'A footprint means pressing down and global means world, so 'global footprint' means pressing down on the world and we don't want to press too hard' (child's definition of a Global Footprint)
what is Global Learning? CoreKnowledge Key Skills Values and Attitudes what is sustainability? what about climate change?
what about climate change?

Diversity guidance documents 

Although the educational climate is likely to go on changing, we believe it is important to look at global learning in the light of some key frameworks, guidance documents and tools that help inform many schools’ judgement of their own success. Below you can reference or download any of these key documents, and read a short comment on the relevance of Global Learning to the document.

Click on any document highlighted in white to download it.

Click here for student-created pages on Religion, Disability, Race & LGBT Discrimination

The June 2009 White Paper on education: Your child, your schools, our future: building a 21st century schools system highlights the need to prepare children for the challenges of the 21st century, including greater respect for diversity in our communities. From this document, Global Learning supports schools in many ways, including 'seeking strong partnerships' and in developing young people’s 'preparedness for work in a diverse society'.

The Diversity and Citizenship Curriculum Review, published in February 2007 and led by Sir Keith Ajegbo, found that there was not consistent quality of ‘education for diversity’ across England. It also found that in this area, pupil voice and links with the community were both underdeveloped, and teachers were hampered by lack of resources and training, and insufficient sharing of good practice. All of these areas are emphasised in Global Learning.

The Our Shared Future report, published by the Commission on Integration and Cohesion in 2007, highlighted the need for a greater and more consistent emphasis on four key areas, all of which are central to global learning: the concept of a ‘shared future’, ‘rights and responsisibilities’, ‘mutual respect and civility’, and ‘a visible social justice’. By making the links between the local and the global across our diverse communities, Global Learning allows pupils to make sense of identity and justice in a broader global context as well as in their local communities. In a recent project undertaken in schools by HEC Global Learning Centre, students drew a visualization of ‘My world’, to emphasize the importance of everything in ‘their world’ from their local park in the East End of London, to relatives in Bangladesh or Australia. The more students can feel valued and comfortable in their often 'global' identities, the greater possibility there will be for cohesion amongst pupils.

Ofsted’s Guidance on the duty to promote community cohesion advises us that Ofsted will look for understanding of a school’s local community and evidence of the impact of the action taken to promote community cohesion. This sets up a positive challenge for most schools, but from a number of recent Ofsted reports, the links between a strong ‘global dimension’ to a school’s curriculum and its positive effect on harmony amongst school populations with high levels of diversity. They noted that subjects “should also deal with issues such as mutual dependence, climate change, diversity and the needs and rights of future generations, all of which can be linked to an understanding of community cohesion.” Ofsted noted a lack of opportunity taken to bring the global dimension into learning, but in schools that did attempt the global dimension, through ‘themed days’ for example, “the most meaningful links were those made between the local and the global.” (OFSTED, ‘Schools and sustainability: A climate for change?’ 2008)

All schools need to fill in the SEF (Self Evaluation Framework) and many aspects of the SEF can be strengthened considerably through Global Learning. For example, under ‘Special features’ of your subject or school (1b), how your SDP reflects the priorities and context within which you work (1d), what do learners, parents/carers and stakeholders tell you about your provision (2b) and where you have actively involved such groups (2d). How well learners make a positive contribution to the community (4e) and how good is your teaching and learning (5a).

Ofsted guidance on completion of the Self evaluation form (SEF).