GLP-W Network Case Study
Lead School: Bryncelynnog Comprehensive School
Global learning as a focus for transition
The Bryn Celynnog GLP-W network consists of nine primary schools from Rhondda Cynon Taff.
What did they want to achieve?
After initially spending time mapping global learning themes into their curriculum planning,the network’s priorities included:
- helping pupils to develop an understanding of poverty reduction and global trade
- equipping network co-ordinators with the confidence and knowledge to develop critical thinking through classroom teaching
- integrating global learning into the LINKStransition programme
Regular GLP-W network meetingsalso providedan excellent opportunity for professional development, for example a whole day session focusing on Philosophy for Children (P4C).
How did they set about it?
To help pupils better understand global trade and ways of reducing poverty, the network decided to promote fair trade with activities that included pupils:
- leading assemblies and organising a concert to promote fair trade values
- exploring the pros and cons of fair trade in P4C sessions
- researching food miles and tasting productsdonated by local businesses
- cooking and selling muffins made from fair trade ingredients
To encourage pupils to give more thought to what happens to money raised for charity, the network decided to use the funds raised from their fair trade activities to supportLend withCarewhich enables people to lend small amounts of money directly to individuals in developing countries who are trying to work their way out of poverty. When the loan is repaid it can then be used to make another loan, helping even more people in developing countries turn their ideas and hopes for a better future into reality.
Another priority was to include global learning in the LINKS transition programme.Initially a teacherfrom the Lead School visited each network school to discuss the development of transition classroom materialswith Year 5 and 6 teachers. As a result Lead School staff worked with the GLP-W coordinator to developHealth Check, a global learning-themed booklet which explores topics such as nutrition, poverty, sanitation and water, disease, epidemics and healthcare. Activities include pupils interpreting infographics, handling and presenting data, and making calculations.
For example, pupils use the resources shown below to infer, deduce and summarise the differences between two advertisements for water and to explore the over-use of plastic water containers. They also researchhow pandemics such as Ebola are reported.
Further lessons explore water use and poverty through numeracy exercises.
How well did they achieve their aims?
Lead school teachers use Health Checkwhen visiting network primary schools to teach literacy and numeracy skills. Year 6 pupils self-assess their progress and this approach has had a positive impact on theirunderstanding of global issues.
For example, pupils have found the water and poverty topic very thought-provoking. Pupil comments include:
‘I never thought that plastic water bottles were such a big problem.’
‘Why do Americans need so much bottled water - they’ve got taps like us.’
The Lend with Care approach has been very successfulin promoting a social justiceapproach. The school council at Bryn Celynnog has provided funds to help more than twenty individuals in Africa, S.E. Asia and South America develop their own micro-businesses. A whole school display shares these successes with other pupils, helping them to come to their own conclusions about solutions for global poverty. Similarly atGwauncelyn Primary, to help breakdown stereotypical thinking about people in less developed countries,the Eco-committee has led work to finance two projects. Funds raised from this year’s fair trade activities will be used to support additional projects. However, this time the whole school will be asked to vote on a short list of possible ideas and the chosen projects will be the focus of classroom activities.
Network teachers are very positive about the Global Learning Programme Wales.
‘GLP-W has helped us track and identify ESDGC opportunities in the curriculum and see if there are any areas we are missing.’ Network school coordinator
‘Days and events for specific global themes are promoted in staff briefings. I have also set up a GLP-W resources folder which can be accessed by all staff which contains lesson plans and other resources which I have downloaded from the GLP-W website. This is growing into a considerable tool box for colleagues.’ Network school coordinator
‘Being part of the network and drawing on the expertise of the Lead School has helped to raise the profile of global learning in our school.’ Network coordinator, Pengawsi Primary
How does this link to the Global Learning Programme Wales?
This work links to the themes of developing countries, poverty, enquiry and critical thinking.
What they plan to do next?
Building upon their successes, the network is planning a global learning transition conference, entitled a World Fayre of Children’s Rights, to be held in July 2017.In preparation,training from Unicef about the Rights Respecting Schools Award has been arranged for network teachers.The transition event will take place at the Lead School and will involve approximately 500 pupils. Year 6 pupils will prepare for the event by choosing a European country and then carrying out research about its culture and practices. Year 7 pupils will research developing countries such as Togo, Cambodia and Ecuador that the Lead School has supported through its Lend with Care account. On the day of the World Fayre, Year 6 pupils will visit groups of Year 7 pupils, each representing a specific country, to find out about the rights which children receive in that country. As theycomplete their researchforeach different country, they will have their ‘passports’ stamped. Finally the Year 6 pupils will share their findings in a plenary session.