The Global School
What will help create the global
school ?
Developing the Global
Dimension in the School
Curriculum
8 Global Dimension ’Aspects’
Diversity
Conflict
Resolution
Interdependence
Cultural Diversity
Social Justice
Values and
perceptions
Human Rights
Sustainable
Development
Global
Citizenship
Global Citizenship
Gaining the knowledge, skills and
understanding of concepts and institutions
necessary to become informed, active,
responsible citizens.
Conflict Resolution
Understanding the nature of conflicts, their
impact on development and why there is a
need for their resolution and the promotion
of harmony.
Sustainable Development
Understanding the need to maintain and
improve the quality of life now without
damaging the planet for future generations.
Diversity
Understanding and respecting differences
and relating these to our common humanity.
Social Justice
Understanding the importance of social
justice as an element in both sustainable
development and the improved welfare of
all people.
Human Rights
Knowing about human rights including the
UN Convention of the Rights of the Child.
Interdependence
Understanding how people, places,
economies and environments are all
inextricably interrelated and that choices and
events have repercussions on a global
scale.
Potential Contributions
from the
Global Dimension
Potential Contributions
• Learning the content (subject-based)
• Developing skills:
– literacy, numeracy, IT, interactive and participatory
learning, critical thinking, emotional literacy
• Engagement (of students, motivation=raised
levels of expectation and achievement)
• Cross-curricular links
• Citizenship
• Contributions to school initiatives:
– e.g. Sustainable Schools, international links
Global Dimension & Curriculum
Links with the Curriculum
Subject- based content
• Knowledge & Understanding
• Skills
• Values & Perceptions
Global Issue
•
Water; Waste; Poverty;
Inequality; War etc.
Global Dimension
Global Citizenship
Conflict Resolution
Sustainable Development
Diversity
Social Justice
Human Rights
Interdependence
Values and Perceptions
How could you put the global
dimension into practice in your
school?
Step 1
Establishing a Team
• Why have a team?
• Can the International / Citizenship
Coordinator manage the initiative?
Step 2
Action Planning
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Who will be involved?
What is the status of the initiative … & is there support from SMT & Governors?
What is the timescale ?
… & what can be realistically be achieved within
it?
• Who will ‘drive’ the process?
• What support will be needed?
• … developmental, resources, financial
Next steps
• Will all staff deliver the Global Dimension
or just some ?
• What is the level of interest, understanding
and commitment to the work?
• Will the staff feel confident enough in
manipulating the issues to develop new
lessons and schemes of work?
• Would staff Training be useful?
Step 3
Training
• Will staff feel training on the Global
Dimension is a priority?
• How much training will be needed?
• Who can provide it ?
Why is training useful?
• To develop understanding, knowledge and
confidence in teaching aspects of the Global
Dimension
• To collaborate with other colleagues and
professionals in the process of curriculum
development
• To see the relevance of the Global Dimension in
your own subject specialism
• To be more aware of cross-curricular
approaches and themes
Step 4
Auditing the curriculum
• Is this going to be a big job?
Approaches to Curriculum
Audits
• Global Dimension
• Global Citizenship
• Benchmarking
• SEF’s
Global Dimension Audit
Preparing for the audit
• Understanding of
- ‘why we’re doing it’
- how it will influence and impact
on teaching
- how it might benefit pupils and impact
on learning
• Knowledge & understanding of the Global
Dimension / Global Citizenship concepts
Step 5
Teaching and Learning
• Reviewing Schemes of Work in response
to the audit/benchmarking process
• Writing new lesson plans or revising
existing ones
• Considering different methodologies for
teaching about controversial global issues
• Evaluating the ‘learning objectives’ to see
if aspects of the global dimension are
explicit
Step 6
Delivery
Reflecting on, reviewing, evaluating…. the
impacts on learning
• What will students have learned as a result of
the lesson?
• How will it ‘empower’ them as Global Citizens?
• What action might they take as a result what
they have learned?
• Has it contributed to the development of new
values and attitudes?
• Have their perceptions of ‘the South’ changed?
• Do they have a better understanding of
Sustainable Global Development?
• Are they likely to have a greater commitment to
Social Justice?
Whole School Approaches
The Global School
Training
• 1 Whole School Intro to Global Dimension
• 2 Twilight for all staff followed by individual
sessions tailored for Year group/ Keystage
/ Departmental
• 3 Mentoring sessions
• 4 Global Dimension Seminars
• 6 Project-based training
• 5 Other External Courses
CPD Providers
• Local Authorities and CYPS
• Development Education Centres
• Yorkshire & Humber Global Schools
Association
• Other NGOs and Agencies e.g UNICEF,
Global Schools Partnerships
Global Citizenship
K&U
• A sense of the local
environment and of
the wider world
• Understand the role of
culture in your and
others’ identity
• Where are key
decisions made?
Skills
• Listening to others
and their viewpoints
• Develop an enquiring
mind
• Develop the skills to
evaluate global issue
critically
Global Citizenship
Values & Perceptions
• Willingness to cooperate
• Growing interest in world
events
• Taking responsibility for
self and others
Conflict Resolution
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•
•
•
K&U
Our actions have
consequences
Causes and impact of
conflict and resolution
Strategies for conflict
prevention
Understanding that
injustice feeds conflict
Skills
• Cooperation, sharing,
accepting group
decisions
• Learning to resolve
conflicts peacefully
• The importance of
compromise and
negotiation
Conflict Resolution
Values & Perceptions
• Willingness to admit and
learn from mistakes
• Respect, empathy,
tolerance
• Belief that people can
make a difference
Sustainable Development
K&U
• Our impact on the
environment – now
and in the future
• Awareness of finite
resources
• Poverty affects
sustainable
development for all
Skills
• Making choices and
recognising the
consequences of
choices
• Critical thinking
Sustainable Development
Values & Perceptions
• Quality of life is about
more than economic
development
• Responsibility for
resources and how they
are used
• Without sustainable
development for all there
may be more conflict
Diversity
K&U
• Awareness of
similarities and
differences globally
and locally
• Contribution of
different cultures
• Prevention of
prejudice
Skills
• Detecting bias and
stereotypes
• Stating opinions
based on evidence
• Challenging prejudice
Diversity
Values & Perceptions
• Valuing one’s self
• Sense of curiosity and
growing respect for
difference and diversity
in people and
environment
• Sense of justice
Social Justice
K&U
• Awareness of fair/unfair
– rich/poor
• Fairness and equality
between groups
• Consequences of
inequality (past and
present)
Skills
• Taking action on
unfairness e.g.
challenging injustice
• Responding to the
needs of others
• Belief that people can
make a difference
Social Justice
Values & Perceptions
• Awareness that own
actions have
consequences on
others
• Individuals can make
a difference
• Willingness to speak
up for others
Human Rights
K&U
• What are rights and
responsibilities
• Human Rights are
universal and
challenge inequalities
and prejudices
Skills
• Listening to others
and their viewpoints
• Recognizing when
human rights are
denied (past and
present)
Human Rights
Values & Perceptions
• Concern for others in
immediate and wider
circle
• Empathy locally and
globally
• People can make a
difference
Interdependence
K&U
• Sense of immediate,
local and wider world
• Influence of culture
and ideas have on
each other
• Impact UK has on the
quality of life
elsewhere
Skills
• Making choices and
understanding the
consequences of
choices
• Appreciate the link
between the lives of
others and that of our
young people
Interdependence
Values & Perceptions
• Valuing others as
equal and different
• Empathy towards
others both locally
and globally
• Belief that people can
make a difference
V. Supporting Diversity Education
• Embedding the Global Dimension in the
curriculum
• Developing Local Links
• Setting up a Nouth South Link
8 Global Dimension ’Aspects’
Diversity
Conflict
Resolution
Interdependence
Cultural Diversity
Social Justice
Values and
perceptions
Human Rights
Sustainable
Development
Global
Citizenship
Leeds DEC
support
• Training
• Advice and consultancy
• Curriculum Development initiatives
- Entitlement & Enrichment
- Global Schools UK
• Resources
- Teaching materials – Topic Boxes
- Artefact Box loan
• Global Schools Award
Developing Cultural Awareness
• Working with authentic material in the
target language
• Communicating with native speakers
• Considering their own culture and
comparing it with others where the target
language is spoken
• Considering the experiences and
perspectives of people in these countries