Global Dimension Overview
School
Thornhill –
Cath Morton
Greasbrough
Angie
Shepherd
Yr
group
2
Subject
area
x-curr
Prog info & how different to
existing resources /work in school
Encourage understanding of
global citizenship
How diff?
Video of children form different
parts of the work. . Texts, games
and art form differed cultures.
Resources
Artist
Dissemination
Documentation
Book: If the
world were a
village
DVD: Things that
make me happy
tbc
Joint planning with Y4
NQT. Feedback at
staff meeting.
3/4
DT, Geog,
History
Global issues of sustainability and
the environment
We are going to teacher about the
world in one assembly per week. I
will promote Global Issues with in
my class first and then resource it
out to other teacher. Hoping to
have a fair trade week with a
coffee morning for parents to gain
further knowledge and promote
our enterprise skills.
How diff?
We have no Caribbean artefacts
within school and only limited
photo packs form the GA
We do not have anything about
Global issues like sustaininability
and the environment.
I normally teach fair trade with my
Yr 4s alongside the Caribbean and
it will promote the message
further if we have a fair trade
week.
Caribbean
artifacts
Cropped photos
Global Steps
Fair Trade
resources/week
Tbc
Bead work,
story telling,
general
knowledge of
country
Share resources and
contrib. to Zone
booklet
Examples of
children’s work
Displays
Photos
Video?
Pupil, Staff &
Parents
comments
Examples of
children’s work
Photos
Pupils comments
Kimberworth
Julie Edwards
5
Geog/RE
RedscopeKath
Hutchinson
2
Creative
arts, RE,
Geog,
History
BlackburnJackie Pearce
All
year
groups
x-curr
projects
Thorpe HesleySheila Lincoln
2
x-curr
Beliefs leading to extraordinary
lives. Mother Teresa, Calcutta.
Looking at similarities and
differences. Challenging
stereotypes, developing
appreciation of economic
diversity, links interdependence.
How diff?
We have no India/Christianity
resource boxes currently. DVD of
Real lives in India not used before
Prior to the workshop we will
research festivals of India that
happen around end of Jan. The
work will be based on the history
of the festivals to incorporate
music, art, drama, dance plus a
performance.
Research leading to performance.
How diff.
These are traditional resources
that we do not have in school.
KS1 – Traditional tales &
drumming
Y3/4 Chocolate – fair trade and
block painting
Y5/6 magical stories/beadwork
How diff.?
Southern artists not usually used
in school. Existing DVDs quite
dated. Books bought to fit in with
various projects.
Traditional stories
Topic is based on stories eg Masai
and I and traditional stories form
DVD _ Reel lives
Calcutta India
artifacts box,
autobiography
Mother Teresa,
Christianity
artifacts.
Mamasimitra
Dates tbc
One day
dance and
music
1 day
storytelling/
rural crafts
Share
resources/contacts
and contrib. to Zone
booklet
Children’s work
Displays,
Photos
Pupil comments
Indian printing
blocks, stories,
fabrics, artifacts
loan boxes ( Life
in India,
Fabulous fabrics)
Mamasmitre
23rd Jan and
30th Jan
The artist will
work with
each of the
classes in Y2
for half a day
on both days.
Share lesson plans
and resources
Display in schools and
share booklet of work
with staff.
Examples of
children’s work,
displays, photos,
video, pupil
comments, staff
comments.
DVD & books
Southern
Artists
Maxwell
Ayamba ( 21,
22/2/08 and
Rimas
Tankele
Morris (
20/3/08)
Sharing and
monitoring of work
across school by
coordinator.
Examples of
children’s work,
displays,
photographs,
video, pupil &s
staff comments.
Life in east Africa
loan box
Traditional
11/1/08
Rimas (1)
17.1.08
Sharing with parallel
Y2 class. Sharing
assembly for parents.
Examples of
children’s work,
photographs,
southern artist non fiction
(Geography texts about Africa, art
and design (ken-le cloth) music
(drumming) and songs, Science
(materials, Dance and Rama.
How diff:
Various artefacts to enhance
children’s understanding of
another country)
Whole school art focus on projects
based on Kenya to support the
work Rimas will be doing.
Sculpture, collage, textiles,
drawing, painting and beadwork.
How diff:
To date our school has not
Meadow View
– Andrea
Garfitt
1-6
Art
Roughwood
- Roberta
Reilly & Steph
Dean
2
Geog &
Literacy
Develop knowledge of own type of
food eaten and compare with
other countries. Look at food in
supermarkets and find out where
it comes from. Make comparisons
and similarities with other
cultures.
How different: More hands on
with artefact boxes
Ferham –
Vanessa Ward
1
Art
Use artifacts as a stimulus for
producing aboriginal styled
artworks. Whilst doing this discuss
the meaning s and relevance of
the artistic symbols to the
aboriginal culture.
How diff:
stories (
Southern Artists)
Maxwell( 2)
pupil comments
staff comments.
Global citizen
ship, the
handbook for
primary teachers
School council
are using Global
Steps
Kenyan artefacts
The World came
to my place
today
Handa’s surprise
Indian artefacts
box
African artefacts
box
Our food , Our
world
Rimas 16th
and 17th
January
Workshops
on beadwork
and
storytelling
Workshops
incorporated into art
planning. Storytelling
followed up in
Literacy by class
teachers.
Staff meeting
Examples of
children’s work,
photographs,
pupil comments,
staff comments.
Rimas 2 days.
21.1.08 –
25.1.08
Storytelling,
developing
K&U of
African foods
and culture.
Discussion and staff
meetings.
Egs of children’s
work, photos,
pupils comments,
staff comments.
Australian
aboriginal arts
loans collections
14th and 15th
Jan Rimas
29th Feb –
Maxwell
Slide
presentation/
Q&A
All members of staff
ot have experience of
working with artists.
Staff to discuss
outcome and success,
plus how to develop
further during staff
Egs of chidlren’s
work; displays,
photographs,
video, pupil
comments, staff
comments.
Australian artefacts to promote
awareness of arts in other cultures
storytelling a
d beadwork –
all classes
through
school.
Maxwell –
drumming (
whole school)
and adinkra
block printing
(KS2)
meeting