Bibliography

Answers, 2014. Science inquiry definition?. [Online] 

Available at: http://wiki.answers.com/Q/Scientific_inquiry_definition?#slide=4

Bruner, J. S., 1961. The Act of Discovery. s.l.: Harvard Educational Review.

Educa8, 2014. What is ESDGC?. [Online] 

Available at: http://www.educ8training.co.uk/what-is-esdgc/

Heathcote, D., 1985. Theory into Learning. A Drama of Learning: Mantle of the Expert .

Heather Banchi, Randy Bell, 2008. The Many Levels of Inquiry. s.l.:The Learning Centre of the NSTA.

Henry, J., 2001. Creative Management. s.l.:SAGE.

James C. Kaufman, Dr. Ron Beghetto, 2009. Beyond big and little: The Four C Model of Creativity. 

s.l.:Review of General Psychology.

Jane Nicholas, Martin Pollard, Robert Smith, Stephen Thomas, 2010. Assessing the International Dimension in Education in Schools in Wales Phase II. [Online] 

Available at: http://www.britishcouncil.org/executive_summary.pdf

Pykett, J., n.d. Creativity in Religious Education. [Online] 

Available at: http://www.cornwall.gov.uk/media/3621685/Creativity_in_Religious_Education_-6_Pages-.pdf

Scotland, E., 2012. About creativity. [Online] 

Available at: http://www.educationscotland.gov.uk/learningteachingandassessment/approaches/creativity/about/index.asp

Film Education

Film in our culture are used for expression and transmission of stories, propositions and to circulate, organise and retrieve information and retrieve information and to maintain or challenge political powers.

Media in education has two sets of values contributory use: encouragement of communication, cultural diversity. The second set is subject in their own right: media languages, method of production or consumption. The criticism of this are they could fall back on their reading skills. 

Through watching films from a young age children can obtain literacy skills e.g. genre recognition, they can explain moving images at a worldly level than they can texts. Thus they can engross themselves in more complex films.

Literacy is a broad collection of knowledge, skills and apprehension, a child's ability to understand and analyse films is part of being literate.

Films are worth studying as a part of cultural heritage, the learner can obtain information much easier through media and can access and immense amount of knowledge. Film education have three integrated parts:

Cultural: widen learner’s experience of variety of media and content

Critical: evolve learner’s critical skills in investigating and evaluate media outputs

Creative: expand learner’s creative skills within media for communication, participation in debates 

An Enquiry-Based Approach To ESDGC

ESDGC stands for Education for Sustainable Development and Global Citizenship. It's about preparation of individuals whom can confront the issues of 21st Century. They provide excellent learning experiences that aid individuals lives and assist organisation to be become more successful, fruitful and bankable. They have seven main themes that identify the problems of the world: 

• Poverty and Wealth 
• Health 
• Climate change
• Natural Environment
• Choices and Decisions
• Identity and Culture 
• Consumption and Waste 

And their nine key concepts are: 

• Interdependence 
• Rights and Needs
• Citizenship and Stewardship
• Sustainable change
• Uncertainty and Precaution
• Quality of Life
• Conflict Resolution
• Values and perception

(Educa8, 2014)

ESDGC is important because it acknowledge that the world is prejudiced and unbalanced, nevertheless it can be moulded and changed by the perspectives, significance and performance of the human beings whom reside in the world. They promote the development of thinking skills, along with the guidance, inclusion and engagement towards the young people's learning. 

IDE - International Dimension in Education

It's devised to all parts of education and learning that comprise European or International activity. And surrounds activities found in many areas of Welsh National Curriculum. The usefulness of IDE is greatly considered by educational political parties, including the Welsh schools for it's seen as key element in their educational settings. 

The self assessment tool was designed to focus on how the IDE profited in school, with regard to social groups, viewpoints and effectiveness of both students and teachers. The tool is separated into five sections: 

• Outcome for learners
• Outcome for teachers
• Outcome for the whole school
• Outcomes for the wider community 
• Future development of IDE

The IDE's role in syllabus and qualification in Wales are:

• Wales, Europe and the World (WEW)/Welsh Baccalaureate Qualification
• Personal and Social Education (PSE)
• Education for Sustainable Development and Global Citizenship (ESDGC)
• Subject specifications  

(Nicholas & Pollard & Smith & Thomas, 2010)