TEACHER SUPPORT: INTRODUCTION MODULE

These e-learning materials, supporting delivery of the Global Perspectives course, are not designed
to be prescriptive. Although presented in an essentially linear fashion, students can navigate their
way around the modules with ease, providing flexibility to both student and teacher, when covering
topics and skills. The student online materials are designed to meet a minimum of 4 hours teaching
time. However, the learning materials can be selectively used, expanded upon and/or focused on
global, local/national or individual perspectives as required. The notes and activities are designed to
provide a starting point, offering a structure for the course, as well as including a series of topic-
based stimulus materials to promote discussion. This discussion can be managed through your class
group on the learning platform. A range of assignments are included, which can be completed
individually or collaboratively. Students are encouraged to do these through the portfolio area of
the collaborative learning space.

The Content of the Introduction Module

The introduction module to the Global Perspectives course is designed to cover some central themes
and includes:

 an outline of the course: its aims, content and underpinning philosophy

 identifying sources of information and consideration of selection and priority
 an identification of the skills to be developed over the duration of the programme
 a list of the topics available with questions illustrating different perspectives: global,
local/national and individual
 a reflection on global issues and their significance, adopting a ‘learn-think-act’ approach to
issues, applied to the problems of water scarcity
 an examination of what it is to be a global citizen
 an identification, examination and evaluation of the impact of change at a personal,
local/national and global level
 an outline of the research process
 a reflection on the issues raised in the module and any changes on views and opinions as a
result

Themes of the Module

Sources of news

Students are asked to reflect on:

 What factors do you think influence the media to report an issue, or not report an issue?
  Why and how do news reports differ from region to region and country to country?
 How far might the source of each report influence what is reported?
 In your opinion, what makes a topic/issue have global significance?

The lessons could begin with a survey of where your students find their news and/or stories of
interest.

 Science Daily: Just 28% of Young People Read Either Online or Conventional Newspapers
Each Day
 Poynter.org: Pew: Half of Americans get news digitally, topping newspapers, radio
 Delib.net: How Young People Use The Internet

Possible Extension Activity:

The students are asked to examine how a current piece of news has been treated in the national and
local media. This might include an analysis of the headlines, the nature of the language used, the
images employed and the position a story is accorded within a publication. One issue that might be
considered in more depth is the treatment of women sports personalities compared to their male
counterparts.

 The Guardian: Women's sport is underfunded and ignored, charity claims

 Huffington Post: What's Wrong with Media Coverage of Women Olympians?

A debate could be held on: ‘This house believes that the coverage of sport is sexist’.

Global Issues

The introductory quiz is a simple way to begin the process of encouraging students to consider a
range of global issues and then to extend beyond these to discover more. You may wish to add
additional questions, or to develop some of the issues further, particularly if they are relevant to
your local or national perspectives.

A starting point for your students is consideration of the following question:

‘What does 'global citizenship' mean to you?’

This should provide a stimulus for a discussion or series of exercises, related to expressing what it
means to be a global citizen. Below is a summary of table of some key elements of global citizenship
as expressed by Oxfam; concepts that will be addressed throughout the Global Perspectives course:
Source: Key elements of global citizenship

Actions reflecting global orientated citizenship are discussed by Oxfam and include:

1. a constant examination of the policies of one's country and ensuring that they do not
damage and, within the limits of its resources, promote the interests of humankind at large.
2. an active interest in the affairs of other countries, both because human well-being
everywhere should be a matter of moral concern to us and because it directly or indirectly
affects our own.
3. an active commitment to create a just world order, one in which different countries, working
together under fair terms of cooperation, can attend to their common interests in a spirit of
mutual concern.

In other words, adopting a global perspective which promotes sustainability, interdependence,

morality and justice.

In pursuit of this, Oxfam suggests a policy of Active Citizenship through their education
pages fitting the ‘Learn-Think-Act’ approach, which will be used across the modules as this
encourages the philosophy underpinning the Global Perspectives course. Some suggestions
for action and links to possible activities and exemplars can be found on the ‘Promoting
Action’ page.

You can download Oxfam’s excellent Why Promote Global Citizenship pack here:

Possible Extension Activities:

The Food Chain

An activity that should engage the students and to raise awareness of the interconnectedness of the
world is to consider the ‘distribution chain’ for the foods that they consume at school or at home.
Your students’ task is to identify a typical meal, or range of meals, and then:

 trace the distribution chain of food products to see from where they originate
 the distance the foods have travelled
 the people involved in the distribution of food products
  the logic of the process – e.g. why not source more locally

Students can consider the ‘carbon footprint’ of what they consume and international attempts to
treat those who produce their food with e.g. Fair Trade approaches.

The following sources provide an excellent stimulus for a debate and can be used to illustrate links
between topics offered in the Global Perspective’s course.

This exercise can be structured using a ‘Learn-Think-Act’ approach.

 BBC Learning Zone: Exporting mange tout from Kenya to Britain

 David Suzuki Foundation: Food and climate change

Resources: Water:

It may only be the start of the course, but it may also be the time to consider how your students can
take part in activities related to Water scarcity such as fundraising and campaigning:

Oxfam: Water Week Think Resources

What Global Issues concern you?

This section can be used to gauge the general interest areas of your students and to begin the
process of selecting topics of the Independent Research and Group Project. You make take the
opportunity to look at topics, or selected topics in more depth.

The topics are only provided as a list with sample questions with different perspective: you may
decide at this stage to develop one or two in terms of student interest, or to reflect contemporary
news or issues.

Change

Change is, and will be, a central theme in the study of Global Perspectives. Not only will change
affect the nature of the content of the course, but the methods used by students to access and
present data and the nature of the skills that will be required in progressing to higher education and
employment. It is worthwhile considering that the development work on protocols for the Internet
began only in 1973 and that Twitter was only created in March 2006, yet is now a global
phenomenon.

The videos presented in the module pack, summarise not only the major changes in communications
and media, but the increasing rate and significance of change. They can be used to generate a huge
number of discussion topics, which can form the basis of research projects, such as:
  The implications for education - how what is taught (and how it is taught) must change to
ensure that your country can compete in an increasingly global marketplace
 If technical knowledge is indeed doubling every two years, how can schools and universities
adapt to meet the needs of employers?
 How can advances in technology be used to better address community and social problems
like pollution, energy, climate change, crime, poverty, hunger?
 As the pace of technological change increase, what are the implications for social, political,
and economic policies and how can organizations harness, create, contribute, and manage
the pace of change for their benefit?

Additional Module Links

Anti-slavery International: Teacher section

Bournemouth University: The Qualities of the Global Citizen

Dangerously Irrelevant blog

Introduction and Support resources: CIE List

Please note:

• Many of the sites which have been included may include resources and ideas for more than one of
the Topics.

• The content of internet websites is dynamic and constantly changing. Schools are strongly advised
to check each site for content and accessibility prior to using it with students.

IGCSE GP Teaching Pack – Resource List (Amended Feb 2011):

Introduction to issues within global perspectives

 Global Dimension: reviews of 350 teaching resources for 14-16 year-olds (books, films,
websites etc.). UK source, but global topics are covered.
 teachandlearn.net: Open University and BBC World Service’s free online professional
development unit.
 Oxfam: Oxfam’s education website designed for teachers in UK, but with a range of material
which may be suitable for international schools.
 Oxfam’s kidsweb: Oxfam’s site for children including teaching resources, children’s stories,
fair trade information.
 Oxfam resources: Oxfam school site includes resources on climate change, conflict, water,
human rights
  DFID: Guidance and advice on finding partner schools and developing a global dimension in
school.
 Staffordshire Learning Network: a geographical site with teaching suggestions, many of them
tried in the classroom.
 globalgang: Downloadable resources on refugees, fair trade etc.
 peopleandplanet; a range of topics such as population and food, climate change, food and
agriculture.

Linking/school partnerships - Project Work

Making a formal link with a partner school abroad can help in devising project work.

 Rafi.ki: a free service to schools outside the UK providing a way to create international
partnerships and also includes resources for projects. It has sections on finding a partner,
suitable projects for schools, communication tools e.g. audio and video conferencing and
guidance on secure communications for students.
 ukowla: a UK based charity helping communities make international links.
 BBC worldclass: BBC website aimed at supporting schools who wish to make international
links.
 etwinning: Website for linking schools based in the European Community.
 British Council connecting classrooms: advice on linking between UK and international
schools. Case studies, collaborative projects and professional development.
 soundAffects: UK based organisation that links children across the globe through audio
recordings. Two examples of Ghana and Sri Lanka linking with schools across the UK.
 delicious: a free, online social bookmarking tool that allows you to share articles, links, and
any web-based information you find in one space. Delicious is a collection of your favourite
links that you can share with friends and family. You can also discover new things based on
interesting links shared by others.
 YouTube: the leading website for online video to watch and share videos worldwide. You can
easily upload and share video clips and see first-hand accounts of current events, videos to
match your interests, and more.
 TeacherTube: a free online community for sharing instructional videos. You can tag, upload,
and share videos worldwide and more.
 Picnik: a free photo-editing tool to use on your web browser, with no downloads or
registration required. You can crop, resize, and rotate in real-time; use artsy special effects,
fonts, shapes, and more. Picnik works for Mac, Windows, and Linux.