Internationalising Learning:
On the Global Stage
Bev Pullan & Dan Bousfield
Context
Context
350 children
2-form entry
Deprived area
High percentage of free school
meals
• High percentage of special
educational needs
• Children with low expectations of
themselves
• Not multi-cultural
•
•
•
•
Context
Our Aims
• Promote global awareness
• Explore some big ideas and issues
• Collaborate between year groups
Things to Consider
• Age gap between Y3 (7-8) and Y6
(10-11) and differentiation
between year groups
• Bev works part time
Context
Session 1 – ‘The World Came
to My Place Today’
• Observed part of each other’s lesson
Context
Session 1 – Outcomes
• Children surprised at how far food
travels to get to supermarkets
• Surprised at what food looks like
before packaging
• Didn’t know the location of many
places on the map
• Very keen to complete the tasks and
find out more
Context
Session 2 – Bananas game
• Observed part of each other’s lesson
Context
Session 2 – Outcomes
•
•
•
•
Children really enjoyed it
Argued their points well
Picked up quickly on the injustice
Surprised when actual amounts were
revealed and this led to discussion
about the fairness of it
Context
Session 2 – Outcomes
Year 6
Banana
worker
Plantation
owner
Shipper
Importer and
ripener
Shops and
supermarkets
Total
15p
15p
20p
12p
30p
92p
17p
15p
19p
10p
18p
79p
19p
11p
18p
15p
18p
81p
Year 3
Banana
worker
Plantation
owner
Shipper
Importer and
ripener
Shops and
supermarkets
Total
20p
10p
8p
15p
5p
58p
5p
13p
8p
4p
3p
33p
Context
Session 3 – P4C ‘Amazing
Grace’
• Own class, shared findings
• Year 3 questions
Is calling someone ‘black’ racist?
Why did Nana take Grace to the ballet?
Why did the children say Grace couldn’t
be Peter Pan?
Is it true that Grace can be anything she
wants to be when she grows up?
Context
Session 3 – P4C ‘Amazing
Grace’
• Year 6 questions
Why are black people treated differently to
white people?
Does everybody have their own rights, no
matter who they are?
Why do things need to be the same as the
original?
Why does it matter if you’re black or white?
Why are people so judgemental?
Context
Session 3 – Outcomes
• Detailed discussions
• Mature responses to questions
• Children felt safe and secure to talk
about it
• “I thought we weren’t allowed to talk
about it”
Context
Session 4 – The Black Hole
• Swapped Classes
Context
Session 4 – Outcomes
• Lots of discussion about greed
• Children gasped when the paper fell
off
• Wide range of responses to the
questions
Context
Session 4 – The Black Hole
• Year 3
“Nothing. I would get a Build-a-Bear
and JLS.”
Context
Session 4 – The Black Hole
• Year 3
Context
Session 4 – The Black Hole
• Year 6
Context
Session 4 – The Black Hole
• Year 6
Context
Session 5 – Drama in
Education: ‘The Sad King’
• Both classes together
DRAMA DIMENSION PLANNING
Greed
3BP and 6B. Spring 2012.
Date
Objective
Activity/ICT opportunities
PSHE: What is
the difference
between how we
see ourselves
and how others
see us?
Literacy: WALT:
write an
obituary.
Drama: WALT:
explore some of
the themes of ‘A
Christmas Carol’
and to use
different drama
techniques.
Teacher Roles:
Pupil Role:
Negotiate doing drama. Explain rules etc.
Negotiate the role for the class. They are people who work in a market place long
ago.
Narration
Tell the beginning of a story:
There was a king who was very sad. He lived in a huge castle on a hill with only his
servants for company. His wife had recently passed away and he felt very lonely.
Beneath the hill there was a village and in the village was a market place. The people
of the village worked in the market to try and make some money to buy food. The
villagers were very poor but very happy. They had not seen the king since his wife
passed away as he had shut himself up in his castle.
Children get into groups of 4 to create a family. They decide what they sell on their
market stall and, on big paper, make a sign for their stall.
Discuss how market traders attract business. Decide what to say to persuade people
to buy.
Discuss layout of market and stand in location.
Freeze Frame / Mime
Create a freeze-frame of working on a market stall. What is each person doing?
Press “play” and the market comes to life with adults walking around buying things
and asking questions. (Could extend this by giving children chance to speak out loud
and then making it a mime so they have to think more carefully about body language)
Narration
Narration continues. One day, all the villagers are summoned to the castle. They are a
bit frightened, but prepare themselves to see the king.
Define the Space: The Throne Room
OR
Role on the Wall: The King
Teacher in Role
TiR as the King, who tells them all to sit on the floor. King introduces the idea of and
shows children the market charter. He says that the charter is up for renewal and if
he doesn’t sign it the market will have to close.
OoR discuss implications of this.
TiR as King says he has decided to do something to make himself happy, and he wants
a present from each family. They must go away and decide what they are going to
give to the king.
Differentiation
(Input, Outcome,
Resources, Activity,
Support)
Assessment for
future learning
Role on the Wall: The King (add any new information)
Discussion
Children move away and discuss in their groups what they wish to give the king. It
should be something from their market stall.
Narration
There is one woman in the village who is even poorer than all the others. She does
not work in the market because there are no jobs for her. She has nothing to give to
the king. The only thing she possesses is her precious baby.
TiR
The villagers return to the castle, bringing their gifts. The king asks each group in turn
to present their offering. (Discuss the best way to do this). The king questions each
gift and appears to get happier and happier.
Conscience Alley
After the last child has presented the gift, the king notices the TiR as the poor
woman and demands that she steps towards him and gives her present.
TiR
The king asks if she has brought him a present. She shakes her head. The king asks if
she has something to give and she shakes her head. The king suggests the baby. If
the children do not respond to this, prompt them by the woman clutching her baby
and starting to cry, could even say, “you can’t take my baby away”. King asks why
not. He then tells the villagers that if he cannot have the baby he will close down the
market so nobody has a job and they will all starve. King turns and exits.
Narration
OoR narrate that villagers returned to village and discussed what to do. They need to
decide on a good argument as to why the baby should stay with its mother e.g.
mother’s love, grow up with other children etc. children go back to confront king.
Take suggestions.
Fourum Theatre: TiR as King / Children as Woman with Baby
The mother and villagers return to the castle. The king demands the baby. The
children argue with him and explain why it is necessary for the mother to keep the
baby. The children eventually wear the king down. The king sees sense and at length
allows the mother to keep her baby. And because the villagers have been so kind to
him, he promises to renew the charter.
(King as Devil’s Advocate, mother remains silent to allow children to negotiate with
the king).
Context
Session 5 – Outcomes
• Great for children to experience
injustice for themselves
• Children taking on and maintaining
roles
• Y3 and Y6 working together
• Excellent feedback from the children
Context
Associate Learners
• Julie (Year 4 / MFL Co-Ordinator)
• Taught ‘The World Came to My Place
Today’ lesson
• Julie very interested in International
Learning and is very skilled at P4C
• Children did not respond as expected
• We need to tackle this lack of interest
from the children
Context
Associate Learners
• Val (SEN Teacher)
• Taught the Bananas game
• Took an entire morning because the
children were so enthusiastic
• Val also very enthusiastic about
International Learning
Context
Other Tasks
• Rewrite of History / Geography
Curriculum (Examples)
Key Stage 1
History:
Changes in own lives and the way of life of their family or others around
them (Y1 “Changes in our Lives”, Y2 “Family Life in the Past”).
- Different ways of life for families in different places. Links to RE to
explore way of life for different religions.
The lives of significant men, women and children drawn from the history of
Britain and the wider world (Y2 “Samuel Pepys”, “Florence Nightingale”).
- Explore international artists, engineers, explorers, inventors,
pioneers, rulers, saints, scientists such as Leif Ericson (Icelandic), Christopher
Columbus (Italian), Mary Seacole (Jamaican), Pocahontas (Native American).
Perhaps look at how their lives differed to people in Britain at the same time.
Context
Other Tasks
• Rewrite of History / Geography
Curriculum (Examples)
Key Stage 2
History:
British History:Victorian Britain OR Britain since 1930.
- Slavery and transportation to Australia.
- Individuals, events and changes that happened across the world during
the Victorian era.
- Environmental impact of the Industrial Revolution.
- The rights of children in Victorian times and the rights of children now.
- A German perspective of the Second World War.
- Life for ordinary Germans.
- Ensure that international aspect is always there by e.g. looking at
German propaganda
- Study of Hiroshima and Nagasaki.
Context
Other Tasks
• School Links
Context
Other Tasks
• School Links
Despite getting no response from the
school, we have now made some initial
links with a school in Abu Dhabi who are
keen to communicate with us.
Context
Next Steps
• Continue to establish link with school in Abu
Dhabi and others
• Develop an International / Olympic Week in the
summer term
• Implement the new History / Geography
curriculum
• Add international links across other subjects
• Explore the news for current events that can be
discussed in school to broaden the children’s
global understanding
• Run a staff meeting about this course, what we
have learned and our vision
• Encourage more staff to try out some of the
activities
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