Global Learning London

Knowledge and Understanding

Curriculum planning

Knowledge and Understanding of the World

Climate Change
study a contrasting non-European country, e.g. a study of Bangladesh, where climate change dangers are evident;study lives of significant individuals who improved things for the better e.g. Kenyan environmental activist Wangari Maathai;

examine different religious beliefs and other sources of wisdom that remind us that that we have a responsibility to look after the earth through stewardship, respect and acknowledgement of interdependence.

research historical dress from a variety of cultures and if possible, through school library services or local museums, visit, borrow and try some on, investigating the significance of styles, designs and fabrics;examine different kinds of religious clothing, are able to name the item and which religion it might be associated with;

use locational knowledge to research which countries are the major suppliers of British clothing by surveying labels in their garments and at home.

Pupils learn that our non-renewable energy sources are finite and that we need to lower our energy uses and find greener alternatives;look at future timelines to consider when non-renewables will run out (i.e. within 50-75 years- during their lifetimes);

Pupils understand that energy in unfairly distributed and what that might mean for families here and overseas e.g. an inability to boil water, lack of power in health clinics.

Environmental changes that affect the lives and activities of people, animals and habitats;different ways people can both improve and damage the environment;

religions where fasting is part of a tradition within several faiths, e.g. Christianity (Lent), Islam (Ramadan), Harvest festival;

economic activity, trade and fair trade;

air miles, issues of sustainability and choice around buying local food ingredients;

climate zones, and which foods grow where

Pupils learn about the lives of significant individuals who have contributed to national and international achievements in health, e.g. Mary Seacole, Florence Nightingale or Edith Cavell;They learn about significant global health issues in the past and presence, e.g. The Plague, and research local history to see how it affected their community;

Through a study of civilisations and people, they consider access to health and medicine now and in the past, e.g. the Mayan civilisation’s health and medicine, or current access to healthcare in an area of South America.

Millennium Development Goals
Learning about other countries cultures and religions:
Pupils learn about:
the geography and societies of other nations and regions including economic activity, such as trade links, the distribution of natural resources including energy, food, minerals and water;the lives of significant individuals past and present who have contributed to the MDGs and their associated ideals, e.g. Nobel peace prize winning individuals and organisations;

environmental change affecting people, animals and habitats;

how people try to manage environments sustainably and suggest ways people can both improve and damage the environment

Pupils learn about the lives of significant individuals past and present who have lived through the refugee experience;Through history, pupils learn that world wars and all wars affected children in many ways, and that it continues to this day, making connections between the past and the present;

Pupils study the broader issue of Peace through RE;

Children learn that environmental change affects people and habitats that lead to the necessity of leaving your home.

Through a study of the achievements of the earliest civilizations in KS2, pupils learn about the highly sophisticated trade links of parts of Africa, the Middle East and Asia long before Britain;Within geography, include a study of economic activity including trade, trade links and Fairtrade, for example through mapping on a world map where pupil’s clothes have travelled from, or the foods they eat.
Pupils learn about transport past and present in the UK, can identify and name many local options and consider the energy necessary to power them;Pupils learn about access to transport, both locally and more widely in the UK. They look at methods of transport across the world and consider which methods are more sustainable or have least pollution;

Pupils learn about transport in the wider context of travel.

Waste and Recycling
use maps, atlases, globes and digital/computer mapping to locate places and describe the features studied, for example, the countries and regions where waste is most produced and most dumped, or where plastic bags are banned e.g. Bangladesh or Rwanda;learn about people who make a livingfrom waste, including those needing to scavenge;

look at the ways in which previous generations consumed and wasted far less than today and why our attitudes have changed.

The geography of the UK and other nations, distribution of natural resources like water, and that access to it varies around the world;Compare world weather patterns e.g. the Tropics with the UK, identify seasonal and daily weather patterns and issues affecting the whole planet, such as drought and flooding;

Understanding of:
How the water cycle works
Water as a finite resource but universal need
Water waste and what happens after its use.