Cross curriculum dimensions a planning guide for schools publication tcm8-14464

Cross-curriculum dimensions

A planning guide for schools

‘ We want young people to understand, consider and influence the world in which they live. The curriculum has to help them to explore key dimensions by bringing their learning together around key issues that affect our changing society.’

Mick Waters, Director of Curriculum, QCA

There are a range of other publications and websites produced by the Qualifications and Curriculum Authority (QCA) that will support you in designing your curriculum, systematically linking subjects, dimensions, personal learning, and thinking skills (PLTS) and making the most of assessment.

The global dimension in action: a curriculum planning guide for schools

Inspiring case studies offering practical approaches to planning and integrating this dimension in your curriculum. A pdf file is available at www.qca.org.uk/curriculum.

Sustainable development in action: a curriculum planning guide for schools

Find out how to build sustainable development into the learning experience of all your pupils through case studies and activities A pdf file is available at www.qca.org.uk/curriculum.

Personal, learning and thinking skills

Guidance on how the skills can be developed and how each subject contributes to them.

Download the PLTS framework at www.qca.org.uk/curriculum.

Compelling learning experiences

A guide to support schools in designing compelling learning experiences based on the three curriculum questions.

Download this guide at www.qca.org.uk/curriculum.

Disciplined curriculum innovation: Making a difference to learners

A seven-step process to help schools transform their curriculum and make a difference to learners’ lives, achievements and prospects.

National curriculum website www.qca.org.uk/curriculum.

Further support

Disciplined curriculum innovation

Making a difference to learners

Publications are available at www.qca.org.uk/orderlineTel: 08700 60 60 15

01

What are we trying to achieve?

What are the cross-curriculum dimensions?

There are seven cross-curriculum dimensions:

identity and cultural diversity

healthy lifestyles

community participation

enterprise

global dimension and sustainable development

technology and the media

creativity and critical thinking

The cross-curriculum dimensions reflect some of the major ideas and challenges that face individuals and society, and help make learning real and relevant.

The dimensions are unifying areas of learning that span the curriculum and help young people make sense of the world. They are not curriculum subjects, but are crucial aspects of learning that should permeate the curriculum and the life of a school.

The dimensions can add a richness and relevance to the curriculum experience of young people. Although dimensions are not a statutory part of the national curriculum, schools will find them useful in designing and planning their whole curriculum. They can provide a focus for work within and between subjects, in personal, learning and thinking skills (PLTS) and across the curriculum as a whole, including the routines, events and ethos of the school.

Individual dimensions should not be considered in isolation as they are often interdependent and mutually supportive.

‘ Successful sustainable schools are involved in many activities beyond the core curriculum, such as Healthy Schools, Global Dimension, Eco-schools, and Growing Schools. Leaders of these schools see their role as expanding school experience beyond the school and embracing the wider world. This wider, more inclusive vision is also seen in the strong pupil voice and involvement of pupils in decision-making.’

Leading Sustainable Schools (National College for School Leadership (NCSL), www.ncsl.org.uk)

What do we want to achieve through dimensions?

Identify your priorities using the curriculum aims

02

Identity and cultural diversity

Healthy lifestyles

Successful learners who enjoy learning, make progress and achieve:

have the essential learning skills of literacy, numeracy and information and communication technology

are creative, resourceful and able to identify and solve problems

have enquiring minds and think for themselves to process information, reason, question and evaluate

communicate well in a range of ways

understand how they learn and learn from their mistakes

are able to learn independently and with others

know about big ideas and events that shape our world

enjoy learning and are motivated to achieve the best they can now and in the future

Confident individuals who are able to live safe, healthy and fulfilling lives:

have a sense of self-worth and personal identity

relate well to others and form good relationships

are self-aware and deal well with their emotions

have secure values and beliefs, and have principles to distinguish right from wrong

become increasingly independent, are able to take the initiative and organise themselves

make healthy lifestyle choices

are physically competent and confident

take managed risks and stay safe

recognise their talents and have ambitions

are willing to try new things and make the most of opportunities

are open to the excitement and inspiration offered by the natural world and human achievements

Responsible citizens who make a positive contribution to society:

are well prepared for life and work

are enterprising

are able to work cooperatively with others

respect others and act with integrity

understand their own and others’ cultures and traditions, within the context of British heritage, and have a strong sense of their own place in the world

appreciate the benefits of diversity

challenge injustice, are committed to human rights and strive to live peaceably with others

sustain and improve the environment, locally and globally

take account of the needs of present and future generations in the choices they make

can change things for the better

Which aims will form your initial priorities for development? Match your selected aims to cross-curriculum dimensions; two examples for a school are illustrated in the grid. From this starting point follow the stages of disciplined innovation, see page 10.

03

Community participation

EnterpriseGlobal dimension and sustainable development

Technology and the media

Creativity and critical thinking

You can download a copy of this grid from the national curriculum website www.qca.org.uk/curriculum. Use it to support your curriculum planning linking aims and dimensions.

School example 2

Potential lines of enquiry

• How does my behaviour as a consumer influence the

lives of others, locally and globally?

• Do the choices I make have a positive or

negative impact?

• What’s my ‘carbon footprint’ ?

• What practical steps can I make to recycle, reuse

and reduce my impact on the environment?

• What can we do as a school and local community?

Opportunities in our curriculum

Subjects: Geography, Science, Citizenship, Mathematics.

Compelling learning experience

Commission pupils to develop a Green action plan for

the school.

School example 2

Potential lines of enquiry

• How does my behaviourur a ass

lives of others, loccalally andnd

• Do the choiceces I mamakkee h ha

negative iimmpacactt?

• What’t ss myy ‘ ‘cacarbon fooootptpr

• Whahat prpracactical ststeps caann

anand rredduce mmyy impaacct o

• W Whaat t can wwe do aas a scc

Opppoorrtunitties inin ourr cu

Suubbjjeects: GGeoggrraphyy, Scie

Coommpellinng leearninng ex

Coommmissioon puppiils to ddeve

thhe schoool.

School example 1Potential lines of enquiry • What different ways are men and women portrayed

in the media?• How might this make some people feel about

themselves?• What pressures might this put on the choices

people make?• Who is behind these messages – what’s the agenda?

• Are there ways to counteract some of the negative

consequences of media presentations?Opportunities in our curriculumSubjects: English, PSHE, Art, ICT Compelling learning experience

Work as a PR company who won a government contract

to produce an advertising campaign to promote

personal well-being and health.

What are we trying to achieve?

How do dimensions help fulfil the Children’s Plan?

04

The Children’s Plan sets out the government’s ambitions for improving children and young people’s lives over the next decade and how they intend to achieve them. By 2020 the government want England to be the best place in the world to grow up. Cross-curriculum dimensions have a key role to play in supporting schools to design their curriculum to support the goals of the Children’s Plan, as illustrated below.

Global dimension and sustainable development

Sustainable development is a non-negotiable for children’s wellbeing. As adults we have a responsibility to look ahead and find solutions that improve the quality of children’s lives without storing up problems that they will have to address in the future. One sure way to do this is to empower our children to change their environment. Our aim is also for all schools to be

sustainable schools by 2020.


New technologies are bringing major changes to the way young people communicate, learn about the world, and keep in touch with their friends and families. The government wants to help parents and their children get the best from these new technologies, so that children grow up prepared for a world in which using technology, like the internet, is as commonplace as writing with a pen and paper.

Enterprise, creativity and critical thinking

Young people also need to develop the ability to think and act creatively and be innovative. As Paul Roberts’ July 2006 report – Nurturing Creativity in Young People – noted, creativity will be key to young people achieving economic wellbeing in adult life because of the increasing importance of the creative industries.

Healthy lifestyles

Good health is vital if children and young people are to enjoy their childhood and achieve their full potential. By 2020 we want to see children enjoying healthy lifestyles and outcomes, with the proportion of overweight and obese children back to year 2000 levels, and with excellent services for children and young people with physical and mental health problems; and all children with the social and emotional capabilities that they will need for a successful adult life.

Identity and cultural diversity, and community participation

Schools are well placed to become a focal point for the local community and to foster better relationships between diverse communities. The introduction of the duty on schools to promote community cohesion recognises the good work that many schools are already doing. The curriculum can play a key part in promoting community cohesion.

How can we organise learning?

Turning vision into reality

05

Once you are clear about what you want to achieve, you can make decisions about the best ways to successfully integrate the dimensions across your curriculum. Think about the entire planned learning experience. This includes lessons, events, routines, extended hours, out of school learning, locations and environment, as well as qualifications including new GCEs, GCSEs and Diplomas.

Build the dimensions into your curriculum in a way that reflects the specific needs, interests and context of your learners. Possible approaches that have been tried by schools include:

developing the dimensions through subjects, with links across subjects where there are common issues or areas of learning, such as a creative engineering project which links science, maths, geography and design and technology and focuses on the design of a sustainable product

developing the ethos of the school around a dimension, for example a focus on cultural development where subject specialists develop cross-curriculum projects linking identity and cultural diversity

creating compelling learning experiences that focus on a particular dimension or combination of dimensions, such as the use of media and technology to create a pupil-led internet radio station aimed at sharing views with the local community

thematic days, activity weeks or events that focus on a particular dimension are combined with lessons

activities that are integrated into the routines of the school, for example the promotion of physical activity and healthy eating at break and lunchtimes to enable learners to see the link between eating well, physical activity and feeling good about themselves

educational visits or learning outside the classroom

using experts from outside of the school to stimulate discussion and debate in assemblies or with specific groups of learners.

For more detail on the approaches taken by different schools, see pages 11 to 24 of this guide or the ‘Curriculum in action’ section of the national curriculum website at www.qca.org.uk/curriculum.


Developing dimensions through subjects

06

The new curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject. Some subjects share key concepts and processes. Curriculum opportunities highlight the potential for links between subjects. Dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society.

The dimensions can be developed through all subjects, with links between subjects where appropriate. They can provide a focus for work within and between subjects and help make learning relevant to young people’s lives, experiences or aspirations.

A good starting point for curriculum design linking subjects and dimensions is the national curriculum website (www.qca.org.uk/curriculum). If you select a subject on the site and then go to the context tab, you can compare any section of the programme of study for that subject with other subjects. This useful tool can generate

discussion between different teachers when designing compelling learning experiences, where subjects work together to develop a particular dimension to the curriculum.

Schools are encouraged to build the dimensions into their curriculum in a way that reflects the specific needs, interests and context of their learners. Some powerful approaches devised by schools include linking history and cultural diversity, for example through the promotion of black and Asian British history, and developing pupils’ understanding of science in real-life contexts, for example by investigating diet and health in schools across the world. The ‘Curriculum in action’ section of the national curriculum website provides many examples of subjects working towards different dimensions.

A cross-subject engineering project has helped pupils transfer knowledge and skills between different subjects.

Eckington School was keen to improve cross-curricular links between science, mathematics, geography and design and technology. Delighted by the new opportunities to do this offered by the revised programme of study, the school designed a project that developed pupils’ skills across these subjects through the cross -curriculum dimensions of creativity and critical thinking, enterprise and sustainability. The pupils’ challenge was to design a solar buggy.

To read the full case studies visit the ‘Curriculum in action’ section at www.qca.org.uk/curriculum.


Building PLTS into dimensions

07

Personal, learning and thinking skills (PLTS), like cross-curriculum dimensions, can have a considerable impact on young people’s ability to enter adult life as confident and capable individuals who can make a positive contribution to society. Systematically linking PLTS and dimensions when designing your curriculum will help learners see the relevance and interconnectedness of their learning.

The PLTS framework comprises six groups of skills:

independent enquirers

creative thinkers

reflective learners

team workers

self-managers

effective participants

Each PLTS group is distinctive and coherent. The groups are also interconnected. Young people are likely to encounter skills from several groups in any one learning experience.

Making progress in creative thinking

St John’s School and Community College wanted to develop a creative curriculum that placed ‘learning to think’ and ‘learning to learn’ at its heart, and enabled learners to make visible connections between different parts of their learning.

Creativity and critical thinking were developed as a key curriculum dimension, embedding PLTS into the learning experience. The learning journey is organised as a coherent, continuous experience. At every stage of the journey learners are encouraged to experiment with ideas, tackle problems together and find imaginative solutions. Far from being constrained by the idea of getting something ‘wrong’, they are given the freedom to work in a way that encourages independent enquiry, risk taking and collaboration. Critical reflection is an integral part of the learning experience, with pupils acting as ‘critical friends’, assessing each others’ progress in each of the creative thinking skills.

To read the full case study visit the national curriculum website ‘Curriculum in action’ section at www.qca.org.uk/curriculum.


Developing dimensions through compelling learning experiences

08

A compelling learning experience is a real and relevant context for learning through which young people recognise for themselves the importance of learning to their lives, both now and in the future.

Learning becomes compelling when young people take an active engagement with and responsibility for their own learning, increasing the impact and potential for future development.

Teachers and school leaders have shared examples of their learning experiences. They have certain characteristics in common, which are summarised below.

A compelling learning experience:

gives learners a sense of autonomy, including the chance to think critically, make decisions, take responsibility and manage risks

offers opportunities for cooperation and collaboration

broadens horizons and raises aspirations, offering contexts that challenge learners and encourage them to step outside their comfort zone

is real and relevant, connecting learning at school to the world beyond the classroom

has a clear sense of audience and purpose

provides contexts that draw together several aspects of learning: connecting different subject disciplines, focusing on a specific subject, or linking learning through cross-curricular dimensions or the development of PLTS

has clear learning outcomes relating to what learners need to know and understand, the skills they will acquire and areas of personal development.

The cross-curriculum dimensions provide a focus for developing a rich range of compelling learning experiences. These might include:

encouraging effective cultural participation through the development of community artwork in partnership with artists, planners or developers

improving learners’ financial capability through creating an enterprise mentoring programme run by year 8 and 9 pupils for local primary school children

helping learners deal effectively with conflict and communication difficulties by giving them the skills to record, edit and present role-plays of situations in which difficult emotions arise.

How well are we achieving our aims?

Embedding dimensions through disciplined curriculum innovation

09

The cross-curriculum dimensions offer an opportunity to innovate and create a school curriculum that reflects learners’ needs, interests and aspirations. Every school will find its own way to build the dimensions into the curriculum. But it can be daunting trying to decide where to start and getting the conversation going with colleagues.

Over the past two years QCA has been working with schools, trying out ideas for curriculum innovation and sharing experiences. We’ve found that successful, effective curriculum innovation must be disciplined. It must be based on evidence, closely monitored and focused on three key questions:

1. What are you trying to achieve?

2. How will you organise the learning?

3. How well are you achieving your aims?

The earlier section of this booklet has concentrated on questions 1 and 2. Question 3 focuses on regularly evaluating and developing your curriculum to ensure your changes have a positive impact on learners’ achievements, lives and prospects.

The following seven-step process for disciplined innovation, tried and tested in schools, will help you embed the dimensions within your curriculum.

You can find out more about disciplined innovation in the QCA publication Disciplined curriculum innovation which should be used in conjunction with the publication: Making a difference to learners, and at www.qca.org.uk/curriculum.

How

willyouorganiselearning?

Howw

illyo

ukn

oww

hen

you

are

achi

evin

gyo

uraim

s?

What are you trying

toachieve?2: Record your

starting point

3: Set clear goals

4: Design and implement

5: Review progress

6: Evaluate andrecord the impact

7: Maintain, change or move on

1: Identify your priorities

1010

Identity and cultural diversity

Learning about identity and cultural diversity can help young people to live and work together in diverse communities in the UK and the wider world. It can also help them develop their identity and a sense of belonging, which are fundamental to personal wellbeing and the achievements of a flourishing and cohesive society.

1

The identity and cultural diversity dimension engages pupils critically in the following questions:

2

What connects us with and distinguishes us from others in the UK and the rest of the world?

Who do we think we are?

What are our roles in shaping a cohesive society?

These websites will support the development of this dimension in your curriculum:

National curriculumwww.qca.org.uk/curriculum

Who do we think we are?www.wdwtwa.org.uk

Teachernet community cohesion www.teachernet.gov.uk/wholeschool/communitycohesion

11

develop their own sense of belonging and self-esteem

recognise the value of diversity within and between identities, groups and communities

understand the multiple and shared identities, beliefs, cultures, traditions and histories of the people in the UK, and recognise that these have shaped and continue to shape life here

understand the importance of human rights and the consequences of intolerance and discrimination, and know how to challenge these

understand the need for everyone living in a democracy to participate in decision-making

understand the factors that influence and change places, communities and wider society, such as migrations, economic inequality and conflicts

recognise the UK’s changing relationship and interconnections with the rest of the world

critically reflect on the shared and diverse values in society.

explore their own identities

discuss and question a range of opinions, values and beliefs

engage critically with controversial issues, including national identities

take action and participate in decision-making with others as informed and active citizens

communicate with people of different beliefs and faiths

collaborate with different people, form new friendships and try new and culturally diverse experiences.

Through this dimension young people learn to:

To achieve these outcomes learners need opportunities to:

Case study: Engaging with identity and cultural diversityBishop’s Hatfield Girls’ School wanted to counter the negative views about cultural diversity that learners were hearing from some members of the local community.

The school’s citizenship department took the lead in developing the identity and cultural diversity dimension across the curriculum. Learners were given the opportunity to explore what ‘being British’ means from their own and others’ perspectives, for example in creating identity collages in citizenship and art or exploring the experiences of refugees and asylum seekers through citizenship and drama.

For the full case study visit the ‘Curriculum in action’ section at www.qca.org.uk/curriculum.

This case study links with other dimensions:

community participation creativity and critical thinking

3 4

1212

Healthy lifestyles

1

The healthy lifestyles dimension engages pupils critically in the following questions:

2

How can I evaluate how healthy my lifestyle is?

What is a healthy lifestyle and how will it help me?

How can I make healthy lifestyle choices, manage risks and stay safe?



Healthy schoolswww.healthyschools.gov.uk

Making sense of healthwww.makingsenseofhealth.org.uk

Learning to live a healthy lifestyle can contribute to young people’s personal, social and emotional wellbeing, helping them to function well in life, learning and work. The healthy lifestyles dimension spans the entire planned learning experience, supporting young people to balance what they eat and drink, including drugs and alcohol, with the exercise they take, the time for social interaction and the amount of sleep they get. It equips learners with the skills and experience to make healthy lifestyle choices, both now and in the future.

13

understand the characteristics of a healthy lifestyle, such as healthy eating and regular exercise

discuss sensitive and personal issues such as sex, drugs and relationships in an informed way and offer informed advice to others

understand the consequences of the choices they make and that healthy lifestyle choices can contribute to physical, social and mental wellbeing

develop the self-respect and confidence to make responsible, informed and healthy choices about their lives

develop and maintain positive relationships with a wide range of people in a variety of settings, including work, home and the wider community.



Case study: Personal growthStaff at Stoke Damerel Community College were concerned about pupils’ reticence to communicate openly about personal issues such as sex and relationships.

Through the use of case studies, role play and simulations, learners were able to consider the social and moral dilemmas that they might encounter in their own communities from a range of perspectives. Discussing the consequences of different lifestyle choices in a safe and supportive environment has given learners the confidence to talk about sensitive issues in an informed and non-judgemental way.

To view the full case study visit the ‘Curriculum in action’ section at www.qca.org.uk/curriculum.


community participation

3 4

experience a range of activities that can contribute to a balanced, healthy lifestyle

explore contrasting lifestyles found in their own and others’ communities and how these affect people’s sense of wellbeing

consider social and moral dilemmas, including the varied attitudes and values underpinning some of the healthy lifestyle issues they encounter in their own and others’ communities

meet, talk and work with a range of people, including professionals from the health and emergency services

find information and advice, for example through helplines and websites, and learn how to provide information to others

feel positive about themselves, for example by giving and receiving positive feedback, and keeping a record of their progress and achievements

analyse the choices they have and the decisions they make and the extent to which these provide them with a sense of physical, social and emotional wellbeing.

1414

Community participation

1

The community participation dimension engages pupils critically in the following questions:

2

How can we influence, shape and improve communities and what resources are available to assist us in doing so?

What communities do I belong to and what are my rights and responsibilities within these?

How can we learn from others with expertise and experience in our community?

The community participation dimension enables young people to learn about and feel valued by the communities that they belong to. By providing opportunities to participate equally alongside other community members, young people develop a greater sense of belonging, responsibility and an understanding of how communities support democracy. Young people have a voice that is listened to, their views are valued and they take part in real decision-making.



Community service volunteerswww.csv.org.uk

vinspiredwww.vinspired.com

15

investigate the concept of community and those communities they belong to

identify the diverse interests, priorities and concerns that communities have and how these can be balanced

understand the importance of acting together in their communities to bring about improvements and strengthen community pride

evaluate the rights and responsibilities of people and groups within communities and in the context of the issues they are taking action on

identify individuals, groups and organisations within communities that can assist with bringing about or resisting change

examine how sustainable communities evolve, change and diversify over time

recognise the value of diversity and expertise within their communities

critically reflect upon the impact of people’s actions on communities

Through this dimensionyoung people learn to:


Case study: Community broadcastingSalford City Academy aimed to develop closer links and dialogue with the local community and to enable students to act as effective advocates on issues of local importance.

The citizenship team decided to create a community project involving a real audience and purpose, by supporting learners to set up an internet radio station. Learners investigated issues such as teenage pregnancy by talking to local people and recording their interviews. Community members and learners were able to listen to and learn from each other, resulting in mutual interest in and respect for each others’ views.




3 4

explore the weaknesses and strengths of the communities they belong to and ways that change can be made or resisted

engage with and influence decision-makers within their own communities and be part of the decision-making

participate with others in meaningful community activities with real outcomes

engage in dialogue with a range of outside individuals, groups and organisations

consult with and collaborate with those in their community, including those they may not usually associate with.

1616

Enterprise

1

The enterprise dimension engages learners critically in the following questions:

2

What are enterprise activities and how can I get involved?

How can I make ideas happen?

How can ‘being enterprising’ help me when I leave school and/or join the world of work?

Enterprise education encourages young people to handle uncertainty and respond positively to change, to create and implement new ideas and ways of doing things, and to take and manage risks. It helps young people develop a ‘can do’ attitude and the drive to make ideas happen, raising their aspirations, improving their achievement in school and developing valuable skills for education and employment.



Make your markwww.makeyourmark.org.uk

Social Enterprise Coalitionwww.socialenterprise.org.uk

17

be innovative and work creatively with others to solve problems

work beyond their comfort zones, developing a ‘can do’ attitude

develop a positive view of risk-taking, learning from mistakes

make decisions, show leadership, manage risks and present to others

take on new challenges, develop self-reliance, be open-minded, show respect for evidence, be pragmatic and committed to making a difference

be adaptable, flexible and creative, develop confidence, initiative and autonomy, show perseverance, determination and the drive to make things happen

reflect on what they have learnt and articulate how they have developed and demonstrated enterprise capability, and why these skills and qualities are important for their future.


Case study: Resourceful and enterprising learnersPerins School in Hampshire wanted to develop an e-learning enterprise project that improved learners’ ICT functional skills and developed entrepreneurial skills such as risk taking and self-management.

Learners were encouraged to work in a business model and given autonomy to create real products for use within the school’s virtual learning environment. Working well beyond their usual comfort zones, students were able to agree objectives and deadlines with a client department, work in teams to think creatively, tackle problems and make decisions, and use ICT skills to plan, monitor and report on the project as well as to develop innovative learning resources.




3 4 To achieve these outcomes learners need opportunities to:

get involved in a range of enterprise activities, including business and community projects, mini-enterprises, simulations, work and community placements, and enterprise days and events

work with partners, for example other schools and colleges, education-business partnership organisations, voluntary bodies, business, social and community enterprises, governors and parents

experience a range of teaching approaches in subjects across the curriculum that encourage active learning, including problem-based approaches, collaborative and cooperative activities, coaching and mentoring

learn in an environment where they are given autonomy to tackle relevant problems or issues that involve an element of risk and uncertainty about final outcomes, as well as regard for their successful resolution

work to deadlines with limited resources, organising themselves to fulfil roles and complete tasks

create and implement project plans that include setting targets, managing budgets and monitoring progress.

1818


1

The technology and media dimension engages pupils critically in the following questions:

2

Can I believe what I see and read?

What does media and technology offer me?

How can I use and explore technology and the media safely and responsibly?

Technology and the media play a significant role in shaping and defining our culture, and the way we work and learn. Engaging with technology and the media can help young people to become discerning and critically literate in relation to the media and internet. It can also equip them with the practical skills to use technology confidently, productively and safely, and offers unprecedented access to events, experiences, opinions and sources of knowledge, encouraging communication and collaboration on a global scale.



Bectawww.becta.org.uk

BBC news school reportnews.bbc.co.uk/1/hi/school_report

19

use and manage information effectively, learning to question the authenticity, accuracy and reliability of the information they encounter

use technology confidently and productively to find things out, try things out, develop and present ideas, and communicate with local and global audiences

read, deconstruct and critically evaluate different types of media, including news, advertising images, documentary, film and podcasts

reflect on the role of the media in society and its ability to inform, influence and entertain

consider the relationship between reality and the world portrayed by the media

become authors of content for different types of media

adapt to the changing nature of technologies and media

use technology safely and responsibly.


Case study: Safe and sound onlineThe ICT team at John Spendluffe School were concerned about pupils’ use of internet chat rooms and social networking sites outside school and wanted to encourage safe and responsible use of communication technologies.

Learners were given the opportunity to produce a radio advert or podcast on online safety for 8 to 13-year-olds, using mind mapping, video editing and sound recording software. They were able to research and understand the dangers of online chat rooms, at the same time as using technology to find things out, develop and present ideas and communicate a powerful message to their peers.



creativity and critical thinking

3 4 To achieve these outcomes learners need opportunities to:

access and use a rich range of technologies, including broadcast media, film, printed communications, games, web, podcasts and animation

use technology to create products for real situations and audiences

ask and answer questions such as: ‘Can I believe what I read?’, ‘How can I use technology safely?’ and ‘How can the media be used to benefit society?’

access a culturally and historically diverse range of technologies and media products

consider media as both consumers and authors of content

use technology to personalise learning, working at different times, in different places and with a wide audience.

2020

Creativity and critical thinking

1

The creativity and critical thinking dimension engages pupils critically in the following questions:

2

What are the creative industries and why are they important to me?

Why are cultural experiences relevant to me and how can I get involved as a spectator, participant or creator?

This dimension enables young people to engage with the world around them in critical and creative ways and to take part in imaginative and purposeful activity across the entire curriculum. Creativity and critical thinking can unlock young people’s potential, leading to personal fulfilment, as well as contributing to the artistic, scientific or technological achievements that help shape and influence wider society.



Creative partnershipswww.creative-partnerships.com

Find your talentwww.findyourtalent.org

21

think and act creatively, using their imagination to explore the unfamiliar and make unlikely connections

think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

express and pursue original ideas with purpose and persistence

take risks, improvise and make the most of the unexpected

collaborate with other learners through negotiation, modification and compromise

refine, modify and develop ideas, work, performances or products to ensure they are of real value.



Case study: Inspired engineeringSpecialist engineering college Eckington School wanted to improve cross-curricular links between science, maths, geography and design and technology.

Staff saw the dimensions as an opportunity to transfer skills such as creative thinking, risk taking, and problem solving across subjects and gave learners the challenge of designing a solar-powered buggy. Working in teams, learners acted as solar detectives to explore renewable energy sources, developed and experimented with design and construction, then refined and modified their projects to produce high quality end products.



global and sustainable development enterprise

3 4

engage in creative activities and critical thinking across their curriculum, exploring links between subjects and wider aspects of learning

appreciate the full range, potential and impact of the creative industries from arts to science to technology

participate in high quality cultural activities as spectators, participants and/or creators

work with a range of creative individuals, both in and out of the classroom

demonstrate their creativity by developing ideas, products, work or performances for real audiences

encounter the work of others, including theories, literature, art, design, inventions and discoveries, as sources of inspiration

discover and pursue particular interests and talents.

2222

Global dimension and sustainable development

1

Global dimension and sustainable development engages pupils critically with the following three questions:

2

How can I enjoy a good quality of life, without transferring problems to people in other parts of the world?

What are the biggest challenges facing our planet and how might they alter its future?

How can I become an active global citizen and help look after the planet for future generations?

Learning about global dimension and sustainable development can help young people to understand the needs and rights of present and future generations, and to consider the best ways to tackle interrelated global challenges such as climate change, inequality and poverty. It can also motivate learners to want to change things for the better – equipping them with the knowledge, skills and values that are crucial to envisaging and creating a sustainable future.



Sustainable schoolswww.teachernet.gov.uk/sustainableschools

Global gatewaywww.globalgateway.org.uk/

Global dimensionwww.globaldimension.org/

23

explore their own place within a changing world

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

understand long term global challenges including climate change, conflict and development and how these issues impact on and change society

reflect on the consequences of their own actions and take account of the needs of present and future generations in the choices they make

think imaginatively about what individuals can do to develop a more informed society and sustainable future

discover routes to influence others, as agents of change.



Case study: Cultural understanding through poetryAs a largely mono-cultural community, Whitstone school in Somerset was keen to increase learners’ understanding of the global dimension.

Staff built on the school’s partnership with a Ghanaian partner school to develop the global dimension across the curriculum. Learners were given the opportunity to study Ghanaian poetry, participate in exchange visits and a school-link club, and to explore Ghanaian history, art and textiles. The global partnership has given learners the confidence to work creatively with people who have a different heritage or values, greater cultural understanding and a positive attitude to difference.



identity and cultural diversity creativity and critical thinking

3 4

participate in global partnerships

make links between personal, local, national and global issues and events

appreciate the importance of a global context and engage in a range of culturally diverse experiences

study and debate different viewpoints on the challenges facing society

investigate how environmental change arises, including the impact of human activity

consider alternative future scenarios for the planet and the risks associated with not tackling sustainability

use their own ideas to act and contribute to change.

The big picture for planning with dimensions

24

Identify your priorities using the curriculum aims, Which aims will form your initial priorities for deve

Which dimensions will support the way you will organise the learning to achieve your

Developing and implementing your new secondary curriculum by important that you are able to

Once you have identified your priorities, design your curriculum as underpinned by a broad

Dimensions provide a focus for learning within and between subjects, in the dimension you have

PLTS – plan how to develop these skills through a range of experiences and subject contexts linked to your selected dimension. Encourage learners to develop and transfer skills across a range of contexts.

Place – consider where learning will take place. Ensure that learning outside the classroom interconnects with learning in the classroom. Does your school environment – corridors, hall, library etc – link to your priority dimension?

People – consider who will contribute to your compelling learning experience, for example experts from local community organisations, museums, art galleries, libraries and non-governmental organisations.

Review progress – plan reflection points when you assess learners’ progress towards meeting your goals.

Evaluate and record record the impact of learners by collecting learners affected and

Successful learnerswho enjoy learning, make progress and achieve

who are able

Time – think about time creatively, for example introduce single lesson days or week-long lesson days as a way of developing the flexibility of the timetable.

Environment Events Extended hours

1What

are we trying to achieve?

2How

do we organise learning?

3How well

are we achieving our aims?

h

Accountability measures

Attainment and improved standards Behaviour and attendance

whh

Local community & learner needs

25

the needs of your learners and key duties outlined in the Childrens’ Plan. lopment? Match your selected aims to the cross-curriculum dimensions. aims? Clarify your vision for your learners by visualising what they will be like when you are successful.

embedding dimensions is a major investment for all involved and it is see the impact of changes on learners.

an entire planned learning experience, made up of a number of components and set of common values and purposes.

PLTS and across the entire planned learning experience. Develop the ethos of your school around identified as the priority for your learners..............

impact – periodically evaluate and your curriculum developments on clear evidence of the number of the degree of difference seen in them.

Maintain, change or move on – once you know the impact on learners, decide whether to maintain what you are doing, change your approach or move on to another set of priorities.

Confident individuals to lead safe, healthy and fulfilling lives

Responsible citizenswho make a positive contribution to society

Other dimensions – dimensions are interdependent and mutually supportive. Create links between your core dimension and others.

Resources – consider how you coordinate resources relevant to your dimension to provide easy access for learners, for example the use of ICT developing links to community resources provided by school library service and museums.

Assessment – make this an integral part of teaching and learning, using day-to-day interactions with learners to recognise learning as it happens and shape next steps.

Designing compelling learning experiences focused on a dimension

Learning outside the classroom Lessons Locations Routines

Further involvement in education, employment or trainingHealthy lifestyle choicesCivic participation

The Children’s Plan Building brighter futures

Subjects – identify how each subject can contribute to your dimension. Use the subject comparison tool on the national curriculum website to help you select key concepts, processes, range and content and curriculum opportunities across subjects.

83 PiccadillyLondon W1J 8QA

Telephone 020 7509 5555Minicom 020 7509 6546Email [email protected]

QCA wishes to make its publications widely accessible. Please contact us if you have specific accessibility requirements.

ISBN 978-1-84721-919-0 QCA/09/4066

Documents

Cross curriculum dimensions a planning guide for schools publication tcm8-14464