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Global Dimension Policy

Ambergate Primary School

A Policy for addressing Global Dimension in school

 

At Ambergate School we aim to provide an education that will furnish children with the knowledge, skills and attitudes that will enable them to see that issues of the world are issues for them. Global issues are part of children’s lives. In the UK society is enhanced by people, cultures, languages, religion, art, technology, music and literature originating in many different parts of the world. This provides a tremendous range of opportunities to broaden children’s experiences and knowledge

Education plays a vital role in helping children recognise their contribution and responsibilities as citizens of a Global community. It can equip them with the skills to make informed decisions and take responsible actions. By including the global dimension in teaching, it is possible to make links between local and global issues.

Children are given opportunities to

  • critically examine their own values and beliefs,
  • to appreciate the similarities and differences between people everywhere  
  • To value diversity.
  • To understand the global context of their local lives
  • To develop skills that enables them to combat injustice, prejudice and discrimination
  • To make informed decisions about playing an active role in the global community
  • To avoid stereotyping and promote positive, challenging and empathetic images.

 

Underlying the idea of the global dimension to the curriculum are 8 key concepts which are all interconnected and therefore an integrated approach is essential.

The 8 key concepts are;

  1. global citizenship
  2. conflict resolution
  3. social justice
  4. values and perceptions
  5. sustainable development
  6. interdependence
  7. human rights
  8. diversity

 

The global dimension compliments the Critical Skills programme because it focuses on attitudes, values and key skills. All subjects provide opportunities for the global dimension to be addressed and are enhanced by its inclusion. Through embedding the global dimension in the curriculum we ensure progression and continuity within a planned framework. It is part of what we do not just an added extra.

In the 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. They become aware of their relationships to others and of the different communities that they are part of, e.g. family and school. They begin to develop awareness of diversity of peoples, places and cultures. They begin to understand fairness, the need to care for other people and the environment, and to be sensitive to the needs and views of others.

In 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 a part of a wider world and gain awareness of a range of cultures and places. They learn that all humanity shares the same basic needs but that there are differences in how and to what extent these needs are met.

In 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. They learn about the similarities and differences between people and places around 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.

 

 

 

 

 

Reviewed  07.10.2014

 

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