whole school change
Alongside providing a service for schools across Berkshire, Oxfordshire and Surrey, RISC works intensively with some schools to support teachers in embedding Global Citizenship across their curriculum and school ethos. The teachers’ aim to empower their pupils to be active citizens, willing and able to contribute to the development of a fair, sustainable society, locally and globally. This work involves auditing pupils’ knowledge and attitudes about global issues, in order to measure change and gauge the impact teachers are having.
Once change is achieved, maintaining it while sharing methodologies and resources is key to ensuring the change is sustained across the school.
The following case studies show how different schools have tackled ethos change in their schools. Whether department by department, embedding Global Citizenship in whole school policies, or exploring school activities beyond the curriculum, each has brought about a shift in the attitude and ethos of the school.
initial teacher training
university of reading institute of education
RISC has worked in partnership with Reading ITT tutors for over ten years. Within the BA (QTS) Primary Education RISC works with tutors to support the embedding of Global Citizenship within their courses. Art, English, Music and Maths specialisms all include a focus on Global Citizenship, with RISC delivering sessions to first and second year undergraduates.
On the Primary PGCE course RISC has delivered 3 Global Citizenship sessions for all Primary PGCE students: an introductory day followed up with feedback and discussion of cross-curricular project planning, a subject focused activity day, and a half day on strategies for evaluation.
A Global Citizenship lead lecture is now an established feature of the Secondary PGCE Professional Studies course for all trainees. Tutors are working with RISC to build on this and embed Global Citizenship in the Science, Art & Design, Music and English subject specialisms. In addition, RISC offers a small number of two-week placements to trainees who have successfully completed their standards in the summer term – we encourage trainees from all specialisms to apply. RISC also provides Global Citizenship training for Early Years specialists, and for trainees on a range of routes into teaching, including School Direct Training.
University of Oxford Department of Education
RISC's partnership with OUDE was first established in 2002. Global Citizenship training takes place annually for all the OUDE Science and Geography PGCE trainees. Issues are initially introduced by tutors who accompany trainees on a day of workshops at RISC focusing on how to embed Global Citizenship in secondary Science and Geography. Further follow up takes place at OUDE in the weeks following this intensive input.
Oxford Brookes University School of Education
RISC has delivered Global Citizenship training for Oxford Brookes tutors and students since our partnership began in 2003. In the first year of their BA Primary Teacher Education course, the importance of Global Citizenship is established, through introductory sessions at the University. A curriculum-focused day at RISC takes place in the next term and is followed up at the university. Students develop their understanding of Global Citizenship in their second and third years, with RISC providing further input and support.
sample workshops we can provide for education settings
how do we know its working?
Use RISC's innovative toolkit for measuring attitudinal change: discover activities for measuring our impact, as teachers, on pupils’ attitudes. Discuss how we can use what we find out to support the embedding of global learning. The session includes a copy of the resource for each school taking part.
Discover exciting opportunities to deliver Global Citizenship through Maths. Hands on activities using artefacts, books, images and online resources as the starting point for the development of mathematical thinking and language. The session includes time to consider a wide range of resources to bring social justice and sustainability into your Maths work.
beyond masks and drums:
global art and music without the stereotypes
Are you planning an African or Asian Arts week? Explore the work of artists and musicians from across the Majority World*. Their work challenges traditional stereotypes and explores issues of social justice and sustainability.
What makes values “British”? This workshop will help you find the overlaps between Global Citizenship values and attitudes, the values your school wants to promote, and how these correlate with government requirements.
sustainability: go beyond recycling!
Explore ways of empowering your pupils to be active global citizens, make connections between their own lives and those of others and take action for a more sustainable future.
climate curriculum course
Topical and engaging online resources for KS3/4 Maths, RE, Citizenship, MFL and Science
These lessons have been created by our colleagues at Leeds DEC and subject specialists to fit in with existing curriculum topics and support staff and pupils to make sense of the climate emergency. They provide a real life context for learning by using the framework of the UN Sustainable Development Goals (SDGs) which aim to improve human lives and protect the environment.
This course will provide teachers with:
- An overview of climate change issues and the knowledge to teach it confidently
- The tools and guidance to incorporate climate curriculum learning outcomes across the curriculum
- Engaging, curriculum-linked resources and support to create and trial your own lessons
- A space for discussion and sharing
global teacher award training
Connecting Classrooms through the Global Learning programme
The national GLOBAL TEACHER AWARD is available across the country from the Consortium of Development Education Centres (CoDEC) and promotes skills, confidence and practical approaches to incorporate global learning into the curriculum, and active global citizenship into the school.
- Global Concepts - exploring the fundamentals of global learning
- Perspectives - questioning pupils' and teachers' assumptions
- Approaches to Learning - developing critical thinking skills
- Applying learning - in the classroom, the curriculum and beyond
- Measuring change - tools for evaluating impact
Endorsed by Oxfam and approved by the British Council, this 6 hour intermediate course for the Global Teacher Award is currently offered across the country to schools and their teachers.
"A complete change of perspective in the way I teach." - Participant feedback on the impact of the Global Teacher Award on their teaching.
For teachers of all phases and all subjects
Certification of the Global Educator Award is now also available to support school staff engaged in learning activities with children and young people. To achieve Level 1, participants implement an activity in school and critically reflect on the activity undertaken.
Philosophy for Children (P4C)
SAPERE two-day Level 1 Foundation Course facilitated by Jen Simpson £300
This course is available with two hours follow up in school co-facilitated with a member of the RISC education team to get you started confidently on your P4C journey. Philosophy for Children (P4C) is a powerful approach to teaching and learning which helps pupils of all ages to become effective thinkers, communicators and collaborators. It focuses on enabling and empowering learners as a community of enquiry to develop four key types of thinking:
- Collaborative - thinking with others
- Caring - thinking of others
- Critical - making reasoned judgements
- Creative - creating new ideas
It is well documented that P4C has an impact on children’s cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves. A 2015 Education Endowment Foundation (EEF) Efficacy Trial carried out by Durham University into SAPERE P4C showed that:
- SAPERE P4C has the biggest positive impact on disadvantaged children (those eligible for free school meals). These children made four months’ additional progress in reading, three months’ additional progress in maths and two months’ additional progress in writing.
- Teachers and pupils reported that SAPERE P4C had a positive influence on wider outcomes such as pupils’ confidence to speak, listening skills, and self-esteem.
This two-day course:
- Introduces the theory and practice of P4C
- Provides tools to develop children’s questioning and thinking
- Connects P4C to the curriculum
- Demonstrates philosphical enquiry in practice
A fully registered SAPERE Trainer, Jen is also Assistant National Training Manager at SAPERE; managing training enquiries and running the P4C School Awards as well and supporting the growing network of schools and trainers involved in P4C. Jen originally trained as a primary teacher later moving into global education which has developed into a role as an independent researcher in Global Education recently publishing papers on developing social justice and participatory pedagogy. Jen has over 12yrs of experience in P4C and providing high quality, participatory training for educators.
"It’s been amazing to see the children develop their thoughts during an enquiry and have an opportunity to really think and listen to each other knowing their opinions are valued." - Year 5 teacher
"I love P4C because my opinion is changed by other people and I can explore what other people think... you are in a group and can be heard by everyone." - Year 6 pupil