1. Science as a vehicle for global learning

2. Teachers across the UK are expected to take a real life approach to science:
All learners should “understand the uses and implications of science, today and for the future.”
National Curriculum in England, 2013

3. Aim
How teaching science from a global learning perspective helps to meet the aim
Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry, and Physics.
A global perspective will help pupils to appreciate that:
 scientific phenomena are common to us all
 scientists all over the world carry out scientific research so as to develop knowledge and understanding of biological, chemical and physical processes
 the knowledge and understanding we have today is the result of the efforts of scientists worldwide. This is likely to be increasingly true in future.
Develop understanding of the nature, processes, and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
A global perspective will help pupils to recognise that:
 the nature, processes, and methods of science are similar no matter where a scientific enquiry is carried out, or by whom
 scientific questions depend on the needs or preoccupations of people from particular cultures, and on the willingness of governments, commercial organisations, or charities to fund research in different fields
To be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
A global perspective will help pupils to see that:
 meeting many of the global challenges we face will require the application of scientific knowledge
 making decisions – either personally or politically – about the applications of science requires careful consideration of ethical and economic issues, as well as a sound understanding of the implications of applying scientific knowledge in different ways.

4. Marianne Cutler, ASE, 2015
“Young people are naturally curious about the big science questions, challenges and ideas which affect us all. As teachers we are committed to equipping our young people with the skills, knowledge and understanding to harness their curiosity, helping them firmly on their path towards being a proactive global citizen.”

5. Five Elements Needed for Powerful Learning

6. What Makes Powerful Learning?
A Big Task
A significant product that requires developing, making and displaying, using, demonstrating or performing
For example:
Produce an art exhibition which can be seen over two days that shows the diversity of art styles and cultures within your local area. The exhibition should raise some money for a local charity

7. What do we know works well and makes a difference to learners?
Research has come up with some ideas that work. Powerful approaches include:
involving learners in the co-construction of learning experiences
making learning more relevant and interesting by taking it out of the classroom
making assessment part of the learning experience and encouraging peer and self-assessment
instilling the belief in learners that they can make a difference to what they achieve through effort and positive attitude
making the most of teachers’ strengths by building on their passion for subjects.

8. Why? What are the benefits?
Learners:
Increases interest and enjoyment
Deepens understanding
Develops skills
Opportunities to consider the contributions to science from other cultures
Teachers:
Motivated learners expanding and deepening concepts and ways of working
Engages students in the relevance of science
A holistic approach rather than an extra demand on curriculum time.
Wider world: Enables learners to apply their scientific knowledge and understanding to local, national and global issues.
Empowers learners to challenge inaccurate or false assertions made by others
Equips learners with knowledge, understanding values, attitudes and skills that enable them to contribute actively towards a more just and sustainable world – now and in the future.

10. ZEER POTS

11. SOLAR ENERGY

12. Litre of light

14. Fuel efficient stoves

15. Reflection & evaluation Diversity Social justice
Poverty & Development
Inequality
Essential Services
Knowledge Themes
Environment
Power
Conflict
People
Self-esteem
Globalisation
Money
Global Partnerships
Fairness
Respect
Global Values
Critical thinking
Empathy
Care
Planning
Reflection & evaluation
Diversity
Social justice
Using multiple perspectives
Global Skills
Agency
Global Learning student outcomes for the GLP - How do these compare to the list you generated as part of the first activity? Activity/discussion question.
Communication
Challenging perceptions
Enquiry & Debate
Cooperation & teamwork

16. UNLOCKING LEARNING…
Knowledge
Skills
Values

17. Knowledge Fairness GLP outcomes… Social justice Money Skills Values
Challenging perceptions
Using multiple perspectives
People
Communication
Money
Cooperation & teamwork
Poverty & Development
Essential Services
Skills
Inequality
Critical thinking
Knowledge
Planning
Power
Globalisation
Reflection & evaluation
Conflict
Environment
Global Partnerships
Fairness
Self-esteem
Diversity
Values
Respect
Agency
Social justice
Care
Empathy

18. UNLOCKING LEARNING… Science Knowledge Skills Values
Select a knowledge outcome(s) from the GLP that connects with each activity
Decide which science POS best act as a vehicle
Plan a learning experience that will develop skills and values from the GLP outcomes
Highlight each KSV and science POS in the same colour
values
skills
knowledge
Global Learning

19. Sharing of ideas and reflections

20. Final thought
“Each of us…. Shares a general responsibility for all humanity, our particular duty being to aid those to whom we think we can be most useful.” Marie Curie, Physicist,