1. Global education: develops knowledge and understanding, skills, values and attitudes across 8 key concepts of: global citizenship social justice sustainable development human rights conflict resolution interdependence diversity values and perceptions.

2. The majority of teachers in schools appreciated a ‘curriculum development’ approach for its ability to: “broaden the scope of the subject to create meaningful links to other curriculum areas and real life…” “create (through the GD concepts) a vibrant classroom atmosphere, engaging all students..” “allow more varied teaching…leading to children being more interested…” have an impact on learning and developing critical thinking and an enquiry-based learning environment

3. What the teachers said Development of the curriculum: “…exceptionally useful in driving forward curriculum developments in my department…” Engagement with the global dimension in education: “I found the work challenging and useful…finding relevance of the GD in my own subject”(science) Professional development: “It has made me think more carefully about lesson planning, in particular lesson learning objectives….” “…developing understanding the concept of global citizenship and working with colleagues from other departments and disciplines…” “…the approach has helped us consider more and different ways of using the global dimension across different subject areas…”

4. Barriers to this approach The need for teachers to think ‘outside (the subject) box’ The unfamiliarity of teachers/students with curriculum development or a curriculum development process Lack of confidence in engaging with or delivering subject content with or through the global dimension The need for teachers to develop critical thinking skills and apply them to existing or planned work Available time especially with the exam driven focus of schools

5. What was valued? Reflection time : thinking outside the box about their own subject; engaging with the global dimension as a perspective for meeting young people’s learning needs thinking about their own teaching Creativity and Innovation: in developing and applying new skills and ideas to curriculum development in engaging learners to think about their place in the world Development of new, and deepening of existing professional skills and understanding Building self-confidence in applying different teaching and learning styles

6. Dowdales “ We wanted to open our pupils’ eyes to the wider world…” “We planned activities alongside our feeder primary schools to share experiences and expertise, and to create a coherent process for transition from primary to secondary with ‘global citizenship’ at the core”

7. Tibshelf The London Centre for Leadership in Learning said of Tibshelf: “Our experience and interactions with you and your school were incredibly rich, and we learned many interesting and valuable lessons about policy implementation, school level leadership and student perspectives on the Global dimension”

8. Cockermouth “Will they be bringing their drums with them?” “Developing global citizenship means far more in my opinion than simply studying the global dimension – my aim has always been for my students to be able to develop global understanding by studying global issues, with global partners.”

9. Fir Vale “ We wanted to use a curriculum development process to ensure that the global dimension was embedded across all subjects. This meant we needed to prioritise and take small concrete steps to raise awareness and build confidence among middle leaders in the school. “

10. “Sustainability is at the heart of our school development” Bydales

11. Stubbin Wood Special School

12. Reading College of Performing Arts “Our students are vitally interested in global issues! Our Arts tutors devised activities assessing the impact of consumerism on climate change and global social justice” Students devised performances, demonstrating the life cycle of a bottle of water, and its environmental and social impacts.”

14. “In times of change it is the learners who inherit the future. The learned find themselves equipped to live in a world that no longer exists” Eric Hoffner

15. The Global Teacher Award Learning outcomes: have increased their ability to understand and critique the knowledge base and key concepts associated with education for a just and sustainable world [global learning] be able to identify a range of different perspectives and question the assumptions behind them have enhanced their understanding of the approaches to learning which promote critical literacy have developed practical ideas for incorporating new insights gained into their personal lives and work-related roles be able to justify incorporating global learning in the curriculum and include activities to measure changes in attitudes of their pupils in relation to certain global issues. will have increased confidence and understanding of how to promote informed, active global citizenship