INTERNATIONAL THINKING in association with
Bringing the world
into Carlton Digby
Can children
attending
special schools
get as much
from international work as
their mainstream peers?
Audrey Nicholson says
most definitely yes!
‘
E’S GOT the whole world in his
H
hands.” The words of a familiar
song are visibly illustrated in this
photograph (right) of a key stage
3 student with special needs from
Carlton Digby School.
Carlton Digby is a small special
school situated on the outskirts of Nottingham city
centre. There are approximately 60 pupils on roll, aged
between three and 19, all of whom have severe and
complex learning difficulties.
The school is currently working for a fourth
successive DCSF International School Award, in
conjunction with the British Council. To gain this
award we must show that our school is committed
to developing and sustaining international awareness
across the curriculum and throughout the whole school
community. He’s got the whole world in his hands: The global dimension is integral at Carlton Digby, which sees SEN as no barrier to success
We aim to enable all our pupils to become global
citizens, but while every effort is made to provide a rich colours of the chosen country’s flag and curriculum CPD. At the end of the project our work will be shared together to explore the theme “My World-Your World-
and varied curriculum, we have to accept that, for many co-ordinators plan and deliver workshops linking their in local communities in England, Poland and Turkey. Our World” through music, dance, art, photography and
of them, long distance travel is not an option. Therefore subject area to the country being explored. Taking multi-sensory objects of reference.
we have taken up the challenge to “bring the world into part in a range of workshops allows pupils and staff
By taking part in extended school visits
During the first year of the project (2008/09), pupils
Carlton Digby”! opportunities to find out about different aspects of the At Carlton Digby we “Never Say Never!” – international in all the schools have been busy making personal
So – how have we done it? country and its culture and the school cook comes up travel is not impossible and we take a group of senior “Identity Boxes” containing a collection of items which
trumps with a lunchtime meal including foods that students abroad every three years. In the past, our pupils represent “their world”.
By differentiating our teaching styles
originate from the chosen area of the world. have visited Spain and France and we are planning a These are now ready to be shared with others in
Most of the pupils at Carlton Digby are unable to Visitors are always welcome, especially those with visit to Belgium (to enhance awareness of the European their local communities and further afield, giving these
access written text and standard learning tasks in the a connection to the country being explored, such as Union) during 2009/10. young people a voice to communicate their experiences
same way as their mainstream peers and therefore our overseas students from local universities. After the school trip to Paris, pupils were asked and achievements in a non-verbal way.
international work is differentiated in a variety of multi- The last session of the day is a “Show and Tell” about their favourite experience. Some said the food, The project is being developed and evaluated by
sensory, practical and functional ways. assembly to which parents, carers, governors and others said travelling by plane, but one young lady, after staff and students involved in the different activities.
Whole school theme days, based around an friends of the school are invited, and the achievements thinking about the question for a while, said “seeing the The structure of UNICEF’s Rights Respecting School
individual country or specific area of the world are of the day are celebrated. Mona Lisa”. Award and the ISA will be used to develop an awareness
always popular. During a different trip to France, one of our students of the rights and responsibilities of all children alongside
Pupils and staff are encouraged to dress in the
By developing cross-curricular links
was buying food for his lunch in a local shop. On the development of social and emotional skills that
Through the British Council’s Global Gateway website completing his purchase the shop assistant (realising are particularly important for the self-development of
and other connections, Carlton Digby has made and the young man was from England) said: “Thank You.” young people with special needs.
developed links with other school for pupils with Instantly the student replied: “Excuse me – don’t you
special needs around the world. know you’re in France? You should say ‘Merci’!”
By application of Every Child Matters
Our pupils and staff exchange emails, newsletters, Extended school visits can also be “international” Becoming a successful global citizen meets all the
photographs and examples of their work with their without travelling abroad. In May 2008, a group of requirements of the Every Child Matters agenda.
international peers and share information about our students spent five days in London, taking part in To “Be Healthy and Stay Safe” in an international
celebrations and festivals. activities planned around different areas of the world. environment our pupils need an awareness and
Under the general heading of “Same and Different”, The students and staff stayed in a city centre youth understanding of “Same and Different” with structured
our pupils have built up an awareness of the everyday hostel where they met other visitors from around the exposure to people and cultures from around the world
lives and culture of people in other parts of the world. world. to help them become responsible individuals.
Sharing work can be incidental or planned – our They “ate out” in Indian, Chinese, Italian and “Enjoyment and Achievement” is gained alongside
link schools are an excellent source of information Turkish restaurants and explored exhibitions and the delivery of a rich and varied curriculum and
when staff are planning schemes of work or individual galleries displaying artefacts and artwork from different programme of extra-curricular activities, differentiated
lessons. They also provide opportunities for our pupils countries and cultures. to meet the needs of our pupils and which raise
to practise their communication, ICT and research skills The group spent time in one of our link schools their awareness of the world in which they live and
in a functional and meaningful way. in north London and had lunch at the British Council contributes to them becoming successful learners.
The most recent piece of international cross- where they entertained staff and visitors from around Sharing their international work with others
curricular work Carlton Digby has become involved in the world with a rendition of their favourite international locally, nationally and internationally develops the
is a two-year Comenius Multi-Lateral Project, funded songs. communication and social skills of our young people
by the British Council. and builds their confidence and self-esteem – all of
Together with two other special schools in
By developing community cohesion
which enables them to make a “Positive Contribution”
Nottingham, a special school in Poland, and a Turkish “Global citizenship” is about much more than creating and increase their “Social and Economic Wellbeing”.
mainstream school which includes special needs pupils, links with people in other parts of the world. The local Developing and sustaining international awareness
we will be working around the theme “It’s okay to area is a multicultural society and our pupils and their is embedded into the ethos of our school. We want our
say No!” – teaching aspects of personal safety using families should be enabled to play their part. pupils to enjoy being global citizens and by “Bringing
puppets as an aid to communication. At Carlton Digby we aim to achieve this through a the world into Carlton Digby”, we hope we can share
Pupils in each of the five schools will make some number of community cohesion projects, working in that enjoyment with others. SecEd
of their own puppets and share their experiences partnership with other local and national mainstream
using the internet. They will produce posters about and special schools. • Audrey Nicholson is the international co-ordinator at
their work which will be copied and displayed in each “Global Voices” is a three-year project funded Carlton Digby, a special school in Nottingham.
participating school. by the Department for International Development’s
Small groups of staff will visit each other’s schools Development Awareness Fund. Carlton Digby is one
Further information
to share good practice and provide opportunities for of 14 special schools in the Nottingham area working ISA: www.globalgateway.org/isa
SecEd • November 26 2009 15
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  |  Page 21  |  Page 22  |  Page 23  |  Page 24