1. In partnership with Global Learning Programme Wales: Making progress in global learning

2. © Crown Copyright 2013 Workshop description Based on a short practical activity, this workshop will explore what it means to make progress in global learning and how an understanding of progression helps us plan for achievement. We will reference further support for progression on the GLP-W and Geographical Association websites.

3. © Crown Copyright 2013 PROGRESSION: What is progression? ‘A teacher’s main task is to create opportunities for their students to progress’ Taylor 2013. ‘If we did not hope that students would progress we would have no foundation on which to construct a curriculum or embark on the act of teaching’ Daugherty 1996.

4. © Crown Copyright 2013 What are the GLP-W aims?aims Pupils will: better understand their role in a globalised society and the concepts of globalisation, interdependence and development; examine a range of common approaches to increasing social justice and sustainability, increasing their capacity for critical thinking and analysis; explore different approaches to aid, for example a charitable giving approach to development and that of one motivated by social justice; and Schools will be able to explore alternative models of development and sustainability across the curriculum. 3

5. © Crown Copyright 2013 What are the key GLP-W themes? 4 The GLP key themes are knowledge of: developing countries, their economies, histories and human geography; different ways to achieve global poverty reduction …enabling pupils to draw their own conclusions about the causes of global poverty and how it can be addressed; the basic elements of globalisation. Together with understanding of interdependence and sustainability enquiry and critical thinking.

6. © Crown Copyright 2013 What does progress in global learning look like? The GLP-W aims to collect and develop case study material to exemplify global learning approaches in school: 1.Explore the outline topics – have a go at matching them to the GLP-W themes, in progressive age order. 2.Have a go at one of these: o Talk about the progression – does it seem to work? What are the characteristics of progression? o Talk about any similar global learning work you’ve already done and where it fits in. 5

7. © Crown Copyright 2013 By end of Y2end of Y4end of Y6end of Y9 Developing countries Children in a non EU locality Brazil tourCaribbean island Compare development projects Poverty and development Photos and stories Child in BrazilLocal communities improving MDGs report Globalisation and inter- dependence People who help us Supermarket enquiry Migration stories Factory closure TNC Sustainability School grounds & park Sustainable Fishing Tropical forests Agenda 21

8. © Crown Copyright 2013 The dimensions of progress in geography Contextual world knowledge Demonstrating greater fluency with world knowledge by drawing on increasing breadth and depth of content and contexts. Understanding Extending from the familiar and concrete to the unfamiliar and abstract Making greater sense of the world by organising and connecting information and ideas about people, places, processes and environments Working with more complex information about the world, including the relevance of people’s attitudes, values and beliefs. Geographical enquiry and skills Increasing the range and accuracy of pupils’ investigative skills, and advancing their ability to select and apply these with increasing independence to geographical enquiry.

9. © Crown Copyright 2013 Support Progression support: Whole school: global learning in each key stageglobal learning in each key stage Geography in detail – objectives and pitchobjectives and pitch Links: GLP-W http://globaldimension.org.uk/glpwaleshttp://globaldimension.org.uk/glpwales GA: http://www.geography.org.uk/projects/globallearningprogrammehttp://www.geography.org.uk/projects/globallearningprogramme

10. © Crown Copyright 2013 Objectives and pitch: sustainability Key Stage 2 Objectives, for example pupils: Know about some causes of change to local and distant environments Understand how their own and others' actions can damage or improve the environment Know some ways environments can be cared for in future. Pitch, for example, pupils can: describe different ways people and environments are linked, e.g. by using resources describe the causes of environmental change and its impact, e.g. on people express and explain their point of view about changes to the environment and recognize that others may have different views.