The Global Dimension in Science Education Ruth Amos PGCE Science November 2010

KS3 Science Key Concepts Scientific thinking Applications and implications of science Cultural understanding Collaboration Key Processes Practical and enquiry skills Critical understanding of evidence Communication Range and Content Energy, electricity and forces Chemical and material behaviour Organisms, behaviour and health The environment, Earth and universe Curriculum Opportunities http://www.globaldimension.org.uk/docs/exploring_gd_science.pdf Key areas of HSW

The new KS3 Curriculum Curriculum Opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: research, experiment, discuss and develop arguments pursue an independent enquiry into an aspect of science of personal interest

use real-life examples as a basis for finding out about science study science in local, national and global contexts, and appreciate the connections between these experience science outside the school environment, including in the workplace, where possible use creativity and innovation in science, and appreciate their importance in enterprise recognise the importance of sustainability in scientific and technological developments explore contemporary and historical scientific developments and how they have been communicated prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifications

consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health make links between science and other subjects and areas of the curriculum

The Politics of Education… ‘I want to see the teaching of global issues given more weight in our schools and colleges - and already we have taken steps to make issues like globalisation, environmental sustainability and citizenship a core part of the curriculum. For it is only through education that we will foster citizens with the conviction to speak out against world poverty, that we will find the creativity we need to tackle climate change and that we will produce the next generation of social entrepreneurs.’ Gordon Brown, former PM, 2008

explore and make sense of the big issues in the world; think critically and creatively about topical and controversial issues; deconstruct issues and events and consider them from a range of perspectives; communicate with people from a range of countries and cultures; develop self-awareness and a positive attitude to difference; argue a case on behalf of themselves and others; reflect on the consequences of their own actions now and in the future; link learning to taking responsible action; and participate in society (QCA, 2007)

The 8 Key Concepts Conflict Resolution Sustainable Development Citizenship Social Justice Diversity Values and Perceptions Human Rights Interdependence These are the 8 key concepts in the Government’s definition of the Global Dimension for schools.

Possible Global Dimension activities .. What have you seen going on in school …? Yellow course booklet - SK audits KS3? KS4? KS5?

Global issues for science and learning strategies Sustainable development Climate change Opportunities to explore ideas and evidence through small group discussion Socio-scientific issues (SSIs) Argumentation activities IDEAS project Talk 2 Learn

Our Changing World.... Using the News to Stimulate Discussion in Science Lessons The Times September 2009 ‘Climate change has allowed the Northeast Passage to be used as a commercial shipping route for the first time’ http://www.timesonline.co.uk/tol/news/world/europe/article6832885.ece

Climate Change What is the evidence..? What are some of the possible causes..? Are there potential solutions..? What do your students know? .... And how do they know it? How can you stimulate interest / access what is happening? http://news.bbc.co.uk/weather/hi/climate

Argumentation / Role Play ‘Carbon dioxide in the dock’ and other resources How do you use ‘off the shelf’ resources, and create your own, effectively? Purpose?, design, adopting and adapting Putting it into action – LOs, differentiation, context Managing small group discussion

Think Global, Act Local.. The global dimension in action http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/key-stage-3/science/programme-of-study/index.aspx?tab=5 Look at local initiatives.. In Hackney... http://www.growingcommunities.org/index.htm London 2012 – Most ‘Sustainable’ Olympic Games ever? http://www.theviewtube.co.uk/ > Learn – Ruth’s argumentation activity in an out-of-classroom context

Global Dimension Resources The ASE website www.ase.org.uk