Internationalising Learning Rational and background • • • • • • • • • • Identify school & teachers Planning meetings with teachers SWOT analysis Decide on topics PNS – BCAP school – challenging activities, group work, speaking & listening, interpretation of information Fun activity to finish programmegames Follow up visit to 10 Downing St letter Boy’s achievement Making International links Select range of books to extend project BCAP Visit to No. 10 Culturally Inclusive Curriculum (CIC) • A culturally inclusive Unit of work should: • reflect the ethnic and linguistic composition of your class and /or the community and /or society • reflect languages, knowledge and skills from a diversity of cultures in all parts of the curriculum • put what we teach in a global context • encourage involvement of pupil’s experience • ensure that the skills, experiences and expertise of parents and members of the local communities are included. • (CICP 2005 (Newham EMA) Slide 3 • Stand as part of the curriculum and not as a separate ‘exotic’ and unusual section or add on • reflect positive images of various groups • allow examination and discussion of the dominant culture in society rather than considering it as the ‘norm’ against which all other cultures are judged • raise awareness of different cultures and challenge prejudice and stereotypes • treat all cultures as dynamic • highlight shared values across cultures and celebrate differences • Slide 4 CICPNewham EMA CICP Inclusive strategies known to support EAL & EM pupils- The Planning Keys Key CD PK FL RO Strategy Cultural diversity Prior Knowledge First Language Real objects Key SR SW ST CA VS GO or KV S&L DT R V Visual support Graphic organisers or key visuals Speaking and listening activities Directed talk activities repetition vocabulary OQ DDQ Open questioning Directed differentiated questioning PW MAG S DR PV TM or PM AR other (EMA TEAM NEWHAM ) Strategy Scaffolding for reading Scaffolding for writing Scaffolding for thinking Collaborative activities (interactive activities) Pair work Mixed ability grouping stories Drama and role play Pupil’s voice Teaching or peer modelling Adult role Lesson 3 - Understanding LO: • Different foods need different climates to grow. • We import our food from all over the world. • How importing food has consequences for our environment. • Understand ‘food miles’ • Key words: Food miles, pesticides, local, import, export ,currency, transportation, pollution, pollute Slide 6 Sustainable development & Global issues Lesson 1: Global issues Lesson 2: Rubbish Lesson 3: Food miles Lesson 4: Chocolate/fair trade Lesson 5: Range of collaborative games Creative writing using rubbish & story as stimulus. Using Talking Partners (Bradford) key visual . Slide 7 Lesson 3 Preparation St. Kitts • Visit to shop • Homework – collect information ,food, cost, country of origin • Pupils in St. Kitts, Barbados, Canada, Bangladesh same homework Slide 8 Introduction • Homework/ reflection - What was grown in England? • Give three pupils foods packs; use these to fill in chart( local foods, imported food, country comes from, currency. • Use measuring tool on google earth track foods, or use http://www.organiclinker.co m/food-miles.cfm. • Which product had highest and lowest food miles? • Look at food in St. Kitts table activity. Move food etc onto charts. Interpret. Discuss the map • Which foods could have been grown in England. • Which have to be grown abroad e.g. bananas, pineapples etc. • Discuss why we can’t grow bananas in England. Slide 9 Independent : Group work • Being detectives, collect information work in twos • Tables : information from Barbados, St. Kitts/ Bangladesh, Britain, real food • Carousel Slide 10 Every child should have food.’ Plenary • Discuss why it is better for us and the environment to use locally produced food e.g. UK • Apples Questions to consider: • How is food transported to us from different countries? • How does it stay fresh? • Why may it be harmful to the environment to import some foods? • Why is it better for us and the environment to get food from local places? • Why don’t we eat more food from local sources? • What can we do to improve it? • How would our farmers feel if we kept getting our food elsewhere? • What would happen to their crops? Zone of relevance Activity • Why do some people go hungry? Group Game Slide 11 Plenary Assessment • Traffic lights, • Pupil aware that food comes from many countries, and how far food travelled to get to their plates. They will have discussed why it is better to • source food as locally as possible. • Know about food in one other country Slide 12 What worked well - overall • Lesson 3 • Connection with countries- Barbados • Familiar with range of foods • Knew why certain foods did not grow in Britain • Learned export and import • International links to be made • Liked hands on activities with range of food • Clear about food miles and impact on environment. • • • • • • Toys Range of stories on global issues Collaborative games exploring & reinforcing global issues Fair trade lesson on chocolate DVD and Cadbury's advert on chocolate Partnership work with schools and teachers Slide 13 Comments from pupils • ‘ my mum comes from Barbados’ • ‘ I can help my world by buying fair trade chocolates’. • ‘I can help my world by recycling and trying not to cause pollution’. • ‘ I enjoyed the bit where we saw the things made from recycled things’. • ‘ It reminded me of where my mother came from, there were bad floods there’ (Congo) Slide 14 Lesson 1- Global issues & key concepts Learning Objectives: • To learn about the global issues and effects of those in our lives. • Understanding the need to care for self, others and the environment around us. Resources Books: • If the World Were a Village • Future of the Earth ___________________ • Power point slides • Pictures of global issues from the internet • Talking Partners Framework for questioning • Enlarged laminated colour pictures • A3 sheet with pictures of global issues for individual work • Homework- Write to the Prime-minister what would you do to improve the world. Deforestation means cutting down trees, burning and destroying forests. Introduction -If the world were a village…. Imagine 100 people live in the village. • 9 people speak English • 25 have television • 13 cannot read Earth is a crowded place and it is becoming more and more crowded all the time. There are 800 billion people in the world. It is difficult to understand big numbers like this. But what if we imagined the whole population of the world as a village of just 100 people? By learning about the village –we can find out about the real problems out planet may face in the future. Ready to enter the global village? The village in the future What will our village be like in the future? How fast will it grow? How many people will live there? Today, the village of 100 people is growing at a rate of 2 people a year. By the year 2100 there will be 250 people in the village. Scientists think that 250 is the maximum number of people the village can contain. Even then, there may be shortages of food, shelter and other resources. The village of the future should be a good home for all who live in it. Our goal is a global village in which food, shelter and other necessities are basic rights for all. Modelling critical questioning • Ask questions in talk partners and try to find answers what you know or think about this picture. • Use the questions to explore the global issues. E.g. "What concerns me most about the world…. • Who are they? Who is in the picture? • What are they doing? What is happening here • Where is this? • Why is she looking into this? • How …..? • When…? • If….then would….? • Would it? Group work Group activity : • Children work in MAG pair to investigate different pictures and write their questions/concerns. Assessment criteria: • Have an understanding of the global issues concerning them. • Discover how human actions modify the physical environment. Plenary • Identify the key global issues e.g. climate change, pollution, waste, global warming. • Create a class Eco code for caring for the environment. • Share pupil’s work. Rubbish dumps pollutes air, land and ground water underneath the earth. Lesson -3 The Truth about Plastic Bags •To learn about the environmental issues caused by plastic bags. •To investigate what UK and Bangladesh are doing to help solve this issue. Save our sea gulls and turtles. Resources • Homework sheet- Getting to know your plastic• Make a list of how many and what type of plastic bags are used at home everyday. Everyone brings a plastic bag in class. • KWL grid• Link with school in Bangladesh- find out how plastic bags affects their environment. • Investigate about plastic facts in Bangladesh & UK • Find plastic facts that have the biggest impact on the environment. Introduction • Key question: What are the environmental issues concerning plastic bags? • Ask pupils to count all the plastic bags they brought in from home. • Have pupils deposit all of the plastic bags they have collected into one large pile. • Discuss how large the pile would be if: – Every pupil in the school brought in bags. – Every family in Newham brought in bags. – Every family in London, England, UK, etc… • Have pupils calculate the numbers and compare their results with the following statistics: – The average person in the UK uses roughly 300 plastic bags every year. – There are 69.975,000 people in the UK. – That means that every year, people in the UK use over 45 billion bags!! And that’s just the UK! Group work Plastic bags facts- Bangladesh verses UK. • Use KWL grid to explore the key question. ‘How are the countries of the UK and Bangladesh dealing with these issues concerning plastic bags?’ • Pupils read short extracts on ‘The truth about plastic bags’ and sort out the facts about Bangladesh and UK. Background Information • The country of Bangladesh continually works on controlling their flooding. Plastic shopping bags have been banned because they can clog drains preventing water flow and increased flooding. Assessment Pupils will • Have an understanding of the environmental issues concerning plastic bags. • Discover that some developing countries including Bangladesh are more environmentally proactive than the UK in reducing plastic bags. Children are now using all the plastic bags brought from home to do artwork- e.g.. collage Extension activities • Pupils go into more depth researching such topics as the organisations that are promoting banning plastic bags. • Alternatives to plastic bags such as jute bags produced in Bangladesh. • Results or research can be shared in a variety of ways including displays, posters, write and present a play, report, newspaper article. Plenary • Watch film on YouTube or Earth Day TV (The Gorilla in the Greenhouse) (The North Pacific Gyre). Future plans • Develop training package. • Teaching units of work. • Teacher has adopted this for RE as a topic on ‘Our World as a Treasure’. • Next lesson on oil disaster in the Gulf of Mexico.