Worldmix: Curriculum guidance
The following references are specific to England, Wales and Northern Ireland. We would be pleased to supplement this with guidance related to Highers in Scotland and the International Baccalaureate. Contributions from other English-language curricula would be appreciated, too.
The Worldmix site has further guidance related to the education systems in the Netherlands and Germany.
Key skills and 'wider' key skills
"The main impact of key skills on programmes is that they encourage more active forms of learning and involve the learners more deeply in their learning. Key skills are used to solve problems, get things done and improve performance. Students and trainees cannot develop and practise key skills by passively listening, reading or watching: they have to take an active part in their learning".
|Key Skill area Level 3||Suggested use of the Culture.cd|
|C3.1a Contribute to a group discussion about a complex subject||Discuss the 'general statements'|
|C3.1b Make a presentation about a complex subject, using at least one image to illustrate complex points||Choose one of the 'concrete statements'|
|C3.2 Read and synthesise information from two extended documents about a complex subject. One of these documents should include one image.||See the Department for International Development website for the 'White Paper' on the challenge of globalisation.|
|C3.3 Write two different types of documents about complex subjects. One piece of writing should be an extended document and include one image.||See the 'Practical Assignments'|
|Application of number|
|Look out for future CD-ROMs in the Worldmix series|
|IT3.1 Plan, and use different sources to search for, and select, information required for two different purposes.||Explore a theme in the Culture.cd. See C3.2 above|
|IT3.2 Explore, develop and exchange information to meet two different purposes.||Submit a response to the Worldmix online discussion forum.|
|IT3.3 Present information from two different sources for two different purposes and audiences. Your work must include at least one example of text, one example of images and one example of numbers.||Use an application to design a presentation (e.g. Powerpoint) about your own viewpoint with a particular audience in mid. Please note that Culture.cd does not have a facility to cut and paste text and images.|
"c) develop an understanding of the interrelationships between people and their environments, and of the opportunities, challenges and constraints that face people in different places and environments;" ACCA, CCEA and QCA (2000) GCE Advanced Subsidiary (AS) and Advanced (A) Level Specifications: Subject criteria for geography.
The Culture.cd and the Worldmix website will prove extremely helpful in a range of modules in the new GCE Geography AS and A2 specifications:
- Global change: changes in development in the last thirty years (AQAB);
- Researching global futures (EdExcel B);
- Globalisation in economic activity (OCR B);
- Inequalities in development (WJEC).
The following extracts are from the respective "Subject criteria..." for GCE Advanced Subsidiary (AS) and Advanced (A) Level Specifications published by ACCA, CCEA and QCA in 2000.
"Structure and essential determinants of international transactions Students should understand:
- the general pattern of trade between the UK and the rest of the world;
- trade with developing economies;"
"3.6 Critical understanding: Students should acquire a critical understanding of businesses and the environment within which they work and be able to evaluate material and information as presented in a range of formats so as to distinguish between fact and opinion in order to make informed judgements. "
Modern Foreign Languages
"- explore and develop understanding of the contemporary society, cultural background and heritage of one or more of the countries or communities whose language is being studied; " and "Candidates will demonstrate understanding and the ability to use advanced level modern foreign language skills in one or more tasks which require them to show knowledge of the society or culture of one or more of the countries or communities studied."
"- study change over a period of time sufficient to demonstrate understanding of the process of change, its causes and consequences, both long-term (at least 100 years) and short term;"
"- develop a critical awareness and understanding of perennial and contemporary issues and develop a greater awareness of their historical and contemporary contexts in order to enhance skills of evaluation;"
Specified as statutory from August 2002 for key stage 3 and 4 (age 11 to 16), the national curriculum for England has included:
"- the world as a community, the political, economic, environmental and social implications of this and the role of the European Union, the Commonwealth and the United Nations (3.1i)
- the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21 (4.1j)"