Professional Practice January 2010 Didsbury and Crewe Global Dimension  & the National Curriculum Billy Crombie Developmen...
Aims of presentation: <ul><li>To explore the role of curriculum dimensions within the National Curriculum.  </li></ul><ul>...
WHAT IS THE ROLE OF  EDUCATION? Education is the most powerful weapon that you can use to change the world.’  Nelson Mande...
I want a curriculum that... …  promotes consensus, equality and rationality … prepares individuals to contribute to a coun...
I want a curriculum that... …  focuses on subject knowledge, skills and understanding …  shows how subjects link together.
I want a curriculum that... …  allows pupils to talk about issues from a range of different perspectives …  allows pupils ...
<ul><li>Prepares  young  people to play  a role in their  local  community </li></ul>I want a curriculum that... Prepares ...
What challenges might young people face in the future? <ul><li>Whilst watching the film consider: </li></ul><ul><li>How ma...
 
 
 
Dimensions are not intended to: <ul><li>Be stand alone. </li></ul><ul><li>Act as themes to be ‘touched on’ through one off...
Finding out more  about the dimensions  <ul><li>All dimensions are broken down into: </li></ul><ul><li>Why we have the dim...
More opportunities for cross curricular work
What is the aim of the GD?
Three questions  to consider: <ul><li>What are the biggest challenges facing our  </li></ul><ul><li>planet and how can the...
What would a  global learner look like? <ul><li>Identify 3 or 4 features of a global learner </li></ul><ul><li>What sorts ...
Identified 8 key concepts of the  Global Dimension www.globaldimension.org.uk
What does the Global Dimension  look like in practice? <ul><li>How is cross curricular work promoted? </li></ul><ul><li>Ho...
<ul><li>How can trainee teachers support the global dimension? </li></ul><ul><li>Explore global dimension concepts includi...
Meeting QTS  through the Global Dimension
AVAILABLE TODAY ‘ Teaching the global dimension. A handbook for teacher education’ <ul><li>EXPLORES: </li></ul><ul><li>Rel...
 
<ul><li>PROJECTS </li></ul><ul><li>Science for Global    WEB BOOKSHOP </li></ul><ul><li>Citizenship </li></ul><ul><li>Pers...
 
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Global Dimension Presentation

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  • Is it education’s role to change the world? Which of these do you agree with?
  • Interactive starter activity to explore the role of education. Should take about 10 mins. What is the role of education? What are we trying to create? What should it look like?
  • Five minute film. Add link to film. Explores how much the world is changing. Need to embed: http://www.youtube.com/watch?v=ljbI-363A2Q&amp;feature=player_embedded
  • How does the NC prepare young people for these changes?
  • Purpose of curriculum dimensions is to make sense of key issues in today’s world. Highlight the idea that dimensions can be taught across subjects.
  • Each dimension is broken down into: What it is trying to achieve Key questions that could be explored What the outcome of this might be on learners Opportunities for the dimension to be applied
  • Flag up tool on NC website which allows you to compare subjects
  • With this in mind, what questions should young people explore? 5 min brainstorm
  • What kind of a learner would this dimension help to develop? 5 minutes to discuss in pairs.
  • Before curriculum dimensions existed in the NC, the Dfes produced guidance ‘Developing the Global Dimension in the School Curriculum’
  • Still need to embed the video: http://curriculum.qcda.gov.uk/key-stages-3-and-4/case_studies/casestudieslibrary/case-studies/Inspired_engineering.aspx?return=/key-stages-3-and-4/case_studies/casestudieslibrary/index.aspx%3FfldKeyword1%3DGlobal+dimension+and+sustainability%26return%3D/key-stages-3-and-4/case_studies/index.aspx
  • Add link to show QTS standards against the GD objectives. From DEP handbook.
  • QTS standards and more support in handbook
  • How else can DEP support you?
  • Briefly introduce the work of the DEP.
  • Explain Climate Change directory
  • Global Dimension Presentation

    1. 1. Professional Practice January 2010 Didsbury and Crewe Global Dimension & the National Curriculum Billy Crombie Development Education Project, Manchester www.dep.org.uk [email_address]
    2. 2. Aims of presentation: <ul><li>To explore the role of curriculum dimensions within the National Curriculum. </li></ul><ul><li>  </li></ul><ul><li>To develop a greater understanding of the ‘Global Dimension’ and </li></ul><ul><li>what skills and attributes a global learner may possess. </li></ul><ul><li>To investigate the opportunities presented by the Global Dimension for </li></ul><ul><li>cross curricular learning. </li></ul><ul><li>  </li></ul><ul><li>To explore global education teaching and learning methodologies. </li></ul><ul><li>To consider how the new Professional Standards for QTS can be </li></ul><ul><li>supported by the teaching of the Global Dimension.  </li></ul>
    3. 3. WHAT IS THE ROLE OF EDUCATION? Education is the most powerful weapon that you can use to change the world.’ Nelson Mandela “ Education influences and reflects the values of society and the kind of society we want to be” National Curriculum &quot;The aim of public education is not to spread enlightenment at all: it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.” H.L. Mencken
    4. 4. I want a curriculum that... … promotes consensus, equality and rationality … prepares individuals to contribute to a country’s economy
    5. 5. I want a curriculum that... … focuses on subject knowledge, skills and understanding … shows how subjects link together.
    6. 6. I want a curriculum that... … allows pupils to talk about issues from a range of different perspectives … allows pupils to talk about issues based on personal experiences
    7. 7. <ul><li>Prepares young people to play a role in their local community </li></ul>I want a curriculum that... Prepares young people to play a role in the global community
    8. 8. What challenges might young people face in the future? <ul><li>Whilst watching the film consider: </li></ul><ul><li>How many of the issues presented are of a global nature? </li></ul><ul><li>What might the world be like in the future? </li></ul><ul><li>What can we do to prepare students for the unknown? </li></ul>
    9. 12. Dimensions are not intended to: <ul><li>Be stand alone. </li></ul><ul><li>Act as themes to be ‘touched on’ through one off days / event. </li></ul><ul><li>Be new subjects. </li></ul><ul><li>Be just the responsibility of one subject. </li></ul>
    10. 13. Finding out more about the dimensions <ul><li>All dimensions are broken down into: </li></ul><ul><li>Why we have the dimension </li></ul><ul><li>Key questions that could be explored </li></ul><ul><li>What the outcome of this might be on learners </li></ul><ul><li>Opportunities for the dimension to be applied </li></ul>http://curriculum.qcda.gov.uk/key-stages-3-and-4/cross-curriculum-dimensions/index.aspx
    11. 14. More opportunities for cross curricular work
    12. 15. What is the aim of the GD?
    13. 16. Three questions to consider: <ul><li>What are the biggest challenges facing our </li></ul><ul><li>planet and how can they alter its future? </li></ul><ul><li>2. How can I enjoy a good quality of life, </li></ul><ul><li>without transferring problems to people in other </li></ul><ul><li>parts of the world? </li></ul><ul><li>3. How can I become an active global citizen </li></ul><ul><li>and help look after the planet for future </li></ul><ul><li>generations? </li></ul>
    14. 17. What would a global learner look like? <ul><li>Identify 3 or 4 features of a global learner </li></ul><ul><li>What sorts of issues might they need to explore? </li></ul><ul><li>What sorts of values might they develop? </li></ul><ul><li>What sorts of skills might they need to be a global citizen? </li></ul>
    15. 18. Identified 8 key concepts of the Global Dimension www.globaldimension.org.uk
    16. 19. What does the Global Dimension look like in practice? <ul><li>How is cross curricular work promoted? </li></ul><ul><li>How does each subject contribute to exploring the global dimension? </li></ul>
    17. 20. <ul><li>How can trainee teachers support the global dimension? </li></ul><ul><li>Explore global dimension concepts including conflict, diversity, human rights, interdependence, social justice and sustainable development. </li></ul><ul><li>Participate in sustainable global partnerships. </li></ul><ul><li>Make links between personal, local, national and global issues and events. </li></ul><ul><li>Appreciate the importance of the global context and engage in a range of culturally diverse learning experiences. </li></ul><ul><li>Critically evaluate their own values and attitudes to diversity and global issues. </li></ul><ul><li>Develop skills that will enable them to identify and challenge injustice, prejudice and discrimination. </li></ul>What can I do?
    18. 21. Meeting QTS through the Global Dimension
    19. 22. AVAILABLE TODAY ‘ Teaching the global dimension. A handbook for teacher education’ <ul><li>EXPLORES: </li></ul><ul><li>Relevance to curriculum and wider school initiatives </li></ul><ul><li>Teaching strategies </li></ul><ul><li>Critical thinking and critical literacy </li></ul><ul><li>Resources </li></ul><ul><li>G.D awards </li></ul>
    20. 24. <ul><li>PROJECTS </li></ul><ul><li>Science for Global WEB BOOKSHOP </li></ul><ul><li>Citizenship </li></ul><ul><li>Personal to Global: </li></ul><ul><li>Finance in the real world </li></ul><ul><li>Primary to secondary </li></ul><ul><li>peer education in the </li></ul><ul><li>Global Dimension </li></ul><ul><li>NW sustainable schools </li></ul><ul><li>ITIT and the Global Dimension </li></ul>

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