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If you would rather talk than write, simply select one of the options via the three dots below and upload your verbal reflection on any of the activities.

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If you would rather talk than write, simply select one of the options via the three dots below and upload your verbal reflection on any of the activities.

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Read GTA handbook pages 18-22 to set context and select a framework for review.
Submit a talking head/ soundbite or a SWOT analysis to critically reflect on one of the global learning frameworks. Choose one that you feel aligns well with your own school/ or a placement school.
Share verbally on the Talking Head space or below

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Development Compass Rose - TIDE - pg 38 in GTA Handbook

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Development Compass Rose - TIDE - pg 38 in GTA Handbook

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This tool can be used to help enquiry / build better questions about places, issues, or photographs. See below for photos to select from.
Place photo  in the centre of the ‘compass’.
Generate questions (or statements for younger children) for each of the four ‘compass points’. These can be compared with questions generated about an apparently different photo and the commonalities between them explored.

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Pupil progression from GLP, shows a useful overview of Key Stages

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Re-do your diamond ranking then compare with your baseline. 

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Re-do your diamond ranking then compare with your baseline. 

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Drag and drop them onto the grid into your own diamond ranking order. Finally save and upload your endpoint own version below - you can compare and contrast to your baseline in your course completion form..

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Having completed the GTA course you can self-certify your school.  More info available online at;
https://www.codec.org.uk/courses/global-schools-award/

http://www.globalschoolsaward.org.uk/

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Pupil Outcomes for global learning have been identified by CCGL and shown as pupil progression through key ideas and global themes.

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Oxfam Global Citizenship  Pupil Progression

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Oxfam Global Citizenship  Pupil Progression

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Separated into knowledge, skills, values & attitudes; a useful document.

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Oxfam Curriculum for Global Coitizenship

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DfES -  Global Dimension to the Curriculum (2005)

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DfES -  Global Dimension to the Curriculum (2005)

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Framework pages 14-15

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Browse through and select 5 or so photos you could use in this activity from Christian Aid Online Image Gallery
• How could the activity promote critical literacy amongst your pupils?
•  How could the activity help your pupils identify different perspectives and possible assumptions behind them?
Share your ideas in the Talking Head space OR below as bullet points to inspire others

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We would appreciate any feedback you have on Global Explorers. Please email us at schools@christian-aid.org

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Activity adapted and Updated by Jane Carpenter, Harambee DEC, 2009

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To know whether the training is successful, and to demonstrate impact to the funders, British Council ask all participants answer some questions about the quality of course content and delivery that you experienced. The focus of this post course survey is CPD quality assurance.

The survey won’t take long, and is really beneficial for us at CDEC to have your feedback on delivery go to British Council The link is https://britishcouncil2.formstack.com/forms/end_of_course_survey

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Whole School Framework (page 8)

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Use this space for in-course observations then copy and paste into your course completion

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Use this space for in-course observations then copy and paste into your course completion

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Use this space for observations on your course end diamond ranking

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Use this space for observations on your course end diamond ranking

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Oxfam Global Citizenship framework for schools - see page 8.  Pupil Progression - see pages 16-21.

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Oxfam Global Citizenship framework for schools - see page 8.  Pupil Progression - see pages 16-21.

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British Council Framework if you need this

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British Council Framework if you need this

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Use this space for your reflections then copy and paste into your course completion 

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Use this space for your reflections then copy and paste into your course completion 

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Oxfam Global Citizenship Guide for teachers

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Oxfam Global Citizenship Guide for teachers

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See Assessment notes

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Online platforms for collaborating in key stages

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Online platforms for collaborating in key stages

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How will you use the fragile earth activity?  What pupil progression or outcomes?
Be ready to share your ideas and key learning.

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View one of the films on Sustainable Development/SDG’s

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View one of the films on Sustainable Development/SDG’s

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Reflect on these questions and post your comments below.
What is the world like?

How is it changing?

What affects it?

What can be done to change it?

How does this relate to me?

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Used within the GTA course with permission of Dr Harriet Marshall @ham1

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Use this space for in course observations, then copy and paste into your course completion.

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Use this space for in course observations, then copy and paste into your course completion.

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Reflective Course Completion Assignment(on line)

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Reflective Course Completion Assignment(on line)

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Download this doc to record your responses to complete the online course.  Email it to debbie@cdec.org.uk, claim your completion certificate and hold open your recognition for your classroom practice with the Global Teacher Award (with QTS) on completion of GTA assignment.

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Educators who successfully complete the online course can  apply for GTA recognition/ accreditation by critically reflecting on a global learning classroom activity that demonstrates how this course has influenced and changed your professional practice.  Here is the application form.

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GTA-1 Teacher Learning Outcomes  within CCGL

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GTA-1 Teacher Learning Outcomes  within CCGL

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The GTA1-online course sits within a range of teacher learning outcomes that are key to improving opportunities for and quality of, global learning through the curriculum,

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Ticki Diamond 9