1. In partnership with Global Learning Programme: ‘ Curriculum making’ in global learning

2. © Crown Copyright 2013 Aims explore what ‘curriculum making’ means in the context of global learning; develop a better understanding about curriculum - making and its potential impact on learners and learning We will reference further support on the GLP-W website.

3. © Crown Copyright 2013 What is curriculum making? 1. Curriculum – making is the creative act of interpreting a curriculum specification or scheme of work and turning it into a coherent, challenging, engaging and enjoyable scheme of work. (GA) 2. Curriculum making is a job that never really ends and lies at the heart of good teaching. 3. Teachers make it happen in the classroom by drawing on their knowledge of teaching approaches and specific techniques; students / pupils and how they learn; the subject(s) and what they are for. 4. Curriculum making is the creation of interesting, engaging and challenging educational encounters which draw upon teacher knowledge and skills. 5. Teachers play a key role in curriculum – making. 6. Covering the syllabus is just the mechanics of teaching and is not the same as making the curriculum. http://www.geography.org.uk/cpdevents/curriculum/curriculummaking / 3

4. © Crown Copyright 2013 What is ‘Curriculum – making’ for? 4 In their report on progress in ESDGC 2014, Estyn made several key recommendations including the need for schools to address the more complex issues, plan for progression in pupils’ understanding, use ESDGC to develop literacy and numeracy, and provide appropriate training for school staff. Who benefits? Why bother?

5. 5 A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught.” ― Dylan Wiliam, Embedded Formative AssessmentDylan WiliamEmbedded Formative Assessment Aren’t both important? Isn’t it vital to select relevant content and to teach it well?

6. © Crown Copyright 2013 How do you create your curriculum? 6 ADOPTADAPTINNOVATE Rely heavily on pre – written schemes complete with resources Tweak and change existing plans whether they originated with you or from another source Create new resources from scratch or from ideas gleaned from other sources.

7. © Crown Copyright 2013 Interdependence Sustainability Globalisation Poverty http://globaldimension.org.uk/glpwales/page/10862 Developing Countries Critical thinking http://safeshare.tv/w/yIBefeMzyz GLP-W themes

8. © Crown Copyright 2013 Progress in ESDGC, Estyn, June 2014 Good progress was made by schools in many aspects of ESDGC. Schools should: R1: improve pupils’ understanding of more complex ESDGC concepts, including those relating to:  identity and culture; (KS3/4)  producers and consumers;  standard of living and quality of life  resources and renewable energy  the difference between weather and climate (FP/KS2) R2: plan for the progressive development of pupils’ understanding of the seven ESDGC themes across the curriculum, and assess and track pupils’ development; R3: plan for ESDGC to make a positive contribution to developing pupils’ literacy and numeracy. 8

9. © Crown Copyright 2013 How do you pitch curriculum – making? Always thinking about impact? Knowing where the child is at? Thinking how to challenge misconceptions? Filling gaps in the curriculum? Aspirationally? Using global learning progression statements? Thinking about differentiation and inclusivity? Focusing on Literacy and / or Numeracy targets? Using other subject levels to focus learning aims? 9

10. © Crown Copyright 2013 HOOK - Use a mix of given and children’s own questions as a starting point What do we know? What do we want / need to know? Choose as a class the most relevant questions you want to investigate. What have we found out? What does this mean? What should we do? What has this experience taught us? How do we know? Has it changed our thinking and if so, how? What will we DO? What new questions do we have? Decide how to research, gather, analyze and present data. What does this mean? What should we do? Enquiry and Critical Thinking Collaborate Apply skills, Ask questions Reflect Analyze and act Evaluate

11. © Crown Copyright 2013 Ingredients? Links to GLP themes – supporting GLP outcomes A ‘need to know’ - enquiry approach, creating a ‘hook’ for learning Some knowledge – existing knowledge, initial information, Curriculum links – LNF, statutory and non – statutory areas Approaches to learning – provision for enquiry and critical thinking Skills – relevant contexts to practise them Expectations - what do we want pupils / students to learn? Agency – teacher and pupil/student input, (passion & curiosity) Relevance – local, topical, meaningful, challenge Quality – resources challenge stereotypes, represent different views

12. Who is dining at the curriculum table? Finest ingredients? How digestible is it? How tasty is it? How is it made? Whose recipe is it? Local or globally sourced? Fresh / seasonal? Home grown? Expensive or thrifty? Spices and Seasoning? Will diners come back for more? Tried and tested? Traditional ? Twist on a new idea? New and untried? It’s a take away! Diners? (children / students) Special dietary needs? Cultural needs? What time of day is the meal? How hungry are they? Are the Nutritionists happy? Is it a quick bite or a treat? A 3 course meal? Healthy eating? Is it part of a balanced diet? Does it nourish? How do you know? What do you need to prepare this? How will you combine your ingredients? Do you make the recipe fit the ingredients you have to hand ? Or select the ingredients for the recipe? How long will you cook it for? Curriculum - Making

13. © Crown Copyright 2013 Contexts for investigation Foundation Phase Read aloud and discuss stories about different points of view Develop questioning and problem-solving activities Use circle time to develop children’s skills in speaking, listening and thinking about topics important to them. Key Stage 2 Explore rights and responsibilities in the classroom and international charters, e.g. Rights of the Child, Earth Charter Explore the views of different faiths on development and global poverty Role-play a decision-making exercise or debate a controversial local issue. From ESDGC A Common Understanding for Schools 13

14. © Crown Copyright 2013 Contexts for investigation Key Stage 3 Role-play a decision-making exercise or debate a controversial issue Investigate links between health and poverty statistics from different regions and explore the reasons for the differences Investigate how the media portrays different places, people or issues. from ESDGC A Common Understanding for Schools 14