What’s the same? What’s different?
Are pupils able to think of other children or young people, who may live in very different places, as sharing many similarities to themselves.
China, UK or both?
How aware are pupils of the similarities between their own country and others, and what are pupils’ preconceptions of lifestyles, food and products in other countries, and their awareness of the global nature of modern culture?
Brazil or UK?
Explore pupils’ perceptions of Brazil and the UK and find out if they recognise the diversity of people and places in both countries. Getting the right answers is less important than finding out why choices have been made.
Where in the world?
Whether pupils hold preconceived ideas about different people and places.
Majority World or Minority World?
Whether pupils hold preconceptions about the characteristics of Majority and Minority World countries, their similarities, and their understanding of development and global interdependence.
What would you see in a country in Africa?
To what extent are pupils’ views of countries in Africa stereotypical?
How British is Britain?
What pupils understand by the term “British” in relation to culture and identity. Substitute the name of whichever country your pupils live and work in.
Where do the world’s refugees go?
Pupils’ knowledge and understanding about the inequalities in the global distribution of population, wealth and refugees, and their attitudes to these inequalities. Explore awareness of bias in the media and pupils’ critical thinking skills.
What do you think about migrants?
Find out what pupils think about migrants and whether pupils associate positive, neutral or negative characteristics with them. Explore pupils critical thinking skills and their awareness of bias in the media representation of migrants.
Should I Donate?
Explore what pupils think about charity locally and globally, and their attitudes towards different approaches to poverty alleviation. Find out whether pupils feel they have a responsibility to participate and to what extent they are able to critically evaluate options for charitable giving.