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Global Learning Programme

New materials, continuing professional development (CPD) and funding for schools to support teaching about Global Learning at Key Stage 2 and Key Stage 3 in geography and other subjects.

Global Learning Project

The Global Learning Programme is a ground-breaking new programme which will create a national network of like-minded schools, committed to equipping their students to make a positive contribution to a globalised world by helping their teachers to deliver effective teaching and learning about development and global issues at Key Stages 2 and 3.

The GLP aims to increase and improve the teaching and learning of issues related to global poverty, development issues and developing countries for pupils aged 7-14. 

The programme supports teachers to help their students learn about the challenges our world faces and think critically about how to deal with issues such as poverty, inequality and sustainability. It helps students make sense of the world in which they live and to understand their role within a global society. The GLP has six core aims:

  • To help young people understand their role in a globally-interdependent world and explore strategies by which they can make it more just and sustainable
  • To familiarise them with concepts of interdependence, development, globalisation and sustainability
  • To move them from a charity mentality to a social justice mentality
  • To stimulate critical thinking about global issues both at a whole school and at student level
  • To promote greater awareness of poverty and sustainability
  • To enable schools to explore alternative models of development and sustainability in the classroom

It is supported by funding from the UK government and will run from 2013-2017. The Society is part of the Global Learning Consortium, led by Pearson and including the GA, Oxfam, SSAT, The Institute of Education and Think Global, which is undertaking this programme.

The GLP provides a wide range of support for schools; through curriculum support and self-assessment materials, resources, training and CPD and professional recognition. Schools can register for funding of up to £5,000 by applying to become either a Global Learning Partner or an Expert Centre School. Become involved and see full details of the programme.

The Society’s work will focus on the following areas:

  • Developing a curriculum framework to show where Global Learning can support the teaching of geography, alongside other subjects including citizenship, English, history, mathematics, religious education and science. This framework will highlight the contribution of geography to the study of development both within and beyond the National Curriculum
  • Helping teachers to update their subject knowledge about development and developing countries through CPD training and online case studies materials that provide up-to-date case studies and research about development
  • Providing a ‘development’ strand within the Geography Ambassadors programme through which pupils can hear from university students currently studying development issues and individuals working within this field
  • Providing opportunities for geography teachers to have their involvement within the GLP recognised within an application towards Chartered Geographer (Teacher) status
  • Publishing online teaching resources and materials relevant to development issues

Videos

Maria Larkin from Cardinal Newman Catholic School in Hove talks about the importance of gobal learning in geography

Patricia Kavanagh from Netley Primary School in London talks about the importance of global learning in geography

The Society provides the accreditation Chartered Geographer (Teacher) for geographers with competence, experience and professionalism in the use of geographical knowledge, understanding and skills in the workplace.

In addition, colleagues may also be interested in an application for the Global Learning Lead Practitioner accreditation which can recognise your expertise within this particular field.

The following mapping document (PDF) illustrates the complementary nature of both accreditations

For further details please see

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