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

2. 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
Key areas of HSW

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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.

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

10. 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

11. 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’

12. 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?

13. 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

14. Think Global, Act Local.. The global dimension in action
Look at local initiatives.. In Hackney...
London 2012 – Most ‘Sustainable’ Olympic Games ever?
> Learn – Ruth’s argumentation activity in an out-of-classroom context

15. Global Dimension Resources
The ASE website