Internationalising Learning – on
the Global Stage
Donna Jewitt and Stephanie Fedorowicz
January 2011
Our Aims
• Implement P4C as a forum for introducing
global issues, as well as a way to further
school-wide objectives in S & L
• Influence wider school planning,
particularly within KS2
• Achieve International School Award –
foundation level
First Steps – P4C
• In both classes, we started P4C sessions
weekly from when we returned to school
• It was major hit! Pupils loved the sessions
and we have seen real developments in
the maturity of their discourse
First Steps – P4C
Philosophy
4
Children
I believe that …
I agree with ...
I feel that ...
I agree because . . .
I disagree because…
In my opinion...
Why did they put
up the fence?
What was the
problem?
Why did they
attack
Afghanistan and
nowhere else?
Why have people
not helped those
children?
We also
watched the
“Miniature
Earth” video
on youtube
Why are people
starving when
there is enough
food to go
around?
Why aren't the black
people allowed into
the same places (or to
have the same jobs,
homes, money, etc) as
the white people?
Should we help all
those who need it?
Why did people pick
on him?
Other resources found for P4C
• The Giving Tree by Shel Silverstein
• Window and Belonging by Jeannie Baker
• The Long Walk to Freedom by Nelson Mandela
(picture book version)
• We Are All Born Free: The Universal Declaration of Human
Rights in Pictures
Early Lessons with a Global
Dimension
Lesson 3
To understand
how the
chocolate
process works
through roleplay.
Cross-curriculum
links with PSHCE
Discuss how a new paragraph starts with each new point.
Read text ‘Funny Feeders’ on IWB and ask children to
work out where the paragraphs should be in the text. Can
they come out and show the class?
We are going to investigate the process of how chocolate
is made and who is involved in the process. Go through the
information as a class and re-order the text to show the
stages in the cycle.
Split the class into groups
representing the different workers
involved in making and selling a
chocolate bar (could have a choc bar
with £1 label on each table for the
group to share at the end). Split the
class into 6 groups to
represent one of the main stages in
chocolate production: Cocoa farmers,
Cocoa buyers, Importers, Chocolate
companies, Shops, Government.
Explain that in their groups they will
need to decide how much of the
money paid by a purchaser for a
chocolate bar they think they
deserve. For ease, a chocolate bar is
deemed to retail at £1.00 (one
pound). What is a fair share for the
work involved? Any costs must be
calculated too. What do they have to
pay for in order to do their job?
Maybe they will employ people or pay
for transport costs. The pictures and
role cards provide some clues.
Each group chooses a spokesperson to
say how much of the £1.00 they
think they should get and why. The
amount is totalled. If it exceeds
£1.00 the groups then discuss which
group should take less and why. Total
the amount again. Is it nearer to
£1.00? If not, why not? Is it
difficult to keep everyone happy?
Then reveal the way the chocolate
bar is divided (on smart) How do the
cocoa farmers feel about their share?
How do the other groups feel?
When you buy a
simple product from
a shop who will
think about all the
people who were
involved in getting it
on the shelf?
Discuss Fairtrade.
Maybe children
could write a
thought or question
about this issue on
a post-it note.
Children look at the
different stages of
collecting tea
leaves. Can they
suggest a possible
order for this
process?
Speaking and
Listening
Early Lessons with a Global
Dimension
American Thanksgiving
– Sharing Thanksgiving
story
– Viewing part of the
Macy’s Day Parade
– Discussing what we
are all Thankful for
– Making “Turkey” cards
New Term, New Planning
Around the World
• Its all relative
Around the World
• Kick off with a
world tour – got
your passport?
EUROPEAN UNION
UNITED KINGDON OF
GREAT BRITAIN
AND NORTHERN IRELAND
PASSPORT
Around the World
• I’m not sure your
documents are
in order . . .
• Pupils visited all
six populated
continents
Around the World
• African history and culture – with a focus on
storytelling, music and dance
Around the World
• Aboriginal art, music and stories
Around the World
• Creating flags
• Converting
currency
• Investigating
cultural sites and
architecture
Around the World
• Viewing wildlife
• Understanding
the nature of
habitat
destruction
Around the World
• Edward deBono’s
PMI (Plus, Minus,
Interesting) –
if we could only
eat food from
the UK
Around the World –
Literacy Planning
• Stories from other cultures:
– Traditional stories
– Journey to Jo’berg
• Drama focus – role
play, S + L and
empathy
Around the World –
Geography
• Starting local and moving outwards before
focusing on a village in India
• Map coordinates
• Using atlases
• Where Am I? game
• Newsround
Around the World –
Art and Dance / PE
• Creating henna
patterns
• Choreographing
Maori Haka
• Aboriginal Art
Homework
• Pupils given three weeks to complete a
country project on the country of their
choice
• Parents
invited in to
view our
global gallery