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This section of the GDE project website provides links to relevant publications on the global dimension in education produced by a variety of organisations and educational bodies. You will need Adobe Acrobat installed on your PC in order to download these documents.
Developing
the Global Dimension in the School Curriculum (DfES)
Enabling
Effective Support: responding to the challenges of the global
society, a strategy of support for the global dimension in education
(DfID)
Global Express:
the rapid response information series for schools on world events
in the news - October 2005 (Manchester DEP & Oxfam GB)
KS3
Revised Curriculum Citizenship: Learning For Life
and Work Area: Local and Global Citizenship Strand. The
statutory requirements are set out in bold under the Key Concepts
and Learning Outcomes. Additional suggestions/guidance appear
in plain text. All examples are in italics. Investigations may
combine different concepts and should span local, national, European
and global contexts. All of the illustrations offered aim to relate
this strand to Life and Work contexts. (CCEA Refined April 2004)
KS3
Revised Curriculum Employability: Learning For Life
and Work Area: Employability Strand. The statutory requirements
are set out in bold under the Key Concepts and Learning Outcomes.
Additional suggestions/guidance appear in plain text. All examples
are in italics. All of the illustrations offered aim to relate
this strand to Life and Work contexts. (CCEA Refined April 2004)
KS3
Revised Curriculum Geography: Environment and Society
Learning Area: Geography Strand. The statutory requirements
are set out in bold under Knowledge Understanding and Skills in
column 1; and under the Curriculum Objectives and Key Elements
in columns 2, 3, and 4 and Learning Outcomes at the bottom of
the page. Additional suggestions/guidance appear in plain text.
All examples are in italics. All of the illustrations offered
aim to relate this strand to Life and Work contexts. (CCEA Refined
April 2004)
KS3
Revised Curriculum History: Environment and Society
Learning Area: History Strand. The statutory requirements
are set out in bold under Knowledge, Understanding and Skills
in column 1; and under the Curriculum Objectives and Key Elements
in columns 2, 3, and 4 and Learning Outcomes (at the bottom of
the page). Additional suggestions/guidance appear in plain text.
All examples are in italics. All of the illustrations offered
aim to relate this strand to Life and Work contexts. (CCEA Refined
September 2004)
KS3
Revised Curriculum Personal Development: Learning
For Life and Work Area: Personal Development Strand.
The statutory requirements are set out in bold under the Key Concepts
and Learning Outcomes. Additional suggestions/guidance appear
in plain text. All examples are in italics. All of the illustrations
offered aim to relate this strand to Life and Work contexts. (CCEA
Refined April 2004)
Millennium
Development Goals: a progress chart 2005 (UN Department of
Economic and Social Affairs and the UN Department of Public Information)
The Millennium
Development Goals Report - 2005 (United Nations Department
of Public Information)
Northern
Ireland Revised Curriculum Primary (CCEA)
The
State of the World's Children 2005: childhood under threat
(UNICEF)
A Strange
Illness: issues and research by children affected by HIV/AIDS
in central China - 2005 (Fuyang Women's and Children's Working
Committee & Save The Children)
Supporting
the Standards: the global dimension in ITET (World Studies
Trust 2005)
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