Why get involved in international education ?

In February 2008, my school underwent a PSHE-themed Ofsted inspection. As International Co-ordinator, it was my role to ensure that our curricular international work, in particular the seven activities on our International School Award action plan, were linked to the various facets of PSHE. It was an arduous task, but one that proved useful to the smooth running of the inspection. The information that I compiled reminded me of the broader reasons of why we do international work in the first place.

Read on if:

• You've heard about international links and the International School Award but aren't sure what the educational benefits are
• You'd like your school to become involved in international work but aren't sure how to sell it to colleagues
• You're in the process of writing an international policy
• You're in the process of including international work in your school development plan
• You're about to undergo an Ofsted inspection and would like to know how to incorporate international work into the SEF

1. The Ofsted angle

The document "Evaluating internationalism in schools" (Ofsted, November 2006) describes "the way in which primary, secondary and special schools that had gained an International School Award wrote about their international work in their self-evaluation form and how this aspect of their work was reflected in their section 5 inspection reports."

Ofsted recommends that schools which have or are applying for the International School Award should:
-evaluate the impact of their international work and report this in their SEF
-ensure that they promote understanding of the diversity of multicultural Britain as well as internationalism and global awareness.

Of course you don't have to be applying for the Award to include international work in your SEF. There are several sections of the SEF in which international work can be mentioned:

1b Please summarise briefly your distinctive aims and describe any special features of your school.
1d Please note any additional characteristics of your school that you would particularly like to draw to the attention of an inspection team.
4c How much do learners enjoy their education?
4d How well do learners make a positive contribution to the community?
5b How well do the curriculum and other activities meet the range of needs and interests of learners?

2. The Citizenship Programme of Study

Citizenship is at the heart of international work, whether it is taught as a discrete subject or across the curriculum.

a. Key Stage 1

The KS1 Citizenship Programme of Study states that "during Key Stage 1, pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood."

Part 3 of section 4 of "Developing good relationships and respecting the differences between people" is appropriate: "Pupils should be taught to identify and respect the differences and similarities between people"
Pupils learn more about themselves and their communities by finding out about the lives and likes of their peers overseas.

Section 5 parts 3, 5 and 7 of the Breadth of Study are also pertinent:
"During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
(3) take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
(5) meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
(7) consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]"

It is not vital for pupils to have contact with a school overseas for them to be able to meet people from other cultures and from other countries. The local school community is often a very rich resource.

b. Key Stage 2

The Key Stage 2 Citizenship Programme of Study states that: "During key stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying."

Section 4 of "Developing good relationships and respecting the differences between people" is very relevant and international links can be used to teach all of these points:

"Pupils should be taught:
1. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
2. to think about the lives of people living in other places and times, and people with different values and customs
3. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
4. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
5. to recognise and challenge stereotypes
6. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
7. where individuals, families and groups can get help and support."

"During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:

1. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
2. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
3. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
4. make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
5. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]
6. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters]
7. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
8. find information and advice [for example, through helplines; by understanding about welfare systems in society]
9. prepare for change [for example, transferring to secondary school]."

c. Key Stage 3

The KS3 Citizenship Programme of Study states that: "During key stage 3 pupils study, reflect upon and discuss topical, political, spiritual, moral, social and cultural issues, problems and events. They learn to identify the role of the legal, political, religious, social and economic institutions and systems that influence their lives and communities. They continue to be actively involved in the life of their school, neighbourhood and wider communities and learn to become more effective in public life. They learn about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part responsibly in community activities.”

Part i of the section "Knowledge and understanding about becoming informed citizens" says that "Pupils should be taught about the world as a global community and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations."

This cross-references to the Programmes of Study of other subjects, in particular ICT, Geography, MFL, History and Science.

In order to Develop skills of participation and responsible action pupils should be taught to "use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own."

d. Key Stage 4

The KS4 Citizenship Programme of Study states that: "During key stage 4 students continue to study, think about and discuss topical political, spiritual, moral, social and cultural issues, problems and events. They study the legal, political, religious, social, constitutional and economic systems that influence their lives and communities, looking more closely at how they work and their effects. They continue to be actively involved in the life of their school, neighbourhood and wider communities, taking greater responsibility. They develop a range of skills to help them do this, with a growing emphasis on critical awareness and evaluation. They develop knowledge, skills and understanding in these areas through, for example, learning more about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part in community activities."

As part of "Knowledge and understanding about becoming informed citizens" students should be taught about:
1. the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems
2. the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
5. the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
6. the importance of a free press, and the media's role in society, including the internet, in providing information and affecting opinion
8. the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations
9. the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21.

Students should also be taught to:

1. use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
2. negotiate, decide and take part responsibly in school and community-based activities
3. reflect on the process of participating.
   

Links with another school in Europe or the developing world would enable students to work on these skills.

3. The Government's Respect agenda

"Respect is about central government, local agencies, local communities and ultimately every citizen working together to build a society in which we can respect one another - where anti-social behaviour is rare and tackled effectively, and communities can live in peace together."

There is one main aspect of the Respect agenda that can be tackled by schools through international work:
"It's about showing tolerance, acceptance and common decency towards the people around us - our family, friends and peers, people who are older or younger than us, people from different walks of life or who follow different cultures or religions"

4. Inclusion

“Providing opportunities for children and young people to learn about and explore similarities and differences is central to developing the global dimension.”

“The global dimension is appropriate for children and young people of all backgrounds, ages and abilities.”

“It is important for schools to ensure due care and attention is given to the use of language and the portrayal of images, for example, to ensure that developing countries are not typecast, but that materials reflect a balanced and undistorted representation of the cultural, socio-economic and political diversity.”

Developing the global dimension in the school curriculum DfES March 2005

5. Key Skills

International work can be used to address all of QCA's key skills. The key skills are:

• Application of number
• Communication
• Improving own learning and performance
• Information and communication technology
• Problem solving
• Working with others

6. Every Child Matters

The Government's aim is for every child, from birth to age 19, whatever their background or circumstances, to have the support they need to:

• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

International work provides learning opportunities and opens doors which enable schools to directly develop learners' knowledge and understanding across the Five Outcomes.

Read more here

7. The 8 Key Concepts

The DCSF has identified 8 key concepts which provide a framework for building the international dimension into the curriculum. Each of the concepts can be related to the National Curriculum programme of study for Citizenship and can also be promoted through other subjects.

• Global citizenship
• Conflict resolution
• Social justice
• Values and perceptions
• Sustainable development
• Interdependence
• Human rights
• Diversity

Developing the global dimension in the school curriculum:
2000 edition with key concepts laid out per subject)
2005 edition with descriptors of each of the 8 Key Concepts

8. The place of the international dimension in individual subjects

These are some examples from KS3 and KS4. Other examples and those for primary can be found here.

The International Dimension in Citizenship

Children and young people learn about rights and responsibilities, government and democracy and the diverse nature of society in the UK . They learn about the origins and implications of diversity in the UK and about the important political, social, cultural and economic relations with global institutions and countries. Children and young people discuss a range of moral and social issues including racism and prejudice and learn about the importance of and need for respect and understanding in a tolerant and democratic society. They consider views and experiences that are different from their own. They explore how local actions can have an impact on international and global issues.

By doing this they can become informed citizens and understand the world as a global community. They can learn about global governance and explore issues relating to human rights, refugees, immigration and sustainable development. They develop and appreciation of political, social and cultural diversity and have skills to challenge racism and prejudice. They can develop their interest in topical, global issues and can become willing to take actions on issues of concern.

The International Dimension in Geography

Children and young people study people, places and environments in different parts of the world and different states of economic development.

By doing this they can appreciate the role of values and attitudes, including their own, and gain greater understanding of topical issues relating to, for example, aid, interdependence, international trade, population and disasters.

The International Dimension in Art and Design

Children and young people analyse and evaluate how ideas, beliefs and values are represented in a range of cultures amd artistic traditions, and develop knowledge and understanding of the diverse purposes and audiences of artists, craftspeople and designers from Western Europe and the wider world. They explore the ways in which artists working in diverse cultures produce images, symbols and objects to convey meaning.

By doing this they can extend their knowledge of a range of cultures, learn to appreciate the rich variety and diversity in the roles of artists, craftspeople and designers, and evaluate continuity and change in the purposes and audiences of art amd design in the wider world.

The International Dimension in MFL

Children increase their cultural awareness using materials from a range of countries and communities.

They can learn about a range of cultures and perspectives on topical issues through language and develop positive attitudes towards non-English speakers.

The International Dimension in Science

Children and young people learn about the effects humans have on the world and the need for diversity and protection. They explore the cultural contexts that may affect the extent to which scientific theories are accepted. Opportunities exist within science to use data from many parts of the world.

By doing this they can appreciate the international natire of science and the contribution scientists from all over the world have made. They can also address the benefits, drawbacks and some of the ethical issues that arise from the use of science and technology globally.

The International Dimension in Maths

Children and young people learn about numbers and algebra, shapes, spaces and measures and handling data. They learn how widely mathematics is used and applied in the technological world.

By doing this they can use mathematics as a language of communication with young people around the world. They can apply their mathematical skills to interpreting statistics relevant to topical, international and global issues such as international debt and fair trade.

POSTSCRIPT

In January 2009 Hetton underwent a full inspection. As part of the inspection of Community Cohesion, I mapped our global dimension work across the five outcomes of Every Child Matters:

I referred to the Every Child Matters Outcomes Framework 2008

Be healthy

Pupils can explore a number of aspects of health and healthy lifestyle with pupils in partner schools:
• Transport to and from school
• Typical and favourite foods and drinks
• Typical and favourite free-time activities
• Amount of exercise taken, PE in school, sport and fitness
They will be able to explore and examine their own health and lifestyle by comparison with children in schools in other countries.

Stay safe

The global dimension in education enables young people to stay safe from bullying and discrimination. Finding out about life and lifestyle of people overseas helps to counter prejudice and stereotype. Young people are encouraged to celebrate difference rather than see it as an obstacle or a negative issue.

Enjoy and achieve

A global dimension to the curriculum gives teachers another opportunity to motivate pupils and therefore another opportunity to succeed and achieve.

Finding out about the lives and lifestyles of children in other countries helps with our pupils’ personal and social development – they find out more about themselves via comparison with their overseas counterparts.

The global dimension addresses Equal Opportunities. It is accessible to all pupils regardless of their ability or special educational need and is just as accessible to those in deprived areas.

Make a positive contribution

The global dimension gives positive activities to develop personal and social skills.

It enables pupils to engage in decision making, especially in the Comenius project, where funding is provided for pupils to travel to project planning meetings and participate in the dissemination and planning of the project.

It develops positive relationships and encourages pupils not to bully and discriminate.

It also develops self-confidence and enterprising behaviour.

Achieve economic well-being

Finding out information about their counterparts overseas can help young people to get ready for the time when they leave full-time education and enter the world of work. It will alert them to pertinent issues and allow life experiences that other areas of the curriculum may not.

Treating others with dignity and respect is at the core of the global dimension’s rationale.

More specifically, pupils can find out from their counterparts overseas:
• the world of work and destinations of young people leaving school
• how employment and education are valued
• salaries and currency generally
• public transport in each community, its efficiency and cost
• issues surrounding poverty