
Developing
Embedded
Pupils develop their understanding of global knowledge theme through a range of subjects and topic areas.
Pupils develop high quality learning skills through global learning.
Pupils develop high quality learning skills through global learning activities supporting their literacy, numeracy and communication.
Teachers are confident in their global knowledge.
Teachers use a range of teaching approaches to support pupils’ skills and values development.
Teachers are equipped to support active global citizenship by pupils in lessons and extra-curricular activities.
Teachers use effective cross-curricular planning skills to provide coherent global learning experiences.
Global learning assists values development across the school community, supporting positive relationships.
Global learning supports positive attitudes towards diversity and difference.
Pupil voice is developed across the school through global learning activities.
School leaders use effective planning to embed a school vision preparing pupils for a global interdependent world.
Global learning helps to create a rich and rewarding professional development programme.
Global learning supports better engagement with parents, community groups and other organisations locally, nationally and globally.

9. Pupil Assessment Toolkit
Class: Year 5 Submission date: 06 Aug 2015 Score: 70 Class: Year 4 Score: 73 Class: Year 3 Submission date: 17 Jul 2015
Class: Year 6
Submission date: 29 Apr 2016
Score: 78
Class: Year 5
Submission date: 24 Mar 2016
Score: 74
Class: Year 4
Submission date: 19 Apr 2016
Score: 72

10. Pupil Assessment Framework

11. Other

12. What does this assessment tell us?
How do we use this evidence? What happens as a result of gathering it?

13. What is the value of the assessment evidence?
Is it quantitative evidence or qualitative evidence? Do we need both?

14. Measuring Depth of Impact

15. Cultural Shift

16. What would the qualitative evidence look like?
Consider on your tables how you could approach gathering qualitative evidence from your school about the impact of GLP.

17. Engaging Parents

18. Governor Reports

19. Ofsted
Global learning programme Following a review of the Department for International Development’s (DFID) development awareness and education programmes in 2009, it was agreed that funding to help schools deliver development education should be brought under a single programme. To ensure that DFID support is consistent with education policy, separate projects are funded in each UK nation. Every child growing up in the UK should have the chance to learn about the world around them, the facts of poverty and underdevelopment, and about the potential to build a freer and more prosperous world. The Global Learning Programme (GLP) will work with primary, secondary and special schools across the UK to ensure that young people have this opportunity. GLP will seek to help pupils to develop the skills needed to work in a global economy through learning about key themes of development education such as: 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. Implications for inspectors We are drawing your attention to the GLP as it maps onto the four Ofsted core judgements and to SMSC. Therefore, during an inspection, it should be possible for schools to set out how the GLP is contributing to their provision and outcomes for pupils. However, it is not for inspectors to ask if the school uses this programme, it would be up to the school to make the link and to present the evidence to inspectors. School Inspection Update December 2015: Issue 5 9

20. Reflection
How can you ensure that you have both the qualitative and quantitative evidence you need to demonstrate the whole school impact you are hoping to achieve?