How can we plan for the inclusion of the global dimension into the subjects of the secondary curriculum?
At secondary level, the global dimension is already explicit in the statutory programmes of study for subjects such as geography, history, art and design and music. For other subjects, opportunities for including the global dimension need to be found. Once you have considered where the global dimension fits into the overall curriculum, you can look for where it can be incorporated into individual subjects. The activity on the right will help you start.
Activity Resources:
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Activity
- Click on the Text icon and look at 'The 8 Key concepts' from Developing the Global Dimension in the School Curriculum (DfES, 2005, pp. 12-13). Choose two of the concepts and highlight where they appear, explicitly or implicitly, in your schemes of work.
- Adjust your schemes of work to include at least three more explicit references to the two key concepts.
- Begin to think about the following tasks, bearing in mind that these are ongoing issues regarding the planning of the global dimension across the curriculum. You may not be able to complete these tasks quickly, but plan a timetable and guidance on how to carry out the work in a co-operative manner to ensure everyone has the chance to engage with the concepts.
- Outline a timetable of further audits with reference to the other key concepts, or get together with other members of staff, gather feedback from other audits and complete the audits as a group.
- Discuss which concepts are most and least represented across your school curriculum and decide how to take steps to bring a more balanced coverage. Draw up a timetable for achieving this.
