Learner objectives and outcomes
The following statements help identify both learner objectives and outcomes of an approach to the KeyStage1 and KeyStage2 (KS1 and KS2) curriculum, which aims to develop global awareness.
Knowledge and understanding
Pupils can learn to:
- find out about their own society and culture;
- find out about each other's cultures and countries;
- find out more about people and issues;
- be aware of causes of inequalities and poverty in the world;
- understand concepts of power and wealth;
- be aware of how we are all connected and interdependent;
- find out about the world, its peoples and their environments.
Skills and action
Pupils can learn to:
- listen to others' points of view;
- negotiate;
- imagine the feelings and beliefs of others;
- make decisions;
- recognise that decisions can have both helpful and harmful consequences;
- find out and record information;
- express ideas and opinions clearly;
- recognise bias;
- modify ideas as more is learnt;
- take part in events in school and the wider community.
Values and attitudes
Pupils can learn to:
- have a sense of their own worth;
- value diversity;
- develop a sense of justice and democracy;
- care about and take responsibility for the environment;
- be aware that conflict can be resolved peacefully through experiencing a co-operative ethos in the classroom and school;
- be willing to work for a more just society and world by recognising that change is a constant part of life and a process in which we all play a part.
Teaching and learning styles
The following are considered good practice in terms of teaching and learning styles for the development of global awareness and a global dimension to the curriculum:
- using a range of teaching and learning styles, appropriate for different learning needs;
- using processes of learning that are relevant to pupils' own lives and in which they are active participants, are listened to and are encouraged to question;
- using approaches which challenge stereotypes and assumptions which may be encountered;
- using strategies which help bilingual learners develop English language skills;
- using approaches which promote positive values that contribute to the effective delivery of the spiritual, moral, cultural and social curriculum.
Now complete the activity on the right, which will provide an opportunity to use the model in planning, trialling and evaluating activities for the classroom.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
Throughout the year, there are numerous days and weeks that can provide a focus for the global dimension. These dates can provide starting or focal points for whole-school topics, events, themes, discussion or debates. Some of these important dates can be found on the portal website Citizenship Education: the global dimension, which builds on the booklet of the same name (DEA, 2001).
- Go to the 'Global Calendar' section of the website and explore the suggested links for 'World Refugee Day' and 'Refugee Week'. Global Dimension
- Choose at least three teaching activities which you feel address some of the objectives and outcomes from each of these sections: knowledge and understanding, skills and action, and values and attitudes. Ensure that the activities incorporate some of the teaching and learning styles identified in the developing global awareness model. Having selected the activities and considered them in terms of objectives, outcomes and teaching and learning styles, try the activities with a group of pupils. Consider issues of continuity and progression both in choosing these activities and the order in which they are delivered.
