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
Boy’s achievement
Making International links
Select range of books to extend
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
• reflect languages, knowledge and skills from a
diversity of cultures in all parts of the
• 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
Inclusive strategies known to support EAL & EM pupils- The Planning Keys
Cultural diversity
Prior Knowledge
First Language
Real objects
GO or KV
Visual support
Graphic organisers or key visuals
Speaking and listening activities
Directed talk activities
Open questioning
Directed differentiated questioning
TM or
Scaffolding for reading
Scaffolding for writing
Scaffolding for thinking
Collaborative activities
(interactive activities)
Pair work
Mixed ability grouping
Drama and role play
Pupil’s voice
Teaching or peer modelling
Adult role
Lesson 3 - Understanding
• 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
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
St. Kitts
• Visit to shop
• Homework – collect
information ,food,
cost, country of origin
• Pupils in St. Kitts,
Barbados, Canada,
Bangladesh same
Slide 8
• Homework/ reflection
- What was grown in
• 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
• Which product had
highest and lowest food
• 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
• Carousel
Slide 10
Every child should have food.’
• 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
• 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
• 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
• Knew why certain foods
did not grow in Britain
• Learned export and
• International links to be
• Liked hands on activities
with range of food
• Clear about food miles
and impact on
Range of stories on global
Collaborative games
exploring & reinforcing
global issues
Fair trade lesson on
DVD and Cadbury's advert
on chocolate
Partnership work with
schools and teachers
Slide 13
Comments from pupils
• ‘ my mum comes from
• ‘ I can help my world by
buying fair trade
• ‘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
• If the World
Were a Village
• Future of the Earth
• Power point slides
• Pictures of global issues
from the internet
• Talking Partners
Framework for
• 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
• 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
Assessment criteria:
• Have an understanding
of the global issues
concerning them.
• Discover how human
actions modify the
physical environment.
• Identify the key global issues e.g. climate change,
pollution, waste, global warming.
• Create a class Eco code for caring for the
• 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
•To investigate what UK and Bangladesh are doing to help
solve this issue.
Save our sea gulls and turtles.
• 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.
• 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
• 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.
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
• Alternatives to plastic bags
such as jute bags produced in
• Results or research can be
shared in a variety of ways
including displays, posters,
write and present a play,
report, newspaper article.
• Watch film on YouTube
or Earth Day TV
(The Gorilla in the
(The North Pacific
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

Slide 1