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Key
Stage 2
Pupils develop their understanding beyond their own experience
and build up their knowledge of the wider world and of different
societies and cultures. They learn about the similarities
and differences between people and places around the world
and about disparities in the world. They develop their sense
of social justice and moral responsibility and begin to understand
that their own choices can affect global issues as well as
local ones.
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English:
where pupils read stories, poetry and texts drawn from a variety
of cultures and traditions (such as diaries, autobiographies, newspapers
and magazines), all of which can include a global dimension. They
engage in discussions and debates about topical issues and use drama
to explore the experiences of others.
• By doing this they can learn more about their own identity, the
world and their role within it.
Mathematics: where pupils develop an understanding of the
universality of mathematics.
• By doing this they can learn what different cultures have contributed
to the development and application of mathematics.
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As
part of their topic on water a primary school in Dorset, working
with their local Development Education Centre, asked year
5 pupils to find out how many litres of water they used at
home over a day. Back in school the pupils averaged this out
and then imagined how many buckets of water they would need
to fetch if suddenly nothing came out of their taps. They
worked out how much time this would take them and how much
time would then be left to go to school or work. Pupils then
learnt about the water needs of villagers in Ghana through
a free video, ‘Buckets of Water’, produced by Water Aid (www.wateraid.
org.uk). Pupils were involved with data handling, volume
and weight, and estimation.
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Science: where pupils learn more about life processes common
to humans and about ways in which living things and the environment
need protecting.
• By doing this they can appreciate both the positive and negative
effects of scientific and technological developments on the local
and global environment.
Design and technology: where pupils learn to design and make
products and evaluate how a range of different products work.
• By doing this they can learn to consider the needs of people from
different cultures and places who use the products they design.
They can also learn how technology can be used to improve the world
and contribute to the development of society.
ICT: where pupils learn to use a wide range of ICT tools
and information sources to support their work.
• By doing this they can explore the potential of information and
communications technology for learning more about, and communicating
with, people from other cultures and countries.
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Pupils
from a school in Cambridgeshire used e-mail and video conferencing
to link with schools in several countries, including South
Africa. They then used this link to work together to design
a school of the future. The project highlighted for the pupils
how people in other countries have different priorities, and
provided an insight into a range of societies with varying
levels of affluence.
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History: where pupils learn about the social, cultural, religious
and ethnic diversity of societies in the wider world and make links
between these societies. They learn about the everyday lives of
men, women and children in past societies.
• By doing this they can make links between events in different
countries and compare the lives of people in other countries in
the past with those of people from their own country. Learning about
past conflicts can help pupils develop insights into topical situations.
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As
part of a world history study, pupils in many primary schools
have studied the history of the kingdom of Benin, using the
WWF/Channel 4 pack ‘Benin: An African Kingdom’ (available
through Oxfam’s resources catalogue - see p.16). The history
of Benin is part of an important period of African history,
and offers a positive image of an African country. This has
challenged many preconceptions pupils have about African societies.
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Geography:
where pupils learn about a country that is less economically developed
and about environmental change and sustainable development.
• By doing this they can learn to recognise how places fit within
a wider geographical context and are interdependent. They can learn
how people can improve the environment or damage it and how decisions
about places and environments affect the future quality of people’s
lives.
Art and design: where pupils compare ideas, methods and approaches
used in different cultures and traditions and learn about the diverse
roles of artists, craftspeople and designers working in these cultures
and traditions.
• By doing this they can experiment with different methods and approaches
used by artists, craftspeople and designers from other cultures,
learn more about the context within which these people work, and
use what they have learnt to inform their own work.
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After
visiting their local museum to see objects from other cultures,
pupils at a Birmingham school were asked to choose one object
that represented their cultural identity. In doing this, pupils
realised how difficult it is to base judgements of another
culture on observing a few artefacts. They started to appreciate
how false assumptions are sometimes made about cultures about
which we have limited information.
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Music: where pupils learn about the music of different cultures
and traditions. They perform music, and can use instruments from
a range of different cultures.
• By doing this they can begin to appreciate and recognise the contribution
of world music to, for example, modern popular culture.
PE: where pupils learn about the dance of different cultures
and traditions and work together as a team.
• By doing this they can develop an understanding of the influence
of other dance forms and an appreciation of the value of working
co-operatively.
PSHE and Citizenship: where pupils discuss and debate topical
issues, including global problems and events. They learn to understand
other people’s experiences, to appreciate the range of religious
and ethnic identities in the United Kingdom and to recognise and
challenge stereotypes.
• By doing this they can develop a sense of themselves as members
of a world-wide community in which there exists a wide range of
cultures and identities but a common humanity.
RE: where pupils learn about the world’s major religions
and about how each individual is important.
• By doing this they can appreciate religious diversity in their
own society and around the world. They can learn about different
religious beliefs with regards to the environment and learn to value
each other and actively seek to include others.
Key Concepts
Underlying the notion of a global dimension to the curriculum are
eight key concepts. These underpin subject areas and help us clarify
what the global dimension means.
Citizenship
Gaining the knowledge, skills and understanding necessary to become
informed, active, responsible global citizens.
English: using texts concerning issues of a global nature.
Science: promoting discussion of the science-based issues
that may affect pupils own lives, the direction of society and the
future of the world.
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.
Sustainable development
Understanding the need to maintain and improve the quality of life
now without damaging the planet for future generations.
ICT: explaining the implications of the use of ICT for the
environment.
History: showing how past actions and choices have had an
effect on the environment and so on the quality of people’s lives.
Geography/Science/ 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.
Citizenship: showing how pupils can become citizens making
a contribution to the future well being of the planet and its people.
RE: teaching about beliefs about the created world and how
it should be cared for.
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: exploring values and ethics in relation
to the application of design & technology.
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.
Citizenship: encouraging debate on topical issues relating
to social justice.
RE: highlighting the importance of social justice to belief
systems.
Diversity
Understanding and respecting differences and relating these to our
common humanity.
English: exploring the way that cultures are represented
in stories and poems; showing how language relates to national,
regional and cultural identities.
Design and technology: exploring how different people have
developed solutions to meet their needs.
Interdependence
Understanding how people, places and environments are all inextricably
interrelated and that events have repercussions on a global scale.
Mathematics: showing that mathematicians from many cultures
have contributed to the development of modern day mathematics.
ICT: explaining how ICT connects local, national and international
communities; exploring the impact of ICT on global interdependence.
History: showing how events throughout history and around
the world are interrelated. Geography: explaining why places and
people are interdependent.
Citizenship: showing how the world is a global community.
RE: teaching about the moral and social obligations we have
towards each other.
Values and perceptions
Developing a critical evaluation of images of the developing world
and an appreciation of the effect these have on people’s attitudes
and values.
English/MFL: highlighting contrasting images of the developing
world in literature/film and exploring responses to these; developing
awareness of bias and stereotyping in the media.
Science: showing how perceptions of different cultures can
influence the extent to which scientific ideas are accepted, used
and valued.
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.
Conflict resolution
Understanding how conflicts are a barrier to development and why
there is a need for their resolution and the promotion of harmony.
English: encouraging discussion of different viewpoints,
including those expressed in literature; exploring conflict through
drama.
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.
PSHE: teaching conflict resolution.
RE: encouraging understanding of, and empathy for, other
points of view.
Geography: studying people, places and environments in different
parts of the world.
MFL: exploring the different linguistic and cultural traditions
of those countries where the target language is spoken.
Music/Art: studying art forms from different cultures and
traditions; showing how ideas, beliefs and values influence the
making of art.
RE/Citizenship: celebrating different national, religious
and ethnic identities.
Human rights
Knowing about human rights and understanding their breadth
and universality.
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.
MFL: discussing human rights in the target language.
PSHE/Citizenship: teaching about bills of rights; explaining
why everyone is entitled to these rights and why we all have responsibilities
to ensure these rights are met.
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