Opportunities for letting go, running with children on their own paths, emphasising learner interests and learner needs.
Thinking about future learner needs. We are not just helping children engage with current understanding about the world, but to have the capacity to deal effectively with a world which will have changed by the time they are adults.
Connected, coherent planning across year groups, subjects, skills, themes.
Inclusiveness [eg an emphasis on experiential learning, groupwork, talk, open questions can be particularly valuable to children who do not always do well in individual, formal, writing-based activities].
Motivation and ‘driving energy with the children, the staff. *
The value to pupils and their learning
When we are not just dealing with abstract ideas, it starts to mean more [eg we are writing or speaking for a purpose].
Builds confidence – children having the chance to see they can do things.
Opportunities to go far deeper, ask questions, examine in depth.
Not feeling isolated – Being a Somebody, Living Together .
Children understanding they are part of the world, not on their own – the local is part of the global.
Global learning is fun and introduces new experiences and variety – this is empowering.
Nurturing a ‘disposition for learning:” which builds on children’s strengths [eg by feeding curiosity, questioning, a desire to know and to make a difference].
Opportunities to apply skills in a range of situations which are real, stimulating and relevant.
Validation of self, and affirmation of the value of others.
Recognising and feeling comfortable with difference.
Developing enquiry skills and the habit of critical thinking.
Building resilience and adaptability - a capacity for dealing with change.
* Staff - This suggestion came from Crocketts Primary School, Sandwell, who identified their work on global learning as significant in achieving an ‘outstanding’ assessment from Ofsted, ‘who could not have been more pleased.’