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DCSF International
School Award
Be inspired by case studies from 10 schools that have
embedded an international dimension throughout
everything they do and have been recognised
with the International School Award
www.globalgateway.org
DCSF International School Award
This year marks the 10th anniversary of the DCSF International School Award. This
supplement offers an insight into the work of 10 schools – primary, secondary and
special – all of which achieved the ISA last year. Olga Stanojlovic, of the British
Council, which runs the Award, explains why the work of ISA schools is so crucial
AS 2009 gets underway, we at the British Council are delighted around the world through their schools – not only to strengthen
to be celebrating the 10th anniversary of the DCSF International understanding and relations between countries, but also to build
School Award (ISA). The success of this scheme – which accredits cohesion in and between our own communities. In this, the ISA is
schools for excellence in embedding an international dimension pivotal. Furthermore, the ISA framework encourages schools to
in their curriculum and ethos – is testament to the vision and make the most of their international partnerships to fulfil multiple
commitment of heads and teachers across the country who have educational objectives – community cohesion, language learning,
opened up their classrooms to the possibilities of international and raising standards, among others – and of course, to live out
working. It also would not have been possible without the support the guiding principle of education and childcare: that every child
of the Department for Children, Schools and Families (DCSF), both matters, everywhere.
for the ISA and for the development of an international dimension There are now around 10,000 schools involved in the ISA at
and global citizenship in our schools. some level, nearly 1,600 of which have achieved full accreditation
The international dimensions of teaching and learning and have become our ambassadors for best practice in embedding
have always been at the heart of the British Council’s work in an international dimension in schools. Following the growth of the
intercultural dialogue, so it is particularly fitting that we celebrate scheme here, and successful pilots in India and other countries,
the ISA’s milestone anniversary in our own 75th anniversary year. we are now proud to be rolling out the scheme globally, with
As the UK’s international organisation for educational the support of the DCSF, as part of our Connecting Classrooms
opportunities and cultural relations, we are active in 110 countries programme.
worldwide, building engagement and trust through the exchange of I have visited many schools, both in the UK and overseas, and
knowledge and ideas. what strikes me each time is just how creative and inspiring the
In our work with schools and educators we focus on forming work undertaken every day by educators everywhere is.
international links that bring a global dimension to young people’s I am amazed by the diverse range of international activities going
learning and ensure that they develop the skills and understanding on in all our schools; from the small rural primary, through to the
to take their place in the world. large urban secondary and innovative special school, heads and
The need for this is summed up beautifully in a quote from the teachers are raising young people’s awareness of the wider world,
author Marshall McLuhan, which I saw displayed in a primary challenging stereotypes and developing their empathy and respect
school: “There are no passengers on planet earth, we are all crew.” towards others on a daily basis.
The ISA recognises this and ensures that schools are rewarded I am humbled by this commitment to building understanding and
for all the hard work that goes into developing and sustaining the making learning ever more real and relevant for young people, even
international links that equip young people to become the “crew” of in the most difficult and dangerous circumstances.
our global society. The world has changed much in the last 10 years, and even
In the 10 years since the first schools were accredited with the more so since the British Council’s inception in 1934, but in many
ISA in 1999, much has happened in the world that has shocked, ways we have strived to remain true to the values of integrity and
enthralled, puzzled, and united us. This has been a decade in which responsibility that underpin all educational activities.
it has become increasingly important to engage with cultures and I would like to take this opportunity to congratulate every school
societies that are different from our own, to learn from and share that has embraced the ISA. We at the British Council look forward
with one another, and to act together to address global concerns. to the next 10 years, and to working with ever more schools as
We recognise that now, more the scheme continues to grow – and we wish you well on your
than ever, it is important to international journey.
connect young people
• Olga Stanojlovic is the
director of schools in
education with the British
Council.
Special: St Vincent’s School, Belfast international work was taking place, but gaps were apparent. Staff
When St Vincent’s, a special school for 11 to 16-year-old pupils meetings and collaboration between teachers and subjects led to
experiencing social, emotional and behavioural difficulties (SEBD), curriculum change with an international dimension becoming
embarked on a British Council Comenius project way back in 2002, embedded within and throughout.
few would have thought that it was the beginning of a curricular For pupils experiencing SEBD, an imaginative and flexible
journey which would lead to the school receiving its second ISA at curriculum can help to make teaching and learning more exciting,
last year’s prestigious ceremony in London. interesting and meaningful. We have found that the international
An educational trip to Austria by teacher-in-charge, Brian Davey, dimension helps to bring pupils into contact with the wider
was an illuminating experience. Schools who had formed Comenius community in general and with minority peoples in particular.
partnerships presented their projects to a group of teachers from The home economics teacher invited a member of the Chinese
schools throughout the EU. The highs and the lows were discussed, community to school to give a demonstration of Chinese cookery,
teaching strategies and ideas were exchanged, and partnerships were while pupils showed her the art of potato bread-making.
formed. On St Patrick’s Day, the pupils were able to send to our partner
St Vincent’s Comenius project, entitled “WATER – to care and to school in Austria images of the parades taking place in Belfast and
share”, was a collaboration between schools from Austria (Vienna), were excited to receive images of celebrations in Austria.
France (Paris), Italy (Spinazzola), and Portugal (Porto), as well as However, the Culture Box is still the favourite international
Belfast. activity. Each school sends typical sweets, chocolates and family
The success of the project prompted a review of the curriculum images to their partner school. As we are a small school of 30
with the aim of making teaching and learning more meaningful for pupils, each child usually ends up with some sweet treats. Who says
our reluctant learners and to embed an international dimension into learning can’t be fun!
the curriculum.
For the ISA, the whole school became involved to bring about • Brian Davey is teacher-in-charge at St Vincent’s School in Belfast.
change. An audit of international topics highlighted the fact that Visit: www.st-vincents.co.uk
Secondary: Brampton Manor School, east London books and so on from a different continent in the main entrance
Brampton Manor School, in the heart of London’s East End, of the school. So far we have covered Asia, Africa and South
very much reflects the diverse community America. Staff and students bring in items to display and each
it serves. There are over 60 languages display has provided a focal point for discussion
spoken and no one ethnic group dominates as members of the school community walk past.
the student cohort. The atmosphere is a In April we held our first International Week
friendly one, where all cultures get along culminating in our inaugural “Bramptonational
with one another, and this is what we Evening”. Stalls were set up along the school
wanted the ISA to celebrate. corridors, each showing off the wares of a
There have been visits abroad, of course: different country from which a member of staff
language visits to France and Germany; hails, including Australia, South Africa, Latvia,
an arts week in Barcelona. Some of our Poland, Nigeria, Ghana, Jamaica, Somalia,
older students have been fortunate enough to India, Pakistan, Bangladesh, Portugal, Spain and
raise money for and visit a school in Uganda Germany!
through our U Can in Uganda project, and for Each stall had pictures, books, food, videos – a whole
the past two years our AS level religious studies range of things for visitors to take a look at; the Somalia
students in year 11 have spent 10 days in the stall, run by some of our Somali parents, contained a
Punjab, India. We have also welcomed visitors from range of perfumes for people to sample.
abroad, with teachers from Sweden, Denmark and Mendhi was painted onto hands by Indian students and
Singapore all coming to learn more about our work on there was also flag face-painting. As visitors perused the
inclusion. stalls, they were entertained by Spanish guitarists, classical
Earlier this term, two teachers from a school in pianists, and African drummers.
Brazil, with whom we have been working on a The International Food Hall gave people the
“Rivers of the World” project through the British opportunity to try everything from American hotdogs
Council, also came in to see us. This was a to Nigerian chicken. Cooked by staff, students and
particularly exciting project, using geography parents, food and drink was offered to everyone who
and art to understand and portray the issues came along.
and importance of our rivers in major cities. The evening culminated in a dance show, with
Year 7 students are now swapping letters students dancing to traditional African, West Indian
with their counterparts in Sao Paulo, other and Indian as well as contemporary music (pictured
curriculum areas are forming links, and a left).
Portuguese club has taken off to try and break Over 600 people attended the evening which really
down the language barrier. summed up what a truly international school Brampton is.
But celebrating the internationalism of our own
community was central to our thinking. Each term • Simon Graves is assistant head of Brampton Manor School in
we set up displays of pictures, clothing, artefacts, east London. Visit: www.bramptonmanor.newham.sch.uk
Special: Woodfield School, north London
Integrating the international element into Woodfield School, a Primary: Queens Park Lower School, Bedford
special school for 11 to 19-year-olds, has kept education true to its Queens Park has 523 children
purpose – preparing our pupils for their role in a wider community (aged between three and
with a global dimension. nine) from a rich cultural
Pupils at our school come from a wide spectrum of socio-economic community – 22 languages are
and cultural backgrounds. Our aim is to bring the world culture into spoken at the school.
the school, through partnerships with other countries and a cohesive In October, the school
curriculum. A whole-school strategic approach was developed was deemed by Ofsted to be
to embed the international dimension into the curriculum within “outstanding” in all aspects.
one school year. All heads of department worked together to map The ISA was one significant
their subject-specific key stage 3 and 4 curricula. Through this factor in this. Inspectors said:
exercise, departments were able to identify international themes and “The recent ISA recognises
streamline individual programmes of study. the high quality of the New horizons: Pupils try
As an example, during the summer term pupils in year 8 have a provision made. International pan pipes at Queens Park
focus on India. The pupils are studying Indian movements in dance, Week is an excellent example
repeating patterns of Rangoli design patterns in art and design, of how teachers are creative in linking subjects together, such
Indian cuisine in food technology, Hinduism in religious studies, as art, craft, and geography in a recent study of native North
geographical features of India within geography, and analysing the Americans.”
short story Grandpa Chatterji involving Indian emigration in English. We deliver the national curriculum through the International
This thematic approach is quite powerful for the pupils as it Primary Curriculum (IPC), introduced in 2005 when the school
reinforces their understanding. It goes beyond the learning objectives was in a period of extensive change and growth due to the
and provides a stimulus for pupil discussions on global issues, which closure of a local school. The IPC is motivating and exciting for
challenges their perceptions through peer-learning opportunities. staff and children.
Woodfield also has partnership links with three schools in The school is central to the community of Queens Park – this
Zimbabwe and three schools in Ethiopia through the British Council community claims to be one of the most diverse square miles
three-year project Connecting Classrooms. The school community in the country. This context was viewed as a strength and every
has gained a true understanding of the rich culture within the Mutare effort was made to exploit it for the good of the children and
region of Zimbabwe and Awassa region of Ethiopia. their families.
The pupils at Woodfield are at the core of the learning The ISA is confirmation of embedded practice across the
opportunities. Peer-driven activities are implemented to ensure the school. Practice that celebrates the diversity of the community
pupils have ownership and are empowered by the process. As an while being passionate about ensuring the children achieve their
example, pupils update a weatherboard daily and this includes the potential in all aspects of learning.
weather of our partnership regions in Africa. It leads to pupils, staff, The school does not work alone. It is part of Bedfordshire’s
and even visitors discussing the climate, including some fantastic in- full service extended schools. Together with Westfield Middle
class conversations. School and Biddenham Upper School, we work closely with the
Another activity involved identifying the heritage of the entire Queens Park Neighbourhood Centre to ensure that our extended
school population on a world map. This led to brilliant discussions offer to families excites and stimulates learning.
on the impact of emigration on cultural identity. It is the use of We use every opportunity to bring the world into the school.
whole-school activities that weaves the international dimension into Our classes are named after European countries and we have a
the whole-school ethos. house structure called “World Families”, which are named after
The international dimension in education is so powerful, and continents. All children, staff and governors are part of a world
empowers students to have a true sense of the global society. family and take pride in gaining points towards achieving the
World Cup!
• Vijita Patel is the deputy head at Woodfield School in north We are at an early stage of linking with schools across the
London. Visit: www.woodfield.brent.sch.uk globe and our plans for the future include linking every class
in years 1 to 4 with a country either in the UK or abroad. We
intend to ensure that all staff have opportunity for international
CPD and that our children learn to use global technologies to
develop their global citizenship.
Across the extended school service we are working together
to develop a campus that has global citizenship at its core.
This includes due regard to personalisation, but mostly to the
future of our children in an ever-changing world. International
development seems crucial for 21st century learning if our
children are to achieve employment that is relevant and
sustaining. The ISA helped us focus and is a wonderful and
motivating celebration.
• Anne McCormick is head of Queens Park Lower School in
Bedford. Visit: www.qpls.co.uk
Global thinking: Woodfield pupils visit a Buddhist temple
Primary: Cauldeen Primary School, Inverness
The pupils and staff of Cauldeen were delighted to be awarded
the prestigious ISA for their integration of international
education into all aspects of their curriculum work. It recognised
the ongoing curricular outcomes that have been contextualised
through our international linking, overseas teacher and student
placements, community involvement, and local and global
citizenship developments. The focus to achieve this award helped
Welcome: Student Chris Starkey on to ensure continuity across the school, as well as providing
the Burleigh trip to Lagos, Nigeria
additional motivation for pupils and staff.
The benefits to pupils of engaging fully with international
Secondary: Burleigh Community College, Loughborough education embedded into the curriculum are many, not least the
On leaving Lagos airport under armed guard one student wrote motivation and enjoyment experienced through having a real and
in his diary: “The next 20 minutes were to be truthful, the most exciting audience for their work.
eye-opening, breath-taking, and extremely exciting bus journeys This in turn did result in improved standards of work,
of our life.” A day into the trip, another wrote: “You witness as application and behaviour in the classrooms. The work carried
many new sights and experiences in five minutes as you do in a out provided a flexible and creative context within which to
whole year in the UK. These are mind-blowing experiences that develop language and ICT skills. The team-working allowed
I will remember for the rest of my life.” pupils to express themselves and exchange and develop their
Burleigh Community College gained the ISA in October. own views in a meaningful context, which raised the self-
Our links to Nigeria, and their impact on students such as those esteem for many children.
above, illustrate the work that has earned us ISA recognition. Second language skills improved through direct contact and
Our adventure began in 2000 with our involvement with the interaction with native speakers, while focusing on the language
Community Action through Sport programme, run by British within the culture added an additional depth of understanding.
Council Lagos and a VSO worker who used football as a vehicle The many active learning activities undertaken through our
for improving the quality of life for disadvantaged children in linking projects addressed all pupil learning styles, providing
Lagos. This programme later merged into the Dreams and Teams opportunities for inclusion as well.
scheme, developing leadership through sport. From the outset we Part of the criteria for the ISA is a whole-school approach.
built in student exchanges as we felt it was their experiences that This provided a strong element of equality of opportunity for
would be the secret to the success of the project. every child to participate irrespective of ability or background.
Tackling issues, such as HIV/AIDS and abuse of young people The staff enjoyed and benefited from the pedagogical
by coaches, brought to life training undertaken in the UK by exchanges with their linking partners, through the teachers and
young leaders from both countries, raising awareness of cultural students who visited and the accelerated development of their
differences. Although a framework for the exchanges was ICT skills.
planned, much of the planning and reflection took place in the A genuine empathy developed with our friends abroad, who
evenings back at the guest house, adapting to the environment impacted on the lives and views of our pupils. News from
and circumstances. This was real professional development. around the world had real meaning when it affected our partners,
Four of the Nigerian young leaders began the BTEC First particularly in the Lebanon and the earthquakes in Iceland.
Certificate in Sport through distance learning. Burleigh PE We had links with many European countries through the British
department sent tasks and resources via email to the young Council eTwinning and Comenius programmes. Our local Chinese
leaders. They then spent a month in Loughborough finishing off association created a dance troupe with our pupils and performed
their course under the supervision of staff in timetabled lessons. at community events, including our International Concert.
This proved to be a fantastic cultural experience for all around We have established links with schools
the college. from America to Afghanistan and used the
The initial young leaders we have trained in Nigeria have resources of our own community and of
graduated out of the system and formed their own voluntary our link schools to bring our curriculum
organisation using sport to promote awareness of HIV/AIDS. to life. We hosted visits from teachers
They are supported in this programme through an exchange of and students from Switzerland, Beirut
ideas with students on leadership programmes in Burleigh and and Montana, and took our pupils to the
we are increasingly using Skype to communicate. Netherlands, Belgium and France.
Our experiences are being shared by other areas of the The fun, enjoyment, motivation
curriculum. Geography is set to undertake some fieldwork in and real audience for our
Lagos. Real case studies highlighting human trafficking from children’s work has impacted
Africa to Europe support work in personal development. positively throughout the
The experiences this journey has provided so far can be school.
described in the thoughts of one student at an evening social on
Kuramo Beach on Victoria Island: “Everyone was having the • George Glass is head
time of their lives, I’ve never been happier.” of Cauldeen Primary
School in Inverness. Visit: www.
• John Heathcote is a PE teacher at Burleigh Community cauldeenprimary.co.uk
College in Loughborough. Visit: www.burleigh.org.uk
SecEd
Primary: Mosley Primary School, Staffordshire visit to Australia, we decided to hold an Australia week. The week
Mosley Primary School is a small village school, which was a was full of hands-on, cross-curricular activities, allowing the
fast-track school in achieving the full ISA. From initially attending children to be enriched by the Aussie way of life – designing and
a “finding out” session, I ended up leaving having applied for the making boomerangs, Aboriginal artwork, music, dance, creative
foundation award and raring to go to achieve the full ISA. writing, and our popular assembly song G’day, G’day.
At Mosley, all the teachers have a keen passion for travel. In Every year, we begin the term with a Global Fortnight. In
September we each return with photos, objects and stories to share September, the rainforest came to our school with Samba dancing,
with the children, sparking off imaginations and interest. If Barnaby a Brazilian drumming workshop, and Tropical Inc bringing
Bear is lucky he gets to share his adventures too! rainforest animals and creepy crawlies into our hall. The “Wow
Individual classes can then define their own focus of a particular on the Walls” displays around school were stunning for children,
country, linking it into the curriculum. My class look at The Gambia teachers and visitors to enjoy long after the event.
and write letters to a Gambian school. The past couple of years I Throughout the year various festivals are celebrated during
have taken these back to The Gambia in exchange for more letters, assemblies and then continued in class. Divali and the Chinese New
photos and stories. The people, lifestyle and culture is brought to Year lead to cookery demonstrations and food tasting, the creation
life for the children, who clearly demonstrate an understanding and of beautiful artwork and energetic dance and drama – we even
compassion of what they have learned. had a Chinese takeaway delivered to school followed by a Chinese
Following a Teachers’ International Professional Development Dragon dance (pictured left) with authentic accompanying music.
The children absolutely loved this and talked about it for days after!
The international theme weeks, school links and opportunities
embedded within our curriculum are proving to be a fantastic way
of providing experiences that enhance the children’s learning and
awareness of their global identity. The fun, enjoyment and curiosity
that worldwide knowledge and experience stimulates creates many
smiles, much excitement and a real buzz among children, staff and
parents. Very rewarding and motivating for us all!
• Sarah Taberner is an advanced skills teacher at Mosley Primary
School in Staffordshire. Visit: www.mosley.staffs.sch.uk
Secondary: Le Rocquier School, Jersey Tai Chi, cookery, Arabic, Afrikaans, art (see picture below)
We are committed to promoting an international dimension both and dancing, designed to further the students’ knowledge of
within and outside of our curriculum and we welcome every other languages and cultures in an exciting way. Foreign food is
opportunity to broaden our students’ knowledge. served in the café, fancy dress is a must, and competitions are
It is vital in encouraging respect for and understanding of abound in every area.
the cultural, religious and linguistic diversity in the world and Le Rocquier Carnival involves over 150 students who prepare
within our local community. and present a carnival. Research and practical work is done
As a result, in the past year, we have welcomed visitors from through ICT, product design, music, art, dance and drama, with
Kuwait, Pakistan, France, Kenya, the Democratic Republic of the end result being an elaborate and enlightening carnival.
the Congo, and an Arctic explorer. Our most recent activities This year, groups took on areas of the world and their
have included a concert by a Slovenian choir and a presentation environmental problems and produced banners, costumes,
by a Rwandan theatre company. music and dance accordingly.
We have built links with schools in France, Spain, Pakistan, We are extremely proud to have won the ISA; working
Kuwait and Kenya. Students have been involved in joint towards the Award has given us a clear focus and many
projects including A Day in the Life of a Jersey Student and ideas. Winning the award for the second time is a great
Welcome to Jersey! DVDs, My Places projects, achievement for us and acknowledges the
Food around the World, and an environmental school’s ongoing hard work in developing a
pollution study, as well as writing to pen- global dimension to our curriculum. It also
friends. demonstrates our commitment to the links with
Students from our French school have been our partner schools.
to visit us. As well as practising language The benefits to our students are clear; they
skills, we were able to introduce them to the are truly developing as global citizens, with
game of rounders. an enhanced knowledge, understanding and
One-day events such as World Maths Day, tolerance of others, as well as an enthusiasm
Chinese New Year and Bastille Day were also to learn more. It has encouraged a natural
celebrated with informative and practical curiosity in many and an appreciation of their
activities. own cultures.
Two of our biggest annual events are
International Day and the Le Rocquier Carnival. • Lucy Dicker is the international co-
International Day is a day of ordinator at Le Rocquier School in Jersey.
internationally-themed activities, including Visit: www.lerocquier.com
DCSF International School Award
Secondary: The Beaconsfield School, Buckinghamshire students experienced a weblink with the school and learnt about
We applied for the ISA in the academic year 2007/08. We what it was like to grow up in the West African country. This had
approached Plan International, who put us in contact with a a dramatic effect on our students.
school in Sierra Leone. This work enabled us to apply to the British Council and be
We set up a project in year 8 geography lessons that we shared awarded the ISA. Since then we have begun to establish links
with the school in Sierra Leone. As well as this, some of our with schools in France, Germany and the USA.
The ISA has taken our international work up a level and has
added to the excitement of working with students and teachers in
other countries.
Instead of just a small percentage of students being involved,
the ISA means that we can now work towards involving the
whole school, so that the international dimension can be firmly
embedded in the learning experience at The Beaconsfield School.
We are now at the point where we can apply for funding for
us to visit the school in Germany, where we will be able to meet
representatives from the French school and establish a three-way
link. We will then be able to set up a project with a common
theme across the three schools.
This will mean that our students will have a true insight into
a particular aspect of German and French life, and students in
those schools will learn about the same aspect of life in England.
Following on from this we will then be aiming to take students
to the European schools and receive some of their students in our
school.
I certainly feel that since attaining the ISA “the sky is our
limit” when it comes to expanding our curriculum and giving our
students a truly “global” experience.
World perspectives: Four young fishermen pulling a • Alison Wood is leader of international links at The Beaconsfield
beach trawl on Lumley beach in Freetown, Sierra Leone school in Buckinghamshire. Visit: www.beaconsfield.bucks.sch.uk
Primary: Pentre Church in Wales Primary School, North Wales A couple of years ago many of the children in our school
Pentre Church in Wales Primary School is a small village would not have been able to name many of the countries in
school with 71 pupils and just three classes. Internationalism is Europe and beyond. If you asked them now, they would not
embedded throughout the curriculum of our school and it was a only be able to tell you where they are, but also
great honour for us to receive the ISA in recognition of this. what the children eat for breakfast and what
For some time now we have been working with a partner they watch on television.
school in Alentejo, Portugal. Classes from the two schools The world is shrinking and we believe
chat online on a regular basis and have completed a number of that it is vitally important for all children
curriculum projects together. to be given this type of opportunity. Many
The children love to chat and find out more about each teachers find the prospect of working
other’s lives. They send cards and presents to each other and it is with other countries a little daunting
wonderful to hear them all trying to speak a little of each other’s and think that it will involve a lot
language. more work.
We are also co-ordinating a British Council Comenius project Really, it is just about changing
with 10 other schools in Europe. The schools from Wales, the way you think a little. Once
Northern Ireland, Germany, Spain, Italy, Sweden, Norway, you begin your international
Denmark, Latvia, Croatia and Cyprus are working together on journey, it becomes obvious where
various curriculum-based projects over a two-year period. the benefits lie. The ISA is just the
During this time children from the schools are being given the icing on the cake.
chance to visit partner countries and to receive visiting children
into their homes. • Claire Brown is the international
This is such an amazing opportunity for everyone involved. co-ordinator at Pentre Church of
The pupils learn so much from this work. It makes the curriculum Wales Primary School in North
really come alive for them. For instance, instead of writing a letter Wales. Visit: www.pentreschool.
in their English book for the teacher to mark they are writing wetpaint.com
it for a purpose, for someone in another country to read and
respond to. The ski’s the limit: A Pentre
When they have research to do in many curriculum areas they student during a trip to
can contact friends in Europe and compare opinions and ideas. Swedish lapland
SecEd
International
experience Engaging education: Students
from Brampton Manor School in
east London perform during their
recent International Evening
Pete Henshaw and Sonali Europe should not be discounted either. Link schools do not have
to be thousands and thousands of miles away. It is about making
Hindmarch, editors of SecEd and 5to7 students realise first-hand that there are millions of people in the
world just like them and that respect, understanding and working
Educator, explain why international together is essential for success in the future.
The beauty of the ISA is that it allows UK schools to access the
work has to be a crucial part of our support of the British Council, which makes it a lot easier for them
children’s education to start their international journeys.
What is more, these links do not have to add to workload, or
“BEING ABLE to relate to people of different backgrounds with a distract you from the day-to-day pressures in schools. Many
sense of mutual respect and understanding is a profound lesson and institutions link very simply to a number of countries – for example
an essential life skill.” by emailing pupils’ work to their peers abroad at the end of lessons,
These are the words of schools minister Jim Knight, one of the or working on similar curriculum-based projects in a particular
strongest supporters of international linking in our schools. subject. The workload is minimal, but the effect and benefit is
Mr Knight addressed the DCSF International School Award massive. Students love this kind of work, and when combined with
(ISA) ceremony in October, when a record 586 schools were the curriculum, international linking engages pupils in their day-
recognised for their work in linking to schools abroad, introducing to-day school work, while providing insight into the world around
their students to the many and varied benefits that a global context them and helping them to become global citizens.
can bring, and embedding this work throughout the curriculum. Further to this, the simple impact of showing our students that
International work touches upon so many crucial areas for our people around the world are the same as them, with many of the
children: sustainability, languages, social and global responsibility, same concerns and worries, is also vitally important.
communication and social skills, moral and personal education, Mr Knight told SecEd: “All teenagers worry about homework and
and crucially, global citizenship. relationships, whether they are in South Africa, Sweden or Slough,
A key focus for SecEd and 5to7 Educator is that of global and the ability to understand the things we have in common, as well
citizenship and the importance of giving our students real as our differences, is critical to promoting international co-operation
experience of what this concept means and why it is vital for the and producing global citizens.”
future. As we have often seen in our articles on international links, Everyone talks about life skills in modern education – such as
the breadth and depth of global understanding and knowledge that team-working, social skills and creative thinking. Perhaps the most
these often innovative projects have given to UK students always important life skill is that of global citizenship. It is one of the most
enthuses and engages, and will stay with them forever. important obligations we have when it comes to preparing our
The cross-curricular opportunities that such linking work offers children for life, and linking abroad is crucial to this process.
are also fantastic – there is potential for schools to easily introduce As Mr Knight said last October: “Schools play a vital role in
an international link into every curriculum subject, as the case helping our children to appreciate their role in our world society.
studies in this supplement show. Global understanding also leads to a better appreciation of their own
Every school should have a link abroad. Every school should culture and community locally.”
be undertaking joint projects and initiatives with their colleagues So read this supplement and get in touch with these schools
and peers in foreign climes – and the great thing is that links can – share their best practice and get linking yourselves. Today’s world
spring from anywhere. We have heard tales of teachers on voluntary is a small place, and the only chance for a peaceful future for our
placements in Africa setting up links on their return, other schools planet is to foster a sense of togetherness in the next generation. The
have parents with connections across the world. future’s in our hands.
The prestigious International School Award represents and celebrates the excellent, innovative and creative range of
international activities taking place daily across our schools. It is a privilege for me to see and learn from so many of our gifted
and committed educators, who are making the international dimensions of teaching and learning a daily reality for all our
students and young learners.
John Rolfe, manager, International School Award
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