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Participants:
Chip Wood (Kerbside - Waste & Resources Group), Jae Campbell (Groundfloor
Project, Calderdale Voluntary Action), Janet Green (Scout Road Primary
School), David Brooks (Suschools, AlternativeTechnology Centre), Nicola
Wheeler (Heptonstall School), Polly Webber (Alternative Technology Centre),
Duncan Hetherington (Colden J&I School), Judith Appleton (ex international
development worker in food issues), Sadie Parker & Phil Grayston
(Leeds Development Education Centre)
Apologies:
Tony Greenwood & Simon Sloane (Colden J&I School)
Organised
by:
Sadie Parker
After
tea and biscuits our participants were asked for their reactions
to the cartoon picture entitled 'Rebuilding' which shows two
new towers labelled 'Global Communication' and 'Global Education'
set against a New York skyline. This gave rise to a lively and
emotional discussion. This proved to be an effective stepping
stone leading to our first group activity.
1)
Our participants were asked to consider the question 'What is
our world like ?' and we invited them to brainstorm their responses,
which were as follows :
| one
world |
unequal |
ugly |
| beautiful |
many
people |
polluted |
| astounding |
divided |
in
danger |
| diverse |
crowded |
unjust |
| improving |
what's
it for? |
what's
on the dark side? |
| hopeful |
one
entity |
|
| blue
and green |
|
|
| sharing |
|
|
|
home
|
|
|
Then
we asked the participants to brainstorm on what knowledge and
understanding, values, attitudes and skills we need to show and
foster in our children in order that they can contribute positively
in this world.
| Knowledge & Understanding |
Values & Attitudes |
Skills |
| awareness
of people & planet |
tolerance |
holistic
approach to life |
| awareness
of culture |
freedom |
lateral
thinking |
| strong
basic education |
lack
of fear |
analytical
skills |
| an
appreciation of 'difference' |
achievement
of goal |
research
skills |
| unfairness
(where it comes from) |
charity |
the
three 'R's |
| travel |
focus |
listening
skills |
| religion |
generosity |
languages |
| climates/ecology |
hope |
tolerance |
| threats |
fairness |
participation |
| other
attitudes & politics |
appreciation
of own environment |
ability
to enjoy |
| adaptation
to change |
compassion/altruism |
listening & hearing |
| self-responsibility |
curiosity |
questioning |
| scepticism/realism |
patience |
asking
before telling |
| |
sense
of humour |
laughing
together |
| |
drive |
interactive
skills |
| |
awareness |
getting
best out of working in a group |
| |
creativity & inspiration |
taking
one's place in a group |
| |
respect
for self & others |
basic
life skills |
| |
|
common
sense |
2) An
overview of the regional strategy process was given from local
forums starting in Autumn 2001 with representatives from each
local forum attending the regional forum in Leeds on January
24th 2002, through to the formation of a co-ordination committee
and programme delivery in Spring 2002.
3) Consultation:
The
participants chose to tackle the four consultation questions
together working in one single group. They took it in turns to
record their responses. Here are the questions :
- What/where
are the opportunities at the moment for delivering the global
dimension in education?
- What
good practice is already under way in the Calderdale area?
- What
are the obstacles which hinder the delivery of the global dimension?
- What
needs to happen in the next 10 years to ensure that the global
dimension is delivered coherently and effectively to our young
people's education?
Responses:
a)
Opportunities:
Geography,
Music, R.E., P.S.H.E./Citizenship (Circle Time), Arts & Crafts.
Extra-curricular groups :
- Justice & Peace
/ Fair Trade
- Amnesty
International
- Oxfam
- Barnado's
Languages
Nature Studies / Conservation Club
I.C.T. websites.
Visitors / local people.
Parent assemblies.
Country developments.
Child sponsorship.
Linkage with other schools.
Trips - local and abroad.
Penpals.
Literacy lessons.
Local focus of environmental group (Earth Care)
School-centred environmental projects.
'Caldergrub' - food cultures.
b) Good Practice:
Local
food (catering) encouraged.
Faith groups / church connections. (visiting clergy, etc.)
Parental involvement (cross-cultural, faiths)
LEA-run ecology projects at Jerusalem Farm
'Treesponsibility' - tree-planting, willow sculpture -
at : 13 Broughton Street, Hebden Bridge
National Trust at Hardcastle Crags
Adult special needs groups using schools' premises - acceptance & familiarity
with difference
Multicultural stuff at Square Chapel, Halifax
c)
Obstacles:
Lack
of time in teachers' busy schedule.
Undervaluing of teachers saps energy.
Lack of resources.
Exam pressure - teachers daren't stray from the confines of the national
curriculum.
Teachers have to rely on their own knowledge - they've had no training
in delivering the global dimension.
The national curriculum is a straight jacket.
We underestimate the children's capacity to absorb.
Resources are not well-known and are only used in a patchymanner - there's
no register of local resources for Calderdale teachers to tap in to.
Little exposure to other ways of doing things ( eg: recycling)
Information doesn't filter to relevant staff.
d) What do we need in the next 10 years to rectify the situation ?
There
needs to be a planned integration of the global dimension in
the national curriculum.
A national register of resources + management of them.
Directories of voluntary sector groups willing to help.
Lobbying channels vis-à-vis LEAs by children and parents.
Look at LEAs - develop a generic plan. Teachers need support to encourage
innovation - hands on teaching.
We need to promote Active Learning and there needs to be funding to sipport
this.
Lesson plans tailored to fit the Key Stages - short-term projects using
existing materials from Development Education Centres. Initiate projects
within a cluster (or wedge) of schools.
Phasing - 1 pilot school, or group of schools, in each of the 5 regions
in the Yorkshire & Humber area, plus deepen awareness in local areas
of other organisations like the Alternative Technology Centre, for example.
Schools should be asked to sign up and commit themselves to development
education programmes.
Develop a network through the 'Pyramids'.
Infiltrate heads' meetings, governors' meetings etc.
Use a High School to host development education conferences for primary
schools.
Set up a database of resources and key people involved in their management
and distribution.
We need comprehensive curriculum plans and resources boxes each for 30
children linked to QCA.
We need local networks where resources are identified.
1 senior plus 1 primary pilot school in each area.
A local
school-based co-ordinator plus a central worker for development
who could be a local voluntary sector worker - for example, the
ATC offers professional development for teachers
Local directories of contacts, groups with curriculum link identified.
Development in school councils.
Teacher training - during teacher training for teachers coming into the
profession plus INSET for serving teachers.
A register of INSET courses available.
Funding to cover supply staff so that teachers can go for training.
Development Education Centres to be included/invited to take part in
INSET/teacher training.
At the end of the meeting the participants were thanked for their energy
and contributions and the following people expressed an interest
in attending the Regional Forum in Leeds on January 24th :
Janet
Green (Scout Road Primary)
David Brooks (Suschools, ATC)
Duncan Hetherington (Colden J&I School)
Judith Appleton (ex international development worker)
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