1. In partnership with Global Learning Programme Wales: Using global learning as a vehicle for developing Literacy and Numeracy

2. © Crown Copyright 2013 Workshop description To explore how developing knowledge and understanding of global learning can provide opportunities to develop and extend learners’ literacy and numeracy skills. (Extension) To apply participants’ understanding of progression in literacy and numeracy skills to examples of their planning or to pupils’ work in global learning. We will reference further support for global learning and the LNF on the GLP-W, Learning Wales and Geographical Association websites.

3. © 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; pupils will examine a range of common approaches to increasing social justice and sustainability, increasing their capacity for critical thinking and analysis; pupils will 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. 2

4. © Crown Copyright 2013 What are the GLP-W themes? 3 The GLP key themes are knowledge of: developing countries, their economies, histories and human geography; different ways to achieve global poverty reduction …enabling students 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.

5. HOW DO THE GLP-W THEMES PROVIDE A VEHICLE FOR THE DEVELOPMENT OF LITERACY AND NUMERACY?

6. © Crown Copyright 2013 What are the key parts of the LNF? Literacy oracyreadingwriting Numeracy developing numerical reasoning using number skillsusing measuring skills using data skills 5

7. © Crown Copyright 2013 How could you develop Oracy through global learning? General background information: Handout 1 – Literacy and Global Learning Use of the GLP-W Resources : Stories from Haiti (KS2/KS3)Stories from Haiti Handout 2 – Overview: Activity summary, global learning opportunities, literacy, Geography Skills and Range Oxfam website link to 12 lessons with associated activities and resources. Example: based around the video ‘Moving On’ 6

8. © Crown Copyright 2013 ‘Moving on’ – opportunities to develop Oracy Video clip – ‘Moving on’Moving on Focus: Oracy : Listening: Questions to consider: (think-pair-share) What are the main points made in the video clip? (OL1) Resilience of Haitians, role of governments, aid organisations, partnerships How will your learners record these? (WM3) Sequential notes, bubble chart, mind map, placemat activity, post it challenge, development compass rose 7

9. © Crown Copyright 2013 Further opportunities… Collaboration and discussion (OL3, OC1, OC2) Collaboration and discussion ‘Key Question’ to consider: Who should be playing the biggest part in rebuilding Haiti?: For group discussion; what strategies would you suggest they use? (think pair share) Adoption of roles (success criteria), using feedback speech bubbles, why-why-why flow chart, thinking hats For group feedback; what strategies would you use? (think pair share) Corners activity: stand in the corner of room that best represents your view, role play debate. (see slide 9) 8

10. © Crown Copyright 2013 Corners activity: Who should be playing the biggest part in rebuilding Haiti? What do you think? International governments Haitian people and local charities Haitian Government International charities 9 From Oxfam ‘Stories of Haiti’ power point 3.

11. Differentiated discussion questions KS2 Question Who should be playing the biggest part in rebuilding Haiti? The Haitian Government The Haitian people International charities International governments Give your reasons (OL3, OC1, OC2) Write a formal letter to the editor of (a newspaper) The Haiti Times giving your point of view (WS1, WM1, WM2, WM3,) KS3 Question Do you think this video has been made to promote: the Haitian Government the Haitian people Other groups? Give your reasons To what extent do your agree with the tone and message of the video? (OL3, OC1, OC2) Critique of the video with supporting evidence (WM1, WM2, WM3, WL1) 10

12. © Crown Copyright 2013 How could you develop numeracy through global learning? General background information: Handout 3 – Numeracy and Global Learning Use of the GLP-W Resources :Sustainable transport to schoolSustainable transport to school Handout 4 – Overview: Activity summary, global learning opportunities, numeracy, Geography Skills and Range ‘Sustrans’ KS2 Resources - 13 Numeracy Activities including 4 lesson plans. Activity also suitable for KS3Sustrans’ KS2 Resources Example: Handout 5 Numeracy Activity 3 ‘How far do you travel to school?’ (first 3 bullets) (KS2.1, 2.4, 2.5, 2.7) and Handout 6 Numeracy Activity 8 : ‘What is the carbon footprint of your journey to school?’ (N13, N13a) 11

13. © Crown Copyright 2013 What is the global picture of CO 2 emissions? 12 1.Learners complete KWHL grid (KS2 and KS3) 2.Go to ‘gapminder.org http://www.gapminder.org/ http://www.gapminder.org/ 3.Bubble chart – click on ‘How to use’ 2 minute tutorial if needed 4.Either click on examples Climate: ‘CO 2 emissions since 1820 or Chart menu Climate: ‘CO 2 emissions since 1820 5.Ready to run…

14. Differentiated for key stages KS2 Learners devise key questions to interrogate database (Can you suggest some? 5w’s?) Run video on Map Pause as desired during timeline Learners discuss patterns changing over time. (D3) Extension: Run video on chart click on the additional question ‘USA or China - Who emits the most CO2?’ KS3 Learners devise key questions to interrogate database (Can you suggest some? 5w’s?) Run video on Chart Pause as desired during timeline Learners discuss trends in graph changing over time. (D3) Select the dropdown menu on the x axis - select population – select population total. Suggest additional questions (Can you suggest some more?) Extension: Explore other relationships by changing the variables on the x and y axes - discuss trends/patterns on map view 13

15. © Crown Copyright 2013 Next Steps… GLP-W and the LNF? Support... Global Learning Programme – Wales - http://globaldimension.org.uk/glpwales http://globaldimension.org.uk/glpwales GLP-W GA site: http://www.geography.org.uk/projects/globallearningprogramme http://www.geography.org.uk/projects/globallearningprogramme LNF – Exemplification on Learning Wales http://learning.wales.gov.uk/resources/browse-all/nlnf/?lang=en ESDGC – HWB http://hwb.wales.gov.uk/search?query=ESDGChttp://hwb.wales.gov.uk/search?query=ESDGC