he GTlo o ba belgLiteracy project, children knowch- ilor in the Glo b l Literwe wanted to know what drth acy proje eninkknothwey knaow t thect, wees - or thin-k abou hunger, and inhte unrd waof geep ntpo they kno them r, en ed ve deinnc a e. n tortky, W d e de ve n o w wh a w lo t pe e participatory pau d r a a d se b e rie o p s ardi of u e ac n t t tictip tiv d t e acativ h an e e n iti c es t t h e , o w . e ry audithich were desi mesdof p Wgn e d ĐŚŝůĚƌĞŶ͛Ɛ ƵŶĐĚĞ e ed v a to e o c ŚŝůƌƐĚƚĂ ex lo tivities, w verty, pepldor ƌĞŶĚ Ŷ͛ƐŝŶ a eseries ƵŐ ŶĚĂŶ ĞƉƚŝŽŶƐ͘ hdŚ icĞƐ ĞƌĚ ƐƚƉĞ hw o f ĂŶƌĐ e a Ğ r c ĂĐ e ĚŝŶ t ƚŝǀ iv d ŝƚŝ ĞƐ e e and Ő ĂŶĚ ƉĞ sign ŝŶ ĞĚ͗ edĐůtƵĚ ƌ o Đ Ğ e Toity begin the Global Literacy project, we wanted to know what Ɖ x p ƚ Activ ŝŽ lo A Ŷ re ctiv Ɛ͘ dŚĞƐĞ 1 - Wha t it y 1think do yo- uWkn ĂĐƚŝǀŝƚŝĞ abyou-tabout hthey children know the themes of poverty, aow Af t dknow ric a? o Activ Ɛ Ahe ŝ ctivre-itor ity 2 - W ŶĐůƵĚĞĚ͗Pupil audit activities o u know a yis2th- is W?heEx t pl hunger, and interdependence. We developed a series of active and b ha or ing natio uer waw re is th t kn Aeo na to foric Activity 3 - W Achy tedlost an tivisityth3er is ty ? s. pe ?e w ctin, w Exdesigned je o p pr e lo participatory audit activities, which were to explore cy hu W ra ng verty, r te er h in pochildren’s Li l f y o g th ba is es e lo n w G em or a e t ld h th A th t Ac ? e io n e c tivgi th rThese tivtitisand nal stere d ity 4 - Wha eab onut To be h u y in w o 4 g understanding perceptions. activities included: kn po Pupil audit activities e ve ey W r rt th types. t is pove lopedinatse heriwesoroldf active oan or th k hay? Aow Acildtiv n kn c-tiv reity ve r 5:oHw ch ityn5w: e ? t de y e ? W ca omwnc akce. rdepenHde explore aenawdieffm erer to en ce to , and 1in-teWhat sign poed de ve e rt hunger y a in th ŝŶ w Activity do you know about Africa? k ch ew e ities hi w orld a , ĞĚ?͗ differĞ ĐůƵĚ tivities ac ĞƐ activ t ƚŝ di ǀŝ e ƚŝ t au i ĂĐ n ry T d o c ĞƐ h at e u ip dŚ e- Where Thrt to pover a e ic au ŽŶƐ͘ stereotypes. pa dits w2er Activity Exploring d ŶĚ ƌĐĞƉƚŝnational eaƌƐuca sieis wdthis? Pupil ty in the eŐ ou ŝŶ rĂŶ e tcĚ ainrƉĞ ƚĂitrr th re ĚĞ e Eu A ƵŶ r Ɛ w ro ie f Ŷ͛ pe r o ƌĞ d ic an Af r ŝůĚ ric a(G ld ĐŚ an Activity there hunger inou the untries (the UK, Po n cha coun3tr-yWhy t inworld? oisuna three Eco nt),rybe land an?d the Czech (Gtw ee n h u 20 a a r 11 o n n an p d a d a? e Republic) and one ) and pu 20 ic p , Activity 4 What is poverty? a fr 12 u b A n . In totaclo86 blic primarbylian aboutetween 20 c yo un2trpu w ar pdrim oynd usekn ls iespi ag s. a co do ed r t pe 1 ty ( fr ha t om 1 y eo W a u h sc er 9 n ho n a e 1 st to y l ol d n d it 15 U nato e- rHow Activity 5 ha can we make world? to poverty , un K, Polan ctivrs econa Ade sttach partdin 0it.12Th tand w ng in2the ndtiaos, ploarisdifference . Inistoistaal very la wrehisna?tkn ry scok d and th coming from private ildth renisd h cEx ow rg o h e 8 o am or il 6 2W-eWhhe ls edaCta d th ou 2 in d? r nt ity an , k rl e ivve t of o th p zecto o n WAectha a upils age ve th know - oab kneow k ou h Rhe ath patrtpo er in th nisaer alyshy w - orey eplpubuslic) ngor ed hu lyda e in ve d s rt e y, f it is d ta t hu r h . o in ng t in m t W er h T de h The audits were carried out in three European countries (the UK, Poland and the Czech Republic) and one , is h an nd o ne k 3 r 9 y is project to d is itec t ho d he h t w a is lp o e to Actprivoj this t us y a a 1 m de ak5e, acodimffinerenace sign thkethnco in order very larg t o w w y? d? w ill rl rt en o nt il ve w su en l e po re ts a e is th of g b t n t e in at th o ouaged sbetween from. priv African 2011ce Inyutotal 862 pupils tong 15, coming am rt ure thater Wtha t povisfrom al9 le elp pohve y 4 -country itac to 2012. unfrom e& Activ Enoqu erCh en and s design eaech(Ghana), t oPa a iry ff t te y di f a , d ck he ne e e h o , a rs ak so r d u t m ar s th a an n e theThis benttwprimary gCeze to heat private public and secondary schools, took part in it. istea large amount of data to e buiepp erareq ublic) ca r ep w , c R a Ho o ch lp n t n ed t d ity 5: and to e u e ivod ch r h th s n f al Actfo ow equippe lenge myths abou UK, Polandtsan ofdthis C d strecuwhat e seunderstand cuoritoy, t- de help us know -dor about tothink velopoverty, h adre,ityen ies (the mintgofrmoamkepraivdat trknow all15 pment,hunger, , tchildren chacollthey co , un vi e r ro if a n to nm an f d 9 g e e pe en e e m n ro t t o , an e fr g Eu & e d e a e eddesign nvhave re cdhingrr Eto vertthis nqhe ls agus te ironanalysed y is pith achi yinth sutom pu uirlpy Pusack rence ng and how make a, ie We data order to help es ddout in th ,toan mepo s 2aug adifference. lth86 ro ta n ca b ta e n h o In da er t . f ei w u o r a 12 t ts t , n di 20 un d s o d d au o e ethepi contents povthis pupilof vela Thpu e eam t 2011 an lorg e . isTh ry pthat m a ve Challenge & nEnquiry Pack, so that ensure uthis betwee ls unun nha nt, how to make a difference. hat dna detrrsysta suisesiswill ein rte (G inrtityproject s),tard nd rt pa t n k h co o d ep r to d an o , en ic in ls an u de , o S Afr nc g er t o erydto eenbetweemyths h ng sc uthare their luthteachers equipped challenge y, hu epho that So n Eu aenypr condar roabout poeveglrtob dbetter dare an pe ut an odevelopment, denthcey m mim d th akar - aban w kseess oissues Enquiry Pack, so og e kn & icjudpr al e p b ng publ in r e k d o lle ta t in ki an g ha w ng th C s r r food security, trade, environment and poverty through their is e m t e o ice children know -ss in taea ennEto ngful acgn ts of th justice osu eurco kinni pnt t een pp gm siintioth aor ndt tglhob tand whaand usede lp a he n understeaching, to e gal er g rd lobal o f ul action ta in da is th ed ys If al t y an o ouve s ha u l pupils understand interdependence between Europe and the global South e w p W p ant to ru re that oren t gt, If you wAant to ru lobal developm ut o n su ab en t hs n h ill th yt w e e u m ct Pu e d P je and make progress in taking meaningful action to support global justice pi ng o it l u Audiptilui alle ch this pr Handboo w to ith A r ed yo ei u ur th pp d h Audit H cl it as ug eq s, ro w er yo k ttfro u rtynisdo ith youdrpove frbe esnlth suw eeth Pan free rs ar updb oad the Pupil freom il te mlo classca Aoo eG t an uacdkhe tba ency hviero l it nm Li , te y G r ra o e Pupil Au lo en u p w e, eb b o c ad si a r tr te a di , t l . n ty An L y ri po want to run the Pupil Audit with your class, you can download the hIfttyou d it d o cu rt yo ow e u se yo u d r r ca ur pt:re acy web selfantd n nre /fo load /golobal-li self too, th adPupil ee lPu oofin tohba , adndou gl s e it t http://gAudit th w e d ha . t t an e ot f A pil lobal-l he pe in r d Handbook free from the Global Literacy website. And you can read the a r ro n an ch d cyite Eu d ild n o re rang y .yo.claom ee n cy,.yolas u o achi th tw t teite ou u be gh e what oth cpp l ste nc at:nort itrd ba de o e en gl /p r .c ep up e ila o au d m su in di e d t. t to r Pupil Audit report yourself too, and find out what other children thought: n / he pupil-aph pningful acticohnildren pupils understa u ea m d t it.php hought: http://global-literacy.yolasite.com/pupil-audit.php progress in taking South and make It is cruc justice e Pupil ial to en can download th u yo s, as cl ur g It is crDuc yo e a ge youenPu eviaellotopm enega pieloAudit with ge you can read th yo g nd th un A n p . g ru pe te si op to n t eb le t p w an in le G racydeve oals, bec in you w teou Develtop ng ba imm lonile alrLi ought: nab eIfaen thca the Gar lo n ifi in oa ath pm oemtha lsgdb ufrsey ndt G g atbw en , be ee cht,ildspreec cakus fr e er o e th o n h o o u e t e lly around the Mill r t ha y an H d ve y h it ut e th o to educa AƉud veedpo time Ğan džĂdŵen tfihnd iael to makveealobi ennium pm etepnt lfirtoo, aan e se to t o n ůĞer͕ gy ur e ed t t yo g uc , t di rt at h ϵ s n ff e po p er p ϯ e t th h en re ia e й ei .p it ce r c it l fr Ž d ud f if ie t th A r nd au l ic o ie ey Ĩ ilpi s, LJ p ar a fa m n It is crucial to engage young people in learning about development, specifically around global u Pu e Ž m lly aroun ready to use thei ĞdžĂŵpƉů ili ƵŶŐ ƉĞŽ s,/p keofa big arĞ͕ ansd membears faes ts ϵoϯй mil, ie laĂsite.codm f th ŽeĨ LJ r d the Mil Ɖyo acĞ y.ƐĂ erƉů ůĞ Ɖ thdifference ĞŽ , anto e dwifid -lit Ɛ al feer bŶŐ lo r ŝĚ d ŝĚ co /goŽƵ e rld ŝƚ :/w m development goals, because they have the potential make a big they areity ready to use their ŝ ŝƐ n m p mthun leK, ƚ ŝŵ tt c ŝ h e e ƉŽ ( n Ɛ partschofildth Ip m ƌƚ . n ŝ ĂŶ In ŵ iu s b ƚ ƚ th o Ž e e m Ɖ s ůĞ U e r reenwaor Ăƌ Ž s y M Ŷ fo ƌ ĂďŽƵƚ ŝƐƐof ofƐ thĂĨewider r ƚĂŶƚ ƚŽand areInrethe rand e ld I their MO gra grenergy RI O adyUK, eoph ĨĞwĐƚ ůĞĂmembers geRog to educate families, for o(Ip idŝŶ gfriends, wso raicpalhicAs ecommunity. toŝĨĨ ƌŶ ĂďŽƵƚ ƵĞthe ings-u ŽƉ rŐ cƉĞ ůĞ childwrehnichartime u ͛Ɛ o ůŝ s so ǀĞ m e ci p Ɛ at a ŝŶ m thƚ eir io Ě l in e n A gr Su t u Ğƌ ŝ ow h a rv s ĞŶ Ɛ n ey s in n eir liv 93% g upofinyoung ociato , 2009 y. Ininthdifferent ).ƐƵĞOƐur example, said is important issues affecting an people ĂĨĨĞĐƚŝŶ people’sitlives reng tiolearn crin asly eacsi um n Surabout ingitco e en ill or th U M which ly m e v K Ő pl byeithr elivpes arees acore connein th e ex Ɖ , c d y f o an Ğ or ni un , 22009). danglobalSurvey, mpAssociation ŽlyƉůĞ ar͛Ɛo ůŝǀ cted to pgeographical 0in09).en al le w ic or if x partsuof the world (Ipsos-MORI Our ld nn ec , r ec sp c te t, O h d d Ğ a to u se of a c gloobutalde peopele r use their opan lopm ve ƚŽth ledanpldac or by ďĞe Ăpu ŝĨĨyĞƌto wworld, ab arƐe ŝŶre Ěad es houpcoinlaan o ey ng at Ğ ni th ͚children r th p Ŷ ar ld Őrc e la le ƚ cl ce are growing increasingly complex and global in which ůŽha ic , in en k c of in e ďĂse of er e a pl t ff a ch o bu ů ĐŝƚŝnjĞŶ͛ oc at the ia ol at a bi, g di e on rpe baeun yo ! eThskeillsks and s po aktt r!bagTh geeto m ga In the UK, for coflilcato en ƚŽ ďϭĞ ϬĂ Ž͚Ő y. Ă to it nt l ƌ Ĩ ƚůŽ k te un ia Ğ m uc o Đ Śtheir un m il e cr lives are connected people and places at the click button, or by f ĞďĂ ƌ de ls co th is Ƶ a rs Itů Đ Đbe bbe nding ne ƌŝƚŝƚŝ ŝĂů ƌ Đ ued ey have and undeta ŝƐŚnjĞ ƉŶ͛Ƶ Ă trs Ŷƚ ĨŽŚŝ toonf, the wider eŚƌĞ ƌƵoĐŝ us ƌ ĐůĚ ca emed s, ĨŽ ďof r,stan ŝůthĚŶ m alĞĂů ůŝƌĞ suŚĞ Đa Ă anddneeded ƌĞĂƐ t ĐG ϭϬ ŽisĨ ƚ Ğ͛Ɛ ůŝǀĞƐ ŝŶ ĚŝĨĨĞƌĞ es en Ɖů es Ŷ Ŷ Ő ili Ğǀ ĞŽ pm chocolate bar! The skills and understanding to ƌ Ă m o in [sthe Ɖ Ğƌ Ğ fa el ď Ɛ ŶŐ ƌŝƚ ucD g s, ĞĨ ev ƚŝ Ŷ ŝƐ ƚ Žƌ nd ĞĐ Ś n Ğ͘ hpurchase ĨĨ ie ƉƵ Ğ Ś e ǀĞƌ ďĞĨŽ ůŵŽƐ r fr as cliďůmŝĐa Ă edƵƚ ƚ ͞Žď ƚ ϵĂď e ŝƐƐƵĞƐ Ă eĂůďth Őfor ŝŶ at ƚŚ ůŽ Ăƚ ͞Ăuc ed Őů ĂƌŶ Ăů eiĂƌ to teŐƌ ĞƚŽ ůĞůŵ ůĞ ůĞŶŝ ͘ Almost er cĞĞ issuŝŶes ƚŚ[sĞuc ‘global are crucial children as ŝŶ never before. 9ƚ inŽ 10d en hgy ĂŝĚƌŶŐ ĂŶƐ ƌƚ Đƌ decitizen’ ƌƚ ĨƵhƚbe a Ŷ an ƉŽ n Ɛ e ŝŶ ĐŚ g Ž ŝŵ Ƶas ŽŽ e ŝƐ Ő Ɛ ƌtiaĞm ů ŝ cl ŝƚ ŝ o im ϵ Ŷ ͟ at r ƐĂ ƵĐ ƐĐŚŽŽů ŝƐ ioŝĂnů ŝSu ŝeyŶ, 2009). Our Ƶƚ ĞŶch inƉĞ ŽratnƉůio an Ĩ if rv te“global geagree Ő orƵŶ inthat chĞ te aĞ Ĩ LJLJŽ rn Őϯй tna allĨƵeƚƵ Ž of the British public learning in school isci Đcrucial issues at io Ă o Ő ŝŶ ƚŚ n ƌ ϵ ss ŝŶ l Ƶ Ğ͕ ngƌĞ A po a l Ɖů Đ ve l Ő ca ŝĂ rt p in Ăŵ hi y] o Ğdž ů ap Ž ar g͟ gr verty] aer to be tackleŝĨba Ƶps a Ƶƚ l world, in geopoverty] Őinternational R d Ğ ĂŐ cclimate Ő oLJŽ ŚM oŶŐ o ĐsŝůƌĞ m ĚOƌŶ e be mle (Ior Ő ŶĐŚ [suchnas aremto tackled pleeŝŶxchange dtaglc oind the to b rludƵŶ ĞŶIŝŶ ŝ ůĞ atng ŝůĚ an w eria ex chal pl th Ŷ e is f o ů Ăƌ s co s Ŷŝ Ğ rt ly ŶŐ inls Ă e g an prodpa ng Ă ƌ k si ďŽ s Ŷ le Ƶƚ ea ŝŶŐabout ƚŚĞƐĞ crlearning vco d ick of a button, idem nbe ĂďŽƵthese bin su edidan apl But engaging children in challenging eswyoung nnex ther ca the cl incgnaup ificfin oarpeis ƚ at e siakls o ƚ es gr ic Ś p ff ac u Ğ pl o mat ul illsprafuture”. lt d Ɛ t r an re Ğ an t a d u e ild nd pl ch nitbe oda ndid ed ov pe y difficult daun eppan ocomplex d todaunting. Thes uThese ecpte rnn ntin po and issues can and ortop em ting. un ity derstanding need unei gs.materials arefofco ew es roem o deseun itriert liv T w an po h e ill w thtehsk th s er sk r ld dfprovide in e in ch t e g hi h illosran Th pu g w e pi r! aop yfor ba puwith irepo ϵ ŝŶ ith noefempowering pls soof r. rtanunopportunity skills coelatepupils ilswwsome mthe eadch e of itipu es rc toobe thha ŽƌĞ͘ ůŵGŽhƐƚ it anaia ey ĞĨ se ď h ne b Ğƌ ed s Ğǀ to o c Ŷ o m e ĂƐ co Ŷ m the world faand th e of ƌĞwarmaking eŽac ŝůĚ r by tiv acĐŚ ƌ eeto irer.oopportunities tivtowards Ĩ n children h they need toƌĞbecome Ăů Ĩeactive ŝĂhů ŝ G ds ƌƵĐŝm ƵĐ Đ m Đƌ t ak Ɛ o ͛ Ă in ů ŝ w Ž g ĞŶ a Ž ŝnj a ĐŚ ŝƚ n Ɛ a ppy r ů Đ ŝŶ d aian scho s making Ă ͚ŐůŽďĂ at ƚŽ ďĞ fairer. the world ͞ŐůŽďĂů ůĞĂƌŶŝŶŐ d childol! ƚ le ŚĂ ck ƚ ta ĞĞ be Őƌ Ă to e ůŝĐ ar Ƶď Ɖ y] r rt ƐŚ ƚŝ ve e ƌŝ po l Ğ n ha sch ϭϬ ŽĨ ƚŚ rnationa ppy ool e change or inte Ƶƚ ƚŚĞƐĞ at ! at ďŽ im Ă cl ŶŐ as Ŷŝ h Ăƌ uc ůĞ [s ŝŶ Ŷ ƌĞ issues ŝůĚ ĐŚ Ő A ƵŶ e LJŽ p es Ő r ŝŶ Th o . ĂŐ je Ghanaian children Ƶƚ ĞŶŐ ojecctt ffu unnd dca t and daunting eed happy at icul dnbby ŝŶ ƚŚĞ ĨƵƚƵƌĞ͟ A prex be y tth effEEu f hdi o ro es e e pe su m an is so u Un h r io it pl o n school! w m an p ls co d e pi le d a d pu an in n g g En in in U gl er nion and challeng for empow g d by CDEC akinan arddsinm towle an opportunity ve E de ti vi n o ac g e pr la m ls ia co n er d by CDE be mat they need to sproject C ie it un rt o pp o d A funded by the European Union and led in England by CDEC the skills an . the world fairer 7
Pupil Audit Pupil Audit
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