1. The GLP is funded by the UK government GLP © Crown Copyright Planning whole school change and Images and perceptions Expert Centre name Date

2. The GLP is funded by the UK government GLP © Crown Copyright 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

3. The GLP is funded by the UK government GLP © Crown Copyright 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

4. The GLP is funded by the UK government GLP © Crown Copyright Images and perceptions Our influences How does the world look through our spectacles…

5. The GLP is funded by the UK government GLP © Crown Copyright 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

6. The GLP is funded by the UK government GLP © Crown Copyright 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?

7. The GLP is funded by the UK government GLP © Crown Copyright 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?

8. The GLP is funded by the UK government GLP © Crown Copyright Focus of the GLP Whole school ethos The 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

9. The GLP is funded by the UK government GLP © Crown Copyright Thinking about change The process of change Change ‘models’ Facilitating change in your school

10. The GLP is funded by the UK government GLP © Crown Copyright Lewin’s model of change Stages of change Unfreeze Change Refreeze

11. The GLP is funded by the UK government GLP © Crown Copyright Cycle of improvement – model of change

12. The GLP is funded by the UK government GLP © Crown Copyright GLP whole school change model

13. The GLP is funded by the UK government GLP © Crown Copyright Activity Levels 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

14. The GLP is funded by the UK government GLP © Crown Copyright Enabling change Activity Barriers to change, e.g. Structural Individual Beliefs Skills Enabling factors, e.g. Ethos External factors Resources

15. The GLP is funded by the UK government GLP © Crown Copyright 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?

16. The GLP is funded by the UK government GLP © Crown Copyright 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 GLP example using maths To support Expert Centre Coordinators and partner schools to start thinking about change in their school

17. The GLP is funded by the UK government GLP © Crown Copyright 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.

18. The GLP is funded by the UK government GLP © Crown Copyright 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.

19. The GLP is funded by the UK government GLP © Crown Copyright 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

20. The GLP is funded by the UK government GLP © Crown Copyright 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 outcomesGlobal learning pupil outcomesKey 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

21. The GLP is funded by the UK government GLP © Crown Copyright Primary NC History: Invaders and Settlers Key events/individuals Timelines/chronology Stories Artefacts Change & continuity Comparison then/now History outcomes Global learning pupil outcomes Key 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 from Hawkshead Primary School, Cumbria E.g. Key events/individuals Timelines/chronology Stories Artefacts Change and continuity

22. The GLP is funded by the UK government 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

23. The GLP is funded by the UK government Global learning in geography

24. The GLP is funded by the UK government GLP © Crown Copyright 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

25. The GLP is funded by the UK government GLP © Crown Copyright 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

26. The GLP is funded by the UK government GLP © Crown Copyright 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?

27. The GLP is funded by the UK government GLP © Crown Copyright 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?

28. The GLP is funded by the UK government GLP © Crown Copyright 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.

29. The GLP is funded by the UK government GLP © Crown Copyright 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.

30. The GLP is funded by the UK government GLP © Crown Copyright 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

31. The GLP is funded by the UK government GLP © Crown Copyright 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

32. The GLP is funded by the UK government GLP © Crown Copyright 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

33. The GLP is funded by the UK government GLP © Crown Copyright Stereotypical images of Africa in the media

34. The GLP is funded by the UK government GLP © Crown Copyright Bringing in balance – diverse images of African countries

35. The GLP is funded by the UK government GLP © Crown Copyright 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)

36. The GLP is funded by the UK government GLP © Crown Copyright The danger of single story Chimamanda Adichie puts it better than I ever could …

37. The GLP is funded by the UK government GLP © Crown Copyright Source: Reading International Solidarity Centre, 2010 Where is this?

38. The GLP is funded by the UK government GLP © Crown Copyright Source: Reading International Solidarity Centre, 2010 Where is this?

39. The GLP is funded by the UK government GLP © Crown Copyright Where is this? Source: Reading International Solidarity Centre, 2010

40. The GLP is funded by the UK government GLP © Crown Copyright Where is this? Source: Reading International Solidarity Centre, 2010

41. The GLP is funded by the UK government GLP © Crown Copyright 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

42. The GLP is funded by the UK government GLP © Crown Copyright Thinking critically…... about mainstream views on development and poverty…

43. The GLP is funded by the UK government GLP © Crown Copyright 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

44. The GLP is funded by the UK government GLP © Crown Copyright 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.’

45. The GLP is funded by the UK government GLP © Crown Copyright. Another view on measuring progress

46. The GLP is funded by the UK government GLP © Crown Copyright 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

47. The GLP is funded by the UK government GLP © Crown Copyright Acknowledgements The Global Learning Programme would like to thank the contributors of copyright material for permission to reproduce their material which is credited where used. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in a subsequent edition of this material.