Development education and global learning, whilst being part of the landscape of education in England for over thirty years, have to date not had a high profile. What the terms mean, and their value and contribution to educational goals, have been described and defined in only a handful of publications. The introduction of the Global Learning Programme (GLP) for England has highlighted a need for teachers and educationalists to be aware of the various interpretations of these terms. It also provides an opportunity for practitioners to reflect on their own views and perspectives and how they relate to current debates on development education and global learning. This paper aims to serve as a stimulus for debate--posing questions for discussion and offering suggestions for interpretation of concepts--in professional development workshops and in classroom practice. It aims to address what a global learning pedagogical approach might be, and how this approach might relate to wider debates in education around understanding development and global issues. This academic paper questions past practices that have assumed that providing information, awareness, and learning will transform learners' views about the wider world, leading to engagement and action for change. The paper argues that themes such as the Global Dimension, whilst helping to promote awareness of development and global issues, were not based on a clear pedagogical framework, and as a result the quality of teaching and learning in schools on these areas has varied. This paper outlines the need for a clear pedagogical framework that can be used to help teachers develop the appropriate concepts, language, and interventions to maximize learning and understanding about global and development themes. The paper provides an understanding of the roots of global learning and development education within the United Kingdom; reflects on the uses and shortcomings of terms such as global learning, development education, and the global dimension; and builds an approach, taking elements of existing practice into a new framework, located within a process of learning. It outlines the main features of this pedagogical framework and its application, and provides some thoughts on how teachers may apply this thinking at school level.