The global dimension through literacy and numeracy strategies
Start this section by reading the following quote.
... it could reasonably be argued that to omit controversial subject-matter is to leave out not only an important area of knowledge and human experience but the very essence of what constitutes a worthwhile education. For teachers to confine their endeavours to the inculation of knowledge and the transmission of skills, no matter how useful they may be, is to restrict the enterprise of schooling to just a scheme of training. Education, as opposed to mere training, requires an encounter with other experiences, such as active participation in group decision-making, and the development of further qualities of mind beyond retentive memory.
(QCA, 1998, p. 57)
Literacy
Literacy is more than ensuring that the nation has a workforce equipped to compete in the global economy. Go to the Teachernet website and browse the section on emotional intelligence, also known as emotional literacy. Emotional intelligence
Whilst the National Literacy Strategy (NLS) for England and Wales is fairly prescriptive in the way that teachers should be teaching on a term-by-term basis, it offers many opportunities for the global dimension. Within the suggested types of fiction texts there are many links with the wider world. For example, in year 2, term 2, pupils are expected to read stories and poems from other cultures; in year 3, term 2, myths, legends, fables and parables; in year 4, term 3, stories/short novels, and so on, that raise issues such as injustice; in year 5, term 2, traditional stories from a range of cultures.
There are numerous opportunities within the framework for a global dimension in non-fiction work. Links with the rest of the curriculum have also been highlighted within the non-fiction strands, for example in year 4, term 3, pupils are expected to read information texts linked to other curricular areas.
If used creatively, the NLS offers an excellent opportunity to provide pupils with resources which can stimulate their interest in the wider world and bring a global perspective to their school day.
You may wish to browse the 'NLS Framework' and resources area of the DfES Standards Site for further information: DfES Primary Literacy
Numeracy
Mathematics has global origins: its roots are in Indus Valley, Egyptian, Chinese and Arabic scholarship and there are clear cross-curricular links here with history and geography. Mathematical statistics can help combat prejudice and counteract unsubstantiated judgements. For example, the myth that the UK is 'swamped' by immigrants can be challenged by the latest UK census which reveals that the total UK population has not risen over the last 10 years due to an equal number of people emigrating from the UK.
The use, application and interpretation of numbers and measures can help in understanding the world, for example statistics on global issues, commodities, consumption patterns and lifestyles.
Virtually all the learning objectives identified by the National Numeracy Strategy (NNS) for England and Wales can contain a global dimension. The strategy itself in years 4, 5 and 6 calls for problem solving involving 'real life'. Many development education games, role-plays and simulations often involve aspects of numeracy.
You may wish to browse the 'Mathematics' section of the DfES Standards Site for more information on the NNS. National Numeracy Strategy
Now complete the activity on the right, which focuses on the Global Footprints website. This contains a series of global citizenship lessons designed specifically for the literacy and numeracy strategies.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
Go to the 'Classroom activities' section of the Global Footprints website and try out the activities 'Trade game' and 'Who deserves the water?', which are both appropriate for year-5 or year-6 pupils. (Alternatively, use other activities with your pupils - either ones designed for this age group, or ones suitable for year-3 or year-4 pupils - but ensure that you try out both one numeracy and one literacy activity.)
Global Footprints
Having completed the activities, consider:
- to what extent the activity successfully addresses numeracy or literacy learning objectives;
- to what extent the activity provides new knowledge and understanding on global perspectives to your pupils;
- how you could follow up these activities outside the literacy or numeracy lesson to further address the issues of global citizenship which the activities raised;
- what actions pupils might be encouraged to take having completed this activity.
