Developing International Understanding with problem-solving
Authored by: Cara Fleming and Madeline Barnes from Latymer Upper School, London, UK
Summary
Round Square explorers demonstrate an interest in, and understanding of, global issues and world problems. They are committed to joining the quest for solutions on a local, national and international scale, and understand that this will require globally collaborative problem-solving and direct action.
Latymer Upper School joined this international community in 2016, after the school displayed many core characteristics that Round Square schools have in common and that promote International Understanding allowing for to the development of a more globally connected society. Since, Latymer has expanded its horizons to the broader world, engaging internationally through trips, lessons and volunteering. Problem-solving is innate to unifying the world and helping to overcome challenges — Latymer expresses this particularly through its “Global Goals” programme.
Introduction
Global Goals is a unique, Latymer developed course, that seeks to combine elements of the Latymer education strategy and learner profile into one innovative course that is undertaken by Year 9s. The course is focused around the United Nations Sustainable Developments Goals — 17 Goals that all included countries have agreed to try and achieve by 2030. These goals have the power to end poverty, fight inequality and stop climate change. Guided by the goals, it is now up to all of us — governments, businesses, civil society and the general public — to work together to build a better future for everyone. Year 9 students learn about the goals and have the opportunity to independently research one of their choice. Later in the course, students work in small teams to try and enact change, on a small scale, relating to a goal of their choice. The course came about under the leadership of Deputy Head Andrew Matthews and was first taught in 2016/17. It has a strong focus on students as global citizens, and allows students to work independently as well as collaboratively, improving their problem-solving skills.
Process
To better understand the effect that Global Goals had on pupil’s outlook and approach to the international community, a short interview was conducted with students who had recently completed the course. It was crucial to gain a student perspective on the activities conducted in Global Goals and then analyse the key themes they confronted, these included: education, the environment, health, equality and hunger. Through interviewing staff and students alike we found that, through tackling problems associated with these themes, the pupils acquired critical skills, such as collaboration, innovation, organisation and creativity. The course encouraged the students to understand the importance of connecting with others to resolve major issues, promoting international understanding. Their work also included analysing other international communities in depth, teaching them to first identify specific problems and then work to resolve them.
From then we looked closer at their individual projects and the impact that the Global Goals lessons have had on the students. Overall, they seemed to place most emphasis on the depth of the research they were able to conduct (delving into the nuances of their chosen goal), as well as the importance of the programme’s integration into their school timetable. This is something that, going forward, they would like to see implemented further up the school as a part of the curriculum, in order to achieve a continuance in the analysis of these ideas. There is a strong focus on teamwork and collaboration which reflects how global problems are solved.
Global Goals encourages independent research, which allow the students to raise issues or questions that they have encountered through their understanding of the UN goals and dedicate time to analyse and answer them, further promoting their ability to problem-solve. Due to the nature of these goals, and how different countries have individual challenges, priorities and resources, specific international issues must be confronted. This allows the students to form their own opinions as well as considering alternative perspectives in a way that promotes problem-solving on a global level.
Conclusion
Global Goals at Latymer Upper school provides a solidified base for students to understand the world around them through solving problems that face millions across the globe. It truly encompasses the increased awareness of our pupils who use Latymer and Round Square’s resources and support in the context of problem solving. This ability to solve problems, in the context of international understanding, is important for students of our generation growing up in our globalised world, as we are becoming increasingly interconnected. All aspects of our lives are becoming linked from business to education, vacations to technology. With these connections comes an increasing responsibility to solve problems together, many of which affect our daily lives.
Latymer, along with many other schools, actively encourages extra-curricular initiatives such as Model UN and Volunteering as service is obligatory in Sixth Form and encouraged in the middle and lower school through the promotion of Duke of Edinburgh. This commitment allows pupils to consider both wider problems (like the need for aid in Africa that volunteering at Oxfam can help) or more local issues such as the need for volunteers in a time when more old people are lonely than ever before. Additionally, students are able to use Latymer as a platform to fundraise, organise trips or promote different charities and raise awareness around international issues (such as an upper sixth student volunteering with Care for Calais after a school trip, and students who organised the collection of sanitary products for impoverished girls). All of these are examples of pupils using Latymer as a springboard to push charitable initiatives and help contribute to the resolution of wider issues, whether it’s World Perspectives or Global Perspectives (Nepal), trips to Uganda, International Service, Community Service or environmental initiatives. This approach to innovation and problem-solving is also seen in designing practical solutions to engineering problems (also seen in DT A-Level or EPQ).
This engagement with the international community culminates in working to provide a themed “RoundSquare Day” that is student led, promoting a practical and collaborative approach to global issues.
The ability to solve problems will connect the world and promote international understanding. Problem solving combines creativity, logistics and inspiring ideas to resolve issues. Something that is crucial in our globalised world where connection is key. This increased exposure to different cultures will further an understanding of others and promote hopes for a more collaborative international community. One that’s not defined by borders, but instead a sense of self-determination in the power of our own actions.
Examples of past Global Goals projects
Careful Coffee – Responsible Consumption
Priya and Rebecca designed a fantastic project relating to using coffee grounds as fertiliser and in lieu of soil. They noticed that in as the tertiary sector has increased in London, there have been many cafes and restaurants opening. These all have huge amounts of wasted food, and the girls decided to focus on a waste product that wasn’t already affiliated with composting. Through rigorous testing they found ways in which plants could be grown from wasted grounds and are keeping kilos of waste out of landfills. They are continuing this project and hope to spread their idea to the wider community through a stall at Latymer run events.
Portable Library – Quality Education
Jack and Tom designed a project relating to bringing kindles to developing countries. Quality education was a global goal that both the boys related to as they believed that many of the other goals could happen at the cause of education. Much of their project was centred around fundraising to buy a kindle, and the boys worked hard, were sponsored on charity events as well as selling items at Latymer’s Christmas and summer fairs in order to buy the electronic device and many novels across a variety of genres and difficulty levels. After they had achieved their goal, they travelled to Uganda to give the kindles to an orphanage. They hope to continue educating those less fortunate through intermediate technology efforts and also wish to develop a series of apps centred around education and health.
Clean Breathing – Sustainable Cities and Climate Action
Lysander wanted to combat the increased pollution seen on the streets of London. To do this he researched and tested different plants that could be used to purify the air and found a select few including the peace lily that filters the are of up to 75% of its pollutants. These plants are currently being trailed around school and he is measuring the air quality seen in classrooms. Lysander is also looking at how pollution affects physical and mental health in order to create a more healthy and happy international society. After his research is completed he hopes to bring the plants into built up areas across London, particularly offices, and he is striving to make Latymer and London a carbon neutral city.