How to integrate the 8 key concepts
The 8 key concepts of the global dimension are:
Here are some examples of how the global dimension can be implemented into the curriculum:
Interdependence
Understanding how people, places, economies and environments are all inextricably interrelated, and that some choices and events have repercussions on a global scale.
Geography: helping pupils become aware of the wider world and understand how they and the place where they live are linked with other places in the world.
Mathematics: showing that mathematicians from many cultures have contributed to the development of modern-day mathematics.
Information Communication Technology (ICT): explaining how ICT connects local, national and international communities; exploring the impact of ICT on global interdependence.
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Human Rights
Knowing about human rights, including the UN Convention on the Rights of the Child.
Personal, Social and Health Education (PSHE and Citizenship): helping pupils learn about themselves as members of a community, with rights and responsibilities for themselves, for others and for their environment. Pupils learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people. They begin to recognise that they have an active role to play in their community. By doing this they can develop an understanding of the universality of human rights and begin to appreciate that they belong to a wider community. They can also develop their ability to empathise.
Science: showing how our basic needs are universal.
History: teaching about the lives of those who have fought for human rights, both in Britain and the wider world.
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Sustainable Development
Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations.
History: showing how past actions and choices have had an effect on the environment and the quality of people’s lives.
Geography/Science/Design and Technology (D&T): teaching the principles of sustainable development; explaining the positive and negative effects of scientific and technological developments on the environment and on people; highlighting the importance of choosing materials, making processes and using resources sensitively.
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Global Citizenship
Gaining the knowledge, skills and understanding of concepts and institutions necessary to become informed, active, responsible citizens.
History: explaining the role of national and international organisations throughout history; highlighting different forms of action to effect change.
Geography: inspiring pupils to think about their own place in the world and their rights and responsibilities to other people; studying issues of global significance.
PE: promoting social skills involving co-operation and collaboration.
Citizenship: teaching about democratic institutions and different political and societal structures; encouraging pupils to participate and become active citizens.
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Diversity
Understanding and respecting differences and relating these to our common humanity.
English: giving pupils opportunities to read both fiction and non-fiction books about people, places and different cultures in other countries. By doing this they can deepen their knowledge and understanding of themselves and the world in which they live.
Mathematics: encouraging pupils to begin using maths in a range of different contexts and explore number patterns from a range of cultures. By doing this they can learn to appreciate the mathematical ingenuity of other cultures.
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Conflict and Resolution
Understanding the nature of conflicts, their impact on development and why there is a need for their resolution and the promotion of harmony.
History: explaining the causes and impacts of previous conflicts; showing the importance of resolving conflict fairly.
Geography: explaining how conflicting demands on an environment arise and the difficulties that these can cause.
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Social Justice
Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people.
Design and Technology: helping pupils to recognise the different needs of people from a range of cultures and begin to identify ways in which needs have been and could be met. By doing this pupils can develop an empathy for other people’s needs.
History: explaining the motivation of individuals who made sacrifices for a particular cause.
Geography: showing how the level of development in different countries is related to quality of life; exploring how our purchase choices have an impact on the lives of those in other countries and how our decisions influence social justice.
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Values and Perception
Developing a critical evaluation of representations of global issues and an appreciation of the effect these have on people's attitudes and values.
RE: pupils learn that there are similarities between the belief systems of their own community and that of other communities around the world. By doing this pupils can begin to develop an awareness of, and respect, different points of view.
Geography: studying less economically developed countries and localities through analysis of sources such as photographs, texts, etc., and raising consciousness of the way these shape the pupils’ own and others’ views.
PSHE: encouraging discussion about stereotypes and prejudices, and why these exist.
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