The wider world
The fact that science is seen as fundamental to a child's education should be cause for celebration. But, what sort of science should be taught in our schools? One could argue that it is impossible to teach without the global dimension in the 21st century.
(Science: The Global Dimension, Key Stages 3 & 4,
DEA & ASE, March 2003, p. 4.)
Through science, young children are able to develop a sense of themselves as part of a wider world. They learn that everyone has the same basic needs and that there are similarities and differences between people and places around the world.
Some subjects, such as geography, already incorporate a global dimension. However, other subjects, such as science, also provide excellent opportunities to include the global dimension.
Look at part 1 of the Activity on the right now.
Key concepts
Certain key concepts have been identified as the core of learning about global issues. These are:
- citizenship
- sustainable development
- social justice
- values and perceptions
- diversity
- interdependence
- conflict resolution
- human rights
Now complete the rest of the Activity on the right.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
Subject leaders could try this activity alone, but it would make a very good whole school inset activity.
- In groups of three or four, consider: what is your current understanding of 'science and the global dimension?' Use the 'Thinking time jotters' guidance located under the Text icon above to help you come to a consensus.
- Looking at the eight key concepts listed opposite, you might like to discuss with your colleagues where these concepts could be usefully incorporated into the primary science curriculum.
Click on the link below: Developing a Global Dimension in the school curriculum Scroll down and click on 'Key Concepts' to find how these can be appropriate to Science. Would you and your colleagues incorporate additional parts of the science curriculum not listed already? - Click on the Text icon above for some further suggestions about how the global dimension could be incorporated into primary science.
