Geographical Association

Teaching about 'global dimension' represents both an opportunity and a challenge for geography in initial teacher education and primary schools as Arthur J Kelly (Senior Lecturer in Education, Liverpool Hope University College) demonstrated.

• Introduction
• What is the global dimension?
• How does it relate to the primary curriculum?
• How can we integrate it into our provision?
• Bibliography
• Weblinks
• Articles from other TDA support sites

Teaching about 'global dimension' represents both an opportunity and a challenge for geography in initial teacher education (ITE) and primary schools. While the global dimension is much more than an aspect of geography, the subject is uniquely positioned to meet the challenge of engaging with and delivering the global dimension in education. This e-article considers the following questions:

• What is meant by the term global dimension?
• How does it relate to the primary curriculum?
• How can ITE providers attempt to integrate it into their provision?

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There is a need to prepare pupils for an increasingly global society and for teaching to have an international and global focus (DfES, 2004). The concepts represented in the global dimension will be familiar to geographers. There is a rich history of global education in geography (e.g. Hicks, 2003). The subject is the natural home for the development of understanding in relation to global issues.

The ultimate aim of the global dimension is the promotion of global citizenship. Young and Commins (2002) provide an excellent overview for developing global citizenship at the primary phase. They set out why global citizenship is important and suggest strategies for bringing global citizenship into the curriculum.

The DfEE (2000) shows that all national curriculum subjects, at key stage 1 and 2 and beyond, can contribute to the global dimension to enrich learning and invigorate pupils. The DfEE (2000) also identifies eight key concepts which underpin learning about global issues as:

• Citizenship
• Sustainable development
• Social justice
• Values and perceptions
• Diversity
• Interdependence
• Conflict resolution
• Human rights

A useful resource to help develop understanding of the global dimension in primary geography is Geography: The global dimension. Although aimed at key stage 3 many of the issues addressed merit consideration in relation to the primary phase. For example, the suggested teaching and learning sequence (built around enquiry-based geography) can be modified to link to key stages 1 and 2 and the approach to planning linked to the National Primary Strategy.

The Geography: The global dimension book (and webpages) is useful in that it:

• outlines the value of the global dimension in geographical education
• provides many useful ideas as to how it can be integrated into teaching and learning
• highlights how the geographical concepts
• of 'place', 'scale', 'interconnectedness', 'universality' and 'uniqueness', are key to developing understanding (and are central geographical questions in primary geography)
• emphasises the importance of thinking geographically in a global context
• indicates how the increasing influence of global processes on the local context has important ramifications for a key aspect of primary geography: the study of the locality.

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For pupils' global understanding to be fully developed their energy, passion and open mindedness need to be harnessed as early as possible. But the majority of trainee teachers (primary) are not geography specialists. Therefore, initial training should demonstrate how the global dimension enriches the curriculum and enables them to be better teachers. If they are enthused and empowered by the global dimension they will feel more confident in school.

Trainee teachers also need to be aware that some of the values, aims and purposes of the national curriculum relate explicitly to the global dimension, for example:

'education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live' (DfEE, 1999).

Similarly, the knowledge, skills and understanding to be taught across the curriculum should be informed by international and global matters.

Finally, the teaching of the global dimension can be linked to the National Primary Strategy - which aims for excellence in teaching and enjoyment of learning (DFES, 2003) The Strategy encourages schools and teachers to be more innovative and creative in how pupils are educated. This provides an excellent opportunity for promoting the global dimension.

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Possible objectives for teacher training sessions on the global dimension include:

1. Developing knowledge and understanding of policy initiatives relating to the global dimension and the associated concepts/ vocabulary. A range of terms are used in materials promoting the global dimension in schools (Hicks, 2004) including:

• Global dimension
• Global education
• Development education
• Global perspective
• International dimension
• Globalisation
• Global citizenship

2. Engendering trainee teachers' confidence about using these terms. Hicks (2004) and the DEA (2004) offer clarification of these concepts will help underpin effective teaching.

• Developing knowledge and understanding of the global dimension in the historical context of development education.
• Developing knowledge and understanding of how the global dimension is part of the values and aims of the national curriculum and how it links to the National Primary Strategy and how it enriches the primary curriculum.
• Developing skills in planning for teaching and learning about the global dimension.
• Developing knowledge, understanding and skills in developing global citizenship in the primary phase and the pedagogical shifts implied in such an approach.

3. Ensuring breadth and depth of reading and resource materials on the global dimension – see list of published materials and websites provided below.

The earliest a child entering primary education in 2004 could leave school is in 2015. If he or she continues to further and higher education they may not leave until 2020 or beyond. The global dimension is about this 2020 vision. It is about equipping pupils for tomorrow, not just informing them about yesterday. Geography is in a very strong position to take a lead in achieving this vision.

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CBIET (2000) Developing Global Citizens in Primary Schools. London: The Central Bureau
DEA (2004) Global Perspectives and Teachers in Training. Gloucester: DEA.
DfEE (2000) Developing a Global Dimension in the School Curriculum. London: DfEE.
DfES (2004) Putting the World into World Class Education. London: DfES.
Grimwade, K., Jackson, E., Reid, A. and Smith, S. (2000) Geography and the New Agenda: Citizenship, PSHE and sustainable development in the primary curriculum. Sheffield: Geographical Association.
Hicks, D. (2003) '30 years of global education', Education Review, 55, 3.
Hicks, D. (2004) 'Global education: what does it mean?' in Kent, A. and Morgan, A. (eds) The Challenge of the Global Dimension in Education. London: Institute of Education.
DEA/GA (2004) Geography: The global dimension (key stage 3). London: DEA.
Oxfam (2000) Curriculum for Global Citizenship. Oxford: Oxfam Education.
Sterling, S. (2001) Sustainable Education: Re-visioning learning and change. Bristol: Green Books.
Young, M. and Commins, E. (2002) Global Citizenship: The handbook for primary teachers. Cambridge: Chris Kington Publishing.

General curricular documents:
DfEE (1999) The National Curriculum: Handbook for primary teachers in England (KS1&2). London: DfEE.
DfES (2003) Excellence and Enjoyment: A national strategy for primary schools. London: DfES.
TTA/DfES (2002) Qualifying to Teach. London: TTA.

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Cafod - ideas for assemblies and classroom activities that develop global understanding.
Christian Aid - downloadable resources (see Live Differently link) to support the development of the global dimension at key stages 1 and 2.
Development Education Association
DfID - UK government department promoting sustainable development and the elimination of poverty.
Global Express - wealth of materials dealing with global issues for key stage 2.
GA Global Dimension - outlines the role of geography in developing the global dimension.
Global Dimension - includes database of teaching and learning resources for all subjects at all key stages.
Global Eye - brings the world into the classroom – strong geographic element and good primary resource.
Global Footprints - suitable for key stage 2 with lots of information on sustainable development. Includes quiz to stimulate pupils’ thinking about their ‘global footprint’.
Global Gang - pupils site with games and enables communication with children around the world.
Global Gateway - includes a partner linking facility, links to international education websites and useful teacher information.
National curriculum ESD - promotes whole school approaches and includes case studies from the primary phase.
Oxfam’s Cool Planet - resources and ideas for global dimension in the classroom, has separate pupils and teachers areas.
Tidec - resources and projects to support the development of the global dimension.
UNICEF Youth Voice- focusing on children’s rights.

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Martin, Fran (2003) Providing a global dimension to Citizenship Education: a collaborative approach to student learning within Primary Initial Teacher Education
Fran Martin (University of Exeter) draws on a year-long project on student teachers’ learning about citizenship undertaken at University College Worcester. In this report she focuses on the global citizenship education strand of the project.

Lawson, H, (2006) Evaluating Active Global Citizenship
Helen Lawson (Manchester Metropolitan University offers techniques (drawn from a primary context but applicable to older pupils) to help teachers explore the sorts of values pupils might hold and any changes in those values through global education. She also offers some tools for monitoring and evaluating knowledge, understanding and skills.

Marshall, H. (2007) Developing the Global Gaze in Citizenship Education: Exploring the perspective of global education NGO workers in England
This paper by Harriet Marshall draws on a recent research project which sought to discover how activists in the field of global education aim to distribute and transmit educational knowledge. She refers to data obtained with 32 global education NGOs in England.


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(Updated 23.03.07)