London and South East England Regions

Teachers and other educators building a learning community for the global dimension

University of Cumbria (London)

Embedding a global dimension across ITE provision

The Humanities Education Centre has worked with the London campus of the University of Cumbria for the past five years on developing and embedding of the global dimension across the postgraduate and undergraduate ITE programmes. The partnership has lead to changes in course content and a real commitment from the University to take ownership of the delivery of the global dimension. The timeline below track some of the steps that this process of ever increasing commitment has taken:

Input from HEC on the global dimension for all PGCE primary students. This input feeds into a week long saturation placement during which students worked in groups to include the global dimension across all areas of the curriculum basing the planning around a cross curricular theme that linked to the global dimension. This placement is part of the Creative and Effective curricula unit.

Work undertaken with the Association of Science Education resulted in planning units of work for the science sessions for PGCE students. The session content focused on emending issues addressed during the input sessions from HEC into teaching science. This delivery was reflected upon and fed into changes in content of input in other subject areas to have more global focus - mathematics for example.

Focus on the global dimension integrated into undergraduate BA programme Education Studies Unit - planned and delivered by University of Cumbria staff.

A greater involved of external agencies engaged with the supporting the provision for the global dimension, such as: local museum, schools and other providers.

University of Cumbria (London Programmes) have recognised that further course development is needed to ensure that the Global Dimension is properly embedded across into their ITE programmes. As result, the plan shown below sets out how the University will go about supporting this development and deepening of practice. The plan focuses in particular on impact assessment. This will be key factor in raising the status of the global issues at ITE level. This is because it has the potential to highlight the ways in which the critical thinking and reflection around global issues can help to produce well equipped new teachers:

This proposal seeks to weave Education for Global Citizenship within the framework of a range of courses building on this cross-modular commonality, and to consolidate the impact of centre-based training on school-based practice.

Phase One - March 2009 to July 2009

We will:

1. Identify opportunities for developing teaching and learning around Global Citizenship across London-based modules.
2. Develop activities within current modules that would allow students to consider, explore, evaluate and critique the application of Global Citizenship (relating, for example, to DfID, 2005; Oxfam, 2006) across the curriculum.
3. Identify opportunities to evaluate the impact of such activities in current modules and put evaluatory procedures in place.
4. Identify opportunities to evaluate the impact of a cross-modular approach to Global Citizenship on students' school placements and on subsequent professional experience; put appropriate evaluatory procedures in place. Initial support on the development of points 1-4 would be sought from Sophie Mackay.
5. Host two meetings with centre- and school-based mentors to develop school-based tasks that reflect and develop this focus.
6. Ensure that the resources produced are accessible via the on-line virtual learning environment, providing opportunities for further development and refinement by students. Opportunities to make resources available beyond the University's virtual learning environment (through a more widely accessible web-page, for example) may also be explored.

Phase Two - September 2009 onwards

It is anticipated that given year-on-year funding points 1-4 and 6 will be reviewed on a yearly cycle. It is intended, however, that the initiative will also:

1. Host further meetings (1 per term) with centre- and school-based colleagues to further refine and development the provision.
2. Offer a core session training day on Global Citizenship across the curriculum to school-based colleagues.

It is the intention that a paper will be written, submitted and presented to ESCalate (The Higher Education Academy's Education Subject Centre). Two suitable conferences run by this organisation are UK ITE Network for Education for Sustainable Development/Global Citizenship and The Annual ESCalate ITE Conference - Innovation and Development in Initial Teacher Education: This paper will address certain research objectives (see below) that will inform the structure and provision of the project as a whole. It is also hoped that the network established between the participating teachers might act as a catalyst for future research by some of those respondents involved, possibly supported by the University's co-development initiative.

Research Objectives

1. To evaluate the practicality of developing ‘Global Citizenship' as a cross-curricular theme within ITE Primary Provision.
2. To assess the impact of centre-based Global Citizenship learning and teaching on school-based practice.
3. Through focus group interviews with students and school- and centre-based colleagues, explore their perceptions of the development of the project.
4. To evaluate the potential for the development of such an approach across the University of Cumbria.

February 2009

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