Can global learning raise standards within pupils' writing in the primary phase?

Abstract

This study was primarily undertaken by teachers for teachers, and focuses on the potential contribution of global learning and development education (DE) methodologies to a core aspect of curriculum provision, namely writing. The aim of the study is to explore whether using global learning and DE methodologies can have an impact on pupils’ achievement within writing at the primary phase. We also want to show how a school can build its own understanding, knowledge and skill base in global learning and DE methodologies in order to embed this work within the curriculum in a sustainable way. The study uses an action research methodology in one Primary school. In 2013 the school had received an Ofsted Inspection rating as Requires Improvement (RI), with a particular need to improve pupils’ writing. The project aimed to see if global learning and DE methodologies could support this. An outside facilitator was used to carry out interventions to support teachers’ ability to use global learning and development education to support children’s writing. As a result, teachers made changes to lesson planning, teaching and the classroom environments. Impacts can be seen through reviewing staff selfevaluations of CPD, lesson observations, pupils’ work, topic evaluations and progress/attainment data in relation to national age related expectations. In 2015 the school was re-inspected by Ofsted and graded as Good. ‘Rapid school improvement’ was noted and within writing the majority of pupils were judged to be making good progress. The Ofsted inspector noted: ‘the school uses global learning (global education themes) very effectively’ with the result that learning was ‘more relevant and interesting’ with ‘pupils able to apply their knowledge and skills to real-life problems’ (Ofsted, 2015: 4, 6). The inspection also reaffirmed that the school ‘promotes pupils’ spiritual, moral, social and cultural development and British Values well. Pupils are valued and supported as individuals, while also being helped to see themselves as part of a diverse community’ (Ofsted, 2015: 4)