FEATURE FOCUS: VIEW FROM THE CLASSROOM
example, following our learning about the Cornish beachcomber, we are taking children on a history investigation to the local beach. We have also been translating our science and geography learning to art class, where the pupils have made green-inspired artwork such as a mural made from bottlecaps and a planter made out of ecobricks!
How do you overcome the challenge of engaging pupils with the world around them?
SDGs, which meant it tied in naturally to our ongoing work around global awareness and developing empathy within our pupils.
What are some of the global learning topics you have covered recently?
When exploring democracy and equality, most recently in our History lessons, we have been learning about apartheid in South Africa and the key role that Nelson Mandela played in building democracy in the country. Often with History, as it can be with other global learning topics, it is difficult for children to truly engage with the subject matter and understand how it relates to their present-day life in Seaford. To help bring these themes to life, we used one of the resource’s immersive stories to take year five pupils on a virtual visit to Awra Amba, a small community in Ethiopia. In the story, pupils are introduced to the community’s egalitarian approach to democracy, where each individual voice is prioritised to ensure that decisions are made as a collective.
The pupils were fascinated to learn about the people in the village and how they view equality, which sparked discussions around how democracy works in our local area and in the classroom. By hearing from the real-life people of Awra Amba and seeing democracy in practice, the children were able to engage at a deeper level with the topic and understand its significance. This certainly aided our learning about apartheid, as pupils came away with a real appreciation of the value of equality and democracy. The lesson also influenced the children’s approach to one another in the classroom and making sure to always listen to their peers and treat them with kindness, which was wonderful to see!
Sustainable living
As part of our learning around sustainable living, we have explored global issues including climate change and sustainability. The challenges facing our planet is a topic that young people are increasingly interested in, and immersive learning through use of Lyfta, combined with practical outdoor learning sessions has helped pupils to better understand the impact we have on the environment. With year four pupils we have taken a virtual trip to the forests of Mount Apo in
September 2022
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the Philippines, to learn about the work of a local conservationist. The pupils loved getting to explore Mount Apo through the videos and interactive environment, walking in the shoes of the conservationist, hearing her perspectives and listening to the sounds of the local wildlife. This mode of learning is particularly effective as it helps the pupils to put climate change into context and critically engage with the subject matter, as they develop an emotional connection with the conservationist and her story. The Mount Apo story prompted us to discuss as a class how the different ways we can live more sustainability can help protect fragile habitats, laying the groundwork before we go on a school trip to our local Friston Forest later this year. We have also introduced pupils to the story of a Cornish-based artist who is reusing plastic ocean waste to create art, and a San Francisco- based sustainable fish chef, to teach children about marine life and microplastics. Learning about real-life stories and communities around the world and the work they’re doing to help the planet has further enriched pupils’ knowledge and interest in environmental issues, enabling them to see the ‘bigger picture’ with climate change. The immersive lessons are great for igniting debates and discussions as a class, but the videos are also effective to round-off topics or to be used as part of cross-curricular learning. For
Big themes such as politics and equality and climate change and sustainability, can of course be tricky and at times, sensitive and complicated topics for young pupils to grasp. Finding a way to make these issues accessible and relatable for children is key. This is where immersive learning has proved to be a powerful classroom resource, particularly when used as part of an interdisciplinary approach and in tandem with different learning methods, for example hands-on activities and residentials. Whether we’re taking pupils to the forest of the Philippines or to a unique Ethiopian village to explore democracy , the immersive aspect has enabled pupils to deep dive into new worlds, connect more emotionally with the topics and learn about different cultures and world views that otherwise might not have been inaccessible to them. The children also enjoy talking about how they can relate to some of the themes and experiences shared, whether that is personally or through what they’ve seen in the local community or at school, which helps to strengthen and reinforce their learning. Most importantly, the children are inspired to learn about other people’s stories and are discovering the real value of inclusivity, diversity and kindness in the process, both to one another and the planet.
As a primary school, preparing our young pupils with the life skills and knowledge to grow and become empathetic, global citizens really underscores all that we do at Cradle Hill. Global learning is therefore a key part of our curriculum as it gives pupils’ a broader perspective and helps to develop their cultural capital. Immersive storytelling has proved to be a highly effective way of not only teaching pupils about big ideas and challenging concepts, but also fostering their empathy and understanding of different beliefs and cultures. These are the skills we need in tomorrow’s generation!
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