Professional Studies Seminar January 2011Professional Studies Seminar January 2011 Didsbury and CreweDidsbury and Crewe

Global Dimension & the National Curriculum

Shadi OsanlooDevelopment Education Project, Manchester

www.dep.org.uk

Shadi@dep.org.uk

Professional Studies Seminar January 2011Professional Studies Seminar January 2011 Didsbury and CreweDidsbury and Crewe

Global Dimension & the National Curriculum

Shadi OsanlooDevelopment Education Project, Manchester

www.dep.org.uk

Shadi@dep.org.uk

Aims of presentation:Aims of presentation:

To explore the role of curriculum dimensions within the National Curriculum.  To develop a greater understanding of the ‘Global Dimension’

To investigate the opportunities presented by the Global Dimension for cross curricular learning.  To explore global education teaching and learning methodologies.

To consider how the new Professional Standards for QTS can be supported by the teaching of the Global Dimension. 

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

"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

… promotes consensus, equality and rationality

…prepares individuals to contribute to a country’s economy

… focuses on subject knowledge, skills and understanding

… shows how subjects link together.

… allows pupils to talk about issues from a range of different perspectives

… allows pupils to talk about issues based on personal experiences

Prepares young

people to play a role in their

local community

Prepares young

people to play a role in their

local community

Prepares young people to play a role in the global community

What challenges might young people face in the future?

What challenges might young people face in the future?

Whilst watching the film consider:

• How many of the issues presented are of a global nature?

• What might the world be like in the future?

• What can we do to prepare students for the unknown?

Whilst watching the film consider:

• How many of the issues presented are of a global nature?

• What might the world be like in the future?

• What can we do to prepare students for the unknown?

Dimensions are not intended to:Dimensions are not intended to:

• Be stand alone.• Act as themes to be ‘touched on’ through one

off days / event.• Be new subjects.• Be just the responsibility of one subject.

• Be stand alone.• Act as themes to be ‘touched on’ through one

off days / event.• Be new subjects.• Be just the responsibility of one subject.

Opportunities for cross

curricular work

Opportunities for cross

curricular work

What is the aim of the GD? What is the aim of the GD?

What would a global learner look like?

What would a global learner look like?

Identify 3 or 4 features of a global learner

What sorts of issues might they need to explore?

What sorts of values might they develop? What sorts of skills might they need to be a

global citizen?

Identify 3 or 4 features of a global learner

What sorts of issues might they need to explore?

What sorts of values might they develop? What sorts of skills might they need to be a

global citizen?

Identified 8 key concepts of the Global Dimension

www.globaldimension.org.uk

How? Ways of engaging and relating:How? Ways of engaging and relating:Learning and teaching approaches that are

ActiveParticipatoryDemocraticInclusiveCritical ExperientialEmpathetic / empathic

Ways of engaging need to consider and encourage informed and ethical action beyond the classroom.

Global Dimension Handbook, DEP

Learning and teaching approaches that are

ActiveParticipatoryDemocraticInclusiveCritical ExperientialEmpathetic / empathic

Ways of engaging need to consider and encourage informed and ethical action beyond the classroom.

Global Dimension Handbook, DEP

How? Ways of thinking and knowing:How? Ways of thinking and knowing:

Making local to global connections +

Acknowledging and appreciating a diverse range of perspectives

“We see the world as ‘we’ are, not as ‘it’ is; We see the world as ‘we’ are, not as ‘it’ is; because it is the ’I’ behind the ‘eye’ that does because it is the ’I’ behind the ‘eye’ that does

the seeing.”the seeing.”

Anais Nin

Making local to global connections +

Acknowledging and appreciating a diverse range of perspectives

“We see the world as ‘we’ are, not as ‘it’ is; We see the world as ‘we’ are, not as ‘it’ is; because it is the ’I’ behind the ‘eye’ that does because it is the ’I’ behind the ‘eye’ that does

the seeing.”the seeing.”

Anais Nin

What tools might you use?What tools might you use? Cartoons (Polyp,

Steve Bell, etc) Films Images News media TV programmes Web - youtube, websites, etc NGO / DEC resources Your community (local to global)

Cartoons (Polyp, Steve Bell, etc) Films Images News media TV programmes Web - youtube, websites, etc NGO / DEC resources Your community (local to global)

Remember:1. Teach critical literacy. Start by being critical of the resources you are using.

Critical thinking teaching strategies

Critical thinking teaching strategies

Open Spaces for Dialogue and Enquiry

www.osdemethodology.org.uk

Philosophy 4 Childrenhttp://sapere.net

Critical literacywww.criticalliteracy.org.uk

Open Spaces for Dialogue and Enquiry

www.osdemethodology.org.uk

Philosophy 4 Childrenhttp://sapere.net

Critical literacywww.criticalliteracy.org.uk

What does the Global Dimension look like in practice?What does the Global Dimension look like in practice?

• How well does this case study meet the aims of the curriculum dimension?

• How are the key questions explored?

• What have the learners learnt through this opportunity?

• How could this opportunity be built upon?

• How well does this case study meet the aims of the curriculum dimension?

• How are the key questions explored?

• What have the learners learnt through this opportunity?

• How could this opportunity be built upon?

The Global Dimension in YOUR classroomThe Global Dimension in YOUR classroom

REFLECT

Think about a lesson that you have delivered or

have seen delivered in the past term.

How did / could you apply the main principles of the Global Dimension to this lesson?

Could you work with other subjects to explore the Global Dimension?

REFLECT

Think about a lesson that you have delivered or

have seen delivered in the past term.

How did / could you apply the main principles of the Global Dimension to this lesson?

Could you work with other subjects to explore the Global Dimension?

Meeting QTS through the Global Dimension

Meeting QTS through the Global Dimension

PROJECTS

Science for Global WEB BOOKSHOP Citizenship

Personal to Global: Finance in the real world

Primary to secondary peer education in the Global Dimension

NW sustainable schools

ITIT and the Global Dimension

PROJECTS

Science for Global WEB BOOKSHOP Citizenship

Personal to Global: Finance in the real world

Primary to secondary peer education in the Global Dimension

NW sustainable schools

ITIT and the Global Dimension

AVAILABLE TODAY

‘Teaching the global dimension. A handbook for teacher education’

EXPLORES:

• Relevance to curriculum and wider school initiatives• Teaching strategies• Critical thinking and critical literacy• Resources• G.D awards