Professional Practice January 2010Professional Practice January 2010 Didsbury and CreweDidsbury and Crewe

Global Dimension & the National Curriculum

Billy CrombieDevelopment Education Project, Manchester

www.dep.org.uk

billycrombie@yahoo.co.uk

Professional Practice January 2010Professional Practice January 2010 Didsbury and CreweDidsbury and Crewe

Global Dimension & the National Curriculum

Billy CrombieDevelopment Education Project, Manchester

www.dep.org.uk

billycrombie@yahoo.co.uk

Aims of presentation:Aims of presentation:

To explore the role of curriculum dimensions within the National Curriculum.  To develop a greater understanding of the ‘Global Dimension’ and what skills and attributes a global learner may possess.

To investigate the opportunities presented by the Global Dimension for cross curricular learning.  To explore global education teaching and learning methodologies.

To consider how the new Professional Standards for QTS can be supported by the teaching of the Global Dimension. 

WHAT IS THE ROLE OF EDUCATION?

Education is the most powerful weapon that you can use to change the world.’ Nelson Mandela

“Education influences and reflects the values of society and the kind of society we want to be” National Curriculum

"The aim of public education is not to spread enlightenment at all: it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.”

H.L. Mencken

… promotes consensus, equality and rationality

…prepares individuals to contribute to a country’s economy

… focuses on subject knowledge, skills and understanding

… shows how subjects link together.

… allows pupils to talk about issues from a range of different perspectives

… allows pupils to talk about issues based on personal experiences

Prepares young

people to play a role in their

local community

Prepares young

people to play a role in their

local community

Prepares young people to play a role in the global community

What challenges might young people face in the future?

What challenges might young people face in the future?

Whilst watching the film consider:

• How many of the issues presented are of a global nature?

• What might the world be like in the future?

• What can we do to prepare students for the unknown?

Whilst watching the film consider:

• How many of the issues presented are of a global nature?

• What might the world be like in the future?

• What can we do to prepare students for the unknown?

Dimensions are not intended to:Dimensions are not intended to:

• Be stand alone.• Act as themes to be ‘touched on’ through one

off days / event.• Be new subjects.• Be just the responsibility of one subject.

• Be stand alone.• Act as themes to be ‘touched on’ through one

off days / event.• Be new subjects.• Be just the responsibility of one subject.

Finding out more about the dimensions

Finding out more about the dimensions

All dimensions are broken down into:

• Why we have the dimension• Key questions that could be

explored• What the outcome of this might be

on learners• Opportunities for the dimension to

be applied

All dimensions are broken down into:

• Why we have the dimension• Key questions that could be

explored• What the outcome of this might be

on learners• Opportunities for the dimension to

be applied

http://curriculum.qcda.gov.uk/key-stages-3-and-4/cross-curriculum-dimensions/index.aspx

More opportunities for cross curricular workMore opportunities for cross curricular work

What is the aim of the GD? What is the aim of the GD?

Three questions to consider:

Three questions to consider:

1.What are the biggest challenges facing our planet and how can they alter its future?

2. How can I enjoy a good quality of life, without transferring problems to people in other parts of the world?

3. How can I become an active global citizenand help look after the planet for future generations?

What would a global learner look like?

What would a global learner look like?

Identify 3 or 4 features of a global learner

What sorts of issues might they need to explore?

What sorts of values might they develop? What sorts of skills might they need to be a

global citizen?

Identify 3 or 4 features of a global learner

What sorts of issues might they need to explore?

What sorts of values might they develop? What sorts of skills might they need to be a

global citizen?

Identified 8 key concepts of the Global Dimension

www.globaldimension.org.uk

What does the Global Dimension look like in practice?

What does the Global Dimension look like in practice?

• How is cross curricular work promoted?

• How does each subject contribute to exploring the global dimension?

• How is cross curricular work promoted?

• How does each subject contribute to exploring the global dimension?

How can trainee teachers support the global dimension?

• Explore global dimension concepts including conflict, diversity, human rights, interdependence, social justice and sustainable development.

• Participate in sustainable global partnerships.

• Make links between personal, local, national and global issues and events.

• Appreciate the importance of the global context and engage in a range of culturally diverse learning experiences.

• Critically evaluate their own values and attitudes to diversity and global issues.

• Develop skills that will enable them to identify and challenge injustice, prejudice and discrimination.

What can I do?

Meeting QTS through the Global Dimension

Meeting QTS through the Global Dimension

AVAILABLE TODAY

‘Teaching the global dimension. A handbook for teacher education’

EXPLORES:

• Relevance to curriculum and wider school initiatives• Teaching strategies• Critical thinking and critical literacy• Resources• G.D awards

PROJECTS

Science for Global WEB BOOKSHOP Citizenship

Personal to Global: Finance in the real world

Primary to secondary peer education in the Global Dimension

NW sustainable schools

ITIT and the Global Dimension

PROJECTS

Science for Global WEB BOOKSHOP Citizenship

Personal to Global: Finance in the real world

Primary to secondary peer education in the Global Dimension

NW sustainable schools

ITIT and the Global Dimension