Local4Global

When	HEC activity	School Activity	Outcomes	Challenges	Next steps
Dec 2009	Meeting between HEC staff and new staff member at Bowes with responsibility for global work                   HEC to contact school with information about opportunities for disseminating work.	School provided an through update on work on the global dimension taking place in the school since September 2009                 Plan presentation of outcomes to share with others	Work is taking place in the following areas: Sustainability   - linked to work with partner school in Ghana   Traditional Tales – looking a folklore across cultures   Human Rights     School agree to present to others work on GD – dates for sharing event to be commutated to the school by HEC.		Email school with dates and venue for presentations. One possibility is for school to present on 10th March to other London primary school at a schools conference on the GD in the primary curriculum taking place at London South Bank University on 10th March 2010
Nov 2009		Every two weeks the school council meeting discusses a global issue.   GD work forms key element of application for ISA	Global dimension focus is explicitly referred to in Bowes SIP (School Improvement Plan) Specific staff member are named in the SIP to have responsibility for the implementation of the GD.	School still concerned about the amount of actual teaching of GD that takes place – despite explicit reference in SIP and medium term planning.	HEC to create generic questions that compliment the ‘Bloom’s taxonomy’ higher order thinking skills. The questions will be based on the 8 Global Dimension Areas and will deepen teachers questioning during Learning Journey sessions. Therefore it will be a useful resource for all phases every term, irrespective of their chosen theme.
Sept 2009		School begins work on GD as part of teaching of Spanish alongside thematic work	School had a ‘room’ on Fronter developed to GD and MFL (this  room is closed access at present)
June 2009	Contact with school via email and phone  - to monitor progress and activities	Staff changes in key person responsible for GD		Staff changes also meant that some momentum on beginning work on M&E was lost.	New member of staff in place to continue global work.
Jan 2009	Whole staff INSET on monitoring and evaluating the efficacy and quality of including the GD across the curriculum delivered by HEC using the RISC ‘How Do We Know It’s Working’ Toolkit (see appendix 3)	All staff including TA and lunchtime supervisors attend the training     GD  curriculum work is linked to the schools international link with Ghana	Staff equipped with a range of tools for assessing changes in pupils attitudes in relation to the eight key concepts of the Global Dimension	Although the training was a success no time scale for carrying out a baseline assessment was agreed.
Sept  08	Planning and delivering two INSET sessions on steps towards becoming a global school. (see appendix 1 and 2)	All teaching staff attended the two INSET sessions	It was agreed that the GD would be one of the boxes in the schools topic webs which are used or planning.	Although the box is included in the planning and completed it is difficult to monitor if this element of the planning actually gets taught and what the quality of teaching on the GD is.	HEC to support school with quality assurance aspect of including the GD in their planning.

Bowes Primary school - Enfield: Report for Local4Global on Global Schools work carried out in academic year 08/09

 

Achievements

·         HEC’s support and input seen in positive light by the senior management of the school

·         HEC has been working with the school on enhancing their work on the GD since January 2007 – and has established a good relationship with the school.

·         Global Dimension given significantly increased status in the school and is one of the topic web planning boxes which all teacher for all year groups from Reception to Year 6

·         The Global Dimension is a key element of the school’s teaching of MFL

·         The school’s explicit focus on pupil voice and choice and the participatory practice with in which they approach learning and teaching meets the ‘skills’ element of the global dimension agenda.

·         The school has received three INSET sessions form HEC on steps to becoming a global school

·         The school sees work on the GD as a key strength in their application for the ISA (in Nov 2009 they submitted an application for full status - having previously received the interim award).

·         School the part of NLISEN and is keen to share outcome of their work on the global dimension with other schools in the Network.

 

Challenges

·        Several staff changes to the post of Global Co-ordinator have taken place in 2009 and this has meant that a progress with moving the work on the GD forward has not progressed a quickly as HEC would have liked.

·        School’s concern about the amount of GD work which is included in the planning is actually taught.

·        School report problems with their link with Ghana during the year – which are now resolved.

 

 

Next Steps – Dec 2009:

 

Meeting with Bowes Primary & Tower Hamlets (Local 4 Global) 2/12/09;

Agreed Outcomes for 2010:

 

School Activity:

‘Sustainability Week’ when pupils learn about the origin of products and the interdependence within trade, then discuss the impact of Fair trade in 2009/10. Pupils' skills of critical enquiry and an ability to handle and interpret information exploring values and attitudes about complex issues, such as resource use and global development we also be explored. This will better prepare pupils to make informed choices about the products they buy and how they dispose of waste.

 

School Activity:

Planning pupil’s lessons based on the 6 areas of learning and incorporating a ‘Global Dimension.’ Making pupils aware of the wider world and encouraging pupils to think beyond their immediate surroundings.

 

HEC Support:

      HEC staff to attend Bowes phase meetings when time is spent completing each other’s webs. HEC staff to assist Bowes staff by bringing a fresh perspective/ drawing explicit links between the topics pupils have selected and other areas of the curriculum.

      HEC to create generic questions that compliment the ‘Bloom’s taxonomy’ higher order thinking skills. The questions will be based on the 8 Global Dimension Areas and will deepen teachers questioning during Learning Journey sessions. Therefore it will be a useful resource for all phases every term, irrespective of their chosen theme.

 

School Activity:

On alternate weeks when school council do not meet. KS2 (where appropriate KS1) will discuss a variety of global issues throughout the calendar year during the current affairs slot 9.00am -9.30am. Beginning with human rights and more specifically ‘The rights of the child’.

 

Support:

      HEC to support Bowes by providing a child-friendly stimulus for discussion. (‘Eye- to- Eye’ resources electronically.) These resources have already been successfully piloted in other schools.

 

 

HEC to provide Bowes with UNICEF resources (hardcopy) that illustrate the difficult choices children in some parts of the world have to make when their rights are taken away fromThe Humanities Education Centre has been working with Bowes Primary school for the past year to support them on their journey towards becoming a global school.

January 2010

Our process of working together has involved the following steps:

1) January 2008
Two staff meetings held which introduced the Global Dimension and set out the journey that Bowes would begin. The outcomes from these staff meeting were:

a. Identification of which areas of the curriculum and in which year groups global dimension topics were already being addressed.

b. Identifying the way in which the school international links with Ghana provided a good stimulus for addressing global issues.

c. Plans to better link work on Global Schools Partnership work and curriculum work on the global dimension

2) Autumn 08
Results form initial actions:

a. Global schools project is mentioned in the School Development plan

b. The setting up of the School's global team (comprising 12 people) which is now active

c. A box for the global dimension now appears on all teachers planning within the Bowes Learning Journey cross curricular work. This means that when planning teachers must take account of how a particular thematic topic will address aspects of the global dimension.

d. School council (year 6 pupils) is focusing on Global Citizenship - this term on Rights of the Child and Sustainability.

e. The school has signed a Letter of Agreement with Local4Global outlining each side's commitment.

3) Summer 2008
Teachers begin to include aspects of the Global Dimension into their half-termly planning for the Bowes Learning Journey thematic approach to teaching all curriculum areas.

4) Reflection on initial actions and curriculum changes:

A staff questionnaire was carried out on how they felt about teaching the global dimension.
An example of the questions used is shown below:

What is your attitude towards including The Global Dimension into your curriculum? Please tick the description which best fits your opinion.

	Strongly disagree	Disagree	Don't agree or disagree	Agree	Strongly agree
a) I worry that I don't know enough to do this effectively.
b) The curriculum is overloaded enough as it is and there is no space for it.
c)  I think teachers need specialist training to do this properly.
d) I would like to get involved as I think that it is important in today's society to inform pupils about global issues.
e) I can't see the relevance for my year group.
f) I think that it fits easily into our curriculum.
g) I don't have an opinion
h) I think that it is included in our curriculum already.
i) I feel confident about including global dimension issues in the classroom

Reponses to the question, ‘How do children respond to the introduction and integration of the global dimension in the curriculum?' included the following comments:

They are interested, enthusiastic, and keen to think about these issues.

Enthusiastically with great interests especially about issues to do with fairness and inequality.

Reviewing learning over last 12 months or so, class remembered global issues and learning very well and highlight it. This implies interests in what they were taught.

It opened my eyes to what the children understand and how they are able to have a grown up debate.

In our diverse school we are aware of global issues to do with diversity, I think its even more important in less diverse schools/areas to do this.

Themed approaches in Autumn term 2008 have included the following:

• Protecting African environments
  
• Fair and unfair - link to work on apartheid
  
• Future dreams for the world.
  
• The 5 Olympic rings and what they represent and the environmental impact of the Olympics
  
• Renewable energy sources- eco transport

Children's feedback has also been positive: a year 6 school councillor reported back on the session on Climate Change that he had researched independently and led:

"Some of them were thinking REALLY deeply about it, because every time I asked them a question they were like. enthusiastic..they were very enthusiastic."

5) January 2009
Baseline assessment training was delivered to staff on 19th January by Sophie Mackay. This training session focused on how to use the RISC How Do We Know It's Working Toolkit to track pupil progress on pupils' attitudes towards and understanding of global issues.

Following this training staff will carry out baseline assessments with their classes.

6) Overview of planning
You can view the table below which sets out the planning process for the progress toward becoming a global school for between 2008 and 2010.

Year 1 08-09	Summer 1	Summer 2	Autumn 1	Autumn 2	Spring 1	Spring 2
Activity	To support Bowes with becoming a global school	Lisa to monitor integration of GD into planning	Base line assessment with Bowes staff/children	Input to curriculum/curriculum changes (identified from baseline)	Implement new activities in school	Monitor delivery in class & outcomes in children's work
Outcome	Good relationship with school maintained	Areas identified & work shared or gaps highlighted	Needs of staff & pupils on specific GD areas are identified	Gaps highlighted & ideas for addressing them are identified	Children receive more GD across all curriculum areas	Hope to see some more reflection of GD in children's work
Lead Role	SM	Sophie Mackay	Sophie Mackay	Lisa Taner	Teachers in school	Teachers in school
Supporting	Helen George	Helen George	Helen George	Sophie Mackay	Helen George	Helen George
Implementation Approach	Providing support on ways to include GD across different curriculum areas	More training for teachers on areas that are necessary	Using RISC baseline assessment techniques	Decide what activities; planning is reviewed	Class teacher delivery	Tracking children's work; evidence in teachers' planning

February 2009 

Bowes Primary School website >> www.bowes.enfield.sch.uk/ab.html

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