England - Scotland - Wales - Oxfam's Curriculum for Global Citizenship

England

Key Stage 3
Key Stage 4

Key Stage 3

Citizenship
Geography
ICT

Citizenship

Knowledge and understanding about becoming informed citizens

1i The world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations.

Skills of enquiry and communication

2a Think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
2b Justify orally and in writing a personal opinion about such issues, problems and events
2c Contribute to group and exploratory class discussions, and take part in debates.

Skills of participation and responsible action

3a Use their imagination to consider other people’s experiences and be able to think about , express and explain views that are not their own

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Geography

Knowledge, skill and understanding

Geography enquiry and skills
1a Ask geographical questions and to identify issues
1e appreciate how people’s values and attitudes [for example, about overseas aid], including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues
2a To use an extended geographical vocabulary

Knowledge and understanding of place
3b To describe the national, international and global contexts of places studied
3d To describe how and why changes happen in places, and the issues that arise from these changes.
3e To explain how places are interdependent [for example through trade, aid, international tourism, acid rain], and to explore the idea of global citizenship

Knowledge and understanding of environmental change and sustainable development
5b Explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.

 

Breadth of Study

 

Countries

6 (a) Two countries in significantly different states of economic development, including:
ii how and why each country may be judged to be more or less developed

6 (i) Development, including:
ii effects of differences in development on the quality of life of different groups of people
iii factors, including the interdependence of countries, that influence development

7a study at a range of scales – local, regional, national, international and global

7b study different parts of the world and different types of environments, including their local area, the United Kingdom, the European Union and parts of the world in different states of economic development

7d study issues of topical significance

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ICT

Exchanging and sharing information

3a How to interpret information and to reorganise and present it in a variety of forms that are fit for purpose.

 

Breadth of study

5b Working with others to explore a variety of information sources and ICT tools in a variety of contexts.

Key Stage 4

Citizenship
ICT

Citizenship

Knowledge and understanding

1e  How the economy functions, including the role of business and financial services
1f  The opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally.
1h  The rights and responsibilities of consumers.
1j  The wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21.

Skills of enquiry and communication

2a Research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics.

2b Express, justify and defend orally and in writing a personal opinion about such issues, problems and events.

2c Contribute to group and exploratory class discussions, and take part in formal debates

Skills of participation and responsible action

3a Use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own.

3b Negotiate, decide and take part responsibly in school and community-based activities.

3c Reflect on the process of participating.

QCA Scheme of work for Citizenship

Unit 11: Europe – Who decides?
Unit 12: Global issues, local action

ICT

Breadth of study

5a Tackling problems in a wide variety of contexts, including work in other subjects

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5b Using a range of information sources and ICT tools to improve efficiency and extend capability.

6 Pupils should be taught to be independent, responsible, effective and reflective in their selection, development and use of information sources and ICT tools to support their work, including application in other areas of their study and in other contexts.