It is from Global Education class in Leadership Studies.

1. DEVELOPING THE GLOBAL
DIMENSION INTO THE
SCHOOL CURRICULUM
BY
SEHRIBAN BUGDAY
UNIVERSITY OF VICTORIA

2. Definition of Global Education
Global Education is a term that describes a process of
education that enables people to understand the links
between their own lives and those of people throughout
the world. It is education that opens people‟s eyes and
minds to the realities of the world, and encourages
bringing about a world of greater justice, equity and
human rights for all.
Maastricht Global Education Declaration
2002, Council of Europe

3. ACTIVITY 1

4. The global dimension in practice
Global dimension
Refers to the curriculum covers
cross-curricular concerns that focus
on global inter-dependence, issues
and events.

5. A curriculum for the 21st century:
-should encourage learners to be aware of global issues
and evaluate information and events from a global
perspective.
-By exploring the connection between the local and the
global, they can also realise that it is possible to find
solutions to challenges, such as climate changes and
global poverty.

6. What do you think about this curriculum? Is it
really important for education or can children
survive without knowing about other countries?

7. •Since September 2002 English
schools have been required the
implement a revised National
Curriculum.
•Article discuss how a global
dimension can be incorporated into
both curriculum and the wider life
of the school.
•locates children in the global
context rather than in just a
particular nation.

8. The National Curriculum is driven by certain ‘key
concepts’ and values.
These include:
-Global Citizenship
-Interdependence
-Diversity
-Sustainable Development
-Social Justice
-Conflict Resolution
-Human Rights and Values.

9. Global Citizenship
A global citizen who is “aware of the wider
world and has a sense of their role as a world
citizen, respects and values diversity, has an
understanding of how the world works, . . . is
willing to act to make the world a more equitable
and sustainable place and takes responsibility for
their actions” (Oxfam).

10. Are you a „Global Citizen‟ ?

11. How they use global dimension into the curriculum?
• linking global issues with the subjects.
•using cross-curricular approach.
•using examples from other countries.
•doing similarities and differences between
countries.
•showing videos form other countries.
•making school partnership.

12. Differentiation and progression
Foundation Stage
Children are offered a variety of experiences that encourage and support them
to begin to make connections between different parts of their life experience.
Key Stage 1
Children begin to develop a sense of their own worth and the worth of others.
They develop a sense of themselves as part of a wider world and gain
awareness of a range of cultures and places.
Key Stage 2
Children develop their understanding beyond their own experience and build
up their knowledge of the wider world and of diverse societies and cultures.
Key Stage 3-4
Children and young people develop their understanding of their role as
citizens within local and global contexts and extend their knowledge of the
widerworld.

13. ACTIVITY 2

14. What do teachers need to do prepare
students for global reality?

15. Why global dimension is important?
• give students opportunity to have respect and recognize
diversity.
• be able to cope with the situations that they face.
• encourage students to think critically
• prepare students for the future because they are going
to be part of this world, going to be travel and meet
people all over the world.
• If we know more about the world we feel more
powerful.

16. ACTIVITY 3