INTERNATIONAL THINKING in association with
The secrets to
international
success
SecEd’s international page
has been showcasing the
innovative international
links being set up by
schools across the UK. All of these
schools have been recognised with
the International School Award.
Dorothy Lepkowska looks at
what schools need to demonstrate
in order to be awarded the ISA
HEN THE International Schools will have to demonstrate collaborative work “From next year we are planning to introduce an award be operating in challenging circumstances, it would be
W
School Award (ISA) was with partners overseas, and substantial curriculum-based for those teachers who work as international co-ordinators easy to just force maths and English upon pupils, when
founded in 1999, just 17 activity. Most eligible schools will have already been in their schools, to recognise the pivotal contribution they sometimes it is exactly this approach which is causing
schools were judged to have involved in the global dimension over at least two years. make and without whom many of the activities linked to many of the school’s problems.
implemented a sufficiently In linking up with partner schools, they will have the global dimension would not be possible.” “Sometimes schools need not to do the obvious,
global dimension to their participated in collaborative work on curriculum issues, British teachers who have participated in the scheme, but need to try something engaging and motivational,
day-to-day work, making such as the weather and environment, equal opportunities, and successfully achieved ISA accreditation, believe which is where the global dimension comes in.
them eligible to be accredited. transport, as well as festivals and celebrations that that providing an international curriculum is vital. “For example, if they are doing something on global
In October this year, as the ISA, which is a promote cultural and religious awareness. Kevin McCabe, an ISA adjudication panel warming and they are linked to schools in Finland and
Department for Children, Schools and Families award Pupils should be in regular contact with peers in member for 10 years and a primary headteacher, has Spain, they can compare weather patterns and data and
managed by the British Council, celebrates its 10th their partner schools, exchanging letters and emails, successfully taken two schools to ISA status. He now discuss how different these are.
anniversary, more than 700 primary, secondary and and taking part in visits where possible. The eight plans to do the same with his current school, Jervoise “Links with Africa and Asia, meanwhile, help pupils
special schools will be receiving awards. key concepts of diversity; conflict resolution; global Primary in Birmingham, where he has implemented the to consider the consequences of their own actions, in
This growth in applications comes during a decade citizenship; human rights; interdependence; social international primary curriculum, a mix of academic, terms of their behaviour as consumers, for instance.
when schools have taken on board the importance of justice; sustainable development; and values and personal and international learning. Children are genuinely interested in these issues and
teaching about the world we live in. In the aftermath perceptions should be introduced where appropriate Mr McCabe said: “ISA gives schools a focus on the we have to give them the opportunities to engage with
of events such as 9/11 and the wars in Iraq and into the school curriculum and taught to most pupils. international work they are hopefully already doing. It them. The global dimension must be about more than
Afghanistan, never has there been a more appropriate Schools seeking full ISA accreditation will have is my belief that if schools are not doing international just charity and giving, and perceiving others as poor.
time for children to understand their place in the world. to demonstrate evidence of the work they are doing work, then they are doing their pupils a disservice. We have so much to learn from them.”
“There are many routes that schools can use to in a portfolio. “ISA is not about a passive learning These days, children are linked up with the whole of At Carlton Digby, a special school in Nottingham,
progress to ISA accreditation and the best thing is experience, but being active and proactive,” Mr Rolfe the world through the media and internet and this access the global dimension is used to give pupils aged up to
that it is appropriate for all schools regardless of the continued. “We provide schools with help and guidance is unfettered.” 19 years with severe and complex learning difficulties
age or abilities of the children,” explained John Rolfe, a better sense of the world around them.
manager of the ISA at the British Council. Audrey Nicholson, the school’s international
“Rural schools have found the global dimension awareness co-ordinator, said: “We promote the
crucial in widening the perspectives of pupils, international dimension much as we do the national
particularly where there may be few minority groups curriculum. We look at how we can make it appropriate
living locally. It can be an important part of their and functional for our pupils.”
social cohesion agenda. And schools in challenging The school tries to encourage an international
circumstances have also become involved, and tailor
‘
One of the best ways for children to learn
about what happens in other countries is to
speak to other children. It helps to challenge and
theme across all schemes of work and the curriculum is
their own approaches to international education that modified to accommodate this. They have run whole-
suit their needs.” school international days and projects. One such event
Schools can be accredited under the ISA in three
change some of the misconceptions we all
was devoted to the study of India, when every class was
categories. The first two, foundation and intermediate, taken off normal timetable. Pupils wore clothes in the
are for schools just embarking on promoting the global have of each other colours of the Indian flag and ate Indian food at lunch.
dimension or who have already made some strides. From this term, Carlton Digby is involved in a three-
Schools applying for foundation status will have to year British Council Comenius project, which will see
assert their intention to building internationalism into to get them going, but really they then take over and He believes that schools have a role to play in it linked with a special school in Poland and a school in
the curriculum, and use the online framework provided ultimately each school will find its own way of doing bringing together all the strands of information that Turkey, which has special needs pupils.
by the British Council to record any existing activities. things. young children hea
’
r in the media, to help them make The schools will work together on themes such as
They should also find suitable international partner “Schools are even using the framework around sense of it: “It is up to schools to fill in the gaps and communication and relationships and will use puppets
schools with which to team up, and can use the help of which to build the outcomes of the Every Child Matters make the connection between this interdependence. and posters to get their messages across.
the British Council’s Global Gateway team to do this. agenda, so there is some very creative work going on.” How children access this information and make sense “Parents have been really supportive of the work we
Intermediate level, meanwhile, is for schools which He added that links between schools had to be of it needs to managed in some way,” he said. are doing and have noticed a change in their children,”
have already set up partnerships with schools abroad. developed on an equitable basis with each participant “I believe that one of the best ways for children to Ms Nicholson said. “For example, they have noticed
They will have a number of teachers from a range of having an equal role and status within the partnership. learn about what happens in other countries is to speak that their children sit up and take notice when they hear
subjects who are actively involved in integrating global “We consider links between British and European to other children. It helps to challenge and change some certain countries mentioned on the news because they
issues and international awareness into their lessons, schools as being of equal value to those with schools in of the misconceptions we all have of each other. will have learned about these in school.
and the whole school will be participating during the countries in Africa, Asia or South America,” Mr Rolfe “For example, a typical perception by many children “We are not trying to teach them to GCSE level
year in themed international days or world activities. explained. “The influx of pupils from eastern Europe is in this country is that Asia and Africa are all about here, but we just want them to be aware of the world
There may also be exchange visits for pupils or teacher providing wonderful opportunities for schools to learn poverty. Yet they have so much to teach us, particularly they live in. The challenge for us is to make it practical,
study visits with partnership schools. more about those countries.” about sustainable living.” sensory and functional.” SecEd
The full ISA is harder to gain and is designed Full ISA accreditation is valid for three years, after Mr McCabe’s experience as an ISA adjudicator
for schools who can demonstrate that international which schools can re-apply for renewal. “Many schools means he has seen hundreds of applications. He • Dorothy Lepkowska is an education journalist.
dimension runs through the whole school, in a broad choose to go for accreditation because it is a way of continued: “I think it can sometimes be quite difficult to
range of subjects, and is included in the school’s focusing the school and ensuring that international persuade people away from what they know,” he said.
Further information
development plan. work continues to be developed,” Mr Rolfe said. “In a school like my current one, which is deemed to www.globalgateway.org/isa
SecEd • September 24 2009 19
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20