'A footprint means pressing down and global means world, so 'global footprint' means pressing down on the world and we don't want to press too hard' (child's definition of a Global Footprint)
what is Global Learning? CoreKnowledge Key Skills Values and Attitudes what is sustainability? what about climate change?
what about climate change?

Values and attitudes in global learning

How is your school ethos reflected in a strapline or motto?
Are your school values visible in the corridors and classrooms?
Is there explicit implementation of values through the curriculum?

Global learning will help learners to:

  • develop self-awareness and a positive attitude to difference
  • reflect on the consequences of their own actions now and in the future
  • link learning to taking responsible action
  • participate in society as active and responsible global citizens

Source: QCA (2007) The global dimension in action: A curriculum planning guide for schools, QCA

Values and perceptions are one of the eight key concepts of the global dimension. They contribute towards developing a critical evaluation of representations of global issues and an appreciation of the effect these have on people’s attitudes and values.

  • understanding that people have different values, attitudes and perceptions
  • understanding the importance and value of Human rights
  • developing multiple perspectives and new ways of seeing events, issues, problems and opinions
  • questioning and challenging assumptions and perceptions
  • understanding the power of the media in influencing perceptions, choices and lifestyles
  • understanding that the values people hold shape their actions
  • using different issues, events and problems to explore children and young people’s own values and perceptions as well as those of others

DfE (2005) Developing the global dimension in the school curriculum, DfE

However… we do not startmaking a scheme of work with values and end there. Pupils’ values and attitudes are not developed in splendid isolation. Some learning contexts in our school curriculum will lend themselves to this consideration more than others. We need to be clear about them. Do they relate to core knowledge in a subject?  A good start can be previous units (or topics) which continue to make effective use of existing learning resources.

Ask yourself, how have I taught about these values and attitudes before? What resources have I used?

The Ofsted framework 2012 has led many schools to re-think the approach taken to Spiritual, Moral, Social and Cultural Aspects of Learning (SMSC).

How do global gender issues and women’s rights feature in your curriculum?

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