Taking it further
The global dimension of education is not an additional subject: it is best developed across the curriculum. It is a mix of knowledge and understanding that helps learners appreciate how their lives are affected by global issues, skills that enable them to play an active role as global citizens and, most importantly, dispositions that assume positive and inclusive stances on world issues.
Fostering a global dimension not only involves the subjects of the curriculum. It is also furthered through a school ethos that is founded on inclusion, care and justice and in practices that foster democratic processes and principles.
(Learning and Teaching Scotland, 2001, p. 1)
Once you and your colleagues have audited what has already been achieved within the curriculum you can take it further, for example by using the global dimension to raise standards and to improve the ways in which the whole school embraces the global dimension.
The activity on the right provides a discussion forum to start this process. You can use the outcomes of the discussions as a basis for planning staff development and identifying further training needs.
Activity Resources:
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Activity
The questions below are designed to stimulate discussion on a whole-school and individual basis. You may like to have a preliminary discussion with one or two colleagues, as preparation for a whole-staff INSET session. Choose the questions which are most appropriate for your own school situation.
Part 1: Reviewing the whole-school context
- How open is the school to local and global concerns and interests?
- How does the school ensure that all pupils feel equally valued?
- How are pupils involved in consultation and decision making about the affairs of the school?
- What processes are used to resolve conflict when it arises?
- What means are used to reduce or avoid conflict arising in school?
- How does the school address the concept of sustainable development?
- What opportunities are there for collaborative work to be carried out between teachers?
Part 2: Reviewing the classroom teaching context
- To what extent does the content of your teaching illustrate the pluralist nature of society?
- To what extent is the content of your teaching illustrated by examples from around the world?
- What opportunities are there to explore conventional and less conventional ideas and opinions?
- How do the values that underpin your teaching relate to a global perspective?
- To what extent do you make connections across subjects?
- To what extent do you make connections with pupils' own experience?
- How do you promote critical thinking skills, creative thinking skills and communication skills in your teaching?
- How easy is it for pupils' interests to be reflected in what you teach?
- How do the ideas of change and speculation about the future come into your teaching?
(Adapted from Learning and Teaching Scotland, 2001, p. 34)
