HVC – The Global DimensionThe intention was to teach the compass rose

across 2 year 9 groups within English and Geography – however this had to be changed!

So... The compass rose was taught to a y9 Geography class and Children’s rights was taught to a y8 class.

Main AimUse the Development Compass Rose in a starter

activity toinvestigate the international coffee trade.

ClassMixed ability, mixed gender, year 9 class of 30

ActivityStudents were split into groups of 4-5. Each group had a different photo of the coffee trade. The groups had to complete the compass rosethen feedback to the class as the images were shown on PowerPoint

Main Positive OutcomesStudents clearly identified differences in

development across a range of indicators (wealth, health, housing, work...)

Students took part in constructive group discussion.

Students investigated a situation applying different categories (economy, environment, society, power...)

RecommendationsThis could easily be a main activity, not a starter!This activity was introduced as a ‘mystery’If the class knew the context it mayGive them more opportunity to use theirExisting knowledge.

QuestionDo colleagues have top tips or favourite methods

ofdiscussing the difference between MEDCs and

LEDCs?

HVC – The Global DimensionChildren’s rights – a mixed ability year 8Students who couldn’t read or write up to

students targeted at a L7The context was writing styles – part of

preparation for the triplets in Y9Subject matter – selected children’s rights,

information on child labour, child povertyTaught for 1 half term.

HVC – The Global DimensionPositives - because it was done within a familiar

context (writing skills) students didn’t question the validity of the subject matter

Provoked clear thought within some students – fact such as: families live on 50p a day, the number of children who die each die from poverty

One student spontaneously asked if they could write to Gordon Brown

For higher level students it did challenge their writing skills

HVC – The Global DimensionPositives continued It did allow stereotypes to be challengedEncouraged an open debate within students

and between studentsExamples of work

HVC – The Global DimensionIssues arisingTeacher comfort zone – both with resources

and with knowledgeHighlighted lack of collaboration across

departments within HVCNot all views expressed were successfully

challenged – professional footballers Vs. Sweatshop workers!

timescale

HVC – The Global DimensionFinal thoughtsWithin English – a positive experienceLead up to GCSE and stories/poem from

different cultures – might help to eliminate negative backlash against this area of study