6. Communication and voice

Learner outcome

Communication and voice

Development activity for outcome:

What is globalisation?

Duration 70 minutes
Room requirements Possibility of moving chairs and tables around the room according to the stage of the activity
Learning aim
  • Young people communicate effectively to different audiences and are able to get complex messages and ideas across appropriately.
  • Young people actively listen to others.
  • Young people voice ideas and opinions, and justify and defend these ideas and opinions. They understand how to influence others. 
Description of activity (step by step)

The aim of the activity is to open a reflection on the meaning and the consequences of globalisation at global and local levels.

Invite each learner to write on a sticky note or piece of paper five adjectives describing globalisation according to their personal understanding.


Tell learners to share in groups of five what they wrote on the paper or sticky notes and to discuss the reasons behind their choices. They must then write a joint definition of globalisation.


Bring the groups back together and, in plenary, ask a representative of each group to present that group’s definition. Take notes on the blackboard of the main features which are repeated in different presentations.


Place a small selection of chairs in a circle in the middle of the room – one chair per group – and ask each group to nominate a representative to come and sit in the circle and “advocate” for them. The representatives must promote their group’s definition of globalisation as well as agreeing on the three main features of the term on behalf of the whole class.

In this way the class will have reached a common definition of globalisation from the negotiation among the groups’ representatives.

55.00 The rest of the class can interfere with the negotiation process only by writing notes to their representatives.

Plenary debriefing:

  • How was the individual reflection process? Why did you choose those words as the main features?
  • How was the process of defining common features to write the joint definition in small groups? Who took the leadership in the group? Who was more persuasive? Why?
  • What was it like to advocate for your group? What was it like to observe the negotiation? Who influenced the negotiation process the most?
  • Which is the connection between globalisation and what happens in our everyday life at local level?
  • How does globalisation affect peace among countries of the world? What might it mean for environmental sustainability?
  • What is our role as consumers in the globalised world?
Materials Sticky notes, paper, pens, markers, board or flip chart.
Training aids & equipment  A Wikipedia definition at the time of writing:
The term globalisation has been increasingly used since the mid-1980s and especially since the mid-1990s. In 2000, the International Monetary Fund (IMF) identified four basic aspects of globalisation: trade and transactions, capital and investment movements, migration and movement of people, and the dissemination of knowledge. Further, environmental challenges such as climate change, cross-boundary water and air pollution, and over-fishing of the ocean are linked with globalisation. Globalising processes affect and are affected by business and work organisation, economics, socio-cultural resources, and the natural environment.
Comments This methodology can be used also for brainstorming on any topic.



Learner outcome

Communication and voice

Evaluation activity for outcome:

Speak up!

Assessment criteria (these statements are written in the first person but could be used for teacher assessment of learners as well as for self-assessment by learners)
Early Developing Secure
I share ideas and opinions about global / social issues with others both orally and in writing.

I listen to others.

I present my ideas on global / social issues to groups of peers, both orally and in writing.

I defend my ideas and opinions in order to influence others.

I actively listen to others and disagree in ways that do not discourage others

I take complex global / social issues and communicate them to others simply and effectively. I present ideas to different audiences in appropriate ways.

I state and defend my ideas and opinions, arguing rationally and persuasively from an informed position.

I understand communication is a two-way process and actively listen and take on board others’ ideas.

DURATION Two hours
Evaluation activity description (step by step)
  • Scoring grid for communication and voice.
  • Materials needed for the chosen communication forum (for example, presentation software and equipment, flip charts, computers, art materials).

You will need to have selected an issue for learners to communicate about, preferably one that they have learnt about. You will also need to organise a forum in which they can communicate, for example, a community event, exhibition, school assembly, blog or Twitter feed. 

  1. Explain to learners that they are going to raise their voice about an issue they have studied and that they are going to communicate their ideas about this issue to a real audience.
  2. If learners have not yet had time to learn about the issue, this needs to be done before you start the communication activity, but preferably with learners knowing that they will be communicating about it afterwards.
  3. Ensure learners are aware of the main factors to consider when communicating their ideas to an audience. You could show them the communication scoring grid in advance to help with this.
  4. Make sure learners understand that the purpose of the communication is to share their own opinion about the issue, and also (possibly) what they think can or should be done about it, and by who.
  5. Tell them that, if possible, they should try to influence others who can help (see “How can you make a difference?”)
  6. Depending on the issue, either discuss and agree with learners an appropriate audience, or ask learners to choose one depending on what they want to say (for example, local community event/school assembly/class speech/online blog or Twitter feed/art posters/brochures).
  7. Give learners time to prepare their communication for the medium chosen.
  8. When learners present their communication, mark this using the communication and voice scoring grid.
  9. You can either ask them to peer-assess each others’ work (e.g. by pairing learners and asking them to score each other’s) or you can mark the work yourself using the grid.
  1. This activity would be highly complementary to a language/literacy lesson.
  2. It is important the communication is based on a real issue not a hypothetical one, and that the audience being communicated with is also real. This can be in a small way – for example, a class talk – but it reinforces that global citizenship is about real situations and young people’s real responses.
  3. The scoring grid is only suggestive – you can modify it as appropriate to your class


Scoring grid for communication and voice

Scoring criteria for communication and voice Score (points per criterion)
An appropriate communication channel has been chosen, and the style of communication used is appropriate to this channel. 2 points
The issue is presented in a simple and accessible way, appropriate to the age and prior knowledge of the audience. 2 points
The communication helps to develop empathy. 1 point
The communication uses evidence or data where appropriate. 1 point
The communication makes a personal connection to the person presenting. 1 point
Use is made of real stories or quotations. 1 point
It is clear what the audience is being asked to do and why that is important. 2 points
TOTAL  /10 points