Section 4 : A global curriculum

Activity 4.4: How global is your school?

This checklist will help you identify what your school is good at.

Global checklist

Learning materials

Learning materials

  • Do materials highlight similarities between people?

  • Are connections made between local and global issues?

  • Is local, regional and global diversity celebrated?

  • Do materials challenge us to ask why the world is as it is and suggest how it might be better?

Curriculum

Curriculum

  • Does the curriculum explore global issues?

  • Does the curriculum develop global skills?

  • Does the curriculum encourage learners to consider the views of others and be prepared to change their own ideas?

  • Are connections made between learning in different subject and stages?

Ethos

Ethos

  • Is there a belief in my classes and in the school that individually and collectively we can make a difference?

  • Are recycling, waste reduction, energy saving, ethical purchasing and sustainable development (including school farms and gardens) practices firmly in place?

  • Are staff, learners, parents and local communities included in discussions and decisions about what’s happening in the school?

  • Are there effective and fair ways of dealing with behavioural issues?

  • Is the school welcoming to visitors?

  • Are learners and staff valued and treated fairly?

  • Is local and global diversity celebrated and valued?

  • Are there active links between the school, parents and a range of local communities?

Good practice and improvement

Question WrongCorrect

What is my school good at?

Indicate an area of best practice in your school.

Question WrongCorrect

What could my school improve on?

Indicate an area of improvement for your school.

Additional activities

Print out the global checklist and use it with colleagues

Click here for a printable version of the checklist.

To find global classroom activities go to:

Classroom resources database

Go to Global Dimension for a database of resources for all age groups and subjects which will help you incorporate a global dimension in your teaching.

Teach and Learn

Oxfam Education

Teachernet

Learning and Teaching Scotland has advice about citizenship and education for sustainable development for teachers on their website.

Education for Citizenship

Sustainable Development Education

Department for Children, School and Families Standards Site

Curricular references and networks for the UK

Use Global Dimension to find out about global learning in UK curricula (Global Dimension).

Use the following websites to find out about the work of a wide range of global learning initiatives in the UK. Select a country from the drop down box to display the relevant information.

Question 1WrongCorrect

England

The Development Education Association promotes education for a just and sustainable world. They have a national network of some 250 member organisations that share this commitment and we work with them to change education in the UK for the better.

Northern Ireland

The Centre for Global Education provides education services that enhance awareness of international development issues. Its central remit is to challenge dominant stereotypes and commonly held perceptions of developing countries which are prevalent in our society.

Scotland

The Development Education Association of Scotland is a network of over 40 organisations and individuals involved in Development Education and Education for Global Citizenship across Scotland.

Wales

Cyfanfyd is a national membership organisation working to promote education for sustainable development and global citizenship (ESDGC) in Wales. Cyfanfyd supports organisations working in all fields of education helping them to incorporate a global dimension into their work.

Curricular references for partner countries

Curricular references for partner countries

Here is information provided by partnership teachers in a range of countries about the opportunities for a global dimension in their curricula. In some countries curricular and policy documents are difficult to access therefore it has not always been possible to give full references. Select a country to display the relevant information:

Question 2WrongCorrect

Ethiopia

Civics Education (Grades 1 – 10) includes democracy, the rule of law, justice and equity, patriotism, responsibility, industriousness, self reliance, saving.

Ghana

Environmental Studies, Science, Religious and Moral Education, Life Skills, Social Studies and English Language at all levels include health and HIV/AIDS.

Environmental Studies and Social Studies at all levels include peace and conflict resolution, gender issues, democracy and human rights and international institutions and relations (United Nations and African Union).

Environmental Studies, Social Studies, Life Skills, Government, History at all levels include patriotism, citizenship and self-reliance. Environmental Studies, Social Studies, Life Skills and Science at junior and secondary levels include population issues and family life.

Social Studies at senior secondary level includes governance, politics and stability.

English Language, Ghanaian Languages and Culture, Environmental Studies, Social Studies and Life Skills at all levels include interpersonal relationships (team building) and leadership skills (problem-solving, decision-making).

India

Environmental Studies in primary and secondary schools includes environmental issues and conservation.

Life Studies Skills in primary and secondary includes conflict resolution and exploration of values.

Jamaica

Environmental Education for Sustainable Development: see Ministry of Education

Kenya

Social Studies in primary schools (Standard 2 – 8) and Geography, Biology and Agriculture in secondary schools includes sustainable development.

Social Studies in primary schools (Standard 1 – 8) and History, Government and Religious Education in secondary schools include citizenship.

Social Studies in primary schools and History in secondary schools include peace and conflict resolution and human rights.

Malawi

Social subjects and development in secondary schools includes sustainable development, population, democratic processes.

Nigeria

A Core Curriculum on Environmental Education promotes awareness of environmental and sustainable development issues in schools.

The National Policy on Education (NERDC Press) includes the following aims: Education for a free and democratic society, Education for a just and egalitarian society. Related objectives include: citizenship through civic responsibility, mutual understanding, social and political progress

Sri Lanka

Education (Civics) and Life Skills at secondary level (11 -16 years) include global citizenship and human rights.

Religious Education at primary and secondary levels includes social values and life skills which promote conflict-avoidance and resolution.

There is a specific department within the Ministry of Education for peace education. This department has introduced a pilot project called 'peace table' for primary level students which promotes conflict-resolution.

Environmental Science in primary schools focuses on environmental related activities. Science in secondary schools covers environmental conservation (especially water) agriculture and sustainable development. Additionally there are 36 Science field centres for secondary level students to popularize science education among state schools.

South Africa

Manifesto on values, education and democracy, Ministry of Education, 2001.

Educating For Our Common Future: Building schools for an integrated Society, Department of Education, 2001

Zambia

Social and Development Studies (Grades 1–7) and Civics (Grades 8–12) includes governance, cultures, environment, living together, agriculture and health.

Geography (Grades 8–12) includes tourism, conservation and diversity in places and people and life styles.

Updates on partner country curricula

If you have any additions or updates to make to these references please submit them here.

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