Key objectives for a global dimension
To begin this section it is useful to look at the various terms used to describe the bringing of a global perspective into teaching and learning.
Click on an icon below to look at the table of definitions by Hicks (2002), which considers different terminology used. Consider particularly the connections between the global dimension and global citizenship.
Clarifying global terminology
(Word 97-2003 & 6.0/95 - RTF)
Clarifying global terminology
(Adobe PDF 5.0)
Now complete the activity on the right, a ranking activity, which could be included in an INSET session.
Activity Resources:
- Images
- Interactive
- Sound
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- Video
Activity
Ask colleagues, in pairs or small groups, to prioritise a list of six statements on the importance of global citizenship. The statements should then be ranked in order of priority. By carrying out this activity, staff will automatically be encouraged to discuss and debate some of the key issues in bringing a global dimension to the curriculum. This could provide a valuable insight into any gaps and opportunities in the school's current global curriculum. To facilitate this do the following.
- Make a note of any significant outcomes of the activity.
- Consider whether the activity provides an idea of what issues to prioritise in relation to planning a global dimension across the primary curriculum.
- List ways in which you might wish to reformulate your school curriculum or specific schemes of work.
