'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?

Skills in global learning

Skills in the classroom are what pupils actually do and what they are enabled to do elsewhere. As always, there is a connection with personal experiences, such as acting with fairness, and global concerns such as critical thinking about other perspectives. We want to develop skills that will enable them to combat injustice, prejudice and discrimination.

“The global dimension contributes to the development of key skills including Communication, cross-culturalcommunication, working with others, and an awareness ofdiverse perspectives on issues. It contributes to thinkingskills by encouraging pupils to analyse, evaluate, questionassumptions; and creatively identify ways to achievepositive change.”
DfE (2005) Developing the global dimension in theschool curriculum, DfE

Where in your SoWs does this happen?

This global learning skills chart could be used as a curriculum audit to ensure a full range of opportunities are present in a SoW for any one year group.  Clearly, it was designed to be used for self-evaluation of a particular unit. Such a macro- and micro-scale approach to curriculum-making will provide evidence that you are providing appropriate learning experiences and let you know that you are making a difference. Avoid stating all skills are being developed simultaneously: consider a clear focus for each sequence of activities or SoW.

Source: QCA (2007) The global dimension in action: A curriculum planning guide for schools, QCA

However… we do not startmaking a scheme of workwith skills and end there. Skills should not be taught in splendid isolation. We need to be clear about how the learning supports the acquisition of core knowledge in a subject and/or our chosen wider learning contexts in our school curriculum.A good start can be previous units (or topics) which continue to make effective use of existing learning resources.

Ask yourself, how have I taught these skills before? What resources have I used?

An effective vehicle for developing many of these communication skills and then determining follow-up action is a school council.

There is a section on global debt headed Putting your foot down with some suggestions on pupil action.

Next section: Values and Attitudes in global learning >