connecting classrooms monitoring and evaluation toolkit

in East AsiaMonitoring & Evaluation Toolkit 2010

Table of Contents

Global Dimension in Education ....................................................................................................... 1 Key Concepts of the Global Dimension ...................................................................................... 1 Global Dimension in Teaching & Learning ................................................................................. 2

British Council Connecting Classrooms: Providing Opportunities for a Global Dimension .............. 3

The Toolkit and Measuring the Global Dimension in Education ...................................................... 4 Students ..................................................................................................................................... 4 Teachers .................................................................................................................................... 4 Schools .............................................................................................................................................. 4

Monitoring and Evaluation Timeline ................................................................................................ 5

Students’ Comparative Survey ........................................................................................................... 6

Student Focus Group ..................................................................................................................... 15

Teachers’ Comparative Survey .......................................................................................................... 17

Impact Study ................................................................................................................................. 22 Student Face-to-Face Interview ............................................................................................... 22 Teacher Face-to-Face Interview .............................................................................................. 27 Head Teacher Face-to-Face Interview ..................................................................................... 34 Policy-Maker Face-to-Face Interview ....................................................................................... 39 Cluster report ............................................................................................................................. 43

Case Studies ............................................................................................................................................. 51

Annexes ..................................................................................................................................................... 72

The United Kingdom’s international or ganisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

CONNECTING CLASSROOMS IN EAST ASIA COMPARATIVE MONITORING & EVALUATION TOOLKIT

THE GLOBAL DIMENSION IN EDUCATION

Education plays a vital role in helping children and young people recognise their contribution and responsibilities as citizens of this global community and equipping them with the skills to make informed decisions and take responsible actions.

Incorporating the global dimension in teaching means that links can be made between local and global issues. It also means that young people are given opportunities to:

critically examine their own values and attitudes

appreciate the similarities between peoples everywhere, and value diversity

understand the global context of their local lives

develop skills that will enable them to combat injustice, prejudice and discrimination.

Such knowledge, skills and understanding enable young people to make informed decisions about playing an active role in the global community.

The global dimension can be understood through eight key concepts:

global citizenship

conflict resolution

diversity

human rights

interdependence

social justice

sustainable development

values and perceptions

Key Concepts of the Global Dimension

Global Citizenship

Gaining the knowledge, skills and understanding of concepts and institutions necessary to become informed, active, responsible citizens

Conflict resolution

Understanding the nature of conflicts, their impact on development and why there is a need for their resolution and the promotion of harmony.

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Diversity

Understanding and respecting differences and relating these to our common humanity.

Human rights

Knowing about human rights including the UN Convention on the Rights of the Child

Interdependence

Understanding how people, places economies and environments are all inextricably interrelated, and that choices and events have repercussions on a global scale.

Social justice

Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people

Sustainable development

Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations.

Values and perceptions

Developing a critical evaluation of representations of global issues and an appreciation of the effect these have on people’s attitudes and values.

Global Dimension in Teaching & Learning

Embedding the global dimension in the curriculum will help learners to:

explore and make sense of the big issues in the world

think critically and creatively about topical and controversial issues

consider issues and events from a range of perspectives

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

reflect on the consequences of their own actions now and in the future

link learning to taking responsible actions

participate in society as active and responsible global citizens

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To achieve these outcomes, learners need opportunities to:

explore concepts of conflict, diversity, human rights, interdependence, social justice and sustainable development

participate in sustainable global partnerships which can be a powerful and exciting way to bring the global dimension into the classroom

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

critically evaluate their own value and attitudes appreciating the similarities between people everywhere and learning to value diversity

develop skills that will enable them to identify and challenge injustice, prejudice and discrimination

understand and potentially make their own distinctive contribution to local and global communities

consider probable and preferable futures and how to achieve the latter

BRITISH COUNCIL CONNECTING CLASSROOMS: PROVIDING OPPORTUNITIES FOR A GLOBAL DIMENSION

The British Council Connecting Classrooms will help schools, school leaders, teachers and students to achieve their goals of becoming truly Global Citizens through:

- international school projects that are classroom-based with the embedding of all school linking activity within the curriculum

- sustainable school partnerships to support teachers and learners with a range of activities which will enhance the development of intercultural understanding

- teachers and students exchanging ideas and developing projects through their dedicated online communities of practice; provided and facilitated by the British Council.

Partner groups of Local Authorities and schools are working together on a number of collaborative projects under the common themes of:

Global Citizenship

To morrow’s World

Science & Invention

Climate Change

Sports & Health

Environmental Science

Enterprise

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THE TOOLKIT AND MEASURING THE GLOBAL DIMENTION IN EDUCATION

How will we know if we are achieving our goals of developing a Global Dimension to whole-school teaching and learning?

This toolkit is designed as an implementation guide for British Council Connecting Classrooms’ comparative Monitoring & Evaluation. It is aimed to help you in using a set of tools to measure the development in embedding the Global Dimension into teaching and learning in schools, as a result of their participation in the programme, participating in Connecting Classrooms in East Asia. The recommended tools consist of comparative surveys, cluster report and impact study.

The comparative surveys will measure schools’ progress in incorporating the Global Dimension in teaching and learning. This will be done by comparing the results of this comparative Monitoring & Evaluation against the results of the baseline Monitoring & Evaluation conducted with teachers and students last year. The impact study and the cluster report will further investigate schools’ achievements and the impact the programme has had, through incorporating the Global Dimension in education, on the students, teachers, head teachers and the governments.

The comparative Monitoring & Evaluation will be carried out through three perspectives:

1. Students:

1.1 Students’ Comparative Survey – the survey will enable us to compare changes in views of those students taking the baseline survey and subsequently participating in British Council Connecting Classrooms project activities.

1.2 Students Focus Group – the students will be interviewed on a number of key aspects of Global Citizenship demonstrating the changes in their opinions and understanding of other society and the importance of being global citizens.

2. Teachers: 2.1 Teachers’ Comparative Survey – compared with the baseline survey, this will indicate how much Connecting Classrooms is helping to develop the Global Dimension in your school and your learners after working with them on British Council Connecting Classrooms project activities.

3. Schools:

3.1 Face-to-Face Interviews – Connecting Classrooms requires a qualitative study on the impact of the programme in the countries in which it works. The Connecting Classrooms programme works with policy-makers, head teachers, teachers and students. This study will therefore target these groups of people to establish the impact of the programme.

3.2 Cluster report – this is a self evaluation report reflecting on what the schools have achieved in the past year which will also help clusters to ensure that schools get the most out of the programme and for Connecting Classrooms to be able to demonstrate the impact of the programme to its stakeholders.

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MONITORING & EVAULATION TIMELINE

- Countries identify consultant/researcher (March – May) - Identify individuals for impact study’s face-to-face interviews (March – June)

- Students’ survey completed (May – 31 August) - Teachers' survey completed (May – 31 August) - Student focus group completed (May – 31 August) - Face-to-face interviews completed (May – 31 August)

- Each country’s results are ready (20 September) - Regional results are ready (30 September) - Overall results are ready to be published (5 October)

in East Asia

Students’ Survey and Focus Group

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STUDENTS’ COMPARATIVE SURVEY

Survey administration

At least 10% of the same set of students who took the baseline survey on ‘How International Are You?’ in 2009 will complete the online survey on ‘How International Are You?’ again. This will give a comparison of how much they have learned and understand about their own communities and cultures, and those of the UK and other participating Connecting Classrooms countries in East Asia.

The comparative survey will be completed online between May and August 2010 (depending on your country) and the results will be published one month from the completion of the survey. Please note that the survey is not a test. Please encourage your students to complete the survey by themselves. Students should not seek advise or consult outside resources.

The results of the baseline and comparative surveys will be analysed and finding from these will be published one month from the completion of the comparative survey.

How International Are You?

Help us to help you to become Global Citizens by telling us how much you know about your own local community and the world around you by answering the questions in our survey. The survey is completely confidential.

By completing the survey you will stand a chance of winning one of our special Connecting Classrooms prizes awarded to 8 lucky winners and 8 runners-up drawn from our prize draw on 15 September 2010. Details of the prizes can be found on the Connecting Classrooms Online Community at http://cc.britishcouncil.org/studentdialogues.

The closing date for completing the survey is 31 August 2010. So make sure you do not miss the deadline!

INTRODUCTION: ABOUT YOU

Qa. Which country do you live in?

UK Indonesia Japan Korea Malaysia Thailand Taiwan Vietnam

Qb. Gender

Male

Female

Qc. How old are you?

11

12

13

14

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15

16

17 or above

SECTION A: DIFFERENT LANGUAGES THAT PEOPLE LEARN

Q1a. Which of the languages on this list is your mother tongue? Please select one language only.

Arabic

Chinese

English

French

German

Hindi

Indonesian

Japanese

Korean

Malaysian

Russian

Spanish

Thai

Vietnamese

Other

Q1b. Which of the languages on this list, if any, do you think is the most useful foreign language for young people like yourself to learn? Please select one language only.

Arabic

Chinese

English

French

German

Hindi

Indonesian

Japanese

Korean

Malaysian

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Russian

Spanish

Thai

Vietnamese

Q2. How old were you when you first started learning a foreign language?

Under 4 4-5 6-8 8-10 11-12 12-13 13-14 15-16 16+

Q3. How important do you think it is to speak a foreign language for your future working life? Please select one answer

Essential Very important

Fairly important

Not very important

Not at all important

Don’t know

SECTION B: CONTACT WITH DIFFERENT COUNTRIES

Q4. How many countries, apart from the one you live in now, have you visited?

Please select one answer only

1 2 3 4 5 6-10 10+ None

Q5. Thinking of the country you visited most recently, what was your main reason for visiting it? You may select as many answers as is appropriate.

Holiday Study School trip

School exchange

We (my family and I) used to

live there

Visiting other family/friends living there

Other

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Q6. How often, if at all, do you use the internet to communicate with young people in different countries? This could be via email, websites, chat rooms etc.

Please select one answer only

Every day Most days

Several times a week

At least once a week

At least once a month

Less than once a month

Never

SECTION C: THE REST OF THE WORLD AND INTERNATIONAL ISSUES

Q7. Which two or three of the following, if any, do you think are the biggest issues facing the world today? Please select up to three issues.

Terrorism

Environment/climate change

War/national and international conflict/ violence

Famine/ starvation/ malnutrition/ hunger

Health

AIDS/HIV

Poverty

Drug abuse

Too many people

Religion/ religious fundamentalism

Crime

None of these

Don’t know

Q8 Which, if any, global figures do you most admire? By global figures, we mean well-known people from around the world.

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Q9 How interested are you, if at all, in understanding more about the world outside your own country?

Very interested

Fairly interested

Not very interested Not at all interested Don’t know

Q10 How far do you agree or disagree with each of the following sentences? Please select one answer only for each sentence.

Strongly agree

Tend to

agree

Neither agree nor disagree

Tend to disagree

Strongly disagree

Don’t know

A “I feel that I am more a

citizen of the world than a citizen of my own country”

B “I go out of my way to

understand current

events in the world”

C “I think it is important to

respect people from

different cultures and

backgrounds”

D “I think it is important

that the leaders of my

country do more to build

friendly relations with

other countries”

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SECTION D: THIS SECTION IS ABOUT LINKS BETWEEN SCHOOLS IN DIFFERENT COUNTRIES

Q11 How far do you agree or disagree with the following sentence?

“It is a good idea for school s in my country to have links or partnerships with schools in other countries”

Strongly agree

Tend to agree Neither agree nor disagree

Tend to disagree

Strongly disagree

Don’t know

Q12 Does your school have a link or partnership with one or more schools in any other countries?

Yes No Don’t know

SECTION E: THIS SECTION IS ABOUT THE UNITED KINGDOM

Q13 Can you tell us where each area is? Look at the map and then write the letter next to the name of the city, town or area.

Leicestershire Southwark Birmingham West Lothian Haringey South

Gloucestershire

Nottingham Sefton Kent Bromley Lewisham Durham

Cardiff Cumbria Belfast Norfolk Cornwall Northants

Portsmouth Leeds Devon Derby

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SECTION F: THIS SECTION IS ABOUT EAST ASIA

Q14 Can you tell us where each country is? Look at the map and then write the letter next to the country name.

South Korea

Philippines Australia Japan Taiwan Indonesia Thailand Japan Vietnam Malaysia New Zealand

China

Q15 How much do you know about the following countries according to the topic given?

The geography – towns, cities, climate, population, etc

UK Korea Taiwan Indonesia Thailand Japan Vietnam Malaysia

A lot

Quite a lot

A little

Very Little

Nothing

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Schools – timetable, subjects studied, uniform, meals, etc


A lot

Quite a lot

A little

Very Little

Nothing


Money – Currency, cost of living, etc


A lot

Quite a lot

A little

Very Little

Nothing


Culture – food, dance, clothes & costume, traditions, festivals, music, flags, etc


A lot

Quite a lot

A little

Very Little

Nothing

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Issues and problems – natural disasters, e.g. earthquakes or flooding, poverty, climate change or global warming, food shortages, social problems, ethnic problems, etc


A lot

Quite a lot

A little

Very Little

Nothing

Q20 In your own words, tell us what you think a Global Citizen is

A Global Citizen is …..

Q21 Finally, how much would you agree with the following statement

“I am a Global citizen”

Agree Strongly Agree Disagree Disagree strongly Don’t know

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STUDENT FOCUS GROUP

Global Citizenship: What’s it all about?

This is a case study to help us to find out:

- what young people know and feel about local and international issues

- the role young people feel they play in local and international society

- what being a Global Citizen means and what they see as representing a ‘Global Dimension’

Connecting Classrooms is about helping schools, teachers and students develop a truly Global Dimension to teaching and learning, creating Global Citizens who feel empowered to contribute to change and are aware of and understand:

- issues of inequalities within and between societies

- diversity of cultures and societies

- interdependences between communities, cultures and nations

- different political systems

- different views of local & global economic and social development

- causes and effects of conflict, locally & globally and relationships between conflict and peace

Through carrying out case studies amongst a cross-section of young people from different cultures and societies in the UK and the 7 participating East Asian countries now, and then helping our young people to engage in curriculum-based international school projects, we will continue to follow their progress.

We hope that through guided classroom teaching & learning and peer-to-peer learning through dialogue, debate, multimedia presentation and other forms of collaborative learning, we will:

- broaden learners’ international horizons

- change our young people’s perceptions

- increase their knowledge of local and international issues

- give young people a platform where they can challenge viewpoints which perpetuate inequality

- take responsibility for the effects of our lifestyles on people and the environment

Thereby develop our young people into truly Global Citizens.

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Interview Format

The recommended format for conducting the focus group interviews is as follows:

1. The interview should be with the same set of students who took part in the first student focus group interview in 2009 who are of mixed age, gender, race and ability wherever possible.

2. The interview will be filmed, so please gain parental consent before carrying out the interview.

3. Interview should take place as a group in an informal style where young people feel relaxed and able to speak openly and honestly.

4. Interview should offer equal opportunity for all students to offer their views.

5. Interview should be conducted solely in the students’ rst language.

6. Students should not be briefed on any of the interview questions before the interview and it should be made clear that they will not be judged or criticised for anything they say.

7. Teachers should not prompt students to help them answer, rather reformulate the question or ask additional probing questions.

8. Interview should be recorded either in audio format or video format for translation into English later.

9. A member of British Council staff should observe the interview to ensure instructions are followed.

Interview Questions:

N.B. For most of the questions below, please also ask about the UK and the 3rd East Asian Country.

Diversity

1. What is a typical (nationality) person like?

2. What do you think are the most important things about being (nationality)?

3. How do you think a person from another country would describe a typical (nationality)?

4. Do you think all people from (country) are the same? (Prompt for ethnicity ,dress, religion, culture, etc)

5. Do you think some people in (country) have problems? Who, what, why?

Sustainable Development

6. What kind of a place do you live in? (Rural, town, village, urban, etc)

7. Is it a good place to live in? Why? Why not?

8. Is it the same now as it was 10 years ago?

a. What’s chang ed?

b. What role do we play in this change?

c. How do you think we can help to keep the good things from disappearing?

d. How would you like to see your place in 10 year’s time?

Global Citizenship

9. What do you think are the most important things you need to do or have to be a Global Citizen?

10. Are you a Global Citizen? Tell us how ….

11. How do you think Connecting Classrooms can help you to become more of a ‘Global Citizen’?

12. What would you like to suggest Connecting Classrooms to do to help you more?

in East Asia

Teachers’ Survey

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A Global Dimension in the Classroom

This comparative survey helps us to find out:

- How much you as a teacher feel your learners know and feel about local and international issues

- To what extent you as a teacher are integrating a ‘Globa l Dimension’ into your classroom teaching and learning

- To what extent you as a teacher feel your learners are able to communicate in real-life situations in English

- How much you as a teacher are using ICT in your teaching & learning

- What you as a teacher would like British Council Connecting Classrooms do to help in your professional development

Connecting Classrooms is about helping schools, teachers and students develop a truly Global Dimension to teaching and learning, creating Global Citizens who feel empowered to contribute to change and are aware of and understand:

- issues of inequalities within and between societies

- diversity of cultures and societies

- interdependences between communities, cultures and nations

- different political systems

- different views of local & global economic and social development

- causes & effects of conflict, locally & globally and relationships between conflict and peace

We hope that through guided classroom teaching & learning and peer-to-peer learning through dialogue, debate, multimedia presentation and other forms of collaborative learning, we will:

- broaden learners’ international horizons

- change our young people’s perceptions

- increase their knowledge of local and international issues

- give young people a platform where they can challenge viewpoints which perpetuate inequality

- take responsibility for the effects of our lifestyles on people and the environment.

Thereby develop our young people into truly Global Citizens.

TEACHERS’ COMPARATIVE SURVEY

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Survey Administration

The survey will be in electronic format available on the British Council Connecting Classrooms Online Community at http://cc.britishcouncil.org

At least 10% of the same set of teachers who took the baseline survey in 2009 should complete this survey. Teachers who did not complete the baseline survey are also invited to complete this comparative survey this year. The survey uses the same question as the baseline survey. This will give a comparison of the increase in the Global Dimension the teachers feel there is in their teaching and learning in their classroom and their school.

The survey will be completed online between May and August 2010 (depending on your country) and the results will be published one month from the completion of the survey.

The results of the baseline and comparative surveys will be analysed and finding from these will be published one month from the completion of the comparative survey. This will indicate how much Connecting Classrooms is helping to develop the Global Dimension in your school and your teachers.

Survey Questions:

Diversity

On a scale of 1-10 where 1 = nothing and 10 = a very deep knowledge, how much do you think your students presently know about the following criteria?

1. What a typical (nationality) person is like.

1 2 3 4 5 6 7 8 9 1 0

2. The most important things about being (nationality)

1 2 3 4 5 6 7 8 9 1 0

3. The differences between people from (country) and (countries) (ethnicity ,dress, religion, culture, etc)

1 2 3 4 5 6 7 8 9 1 0

4. The problems that people from (countries) face.

1 2 3 4 5 6 7 8 9 1 0

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Sustainable Development

5. The changes in the environment in which they live

a. What’s changed?

b. What role do they play in this change

c. How can they help to keep the good things from disappearing

d. How their environment might change in 10 years’ time

1 2 3 4 5 6 7 8 9 1 0

Global Citizenship

6. What are the most important things they need to do or have to be a Global Citizen?

1 2 3 4 5 6 7 8 9 1 0

7. Whether they are a Global Citizen

1 2 3 4 5 6 7 8 9 1 0

8. How British Council Connecting Classrooms can help them to become more of a Global Citizen?

1 2 3 4 5 6 7 8 9 1 0

A Global Dimension in the Classroom

To what extent are you as a teacher integrating a ‘Glo bal Dimension’ into your classroom teaching and learning?

1. When planning a lesson or series of lessons in my subject, I include reference to or focus on issues of diversity of cultures and societies

Always Frequently Often Sometimes Rarely Never

2. When planning a lesson or series of lessons in my subject, I include reference to or focus on issues of interdependences between communities, cultures and nations


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3. When planning a lesson or series of lessons in my subject, I include reference to or focus on local and global economic and social development

Always Frequently Often Sometimes Rare ly Never

Communication in English

To what level do you as a teacher feel the learners you have selected to be part of the British Council Connecting Classrooms project are able to communicate their learning in real-life situations in English using the following skills?

Extremely well very well well quite well not very well not at all

Using ICT in Teaching & Learning

How much are you as a teacher using ICT in your teaching & learning?

1. I feel confident in using ICT as a tool for teaching and learning

Agree strongly Agree Slightly Agree Disagree Disagree Strongly

2. I use ICT to teach my subject with my class in my classroom


3. I use ICT to teach my subject with my class in the computer room


4. The ICT teacher uses ICT to teach my subject with my class in the computer room


Teachers’ Professional Development

What would you as a teacher like British Council Connecting Classrooms do to help in your professional development?

Please indicate on a scale of 1-10 where 1 = not at all interested and 10 = Extremely interested in attending either face-to-face or distance learning training on the following areas related to the British Council Connecting Classrooms project

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1. Classroom management

1 2 3 4 5 6 7 8 9 1 0

2. Team Teaching & Lesson Planning

1 2 3 4 5 6 7 8 9 1 0

3. Teaching with ICT

1 2 3 4 5 6 7 8 9 1 0

4. Adding a Global Dimension in teaching and learning

1 2 3 4 5 6 7 8 9 1 0

5. Child-centred learning & project-based integrated classroom activities

1 2 3 4 5 6 7 8 9 1 0

6. Adapting text-book teaching to different learner styles

1 2 3 4 5 6 7 8 9 1 0

7. Any other suggestions or requests?

in East Asia

Schools

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IMPACT STUDY: STUDENT FACE-TO-FACE INTERVIEW

NOTES

- This tool is designed to be administered by a researcher / British Council staff member.

- It is designed to address the following outcomes, indicators and targets from M&E framework, but also addresses areas beyond these:

Outcome Critical success indicator Target

LEARNERS

Learners have improved perceptions of other societies

Learners having a more positive approach toward other societies

By the end of three years, of those surveyed, 90% of learners directly involved in Connecting Classrooms, agree or agree strongly that their perceptions of other societies have improved

Learners demonstrate increased insight and understanding of their own culture, heritage, history and environment

Learners using their knowledge and understanding of culture, heritage, history and environment across different learning contexts

After two years’ participation in Connecting Classrooms learners demonstrate increased involvement in activities and events with a focus on culture, heritage, history or the environment

Learners demonstrate a critical understanding and knowledge of society, the world and their place in it

Learners using a critical understanding and knowledge of societies and the inter-relationship between them, across different areas of learning

After two years’ participation in Connecting Classrooms, learners demonstrate greater application of critical thinking and analysis on global issues

Learners demonstrate a motivated and active involvement in their own learning and development

Increasing learner interest and involvement in school activities and self development

After two years’ participation in Connecting Classrooms, learners are more proactive in questioning and expressive of their views in group activities

Learners demonstrate leadership and enterprise skills, particularly those for work in a global economy

Learners gaining Global Citizenship Award

After two years, 350 learners in Connecting Classrooms schools will have gained the Global Citizenship Award (where available)

Demonstrate leadership and enterprise skills, particularly those for work in a global economy


After two years, 350 learners in Connecting Classrooms schools will have gained the Global Citizenship Award (where available)

INSTITUTIONS

Institutions identify equality of opportunity for every young person to engage in learning through an international context

Schools fairly select pupils for participation in Connecting Classrooms

After the first year, all Connecting Classrooms schools can demonstrate a fair and transparent process for selecting pupils to engage in international work

Institutions work more closely with communities

Participation rates of schools in community action projects

Each year, Connecting Classrooms schools work with communities on one

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and become more involved in community and social issues

project focused on challenging misconceptions, community cohesion or challenging attitudes and environments that may give rise to extremism

COMMUNITIES

Communities recognise the value of increased engagement with other societies, both for schools and learners, and for society at large

Increasingly positive perceptions of Connecting Classrooms activities and intercultural dialogue across communities

20% of learners surveyed report parental support for their involvement in Connecting Classrooms activities

Give recognition to elements of the following agenda for schools and young people:

community cohesion,

challenging misconceptions,

challenging attitudes and environments that may give rise to extremism

Involvement of communities in joint projects with schools

Each year, communities linked to Connecting Classrooms schools work with schools on one project focused on challenging misconceptions, community cohesion or challenging attitudes and environments that may give rise to extremism or negative impact on important social issues or environment

Using This Tool

Sampling

This tool is to be used on a sample basis; with four students being interviewed per country.

The aim should be to sample across different school types, so that, for example, there is a spread of public, private, religious schools, etc, which as far as possible, matches the balance of these school types across the population of schools participating in Connecting Classrooms in East Asia.

The sample should seek to cover ages/grades across the range covered by the regional programme as a whole.

For equal opportunities and diversity, the interview participants should represent the diversity of the country and people engaged. An equal or similar number of boys and girls should be engaged.

Interview administration The interview should be administered by an external researcher or member of British Council staff.

Administration, in this case, involves leading and steering the interview and offering information to participants.

The interview should be undertaken with 4 students individually. It should be filmed or recorded, for transcription purposes, with appropriate consent being gained.

The administrator will play a key role in ensuring that the interview encourages open response, while also addressing the target outcomes. It is important that notes about the strength/degree of unanimity among the students for each question are kept, particularly as evidence from this tool is needed to support the achievement of numerical targets, in some cases.

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Analysis and reporting

The main focus of the analysis is to gather evidence relating to the target outcomes identified above.

From the data, team should be able to report on students’ own account of their perceptions, attitudes and knowledge. The data should help to show the degree to which East Asia are meeting target percentages (as in the M&E framework), but will also help in assessing/ reconsidering targets.

It is recommended that the administrator of the interview is required to allocate a category of agreement/response for each question, where relevant, so that the transcript of each interview includes data that is more immediately usable, alongside the detailed responses of participants.

The processing of transcripts and quantitative and qualitative analysis for this tool could be allocated to an external contractor/researcher as regional team may lack the capacity to undertake this themselves.

STUDENT INTERVIEW QUESTIONS

Name:

Grade(s)/Year group(s):

School:

Country:

1. How many classes/numbers of students are involved in Connecting Classrooms in your school? (please estimate if you are not sure)

How are students chosen? How were you chosen to take part? Is the process done in a fair way?

Please explain, giving examples.

2. What activities, if any, have you enjoyed within Connecting Classrooms? Why?

3. What activities, if any, have you not enjoyed? Why?

4. What do you think are the most important things you need to do, or have, to be a global citizen?

5. How far has Connecting Classrooms helped you to become more of a global citizen?


6. Have you heard of the Global Citizen Award?

Is your school involved / would you like to be involved in this award?

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7. How well have you got to know students from your partner country(ies)?

How do you communicate?


8. How far has Connecting Classrooms changed your view of people from [country]?

Why?


9. How far has your view of [country] become more positive since being involved in Connecting Classrooms?


10. How far has Connecting Classrooms helped you to learn more about, and take an interest in, your country?

For example:

- Your country’s history

- Culture (what people do, wear, eat, and aspects of music and art)

- The environment within your country


11. How far has Connecting Classrooms helped you to understand and analyse events across the world? (for example, conflict, poverty, global warming)


12. Have you taken part in discussions as part of your Connecting Classrooms work?

Have you become more confident about expressing your ideas and opinions during discussions?


13. How much do your parents/carers know about Connecting Classrooms?

How interested are they in what you are doing through the project?


14. How far has Connecting Classrooms involved you in work with the local community?

If you have been involved in such work, does it address issues, for example:

- Misconceptions

- Community cohesion

- Environment

What effect, if any, has this had on you?

What effect, if any, do you think this has had on the community?


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15. Connecting Classrooms is an intercultural dialogue programme. Intercultural dialogue aims to build trust and understanding between different countries and cultures.

Is intercultural dialogue important for:

- You?

- Your school?

- Your teacher?

- Your parents?

- Your community?

Please give details.

16. Has Connecting Classrooms increased trust and understanding:

- In your own community of teachers, students, parents?

- With other communities in your country?

- With communities in other countries?


17. Do you have any other comments about Connecting Classrooms?

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IMPACT STUDY: TEACHER FACE-TO-FACE INTERVIEW

NOTES


- It is designed to address the following outcomes, indicators and targets from the M&E framework, but also addresses areas beyond these:


INSTITUTIONS

Institutions recognise the importance of teachers and school leaders developing their skills and competencies in an international environment

Participation of teachers and school leaders in range of Connecting Classrooms training activities

After 2 years, 90% of Connecting Classrooms schools readily release teachers and school leaders for Connecting Classrooms training activities

PRACTITIONERS

Practitioners have improved perceptions of other societies

Teachers having a more positive approach toward other societies

By the end of two years, of those surveyed, 80% of teachers directly involved in Connecting Classrooms, agree or agree strongly that their perceptions of other societies have improved

Practitioners demonstrate the ability to work comfortably in, and with people from, other countries

Teachers and headteachers are increasingly positive about their visits to, and interactions with, colleagues in partner countries

After two years, 80% of teachers and headteachers surveyed, agree or agree strongly that inter-cultural dialogue, during visits and in the process of partnership, has improved

LEARNERS

Learners demonstrate increased insight and understanding of their own culture, heritage, history and environment

Learners using their knowledge and understanding of culture, heritage, history and environment across different learning contexts

After two years’ participation in Connecting Classrooms learners demonstrate increased involvement in activities and events with a focus on culture, heritage, history or the environment

As above Outcomes for learners in the areas of culture, heritage, history and the environment are enhanced

After two years’ participation in Connecting Classrooms, learners perform better than previously predicted, in the areas of culture, heritage, history and environment

Learners demonstrate a critical understanding and knowledge of society, the world and their place in it


After two years’ participation in Connecting Classrooms, learners demonstrate greater application of critical thinking and analysis on global issues

Learners demonstrate a motivated and active involvement in their own

Increasing learner interest and involvement in school

After two years’ participation in Connecting Classrooms, learners

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learning and development activities and self development

are more proactive in questioning and expressive of their views in group activities

Using This Tool

Sampling

This tool is to be used on a sample basis; with three teachers per country.


The length of service/degree of teaching experience could also be taken into account when selecting a sample.

For equal opportunities and diversity, the interview participants should represent the diversity of the country and people engaged. An equal or similar number of men and women should be engaged.

Interview administration

The interview should be administered by an external researcher or member of British Council staff.

Administration, in this case, involves asking the questions in the interview schedule, using the given prompts, and offering information to participants.

The interview should be filmed or recorded, for transcription purposes, with appropriate consent being gained.

The administrator will play a key role in ensuring that the interview encourages open response, while also addressing the target outcomes. While ‘ratings’ are included for many question responses (to support measurement of progress toward numerical targets), these should form a minor part of the interview overall, with space being given to the participants’ comments.



From the data, team should be able to report on teachers’ own perceptions, attitudes and knowledge, and their view of the perceptions and knowledge of students. They should also have evidence relating to school policy. The data should help to show the degree to which East Asia are meeting target percentages (as in the M&E framework), but will also help in assessing/ reconsidering targets.


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TEACHER INTERVIEW QUESTIONS

Name:

School:

Country:

Age group(s) taught (as part of Connecting Classrooms):

Subjects currently taught:

Partner country/ies:

Teacher’s length of involvement with Connecting Classrooms:

Information about Connecting Classrooms in your school

1. Describe your involvement in Connecting Classrooms.

Prompts:

- planning and teaching Connecting Classrooms activities

- planning collaboratively with teachers in partner country(ies)

- going on exchange visits

- planning / taking part in Connecting Classrooms activities with the local community

- taking part in training/ professional development

- delivering training/ professional development

2. Within which lessons or subjects are Connecting Classrooms activities taking place?

Prompts:

- geography

- history

- citizenship

- first language

- other language

- arts (art, music, dance)

- cross-curricular lessons

3. How would you summarise the aims of Connecting Classrooms in your school?

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Impact on your students

4. To what extent has your students’ knowledge and understanding of partner country(ies) increased as a result of Connecting Classroom?

Very much

Quite a lot

A little

Not at all


5. To what extent have your students become more involved in activities focusing on culture, heritage and history, as a result of Connecting Classrooms?

Very much

Quite a lot

A little

Not at all


6. To what extent have your students become more involved in activities focusing on the environment, as a result of Connecting Classrooms?

Very much

Quite a lot

A little

Not at all


7. To what extent has Connecting Classrooms improved students’ performance in the areas of culture, heritage, history and environment? Give any examples of assessments and outcomes in different subjects.

Very much

Quite a lot

A little

Not at all


8. To what extent has Connecting Classrooms improved students’ perceptions of partner country(ies)?

Very much

Quite a lot

A little

Not at all


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9. To what extent has Connecting Classrooms increased students’ critical thinking about global issues?

Very much

Quite a lot

A little

Not at all


10. To what extent has Connecting Classrooms increased students’ con�dence in asking questions and expressing their views?

Very much

Quite a lot

A little

Not at all


11. What would help to increase the impact Connecting Classrooms is having on students?

Impact on you

12. To what extent have your perceptions of your partner country(ies) improved during the time you have been involved with Connecting Classrooms?

Very much

Quite a lot

A little

Not at all


13. To what extent have the processes of intercultural dialogue and communication with your partner country(ies) improved during the time you have been involved with Connecting Classrooms?

Very much

Quite a lot

A little

Not at all


14. What impact is Connecting Classrooms having on your teaching skills?

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15. Please describe any training and professional development you have undertaken as part of Connecting Classrooms.

Prompts:

- leadership skills

- international / global awareness

- language skills

- ICT

- Self-evaluation

- Student voice / involvement

16. How easy has it been for you to attend training / professional development activities?

Very easy

Quite easy

Quite difficult

Very difficult


17. Has your school allowed you to be released from teaching or given other support to help you attend training events?

18. What aspects of Connecting Classrooms training /professional development have been useful to you? Why?

19. To what extent has Connecting Classrooms increased your interest in further training and qualifications? Please give examples.

Very much

Quite a lot

A little

Not at all


20. What do you know about the International Teacher Award?

To what extent are you/ would you like to be involved in the International Teacher Award?

21. What do you know about the Global Citizen Award?

To what extent are your students involved in the Global Citizen Award? / How appropriate do you think the Global Citizen Award would be for your students?

22. What do you know about the International School Award?

To what extent is your school/ would you like your school to be involved in the International School Award?

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- You?

- Your school?

- Your students?

- Your community?







25. Do you have any further comments or suggestions about how to improve the Connecting Classrooms programme?

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IMPACT STUDY: HEAD TEACHER FACE-TO-FACE INTERVIEW

NOTES




INSTITUTIONS

Institutions recognise the importance of teachers and school leaders developing their skills and competencies in an international environment

Participation of teachers and school leaders in range of Connecting Classrooms training activities

After 2 years, 90% of Connecting Classrooms schools readily release teachers and school leaders for Connecting Classrooms training activities

Institutions identify equality of opportunity for every young person to engage in learning through an international context

Schools fairly select pupils for participation in Connecting Classrooms

After the first year, all Connecting Classrooms schools can demonstrate a fair and transparent process for selecting pupils to engage in international work

Enable learners to better understand and negotiate their place in the world

Schools allocating curriculum time to global citizenship, active citizenship and intercultural dialogue.

By the end of year 2, timetabling and planning for Connecting Classrooms classes over a range of subjects shows work in the areas of global citizenship, active citizenship and intercultural dialogue

Give increased priority to internationalising the curriculum and create an institutional ethos that supports a global dimension

Profile of the global dimension in the school curriculum and related policies

After year 2, 20% of Connecting Classrooms schools have introduced, adopted or revised their policy or guidelines for the global dimension of the curriculum

PRACTITIONERS

Practitioners demonstrate the ability to work comfortably in, and with people from, other countries

Teachers and head teachers are increasingly positive about their visits to, and interactions with, colleagues in partner countries

After two years, 80% of teachers and head teachers surveyed, agree or agree strongly that inter-cultural dialogue, during visits and in the process of partnership, has improved

COMMUNITIES

Give recognition to elements of the following agenda for schools and young people –

� community cohesion,

� challenging misconceptions,



Each year, communities linked to Connecting Classrooms schools work with schools on one project focused on challenging misconceptions, community cohesion or challenging attitudes and environments that may give rise to extremism or negative impact on important social issues or environment

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Using This Tool

Sampling

This tool is to be used on a sample basis; with two head teachers per country.


The length/degree of participation or involvement could also be taken into account when selecting a sample.









From the data, team should be able to report on head teachers’ own perceptions, attitudes and knowledge. They should also have evidence relating to school policy. The data should help to show the degree to which East Asia are meeting target percentages (as in the M&E framework), but will also help in assessing/ reconsidering targets.


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HEAD TEACHER INTERVIEW QUESTIONS

Name:

School:

Country:

Partner country/ies:

School’s length of involvement with Connec ting Classrooms:

1. Describe your involvement in Connecting Classrooms.

Prompts:

- going on exchange visits

- planning / taking part in Connecting Classrooms activities with the local community

- taking part in training/ professional development

- delivering training/ professional development

2. Within which lessons or subjects are Connecting Classrooms activities taking place?

Prompts:

- geography

- history

- citizenship

- first language

- other language

- arts (art, music, dance)

- cross-curricular lessons

3. How many classes/numbers of students are involved in Connecting Classrooms in your school? (please estimate if you are not sure)

How are students chosen? How were you chosen to take part? Is the process done in a fair way?


4. How would you summarise the aims of Connecting Classrooms in your school?

5. What impact is Connecting Classrooms having on your school? Please explain what kinds of evidence have you seen of the impact.

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6. To what extent is your school supporting Connecting Classrooms by releasing teachers to be released from teaching or given other support to help you attend training events? Very much

Quite a lot

A little

Not at all


7. To what extent your school’s policy/guideline has revised or adopt ed the global dimension into the curriculum?

Very much

Quite a lot

A little

Not at all


8. To what extent your school has allocated curriculum time over a range of subjects to global citizenship, active citizen and intercultural dialogue?

Very much

Quite a lot

A little

Not at all


9. Are you aware of the International Leader Award?

What commitment to support and promote the International Leader Award is there in the national government?

10. Are you aware of the International School Award?

To what extent is your school/ would you like your school to be involved in the International School Award?

11. Are you aware of the International Teacher Award?

To what extent are you/ would you like to be involved in the International Teacher Award?

12. Are you aware of the Global Citizen Award?

To what extent are your students involved in the Global Citizen Award? / How appropriate do you think the Global Citizen Award would be for your students?

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13. How far has Connecting Classrooms involved your school in work with the local community?

If your school has been involved in such work, does it address issues, for example:

- Misconceptions

- Community cohesion

- Environment

What effect, if any, has this had on your school?

What effect, if any, do you think this has had on the community?


14. To what extent have the processes of intercultural dialogue and communication with your partner country(ies) improved during the time your school has been involved with Connecting Classrooms?

Very much

Quite a lot

A little

Not at all




- You?

- Your school?

- Your students?

- Your community?







17. Do you have any further comments or suggestions about how to improve the Connecting Classrooms programme?

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IMPACT STUDY: POLICY-MAKER FACE-TO-FACE INTERVIEW

NOTES




SYSTEMS

Systems raise awareness amongst young people, adults and employers of the skills required for life in a global society and work in a global economy

Host governments having strategies to publicise collaborative projects, to a range of groups

All Education Ministries will have strategies in place to publicise successful collaborative projects in Connecting Classrooms, focusing on skills for life in a global society and work in a global economy

Systems encourage young people, practitioners and institutions to challenge misconceptions

Highlighting shows re-worded indicators/targets

Policy, curriculum content and training programmes include a focus on challenging misconceptions about other countries/societies

During the period of the programme, some relevant curriculum documents, policies and training programmes for schools include specific reference to challenging misconceptions about other countries/societies

Systems provide opportunities to benchmark performance with other high performing education systems and to draw on good practice in other countries

Host governments making available information on high performing systems and examples of good practice

In each country, each Education Ministry will have publicised case studies from high-performing countries in Connecting Classrooms, focusing on global citizenship and intercultural dialogue.

Systems support the development of a philosophy, policy practice and process which will lead to sustainable and improved perceptions of, and relations with, other societies

Host governments implementing core aspects of intercultural dialogue in training programmes

30% of Ministries of Education (or other bodies) will have incorporated elements of training provided under Connecting Classrooms into aspects of their training programmes for practitioners.

Systems prioritise the knowledge, skills and understanding required to equip young people for life in a global society and work in a global economy

Host governments signing up as partners for awards programmes and contributing to policy dialogues

By the end of FY 2010, all participating countries’ Education ministries, District Education Offices actively support Connecting Classrooms by selecting schools to participate, releasing teachers for training and participating in policy dialogue events.

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Using This Tool

Sampling

This tool is to be used on a sample basis; with one government official per country.

The length/degree of involvement could also be taken into account when selecting a sample.









From the data, team should be able to report on government o cials’ own perceptions, attitudes and knowledge. They should also have evidence relating to education policy. The data should help to show the degree to which East Asia are meeting target percentages (as in the M&E framework), but will also help in assessing/ reconsidering targets.


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POLICY-MAKER INTERVIEW QUESTIONS

Name:

Position:

Country:

Partner country(ies) within Connecting Classrooms:

1. What do you see as the benefits of being involved in Connecting Classrooms for:

[country]?

[district]?

teachers?

students?

2. What do you see as the benefits of being involved in partnerships with:

[partnership country 1]?

[partnership country 2]?

3. What kinds of evidence have you seen of the impact Connecting Classrooms is having?

4. What information about Connecting Classrooms has been shared within national government?

5. What information about Connecting Classrooms have you shared with different groups?

Prompts:

- local authorities

- school boards

- schools

- universities / teacher training institutions

- parents / communities

6. Are you aware of the International School Award?

What commitment to support and promote the International School Award is there in the national government?

7. Are you aware of the International Leader Award?

What commitment to support and promote the International Leader Award is there in the national government?

8. Are you aware of the International Teacher Award?

What commitment to support and promote the International Teacher Award is there in the national government?

9. Are you aware of the Global Citizen Award?

What commitment to support and promote the Global Citizen Award is there in the national government?

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10. To what extent is the national government providing training for teachers in the following areas:

- intercultural dialogue and global citizenship

- challenging misconceptions about other countries/societies

- leadership

- skills for life/work in a global economy?

11. To what extent is the national government promoting best practice through providing case studies for schools/teachers in the following areas:

- intercultural dialogue and global citizenship

- challenging misconceptions about other countries/societies

- leadership

- skills for life/work in a global economy?

12. To what extent is the national government gathering and using information about high performing school systems in other countries?

13. To what extent is the national government supporting Connecting Classrooms by releasing teachers from teaching or given other support to help them attend training events?

14. To what extent is the national government supporting Connecting Classrooms by selecting schools to participate in the programme?

15. To what extent is the national government supporting Connecting Classrooms by participating in policy dialogue events?

16. Do you have any further comments regarding the Connecting Classrooms programme?

CLUSTER REPORT Report Administration

Who completes this report?

This report should be completed by the cluster co-ordinator in collaboration with your local cluster. The report should be submitted electronically to your local British Council office. At least 80% of all clusters should complete this report.

How to complete this report

The annual cluster report must be completed collaboratively by your cluster and in consultation with your head teachers. We suggest a cluster meeting to discuss your response to the questions. Please refer back to your Project Plan for the year you are reporting on and make reference to how you are building work in next year’s Project Plan, which will be attached in a further email. Please use the checklist below and ensure you have submitted all necessary accompanying documents with this form.

The purpose of this report

This report asks you to reflect on what you have achieved this year which helps you as a cluster to ensure you get the most out of the project and for the British Council to be able to demonstrate the impact of Connecting Classrooms to its stakeholders. We ask about your project activities and impact. Please try to share at least one story from each school in your cluster that shows the impact of your partnership. Please remember to indicate which school you are describing. Report submission date: School names: Co-ordinator name: Partnership name: Date:

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Checklist:

Completed report Updated school development and self evaluation form Photographs or other attachments

1. Self evaluation and Project Impact Please consider the descriptors below, and give a rating for each school’s policy and practice following their participation in Connecting Classrooms. (These judgements should be made after consultation with colleagues in each school.) For each of the headings below, give your school a rating to show if you are: A: Not doing this B: Beginning C: Doing well, with room for improvement D: Doing this very well

NAME OF SCHOOL 1 RATING: A, B, C, D

1. Using global learning materials

2. Providing a global curriculum

3. Promoting a global ethos













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2. Project Plan Activity Summary Please use this section of the report to outline the activity that was carried out in your school(s) and to establish whether it has worked and if so how you have been able to measure the success of each project. Break the project down into individual activities, so class trips, workshops, celebration days and so on should be listed as individual activities. Please use as much space as you need. As well as completing this report please feel free to send us any digital photographs that you have of project activity taking place.

Project Title/Theme (this should reflect what was in your Project Plan)

Activity (What happened, e.g. visit to partner schools, environment day, themed school assembly)

Who did it involve? (numbers of students, teachers, wider community)

If you involved the wider community (e.g. parents, community groups, local businesses) then how did you do this?

How was this activity linked to the curriculum in each school?

What was the objective of this activity and how did it feed into the overall project?

Who did you tell about this activity and how did you tell them? (Including press, other schools, sponsors, community, MPs)

How did you know that this activity worked (in relation to your objectives) and how did you measure success? e.g. questionnaires; student discussions; products, such as presentations; performances.

3. Overall, how many people did your project reach, directly (e.g. students involved in the project) and

indirectly (e.g. parents that saw a campaign?)

Number of students involved (i.e. students actively involved in the project or in partnership communication)

Number of teachers actively involved

Community involved, e.g. parents, local youth groups – give estimated numbers

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4. What challenges did you face in the beginning and how did you overcome them?

5. What has been the highlight(s) of your project over the past academic year?

6. Which local partners did you work with and what was their contribution to the project (e.g.

financial or in kind)?

7. Was there any project or planned activity in this year’s project plan which was not completed?

If so, please explain why.

8. How has this project helped you to address social cohesion issues in your community?

9. Was this project deemed successful by your school(s) and local community? [Please provide evidence, e.g. quotes from students, teachers and local community, reports, photographs or questionnaire results. Please send attachments if necessary].

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10. Do you see potential for involving other parts of the community, partners or organisations in Connecting Classrooms in the future? If so please provide details in next year’s project plan.

11. Have your schools, and any students, teachers and head teachers in your schools, registered for/achieved the following awards? Registered

(add number if known) Achieved (add number if known)

International School Award

Global Citizen Award

International Teacher Award

International Leader Award

Please comment: 12. To what extent have project activities been integrated into the curriculum of each school? 1= to a very small extent 2= to a small extent 3=to a high extent 4= to a very high extent 5= totally accomplished 1 2 3 4 5 Please comment: 13. To what extent has participation in Connecting Classrooms had an impact on students’ knowledge of other countries and cultures? 1= very little impact; 3= some impact; 5= very high impact 1 2 3 4 5

Please comment:

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14. To what extent has participation in Connecting Classrooms broadened understanding of other countries’ cultures among students? 1= very little impact; 3= some impact; 5= very high impact 1 2 3 4 5

Please comment:

15. To what extent has participation in Connecting Classrooms led to an increased knowledge of other countries and cultures among teachers? 1= very little impact; 3= some impact; 5= very high impact 1 2 3 4 5 Please comment:

16. To what extent has participation in Connecting Classrooms broadened understanding of other countries’ cultures among teachers? 1= very little impact; 3= some impact; 5= very high impact 1 2 3 4 5 Please comment:

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17. What impact has Connecting Classrooms had on schools? 1= very little impact; 3= some impact; 5= very high impact

1 2 3 4 5 Changes to the curriculum

Changes to organisation (e.g. grouping of students, timetabling)

Changes to policies (e.g. incorporating the global dimension, diversity in school documents)

Increased support for professional development/ training

Increased co-operation/ collaboration among staff

Increased co-operation/ involvement with communities

Other, please specify

DATA PROTECTION ACT: The British Council is registered under the Data Protection Act. Some of the information provided on this form will be recorded on computer. Any information held in relation to your project activities may be accessed and inspected by you on request, in accordance with the Data Protection Act.

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in East Asia

Case Studies

Seeing the global dimension in action

These case studies show the practical approaches di erent schools havetaken to planning and integrating the global dimension into their

curriculum. Whether yours is a primary, secondary or special school, thesestories will o er inspiration and some practical tips for developing the

global dimension in your curriculum.

Each case study illustrates the school’s answers to the threekey curriculum questions:

Many of the schools featured sharecommon aims. All are keen for theirlearners to make sense of complexglobal issues, to explore theinterconnections between the localand the global, to share experienceswith people from diverse cultures andto enable learners to participate inschool and beyond as active andresponsible global citizens.

Schools have organised globallearning in a range of ways. Somedevelop joint curriculum partnershipswith schools in other countries, othersorganise separately timetabled globalactivity weeks, some revise theirschemes of work to include a globaldimension across subjects or topics.Despite these diverse approaches,schools report remarkable similaritiesin their achievements.

Many schools report increased pupilability to challenge their ownperceptions about controversial issuesand to explore diverse viewpoints.O thers describe the work as having apositive impact on learners’ outlooksand con dence. In particular, learnerswho are given the chance to speakout about important issues at school,at local and national level, develop abelief that they have a positive andimportant role to play in the widerworld. Schools involved in long-termpartnerships report increased ability inlearners to communicate with peoplefrom a range of cultures, to considerissues from other people’sperspectives and to question theirown beliefs. O thers have found thatthe direct and personal nature ofschool partnerships helps pupils tobegin to see the world as one place,not separate parts, and to developcon dence in themselves asglobal citizens.

These achievements do not comewithout challenges – as teachers inthese schools have discovered. Someteachers nd that pupils respond todiscussions around global issues bygiving answers that they think are‘right’, for example ‘we should all buyfair trade goods’. Pupils may feeloverwhelmed by the sheer scale ofissues being discussed, which canlead to a feeling of helplessness. Animmediate response by learners toglobal problems may be to fundraiseto help others. While fundraising canplay an important role in developinglearners’ life skills, it can also promotea simpl ed analysis of the need tothrow money at problems, and lead to‘us and them’ attitudes. Good globallearning involves pupils thinkingcritically about issues from a variety ofperspectives, discussing a range ofsolutions and building awareness ofpositive change, how it occurs andhow individuals can contribute.

Casestudies

What are you trying to achieve?1How will you organise learning?2How well are you achieving your aims?3

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What did the school want toachieve?Deedmore is a special school forchildren with learning di cultiesincluding challenging behaviour,autism and Down’s syndrome.‘Working with children with learningdi culties presents many challengesas their lives revolve mainly aroundthe concept of self,’ explains AssistantHeadteacher Kalvinder Rai. ‘Wewanted pupils to develop anunderstanding of the world beyondtheir own experiences.’

In addition, sta wanted to developtheir own knowledge and con dencein how to plan and deliver globallearning. They felt their existingschemes of work were limited andthat they had little rst-handexperience o ife in other countries.Headteacher Yvonne McCall and hersta decided to bring a globaldimension to existing schemes ofwork, audit their resources and takepart in any external global activitiesthat could extend and personaliseexperiences for children and sta .

How did the school organiselearning to meet its aims?Through Link CommunityDevelopment (LCD), Kalvinder spentve weeks in 2005 at Jeeja School in

Uganda focusing on teaching literacyand numeracy in an interactive way. ‘Iwanted to experience teaching in a

di erent country and life in an Africanvillage. Then I aimed to bring mylearning back, share it with sta , helpcreate new resources and buildpupils’ understanding of their role inthe wider world‘, re ects Kalvinder.

Before the placement, all sta tookpart in a review of current schemes ofwork. Schemes were redeveloped toinclude a global aspect to all topics.The new schemes particularlyemphasised geography, music andart, and giving children sensoryexperiences of other culturesthrough use of artefacts, story tellingand role play.

Following an audit of resources, theschool bought and created additionalmaterials, including photographs,videos and artefacts from Uganda.‘Artefacts worked really well,’ saysKalvinder, ‘particularly sturdy objectswhich pupils could handle such asmasks, musical instruments, baskets.I also created presentations toaccompany topics ranging fromhomes to journeys to school life. Theyall contained pictures of mysel nvarious settings in Uganda. This madeit easier for pupils to engage with adi erent culture because they couldrelate to me being there.’

All year groups were involved andeach class worked on di erent topics.Some children recorded songs to

send to their peers in Uganda. Theymade and exchanged postcards,pictures and resources. Receptionand year 1 children worked on ‘Myschool, my local environment,’comparing and contrastingDeedmore and Jeeja at a verysimple level.

Year 5 investigated customs, habitatsand clothes in di erent Africancountries. Simple starting points wereused, including visually richstorybooks such as Handa’s surprise.Children were encouraged to tastefruits described in the story and thenfollow Ugandan recipes such Ugalicornmeal porridge.

How well is the school achievingits aims?Continuous assessment showsthat the children’s awareness of thewider world has increased. Childrenhave also started asking questionsabout other places and developingthinking skills.

However, the biggest lesson for stahas been to not underestimate thechildren because of their learningdi culties. ‘At rst I thought thatbecause Africa was so far away fromCoventry the children would havedi culty acquiring knowledge andthe concepts I wanted them to grasp,’says Suzanne Kavanagh, a year 5teacher. ‘However, all the children

Personal to global

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Deedmore SchoolUsing artefacts and photographs as classroom resourcesbrought Africa to life for children at Deedmore School.

CASE STUDY

were excited and motivated. We cansee a development in their vocabularyand their thinking skills. They havetaken pride in their work and aredelighted when visitors express anopinion about their work.’

What does the school plan todo next?Next year Deedmore is looking toapply for the DCSF InternationalSchool Award.

Sta will continue to reviewschemes of work and introduce theglobal dimension through cross-curricular topics. They also intend tomake links with other schools and thewider community and to keepparents and governors informed ofnew developments.

Teacher tipsCreating global learning resources

Artefacts help develop pupils’ sensoryexperience of everyday life in other cultures.Use sturdy objects like masks, musicalinstruments and baskets that pupils can handle.Get pupils to take photographs of their owndaily lives, school and local area.Work with pupils to create a ‘big photo book’ tosend to the partner school.When visiting your partner school, takephotographs of people’s homes, journeys andclassrooms with yoursel n them.Use the photographs as a basis for developingpresentations to introduce topic work.

African art

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1

What did the school want toachieve?Hagley Primary School is in a largelya uent area. ‘We felt it was importantfor our children to appreciate whathappens in other parts of the worldand to view it positively,’ says SuzanneShackleton, International LinksCoordinator. Sta wanted the school toevolve into a well-informed communitywith a balanced understanding ofglobal issues. Hagley’s long-term aimwas to become actively committed toreducing global poverty.

How did the school organiselearning to meet its aims?Headteacher Kevin Bailey decided to

set up a curriculum-focusedpartnership with a school in Africa.‘We aimed to start with a manageableproject involving a partner school inan unfamiliar place, to creatively useour similarities and di erences to helpsta and children look at learningfrom new perspectives.’

Hagley found a partner in Jan JanBureh Primary School in the Gambia.With support from the DFID G lobalSchool Partnerships programme, stafrom Hagley visited Jan Jan Burehearly on to start buildingrelationships. As Suzanne explains,‘Personal contact is key, especiallywhen schools are without electricity

and the internet. Once we visit eachother, teachers feel a new level ofcommitment to the partnership.’

The school wanted a joint globallearning curriculum to be the focus ofthe partnership. Children have beenheavily involved in designing fourcurriculum resources that explore thesimilarities and di erences betweenlife in the UK and the Gambia.

The children are encouraged tobecome independent, responsiblelearners who think carefully and makeconnections between local and globalissues, as the following quote from achild in year 4 illustrates: ‘Jan Jan

Learning fromnew perspectives

Learner’s re ections

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Bureh School is on an island in theRiver Gambia, and it keeps gettingooded. They say it’s because of

global warming. We had oods inWorcester last month and we think it’sto do with the same thing. So, we’regoing to send a text to the Gambiato see what we can do about it.’

Hagley has also set up a Gambiacommittee of 20 children from acrossthe school. It recently had to dealwith the tricky issue o undraisingwhen some children wanted to raisemoney for Jan Jan Bureh – bothschools have learnt that suchactivities need to be mutual.Children at Hagley knew that Jan JanBureh children did not have pens,pencils and paper so each childdonated a pencil-case. In return, theGambian children made dolls,models and everyday utensils forchildren to use in school. Thisallowed children at both schools torecognise that the others are just likethemselves – people who give andwant to learn and share.

The partnership has inspired a clusterof other schools in Worcester and theGambia to form links. Hagley and JanJan Bureh support these initiativesand o er tips.

How well is the school achievingits aims?Global learning is now an integral partof Hagley’s identity. As O fsted recentlyreported, it ‘pervades the school’s day-to-day life [and] as a result, students’cultural awareness is rst rate.’

In an exercise set up by the Universityof Worcester to explore the impact ofglobal partnerships, children fromHagley described the Gambia withpositive words such as ‘friendly’ tobalance negative words such as ‘poor.’This was very di erent to the largelynegative responses in schools withoutglobal partnerships. Hagley pupilsalso presented di erence in terms ofwhat intrigued them rather than fromthe perspective o ear, for example, ‘Iwas surprised because they eat cerealin the mornings like I do’.

Teachers have also bene ted,because the project encouragesre ection and challenges values and

attitudes to education. Many havegrown in con dence anddemonstrated an ability to becomeinvolved in activities that wouldotherwise not have been possible.The wider community is also involvedin the partnership: one parentre-created a Gambian town in theform of a huge piece of corridor art.

What does the school plan todo next?Hagley intends to invite moreWorcester schools to createpartnerships with the Gambia. Itbelieves that reaching outwards andcreating new opportunities will helpmaintain momentum.

Teacher tipsBuilding successful partnerships

Start o with a small, manageable project.

Work hard at developing a close and e ective workingrelationship with the headteacher or coordinator of thepartnership.

Be clear about expectations for both sides of the partnership(draw up an agreement early on).

Communicate regularly with your link school (text is awonderful way if email is not available).

Encourage sta , children, parents and the wider community tobe actively involved.

Plan activities and visits carefully but also have the exibility toenable new ideas to evolve.

Hagley Primary SchoolCreating an equal, mutual partnership with a school in the Gambia hasdeveloped real global awareness in children at Hagley Primary School.

CASE STUDY 2

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What did the school want toachieve?Ingleby Barwick, in the leafy, suburbanoutskirts of Stockton, is said to beEurope’s largest private housing estate.As acting Deputy Headteacher LizShaller explains, it would be easy for aschool in such an environment tobecome cut o from the wider world.‘The nature of the area that we live incould encourage an insular world view,’she says. ‘With few ethnic minorityfamilies here, we aim to broaden pupils’horizons and encourage them toexperience other people’s perspectives.’

The school wanted links with the localand the global community to be animportant part o ts mission andethos, and sta decided to includelearning about global issues as partof everyday teaching.

How did the school organiselearning to meet its aims?In 2001, as part of Link CommunityDevelopment’s (LCD) G lobal TeacherProgramme, Liz went on a teachingexchange to Ayuusi-Yine PrimarySchool in a remote part of northernGhana. After her return, a staworking group planned thecurriculum using the Oxfam guideEducation for global citizenship as atemplate. Each year group now has awritten scheme of work that buildsand extends the children’s knowledgeand understanding of global issues,and makes them re ect on their skills,values and attitudes.

Frances Smith, a reception teacher,re ects: ‘At rst we felt that global

Local to global

Ingleby Mill Africa Week display

Ayuusi-Yine pupils

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issues would be too challenging forkey stage 1 pupils, but we haveaddressed this through focusing onawareness of self and others,exploring similarities and di erencesand listening to others’. By key stage2, children are ready to move on tomore challenging concepts. They lookat the unfairness that exists in theworld and investigate current globalissues. As part of this, all children takepart in Send My Friend to Schoolactivities each year.

All the children are involved in theschool’s link with Ghana, which playsa key role in their global learningexperiences. Liz believes that bothnorthern and southern participantsbene t from the link. ‘While itis very di cult to have an equalpartnership with a school in such aremote, poverty-stricken area,’ sheacknowledges, ‘it is what we all strivefor. We develop activities andmaterials together which focuson our similarities as wellas di erences’.

A yearly postcard exchange,facilitated by LCD and focusing ontopical issues, takes place betweenthe schools. Three Africa Weeks havebeen held, incorporating globalissues into every aspect of thecurriculum from art and craft to mathsand big business.

How well is the school achievingits aims?Teachers feel the broad range ofglobal learning opportunities theynow provide across the curriculum has

opened up learners’ minds and madethem aware of their interdependencewith the wider world. The directlinks with another country havebroken down stereotypes and made abig impact on both children andtheir parents.

‘Children here gain a huge amountfrom the link,’ re ects year 6 teacherG illian Forbes. ‘This includes greaterknowledge and understanding ofanother culture, developing globalcitizenship skills and further insightinto the geographical features ofanother country.‘

Participating in pupil-led activitiessuch as Send My Friend to School hasdeveloped the children’s criticalthinking and communication skills andhas given them a sense ofempowerment – particularly whentheir views are listened to and acted

on. Local MP Dari Taylor has visitedthe school three times, heard pupils’views about children’s right to go toschool, and delivered letters on theirbehalf to the prime minister.

What does the school plan todo next?Sta plan to work with Ayuusi-Yineand LCD to develop a partnershipagreement. The aim is to have anopen dialogue between the twoschools so that they understand thepartner school’s expectations and cande ne their own contributions.

Ingleby wants to set up links andshare best practice with otherschools in its local area that are alsotwinned with Ghanaian partners.W ithin the school itself, the teachersplan to keep the work innovative bylooking for new ideas and issues touse in the classroom.

Ayuusi-Yine pupils receive letters from Ingleby Mill pupils

Ingleby Mill Primary SchoolLinking with schools abroad makes learning about global

issues more vivid and broadens pupils’ outlook.

CASE STUDY 3

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What did the school want toachieve?The Leigh C ity Technology Collegewas keen to give students a broaderunderstanding of the world. Most ofthem are white British and, like manyyoung people, their world view islimited to their local surroundings.‘Students here can be very insular,’explains Assistant Principal KaronBuck. ‘I wanted them to have moreglobal understanding and to makethe rest of the world real to them. Toplant a seed and watch it grow intosomething bigger.’

Overall, teachers at the school wantedstudents to be aware of their impacton people and environments locallyand globally, to envisage their role increating a sustainable future and tocreate innovative ways o inking theirlearning to responsible action.

How did the school organiselearning to meet its aims?Sta wanted to develop a participatory,student-led approach to learning. Theydecided to use vertical tutor time togive students the opportunity to reallylearn and investigate the roots of

important issues like climate change orfair trade. A vertical tutor group has

Global problems,local solutions

Learners re ect on the di erence they have made

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ve students from each year group,including the sixth form. All studentsreceive ve 50-minute lessons a weekin tutor time, one of which is devotedto global learning.

Karon’s aim was for students to usethis time to explore connectionsbetween their own lives and peopleliving far away, and to investigate howthey could make a di erence. At rstthere was some resistance from bothstudents and teachers to mixing agegroups, but both have found positiveoutcomes. ‘The year 7s bring in newideas from primary school, and wehelp to make them into bigger ideas,’says a year 9 pupil. ‘And when someof the sixth formers in my class cameback from a trip to India they told uswhat it was really like. We ended upgetting involved with World Aids Dayand World Water Day to linkeverything up.’

During tutor time, students usedcreative techniques such as ‘issueswheels’ to investigate global issuesfrom di erent viewpoints andgenerate discussion about the parttheir school can play in nding localsolutions to global problems likeclimate change. An issues wheel is anactivity to categorise issues: whetherthey are economic, social orenvironmental; whether their impactis local, national or global. Theactivity generates discussion ratherthan de nitive answers. ‘The more Ilearnt, the more surprised I was abouthow little our school does for theenvironment,’ says a year 10 student.

‘We leave computers on and the lightson and we use loads of gas in science.Now, we’ve got recycling inevery classroom.’

Sta used ActionAid’s G lobal ActionSchools project to explore di erentopinions and places, develop criticalthinking and enquiry skills, and enrichstudents’ personal development.Students developed web pages andjoined in online chats and forums tond out what pupils in other countries

were learning and doing. ‘We had avideo conference with a Polish school,’says one student. ‘I was surprised tohear about how di erent their schoolrules are to ours. We’ve all beenlearning about climate change and fairtrade, and we realised we’d come upwith similar ideas even though ourcultures are quite di erent! ’

How well is the school achievingits aims?Since the project, teachers havenoted an increase in students’environmental and cultural awareness.Students began to think about thedi erence they could make in theirown school to contribute tosustainable development, forexample reducing the amount ofenergy used, the food consumed and

the paper wasted. As a result ofstudent pressure, all classrooms nowhave paper-recycling bins. Thisincreased awareness has also led to ahands-on interest in global issues andother cultures.

Some post-16 students who visitedIndia in 2006 are now organising afashion show with the retail chainMonsoon to raise awareness o airtrade within the local community.

Through the project, teachers havealso developed a style that helpsstudents learn independently.Vertical tutor time has given teachersthe exibility to explore di cultissues that might normally becon ned to particular year groups orsubjects. ‘Using vertical tutor time hasprepared teachers for project-basedlearning,’ says Karon. ‘The processo etting the kids be in charge oftheir own learning has beenvery important.’

What does the school plan todo next?A move towards project-basedlearning during curriculum time isunder way. The plan is to introduce amore coherent approach tocurriculum planning with subjects likegeography, citizenship and designand technology working together.The use of cross-curriculumdimensions such as ‘global dimensionand sustainable development’ and‘community participation’, as outlinedin the new secondary curriculum, willsupport this.

The Leigh City Technology CollegeUsing vertical tutor time to mix age groups and cross subject boundaries helped students atthe Leigh City Technology College get involved with schools and events around the world.

CASE STUDY 4

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What did the school want toachieve?Sta at Deptford Green School werelooking for a sustainable, innovativeand holistic way to address thespeci c social issues the school’sdemographic presents: the school isin an area of signi cant socialdeprivation, and many students areentitled to free school meals, comefrom minority ethnic backgrounds orhave learning needs or disabilities.Deptford Green was already ahumanities specialist school, so stadecided to incorporate globalcitizenship across the school – and tocampaign to be the rst UK schoolwith citizenship specialist status.

‘We wanted to empower youngpeople to become critical agents ofchange,’ explains Lee Faith, Head ofC itizenship. ‘To develop a sharedvision and ownership of the schoolbased on human rights; to promoteand advocate social justice within ourwider community and the world.Including citizenship within ourschool’s specialism was essential toachieving this.‘

How did the school organiselearning to meet its aims?Pupil participation and ownership ofprojects is crucial to the school’scitizenship aims. Over the past twoyears pupils in years 7 to 9 have set

up and run a fair trade tuck shop.With the support of the citizenshipdepartment they have developed thisidea further by campaigning tobecome a fair trade school. Severalpupils have set up a steering groupand are working towards meeting theFairtrade Foundation’s criteria, whichinclude writing and adopting awhole-school fair trade policy andensuring the school is committed toselling, promoting and using fairtrade products.

To foster students’ role as ‘criticalagents of change’ Deptford Greenhas pioneered using students asassociate governors. ‘Getting pupilrepresentation at the highest level isimportant to our philosophy, ethosand future,’ says Lee.

Developing global links has alsoplayed an important role in theschools’ global citizenshipprogramme. Since 2003 DeptfordGreen has been involved in aneducation partnership with St KizitoSchool in Uganda. The partnershipdevelops students’ global citizenshipskills through collaborative projectsand exchange visits.

Year 9 pupils in both countries wereasked to represent a globaldimension theme through a collectivepiece of art to be displayed at an

exhibition in Uganda. They chosesustainable development andtransport as the theme, and produceda large piece of artwork that waspresented at St Kizito school duringan exchange visit in June 2007. Theythen worked with the St Kizito pupils,comparing the art techniques usedand discussing similarities anddi erences in transport in bothcountries as depicted in the workdisplayed.

In addition, ten year 10 students tookpart in a G lobal C itizenship Exchangewith students from St Kizito in June2007. The students had a range oflearning experiences includingcollaborative lessons on human rights,visits to an HIV/AIDS communityproject and an exploration of the localenvironment and issues facing localpeople. ‘This experience has changedmy life! ’ says one of the students.

How well is the school achievingits aims?Ofsted praised the school’s‘pioneering citizenship programme,’which ‘contributes signi cantly tostudents' outstanding spiritual, moral,social and cultural development’.

The global dimension promotes amore cross-curricular approach byfocusing on concepts and issues ratherthan subjects. The link with Uganda,

Global citizenshipschool

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Deptford Green SchoolGaining citizenship specialist status helped maximise pupil participation

and develop global learning skills at Deptford Green.

CASE STUDY 5

for example, incorporated globalissues into art. ‘It made me thinkabout the di erent facilities open topeople in various parts of the world,’says one pupil. ‘We understood howour actions a ect others.’

‘Linking with others from di erentcultures and backgrounds helped thestudents learn more about others,widen horizons and expectations, butmost of all it taught students aboutthemselves,’ re ects Assistant

Headteacher Wendy Bisiker. ‘I believeall who have been involved so far atDeptford Green and St Kizito in thecurriculum project and the youthexchange have changed the way theythink in some way.’

What does the school plan todo next?Deptford Green will host a return visitfor St Kizito students in June 2008.The programme will mirror the visit toUganda, with classroom time on

global citizenship themes, a trip outof London to see the Englishlandscape and a range of culturalexperiences.

The citizenship team is planningglobal learning for other curriculumareas, including music and the newscience for the 21st-centurycurriculum. Above all, DeptfordGreen will continue to emphasiseparticipation, giving studentsownership of their work.

Expressing sustainable development through art

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What did the school want toachieve?Back in 2003, Hornsey School for G irlswas concerned that many o tslearners, 90 per cent of whom arefrom minority ethnic backgrounds,were unsure of their place in theworld. International links coordinatorEleni Karaoli explains: ‘Many of ourstudents had an identity crisis. Theyweren’t sure of their roots and feltdisplaced. Refugee and asylumseekers especially felt lostbecause they’re disconnected.’Attendance and behaviour werealso problems.

Hornsey decided to bring the worldinto the classroom, introducingglobal perspectives through linkswith other schools. The long-term

goal was for students to appreciateother cultures, be aware of the widerworld and participate in theglobal community.

How did the school organiselearning to meet its aims?Over the past ve years sta havemade links with schools all over theworld and have introduced globallearning across all areas of thecurriculum. Students have done workexperience in France, attendedseminars in Germany and e-twinnedwith a school in Turkey through theEC 's eTwinning programme. Teachershave participated in a range ofinternational curriculum visits.

However, it is Hornsey’s partnershipwith a Peruvian school in a remote part

of the rainforest that has really broughtglobal learning alive for students.Hornsey rst heard about La PastoraSchool in 2003 when a Peruvian Non-Government Organisation contactedthe school about raising money for awell. ‘Many children were too sick togo to school because their watersupply was contaminated with poisonsfrom a nearby mine,’ says Eleni. ‘Wedecided to organise a one-o PeruDay with year 8. We had noexpectations of this evolving into awhole-school cross-curricularlinking project! ’

Since then, global learning with aPeruvian emphasis has been integratedacross all year groups and severalcurriculum areas including modernforeign languages, enterpriseeducation, PSHE and citizenship, ICTand English.

During an enterprise week studentscame up with innovative ways of raisingmoney to help sustain the Hornsey–LaPastora link. They funded a new schoolbuilding for La Pastora, sold Peruvianjewellery to buy a school minibus forHornsey, and joined up with nearbyschools to create ‘Operation PeruChild,’ which sends gift boxes to LaPastora. They studied Peruvian poetryin English, investigated water issues ingeography and even tried to crack theInca code in maths. GCSE food

The worldin ourclassroom

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through the link, and a belief thatthey can make a di erence.’

What does the school plan todo next?In the future, Hornsey and La Pastoraintend to create learning centres inboth schools with educationalresources from di erent countries.Students will manage fundraisinge orts and work alongside sta toplan cross-curricular activities.

Hornsey has developed new linkswith two schools in Nepal and a ruralschool in Rwanda, and is alsoparticipating in the US/UK Fulbrightteacher exchange programme,administered by the British Council.

Hornsey School for G irlsA one-o Peru Day turned into a fruitful long-term relationship

for sta and students at Hornsey School for G irls.

CASE STUDY 6

technology students even turned theirclassroom into a Peruvian restaurant fora day, serving the Peruvian culturalattaché and local councillors. Theevent received local press coverageand sparked donations from localbusinesses for La Pastora.

Language learning played animportant role in pupils’ experiences.Hornsey introduced pupils to Spanish,which enabled them to startcomparing their lives with their peersin a Spanish-speaking country.Students chose to communicate vialetter writing. ‘It’s a big deal whenone [a letter] arrives,’ says a pupil inyear 8. ‘We get really excited and itbecomes like an artefact.’

How well is the school achievingits aims?Hornsey won a DCSF InternationalSchool Award in 2004, and wasdescribed by O fsted as having‘exemplary international links’ in 2007.The school is a member of the NorthLondon Schools InternationalNetwork, with a seat on the councilof management.

The link with La Pastora has helpedstudents labelled as ‘disa ected.’‘They’ve drawn on profoundempathetic skills and talk of seeingsomething of themselves in theirPeruvian friends,’ says Evelyn Forde,Head of Year 8. ‘Lots of girls havefound a meaning for themselves

Grade two pupils (6–7 years old) at La Pastora school

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Case study 7 Nottinghamshire/Taiwan/Korea

Broadening Horizons

What did the school want to achieve? Meden School is a large comprehensive in the former coalfield area of north Nottinghamshire. The intake of pupils is predominantly white British, with some significant socio-economic challenges existing in the catchment area.

During the school year 2008-2009 students in Years 7 and 8 and sta participated in a Connecting Classrooms which was also linked to other school initiatives such as SEAL. We held an International Week to introduce students to the project, and to stimulate interest in Asian culture. Activities included tai chi, calligraphy, lantern-making and using chopsticks. Students enjoyed interacting with the two Chinese teaching assistants who helped with the event, and we also made use of the Connecting Classrooms web portal to engage students. Photos and written reactions to the event were published on the school website. The aim of being part of the Connecting Classrooms programme is to broaden the horizons of the young people by interacting and working with young people from other countries and undertaking joint curriculum projects with partner schools.

How did the school organise its learning to meet its aims? In April 2009, three teachers from Meden travelled to Taipei to meet with sta and students from two of our partner schools in Taipei County, and the co-ordinator for the Korean arm of the project. The visit was funded by the DCSF and managed by the British Council. We exchanged information about our schools and discussed ways to carry the project forwards as well as observing lessons and sharing best practise in meetings with the cluster of schools involved.

How well is the school achieving its aims? It was agreed that while all the schools involved in the partnership will share learning and experiences, Meden School will form a more direct link with San Chong High School.

Teachers discussed how closer communication and contact with our Taiwanese partner schools could help to break down possible racist and prejudiced views about a part of the world most of the students at Meden School don’t know much about and have not experienced directly. Building friendships with the Taipei students will also aid a deeper understanding of each country’s unique cultural aspects, as well as those that students share – such as school life, sport, religion, and favourite types of entertainment.

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It was decided that the students will learn about and exchange ideas on health and wellbeing issues, including healthy living, diet and recreation. Another focus will be environmental issues and students’ roles in environmental protection and sustainability. At Meden School, teachers will ensure that the project is inclusive within the school plan and schemes of work and involves all students within particular year groups. The school also plans to run more International Weeks, this time with more of a focus on our links with Taipei County and Incheon.

Teachers agreed with partners that much of the project can be undertaken online. Materials will be shared via the production of an online magazine, and we have also suggested the use of ‘e-languages’ for disseminating materials and ideas between schools. Another plan is to explore the possibility of some Meden students contributing to an English language radio programme on National Education

Radio in Taipei.

What does the school plan to do next? The cluster of schools hopes that students from both Nottinghamshire and Taipei will be able to visit partner schools to further strengthen the links between them. Furthermore, a range of teaching and support sta will gain experience, enjoyment and professional development through involvement with the project by adding value to and enhancing the school curriculum with contextualised learning through involvement in the Connecting Classrooms

project.

Case study 8 Cornwall/Vietnam/Indonesia

Climate Change and a Global Perspective

What did the school want to achieve? Cornwall is developing a Connecting Classrooms partnership with schools in Bali, Indonesia and Quang Ninh, Vietnam to provide students with a greater understanding of other cultures so that they can become more responsible global citizens. One of the topics is to improve students’ understanding of the impact of climate change and how they can make a di erence.

In April 2009 two teachers and a local authority representative from Cornwall paid a DCSF-funded study visit to two partner schools in Ha Long City, Quang Ninh Province, Vietnam. The aim was to gain some knowledge of the Vietnamese culture and education system, and to explore the use of climate

change as a basis for sharing information with a global perspective.

How did the school organise its learning to meet its aims? A series of four lessons linked to climate change, based on resources readily available in the UK through the Pupil Researcher Initiative and 21 st Century Science packs, and materials on plants developed by the Eden Project, were taught in two schools in Cornwall to Key Stage 3 students.

At the schools visited by the Cornish delegation, several intensive days were spent teaching the lessons to students of KS3 age and talking with English teachers and head teachers. The Vietnamese students’ responses, along with information on the local environment and culture, were taken back to Cornwall for Science, Food Technology and Citizenship activities.

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A useful meeting with the deputy directors of education at the regional education authority was held in Hanoi on the last day of the visit. We discussed possible ways of moving the link forward and how we might cooperate at local authority level on professional development to improve teaching and learning within the Connecting Classrooms community.

How well is the school achieving its aims? On return to the UK, a meeting of all the Cornwall schools involved in our Connecting Classrooms partnership was held to share the outcomes of the visit and discuss improving links for all the schools involved.

First-hand knowledge from the visit and the opportunities for personal contact have inspired both the teachers who took part and those in other partnership schools. There is a strong desire to succeed and students are being registered ready for the next year of activity.

However, there are some challenges to be overcome. Language was a key issue for us, as English is not spoken by the majority of teaching sta in Vietnam apart from language teachers, and the students were mostly at an intermediate or good standard. Communication is with the English teachers, but fortunately we were able to get contact details of these from most of the Vietnamese schools involved in the link – important if they are to develop project activities for the future.

Access to computers varied from school to school in Vietnam, with most schools having limited access to the Internet. A lot of the students were, however, able to access the Internet out of school and will still be able to contribute to discussions. Using a combination of email, mobile phones, the website and post will be the way forward for the exchange of information in the future.

What does the school plan to do next? As a next step the cluster of schools in Cornwall will meet to undertake further training on using the online VLE to communicate with partners in Vietnam and Indonesia as well as accessing the Climate Change lesson plans and resources available on Connecting Classrooms Online as a means to continue to the collaborative projects and enhancing

the curricula of each participating school by sharing ideas and learning from one another.

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Case study 9 Portsmouth/Vietnam

International Partnerships within the Context of Art and Design

What did the school want to achieve? In April 2009 sta from Milton Cross School, Springfield School and Admiral Lord Nelson School in Portsmouth paid a Connecting Classrooms study visit to three partner schools in Vietnam which was funded by the DCSF. The aim was to demonstrate how international partnerships can help to deliver the national curriculum within the context of Art and Design.

The Vietnamese students were shown images of artworks by a British artist alongside work that Year 7 students from the Portsmouth school had created – all on the theme of ‘identity’. The Portsmouth students had studied the work of di erent portrait artists, looking at how a portrait can show character through gesture, background, expression, clothes and colour. They also studied Peter Blake’s work, particularly his 1954 painting ‘Children Reading Comics’, and then produced an artwork using colour and descriptive words that explored their own identity. Videos were made of some of the students who described themselves and their work in more detail.

Around 200 students from each school in Vietnam were shown these videos and the work of Peter Blake. They then discussed what identity meant to them, and what the children had said about themselves and their work, focusing particularly on colour to show mood and feelings. They were then invited to create their own artworks using colour, words, expression and background to express themselves. Formal elements such as proportion, shade and tone were discussed, and some students volunteered to be videoed so that students back in England could learn more about them. The Portsmouth students’ artworks were donated to the school so that they could incorporate them in their teaching.

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how the Vietnamese students had responded to their artworks and gave a critical and emotional response to what they saw on the videos, as well as the artworks that were brought back.

How well is the school achieving its aims? It’s now envisaged that the ‘identity’ scheme of work will continue for year 7 at Miltoncross School and the theme of ‘Connecting Classrooms’ will also be incorporated within the school year plan. The aim is to help students think more about the audience they are creating the work for and what they want people to think when they see their artworks.

What does the school plan to do next? Students will post their artworks onto their Connecting Classrooms website for discussion, and students from the partnerships in Vietnam and Indonesia will also post artworks of their own on the same theme. The aim is that students will be undertaking work within the school curriculum that is being enhanced by the international partnership rather than an add on or after school activity. This has led to increased motivation from pupils and teachers alike who have been involved to date.

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Students in Vietnam were extremely excited about the visit and appreciated the opportunity to put their English-speaking skills into practice. They were able to gain an insight into just who it was they had been speaking to on the Connecting Classrooms website, and felt very encouraged to continue with the partnership scheme. Students learnt about some of the formal elements of drawing used in their textbooks and put it into practice. They were able to think about the audience they were creating their artworks for and respond in a creative way about their own identity.

How did the school organise its learning to meet its aims? On the schools return to Portsmouth, students were keen to see what their partners had created and were interested in the many similarities between their lives, as well as some of the di erences. They were eager to learn

Case study 10 Cumbria/Taiwan

Online Collaboration and Communication

What did the school want to achieve? In April 2009, teachers from three Cumbrian schools – each with a diverse and di erent catchment – participated in a Connecting Classrooms study visit to

Hualien County in eastern Taiwan funded by the DCSF and managed by the British Council.

Our focus was to look at the ways our three partner schools in Hualien use ICT and Virtual Learning Environment (VLE) platforms to enable communication and collaboration, and achieve our project goals. Currently, the main method of communication between us has been via the Connecting Classrooms Portal and its various teacher and student forums. We have also made use of video conferencing, which allows for a dynamic development of ideas and collaboration, and can be an exciting and e ective tool for crossing the cultural divide.

How did the school organise its learning during the visit to meet its aims? On arrival in Taiwan, we held a meeting with our Hualien colleagues to discuss how we could move the partnership forward. With regard to our shared communication platform, we agreed that while the Connecting Classrooms Portal is useful, it is rather too ‘chaotic’ to be used quickly and easily. Postings on the

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To tackle some of these difficulties, the Cumbrian teachers had earlier agreed to develop and host a separate VLE platform specifically for the partnership project, adopting the same security as the Connecting Classrooms Portal, but without the ‘traffic’. This went live just in time for our visit, and received very positive feedback.

How did the school organise its learning to meet its aims? We also spent time observing lessons. Prior to our visit, a food-based theme had been agreed as the starting-point for our collaboration, and Hualien colleagues had designed a short unit looking at the types of food in students’ lunchboxes. We witnessed students learning key terms relating to food types and tastes, and moving towards putting together work to be shared with partner schools.

How well is the school achieving its aims? As a whole-school initiative, we felt this unit would fit very well with the Every Child Matters ‘Be Healthy’ outcome and dovetail into work our schools had already undertaken in Food Technology, PSHE (PD), Science and ICT.

Throughout our visit we were provided with activities to help us to understand the culture and education system of Taiwan. Each school treated us to stunning performances of traditional songs, dancing and short plays that demonstrated the importance the Korean education system places on these areas. It was clear that celebrating the island’s aboriginal heritage is a key focus here.

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forums frequently went without response or reply if addressed to a particular individual. While videoconferencing is a positive communication tool, platforms for delivery can be variable and communicating across time zones problematic. We agreed that we would not be able to overcome our language barriers if we did not have an instant easy-to-use online interactive area where partners could share communicate.

What does the school plan to do next? Teachers were greeted with excitement and warmth by all the students, teachers and officials we met and were constantly impressed with the enthusiasm for the Connecting Classrooms project.

We returned to our schools with a much more coherent idea of how we can proceed, and a clearer understanding about the mutual benefits to be gained. As a next step the school has focused on further communication and online project work on the VLE and has begun to share students work on the platform including the creation of Bento lunchboxes which enabled students to learn cross-

curricular themes including healthy eating and design.

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in East Asia

Annexes

ANNEXES I. Connecting Classrooms in East Asia M&E Framework

Core outcomes

The framework for the M&E of Connecting Classrooms is built around the five key stakeholder groups for the product: systems, institutions, practitioners, learners and communities. In broad terms, these intermediate outcomes represent the aims and areas of focus for Connecting Classrooms programme in East Asia.

Success indicators and targets

Running alongside the outcomes for Connecting Classrooms are the critical success indicators that define the areas in which evidence of change and impact can be sought. These indicators are used to develop targets related to each outcome.

Regional Outcomes

Critical success indicators Targets

SYSTEMS

Support the development of a philosophy, policy practice and process which will lead to sustainable and improved perceptions of, and relations with, other societies

Host governments implementing core aspects of intercultural dialogue in training programmes

After 3 years, 60% of Ministries of Education (or other bodies) will have incorporated elements of training provided under CC into aspects of their training programmes for practitioners.

Prioritise the knowledge, skills and understanding required to equip young people for life in a global society and work in a global economy

Host governments signing up as partners for awards programmes and contributing to policy dialogues

By the end of three years, all participating countries’ Education ministries, District Education Offices actively support CC by selecting schools to participate, releasing teachers for training and participating in policy dialogue events.

INSTITUTIONS

Enable learners to better understand and negotiate their place in the world

Schools allocating curriculum time to global citizenship, active citizenship and intercultural dialogue.

By the end of three years, timetabling and planning for CC classes over a range of subjects shows work in the areas of global citizenship, active citizenship and intercultural dialogue

Give increased priority to internationalising the curriculum and create an institutional ethos that supports a global dimension

Profile of the global dimension in the school curriculum and related policies

After three years, 40% of CC schools have introduced, adopted or revised their policy or guidelines for the global dimension of the curriculum

Recognise the importance of teachers and school leaders developing their skills and competencies in an

Participation of teachers and school leaders in range of CC training activities

After 2 years, 90% of CC schools readily release teachers and school leaders for CC training

international environment activities

Work more closely with communities and become more involved in community and social issues

Participation rates of schools in community action projects

Each year, CC schools work with communities on one project focused on challenging misconceptions, community cohesion or challenging attitudes and environments that may give rise to extremism

PRACTITIONERS

Demonstrate the ability to work comfortably in, and with people from, other countries

Teachers and head teachers are increasingly positive about their visits to, and interactions with, colleagues in partner countries

After two years, 80% of teachers and head teachers surveyed, agree or agree strongly that inter-cultural dialogue, during visits and in the process of partnership, is an important aspect of teaching and learning and they feel more confident in its application in the classroom

Demonstrate the leadership skills necessary to support the instilling of a strong global dimension into the learning experience of young people

Teachers instil a stronger global dimension into the curriculum

60% of Teachers collaborate on at least one curriculum-based project with a global dimension in Years 1-2. In Year 2, 500 teachers design & deliver at least three lesson plans/activities with a global dimension. In Year 3, 1000 teachers design & deliver at least five lesson plans/activities with a global dimension.

LEARNERS

Learners have improved perceptions of other societies

Learners having a more positive approach toward other societies

After three years, of those surveyed, 90% of learners directly involved in CC, agree or agree strongly that their perceptions of other societies have improved

Demonstrate a critical understanding and knowledge of society, the world and their place in it, contributing to positive social change


After three years, learners in CC schools demonstrate greater application of critical thinking and analysis on global issues, than at baseline, contributing to positive social change

Demonstrate leadership and enterprise skills, particularly those for work in a global economy


After three years, 10% of learners in CC schools will have gained the Global Citizenship Award (where available).

COMMUNITIES

Give recognition to elements of the following agenda for


Each year, communities linked to CC schools work

schools and young people –

community cohesion,

challenging misconceptions,


with schools on one project focused on challenging misconceptions, community cohesion or challenging attitudes and environments that may give rise to extremism or negative impact on important social issues or environment

II. Responsibilities of Consultant/Researcher for M&E 2010

N.B. These are broad responsibilities of countries’ consultant only. Fine details are up to each country project manager to discuss with your consultant e.g. additional M&E tools that country would like to use depending on its needs, exact dates to conduct interviews and report etc.

• Analyse results of the comparative students’ survey and draw conclusions providing insights into common themes and differences emerging; highlighting programme impact in comparison with the baseline survey

• Analyse results of the comparative teachers’ survey and draw conclusions providing insights into common themes and differences emerging; highlighting programme impact in comparison with the baseline survey

• Conduct one student focus group

• A summary analysis of the student focus group discussion, providing insights into common themes and differences emerging; highlighting programme impact in comparison with the baseline student focus group (last year)

• Conduct 10 face-to-face interviews (impact studies) of individuals engaged with the programme; providing insights into individuals’ experiences, knowledge, perceptions, and attitudes

• A summary analysis of the 10 face-to-face interviews, providing insights into common themes and differences emerging; highlighting programme impact

• A summary analysis of the cluster reports, providing insights into common themes and differences emerging; highlighting programme impact

• Summarise findings of the student focus group, students’ comparative survey, teachers’ comparative survey, face-to-face interviews and cluster reports on the question of whether Connecting Classrooms increases trust and understanding between different countries and cultures, helps embed the ‘Global Dimension’ in education, and what impact the programme has had

• A summary analysis of whether Connecting Classrooms meets the target outcomes identified in the M&E framework highlighting on evidence of the success or challenges

• N.B. All analysis and summary findings should contain/demonstrate both quantitative and qualitative data

III. Guidelines for Commissioning Monitoring and Evaluation Activities

N.B. Countries should spare up to 5K for consultancy cost out of your allocated budget.

External agencies have been commissioned to undertake evaluation research in several regions (e.g. IOE research for SSA, IER at the University of Dhaka for CSA), and have the advantage of allowing teams to set the parameters for evaluation without the difficulties of carrying this out themselves, with limited staff resource. The involvement of external experts in monitoring and evaluation can also build capacity within CC teams. The approaches used in the IOE and Dhaka evaluations demonstrate an interest in using and developing capacity within the regions/countries, with local researchers and organisations being involved.

Such evaluations can valuably supplement a core of evaluation activity planned and undertaken by CC teams themselves. In CSA, the approximate balance is 70% of indicators being addressed by BC staff, and 30% by external agencies. Some specific aspects of data collection and analysis (such as coding text responses, processing quantitative data) can be routinely contracted out.

Commissioning of research needs to take place against the background of CC teams having access to, and knowledge of, any tools that already exist with the CC programme– a process that will be supported by the framework of core monitoring and core tools. Customisation of existing tools will maintain a level of commonality across regions and support the process of reporting. If an agency is commissioned to develop a new specific tool, the CC team concerned will need to be aware of the precise aims and benefits of a new tool.

Some key points for commissioning research are summarised below:

1. Ensuring that contracted research contributes to core monitoring. Agencies need to undertake research that will clearly address CC priorities and, where possible, provide robust evidence of impact. Where agencies are asked to support aspects of the core monitoring programme, there should be clear specification of what is required. For example, if a university team is asked to undertake a questionnaire survey of teachers, the degree of flexibility to probe areas beyond the core target outcomes for Connecting Classrooms, needs to be agreed in advance.

2. Ensuring that the terms of contracted research are established clearly in advance. Key aspects of the contractor’s role need to be specified in appropriate detail: administration, analysis, reporting, quality assurance, timelines, fees and travel costs.

3. Ensuring that the proposed research (and agency contracted) is focused on building capacity for research and support of CC in each local area where possible, research should involve working with teams or individuals from universities or other suitable local organisations. Clear guidance on protocols and standards for the research should be provided to them and there should also, where possible, be a focus on extending the audience for any research through publication and dissemination – this would enhance the profile of CC and be a motivating factor for researchers involved.

4. Ensuring that the advantages and practicalities of conducting research in each partner country are considered while there is much value in working with agencies in particular countries to exploit local knowledge, when planning their work with others, teams need also to focus on gathering data from all countries in a way that maximises consistency.

5. Identifying a clear need for any additional research beyond core monitoring. Once core M&E activity is established, teams must have a clear sense of why additional enquiry is needed. Is there a need for more evidence? Why? What will it add? What capacity is there to follow-up and act on any additional evidence?

6. Ensuring that additional M&E will not ‘overload’ stakeholders calling on additional time from headteachers, teachers, students and others, needs to be balanced against the need to maintain good will and focus on CC activities that have already been planned. How will additional research activities affect participants? Can they be built into training events and processes, so that the benefit to participants is clear?

7. Clarifying the ownership of research processes, tools and products. Part of the value of external input into M&E will be its contribution to the development of tools and expertise within CC teams. It will be important for any contracting process to make this clear so that, for example, successful tools might be added to the toolkit that teams can select from for their core/additional M&E.

IV. International School Award The International School Award (ISA) is a prestigious accreditation scheme, managed by the British Council. The Award recognises and celebrates schools that are committed to good practice in international work and developing international partnerships which enrich the curriculum and help young learners to become global citizens.

Connecting Classrooms is designed to enable participating schools to achieve the ISA, by providing the structure and experience needed to satisfy the criteria for application.

ISA Accreditation in the UK

The ISA has been running successfully since 1999 and has accredited around 4000 schools in the UK. In England, where the scheme is funded by the Department for Education.

In Scotland, Wales and Northern Ireland, the scheme is supported by the devolved government departments for education.

ISA Accreditation in East Asian Countries

Connecting Classrooms schools in East Asian countries are eligible for the British Council International School Award, which applies the same rigorous standards and criteria as the scheme in the UK but is funded by the British Council and delivered in partnership with key education bodies in each country.

Application Process

The process of working towards the award should provide you with a framework to identify your school’s priorities for international work, to set targets and to analyse the outcomes of your work. The process usually takes about 18 months to complete. There are three steps in the application process:

You will produce an action plan for international work, which will draw on the activity you have identified in your Connecting Classroom project plan as well as other cross-curricular work. Please see the selection criteria below.

Once your plan has been approved you will go on to compile a portfolio of evidence of international activities.

If your portfolio is approved Connecting Classrooms International School Award adjudication panel you will be granted the Connecting Classrooms International School Award for three years.

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Selection Criteria

Your action plan will need to show a range of international activity in and across your school. Your planned international activities should meet the following criteria:

International policy being written or reviewed

International co-ordinator appointed or post reviewed

Curriculum based activity

Range of year groups involved

Range of subject areas covered

Year-round activity

Activities are evaluated

Collaborative work with partner schools in other countries

Please find more information about the Award and apply online at:

V. International School Leader Award

The International School Leader Award (ILA) is part of British Council Connecting Classrooms with aim to celebrate the contribution of leaders in schools across the world to the development of international and global citizenship. It is open to head teachers and school leaders who can demonstrate exemplary practice in establishing an international dimension to the curriculum and promoting global citizenship in their schools. The Award recognises leadership which has a significant impact on the school, its community and on its international partners.

Standards

The Award is based on three key, non-hierarchical areas which represent the standards required to meet the leadership criteria. These are:

1. Shaping the school’s global vision

2. Leading the school’s international dimension and promoting global citizenship

3. Securing community cohesion and sustainable international partnerships.

Within each area are set out:

The knowledge requirements

The professional qualities and attributes expected of the school leader

The actions needed to demonstrate compliance with the standard

Assessment

Assessment is by application, which is supported by a mentor or adviser (this could be a colleague who already holds the award, a supervisor or local ministry official, for example). Mentoring, support and guidance for candidates is provided by this mentor moving towards formal assessment and builds on the self evaluation tool applicants are invited to use in considering the standards to be met.

Application Process

The ILA is awarded on the basis of evidence that the standards described have been met by the school leader. The award will provide international recognition for the leadership of global citizenship and the international dimension in the school curriculum. There are five steps in the application process:

Stage 1 – Complete and submit the on-line self-evaluation which allows you to review your eligibility for this award. Self-evaluation is a useful way of learning and this process should be carried out in collaboration with your mentor or adviser who will discuss and validate your judgements at this stage.

Stage 2 – An electronic assessment will be sent to you, indicating your own perceived strengths and areas for development.

Stage 3 – During this development period, you should discuss the actions needed to meet the standard with your support colleague.

Stage 4 – Further conversations with the mentor will be used to consider progress in reaching the standards and providing evidence where requested. When the mentor is satisfied that those standards have been met and evidence is available, the school leader will go forward for formal assessment.

Stage 5 – Candidates will repeat the online self assessment in light of progress with support from the mentor or adviser as before.


http://cc.britishcouncil.org/node/542

https://roam.britishcouncil.org/exchweb/bin/,DanaInfo=TH_BKK1B_MS001+redir.asp?URL=http://cc.britishcouncil.org/node/542

VI. International Teacher Award

The International Teacher Award (ITA) is part of British Council Connecting Classrooms with the aim to celebrate the contribution of individual teachers in schools across the world to the development of international and global citizenship. It is open to teachers who can demonstrate exemplary practice in establishing an international dimension to the curriculum in their subject or classroom and in promoting global citizenship with their classes. The Award recognises teachers whose work helps to create an international ethos in their schools.

Standards

The Award is based on three key areas which represent the standards required to meet the international teacher criteria. These are:

4. Developing a well-planned international dimension to the curriculum in a subject specialism or with a class group

5. Providing opportunities for pupils to become active, globally aware citizens

6. Sustaining school links through exchanges and communication with overseas communities.

The success factors within each area are set out to enable candidates to evaluate their work and carry out self assessment.

Assessment

Assessment is by application, which is supported by the head teacher or senior teacher from within the school in which the teacher works. Guidance for candidates moving towards formal assessment builds on self evaluation tools which applicants are invited to use in considering the standards to be met. The process is designed to be simple and easy to use, supporting progress and recognising achievement.

Application Process

The ITA is awarded on the basis of evidence that the standards described have been met by the teacher. The Award will provide international recognition for the teaching of global citizenship and the international dimension in the school curriculum. There are five steps in the application process:

Step 1 – Complete and submit the Online Self-Evaluation which allows you to review your eligibility for this award.

Step 2 – An assessment will be sent to you electronically, indicating your own perceived strengths and areas for development.

Step 3 – Your mentor will work with you on an action plan to develop the areas you have identified as needing work. A timescale will be agreed for applicants to implement any actions within the standards for which there is insufficient evidence.

Step 4 – Further conversations with your mentor will be used to consider progress in reaching the standards and providing evidence where requested. When the mentor is satisfied those standards have been met and evidence is available, you will go forward for formal assessment.

Stage 5 – Candidates will repeat the online self assessment in light of progress with support from the mentor as before.

Please find more information about the Award and apply online at: http://cc.britishcouncil.org/node/547


VII. Global Citizen Award

The Global Citizen Award (GCA) is part of British Council Connecting Classrooms with the aim to celebrate the contribution of young people in schools across the world to the development of international understanding through sustained communication and exchanges with counterparts in other countries. It is open to young people who can demonstrate the impact of activities they have led or been involved in which help them and their communities to learn about, respect and understand cultures other than their own. The Award recognises those young people whose involvement sustains direct communication and interaction with partner schools and their communities, helping to create an international ethos in their schools.

Standards

The Award is based on two areas which represent the standards required to meet the global citizenship criteria. These are:

7. Leading or taking part in activities which allow you and other young people and their communities to connect with each other across the world.

8. Demonstrating what you as a young person have learned through international links, exploring other cultures and reflecting on your attitudes, beliefs and values.

Assessment

This process should be carried out in collaboration with your school’s International Co-ordinator who will act as your mentor through the process. The online Assessment Form will invite you to assess yourself against the standards below on a four point scale.

Strong and varied evidence of action

Sufficient evidence of action

Some but incomplete evidence of action

Insufficient evidence of action.

Application Process

A requirement is that the school to which the student belongs has the International School Award (ISA); or a senior leader holds the International Leader Award (ILA); or the teacher supporting the young person making application holds the International Teacher Award (ITA).

If you are interested in registering for this Award, please discuss your activities with your school’s International Co-ordinator or the member of staff who deals with international projects in your school

Consider the standards set out in the two areas. These are: (1) leading and involvement; and (2) personal learning

There are some prompts to help you think about your contribution

You will find a list of possible sources of evidence you might use

Read the statements listed which describe the qualities and actions of a global citizen

Think about areas where you are already strong and meet the standard.

Use the prompts to analyse the areas where you may need to do more

Take some time to develop what you do, gather your evidence and learn more about what is expected of a global citizen

Make sure that you have documentation, on paper or electronically, to support the judgements for each standard.

When you and your teacher feel you are ready, complete the online application form for assessment


http://cc.britishcouncil.org/node/550


DP1

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connecting classrooms monitoring and evaluation toolkit

Documents

education education

students comparative

teachers comparative

evaluation timeline

educational opportunities

head teacher

student focus group

cultural relations