Local 4 Global

Global Citizenship INSET Day

A whole day Global Citizenship INSET was held at the beginning of this new academic year for all teachers and teaching assistants of 5 of the schools that PIDEC is currently working closely with through the Pestalozzi student school placement programme. The event was organised by Helen Goddard, the Global Citizenship Education Officer for PIDEC, and was held at Silverdale School. Over 110 teachers attended a day of workshops which looked at how to incorporate a global dimension into the curriculum.

The day started with a keynote speech by Mary Young, the West Sussex LA Consultant on Citizenship, followed by the main workshops of the day. PIDEC was assisted in the delivery of these workshops by some very experienced development education practitioners from the Reading International Solidarity Centre, Kent and the Wider World and the World Education Development Group, as well as representatives from other organisations such as the Centre for British Teachers and Brighton and Hove City Council (Sustainability Team).

The main workshops on offer included: Global Maths, Developing Oracy (an interactive workshop which explored and evaluated a range of global citizenship activities to promote skills in speaking and listening, a key priority in the Primary Strategy), Images and Artefacts (to show how to challenge preconceptions and how to avoid stereotypes and promote racial equality), Philosophy for Children, and Eco-schools amongst others. Taster sessions on a variety of topics such as Globetrotters After-School Clubs and Global Education in the Early Years were held in the afternoon to round off this stimulating day. Lunch was a delicious Nepali feast provided by the Ghurkha Chef restaurant in Hastings.

For many of the teachers this was the first time they had undergone training on Global Citizenship and the sessions proved to be thought provoking as well as practical. The following are some of the comments from the feedback of the day:

What did you find interesting?
All the sessions had useful, practical ideas for class
The diversity of the day
Being able to look at different kinds of maps eg populations, carbon footprints etc

What might you try to implement in your schools?
Integrating GC within PSHE/Geography
Ensure we portray images of countries more accurately
Developing global/cultural awareness through speaking and listening in class
Get in touch with other schools
Increase recycling and composting in school
Teach alternative energy sources alongside electricity in Yr 2
Use more maps, pictures and artefacts from around the world
Develop global links with other schools.

PIDEC will now follow up on this training with support, advice and resources so that the teachers can put into practice what they have learnt.

Lesley Shareif, PIDEC, September 2007

Pestalozzi Student School Placements

This approach contributes to the ‘developing strategic initiatives in schools’ higher outcome. This academic year has seen the first year Pestalozzi students (15 of them) placed in 5 local primary schools for one afternoon a week for 20 weeks. They each spent time in 3 different classes working to assist the teachers in bringing about a global dimension to the lesson, through presentations, discussion, games, music, dance, artefacts and other activities all relating to their home countries. It was hoped that through this school placement scheme we would be able to work more closely with the schools and so have some influence over their policy towards incorporating a global dimension and getting them to take the whole school approach. In addition the students would be good role models and would challenge the usual racial stereotypes.

Meetings with all of the heads of the schools have taken place with regard to their commitment to the scheme and to find out what the school is currently doing with regard to global citizenship. The ‘Global Citizenship in the whole school’ audit from the Oxfam Global Citizenship Handbook for Primary Teaching was used as a model for discussion though only 2 of the schools actually completed the audit. However, notes from the meetings gave a good indication as to the current situation. Some schools were more aware than others and were working towards improving their practice and being more inclusive. For instance one school agreed that it needed to review and amend its mission statement to reflect the diversity of its pupils and to make it more accessible to the parents of their ethnic minority pupils – appropriate language to be used. As a result of these meetings the heads have become more aware of the importance of teaching about global issues although it may more difficult to put into practice.

There have been several challenges to this approach – not all teachers have been sufficiently aware as to why the students were doing the school placements (or what they should be doing) as they had not been briefed well enough by the contact teacher (one for each school was appointed). Planning ahead has not always been easy as some of the schools had not planned their timetable until the new term in September and not all of the teachers were keen at first to give their email addresses to the students. Also some were not used to this form of communication and so it was more difficult to plan with them unless they spent time at the end of each session to discuss with the student what the plan was for the following week. However, some teachers planned the sessions ahead in one go and were very supportive to the students throughout the placement and encouraged them as much as possible.

OUTCOMES

On the whole this scheme is well received by the schools and Pestalozzi students involved, with most pupils interacting with the students in a positive way and they in turn enjoyed their contribution to the class. However, some students found the sessions difficult due to the lack of guidance given by teachers and the general behaviour of the pupils, with the teachers not always managing this aspect as well as they should have. Written evaluations by the teachers have highlighted several points that will be taken into consideration for the next batch of (new) students that will take part in the placement scheme. Lack of planning time between teachers and students was a common theme (as above) but it is very difficult to fit this in such busy schedules on both sides so good communication either by email or in the staff room at lunch time is essential with PIDEC staff ensuring contact is made and being aware of the situation so as to be able to give advice to both sides and make suggestions.

Evaluation
Weekly self evaluation forms were completed by the students with observations from PIDEC staff and volunteers during the placement scheme and these helped us to monitor the progress of the students. At the end of each half term evaluation forms were filled in by the class teachers and these have informed us quite well. Some teachers were experienced in having guest visitors in class and planned and worked well with the students and this reflected in their comments. Others were obviously not clear as to why the students were there and were not sure how to work with them. This will be addressed at the final evaluation meeting with teachers in early May. Students have given their verbal feedback as to what worked well and what didn’t and they were asked how we could improve the scheme for the next batch of students who will go into school. They also gave us feedback as to how best prepare the new students for their placement – to build upon their training and experiences.

As a result of this placement scheme all schools have signed up for a whole school INSET/CPD on Global Citizenship in early September 2007, where they will be able to learn more about why and how to integrate a global dimension into their teaching practices and into the ethos of their schools. This training day should enable all teachers to understand the benefits of having Pestalozzi students in their schools.

Lesley Shareif and Helen Goddard, PIDEC, May 2007

Website: www.pestalozzi.org.uk/DEVELOPMENT+EDUCATION+For+Teachers+and+Schools/

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