The National Curriculum and key concepts in the teaching global dimension
The National Curriculum now offers more opportunities than ever for the global dimension to be included in the life and work of schools. A detailed overarching statement about the values, aims and purposes of the curriculum (DfEE/QCA, 1999, pp. 195-7) refers explicitly to rights, responsibilities, cultural diversity, justice and sustainable development.
Some programmes of study, such as geography, history, art and design, and music also ensure that the global dimension is included.
Over the key stages pupils' awareness and understanding of global issues might progress as follows.
At key stage 1 pupils begin to develop a sense of their own worth and the worth of others. They develop a sense of themselves as part of a wider world and gain awareness of a range of different cultures and places. They learn that all humanity shares the same basic needs but that there are differences in how these needs are met.
At key stage 2 pupils develop their understanding beyond their own experience and build up their knowledge of the wider world and of different societies and cultures. They learn about the similarities and differences between people and places around the world. They develop their sense of social justice and moral responsibility and begin to understand that their own choices can affect global issues as well as local ones.
(DfEE, 2000, p. 3)
Within this progression, certain key concepts form the core of learning about global issues (DfEE, 2000, p. 3):
- citizenship;
- sustainable development;
- social justice;
- values and perceptions;
- diversity;
- interdependence;
- conflict resolution;
- human rights.
These eight key concepts of the global dimension can all be addressed through subjects in the curriculum.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
- Click on the Text icon and read pages 8-11 of Developing the Global Dimension in the School Curriculum (DfES, 2005). Make notes on:
- how the key concepts identified in the bulleted list opposite can be addressed through different subjects in the curriculum;
- any other useful advice and information for planning for the global dimension in the curriculum.
