The topic of food can provide a great starting point for exploring the global dimension.
The opportunity for students to ‘read for pleasure’ can broaden their perspectives on world literature.
Writing about different aspects of one’s cultural identity can develop students’ self-awareness and open-mindedness towards difference.
When you investigate stories from two cultures that, at first glance, look quite different, you can often find a lot of similarities.
Liverpool World Centre used various global learning approaches including ‘forum theatre’ – participatory drama exploring concepts of ‘power’ and ‘oppression’ – to re-engage young people at risk of exclusion with learning and with school.
A curriculum-focussed school partnership project can reach across a number of curriculum areas, including Maths, Science, Geography, English, Art, Drama, Music and ICT.
Getting students to understand the real-life experiences of refugees and asylum seekers can develop their critical thinking and open-mindedness.
A group of Pupil Referral Units (PRUs) within Birmingham’s Behaviour Support Service held an issue-based, cross-curricular theme week with a global focus.
Accrington Academy in Lancashire worked with local artists to tackle extremism, through an intensive programme of dialogue with students, reflecting on local and then wider world issues. This led to the creation of a public art installation and a Community Ambassador programme.
To what extent does developing critical literacy help students to ‘think differently’?