Statistical results of the survey (schools)

Section A - Current coverage

1. How important are global issues in the planning and implementation of your school's curriculum?

Fairly important - 91
Very important - 49
Not important - 34

2. In which area of the curriculum is the teaching of global issues most prominent in your school?

Geography - 105
Citizenship/PSHE - 84
RE - 54
Humanities - 28
History - 22
Science - 19
Languages - 8
Arts (Music, Drama, Dance) - 7
Social Sciences/Economics - 5
Assemblies - 4
ICT - 3
Cross-curricular - 3
Business and Vocational qualifications - 3
Special events, circle time - 2
Leisure and tourism - 1

3. In which subject areas do you think it could be further developed?
Citizenship/PSHE - 41
All - 31
English/Literacy - 26
Geography - 24
ICT - 17
History - 15
Science - 13
RE (RS) - 9
Arts - 8
Maths/Numeracy - 7
Languages - 5
Design and Technology - 4
Social Science/Economics - 4

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Across curriculum - 4
Business Studies - 3
Humanities - 2
Assemblies - 2
Tourism - 1
4. Is it the role of any particular teacher (formally or informally) to ensure coverage of international issues?

No - 101
Yes - 32

5. How is the global dimension integrated into your development plan?

It isn't - 35
Departmental schemes of work - 15
Whole school ethos - 5
Links with other countries - 3
EU funded projects - 2
Teacher exchanges - 1

Section B - International connections

1. Does your school have links with other countries?

Yes - 101
No - 60

2. If your school has any of the following links, how important are they?

Visitors - 83 (half these replies came from Oxfordshire)
Teacher exchanges - 82
Correspondence - 80
IT - 63
Curriculum projects - 57
Student exchanges - 51

3. What geographical areas do they cover?

Europe - 75
Africa - 42
Asia - 28
Latin America - 13
USA/Canada - 10
Pacific - 5
Other - 2

4. Does the link fit into any specific curriculum areas?

Languages - 24
Geography - 23

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PSHE/Citizenship - 17
English/Literacy - 14
Arts - 11
Extra-curricular/ethos - 11
ICT - 10
NO - 10
Science - 7
RE - 7
History - 5
Arts - 5
Cross-curricular - 5
All - 3
Maths/Numeracy - 3
PE - 3
Humanities - 2
Food technology - 1
Assemblies - 1
Leisure/tourism - 1
Respect for other cultures - 1

Section C - Current level of outside support

1. to what extent are you dependent on outside support for teaching global issues?

Not very dependent - 87
Fairly dependent - 65
Very dependent - 27

2. Which of the following organisations provide you with support?

NGOs - 55
TV programmes - 53
Professional Associations - 31
LEAs - 28
DECs - 27
Other - 16

3. What form of support do you use?

Teaching/Activity Packs - 141
TV/videos - 132
Artefacts - 103
Background information - 80
Visits - 78
INSET - 37
Conferences - 28
Other - 10 (including library services, textbooks, internet, newspapers, local expertise, individuals)

3. If you do not use support from outside organisations, why not?

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Unaware of support - 43
Not sure how to contact - 26
Not relevant to the curriculum - 13
Too many to choose from - 7
Other - 8 (5 cited lack of time, 1 uncertainty about quality, 1 needs too much preparation, 1 not relevant to young children)

Section D - Additional support that you would value

1. What barriers do you feel affect your delivery of global issues?

Lack of time - 141
Lack of resources - 87
Lack of training - 49
Lack of confidence - 26
Too controversial - 8
Lack of interest - 6
Other - 12 (mainly related to pressures of curriculum, and lack of easily accessible up-to-date information)

2. Would you find additional support in the following areas useful?

Audio-visual resources - 106
Visitors - 105
IT resources - 92
Print resources - 76
INSET - 65
Other - 8

3. What might make additional support easier for you?

Well-resourced local centres of information - 115
Single national source of information - 59
Other - 14 (suggestions were largely related to resources, though co-ordinated websites and NGO visits to schools were mentioned in terms of facilitating access

4. What global issues would you be interested in developing if given additional support?

Citizenship and democracy - 124
Sustainable development - 112
Global interdependence - 103
Children's rights - 97
Diversity - 94
Social Justice - 87
Global development - 87
Other - 8 (including conflict resolution)

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5. would you be interested in future involvement in eanabling effective support for teaching international issues? If so, how?

Teachers' working groups - 69
Classroom research -63
Participation in forums - 56
No - 3
Other - 1 (Drama workshops)

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Appendix iv

Feedback from Consultation Forum at HEC, Tower Hamlets Wednesday 6th March

Difficulties and solutions - group exercise

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Feedback from group discussion

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Current good practice - from discussion and group feedback

• It's important to have parents involved. This can be done through a school's Community Link person. One school holds sessions on different aspects of the curriculum for parents. Another school holds consultation sessions between parents and the Head/SMT.
  Responsibility: SMT

• Festival assemblies and celebration of 'special' days (e.g. Holocaust Memorial Day, International Women's Day, Refugee Day, etc.). However we must be careful that these do not reinforce stereotypes, and also that they fit into the school curriculum in an integrated way. Who selects what to celebrate may also have implications.
  Responsibility: SMT Involves: NGOs

• Environmental and gardening clubs, also Out of School Hours Learning (OoSHL) activities; extra-curricular activities, etc.
  Responsibility: SMT and Individual Teachers Involves: NGOs, PDC/LEA, local groups

• Class community - respecting and valuing everyone, which then extends into the wider community, via e.g. visits to OAP homes, etc.

• School Activities Week - it's important to include things which are 'fun', e.g. sport, music, arts, etc.

• Model United Nations General Assembly
  Involves: UNA

• Supporting charities/fund raising activities but this is controversial in that we need to ensure that we're also raising awareness, and not reinforcing the 'victim' culture, or the idea that money solves everything.

• Teaching issues such as Human Rights, Anti-racism, Gender Awareness, etc. This is done either as they arise, or within defined parts of the curriculum (e.g. tutor time/PSHE)

• Displays and multi-lingual signs.
  Involves: Pupils/Teachers/Parents

• Topic work - especially in Early Years. Also being able to put national curriculum to one side at times, allowing more scope/freedom in what you cover.

• Using ICT, e.g. think.com. This is an ideal 'network' within an individual school, in which students share views/debate an issue by email.

• Visits by NGOs, voluntary groups, etc (e.g. CAFOD, UNICEF)

• Themed days, e.g. Egypt day
  Involves: Outside support/Visitors/Parents

• International Food Evening
  Involves: Parents
  

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Suggestions for Future Strategy

Groups to be included/ to work with:
NGOs, DECs (development Education Centres), Arts Groups, LEAs, PDCs, Teacher Training Institutes, Schools, Teachers, Universities, Government (DfID, DfES), Community Groups, Parents, Governors, School Liaison Workers, Youth Groups, EMTAS, Professional Associations, Unions, DEA, Museums, British Council, MPs, Councillors, Country Embassies, Commonwealth Institute, Churches and Religious/Faith Groups, North-South Centre and other non-UK partners, EU, and the list goes on…..

Short to medium term

· Cluster groups of teachers, to share good practice and develop ideas, etc. this would require funding supply cover (as people are less willing/able to do this after school. It gives higher status/standing if done through the school day.). LEAs and DECs should also be involved in this process.
· Give formal recognition to what is already being done. Use the research as a starting point to identify current examples of good practice - and publish it (e.g. via a web site?). See also below.
· Use a sample of schools - carry out an audit of current global education practice. Give the schools proactive support to enable them to raise the awareness and profile of global issues - by engaging them in debate at all levels (including via schools councils, tutor groups, staff, and Governors). Use the evaluation of this sample group to help formulate future strategy.
· Share and promote resources - in schools, perhaps by travelling 'salespeople' from NGOs, etc. This will also promote the use of visitors, assembly work, etc.
· Provide opportunities for staff training by development education providers.
· Lobby GLA (relevant to London only), to give greater prominence to refugee issues, displaced people, anti-racism, green issues, etc.
· It's vital to engage LEAs, councillors, MPs - hence pressure groups/lobbying is needed to ensure the global dimension is seen to be valued. Young people need to be included here, too.
· Create a resource base - of materials and people offering INSET, etc. which is borough/LEA relevant.

Long term
· DfID needs to work with DfES - i.e. 'joined up' government.
· QCA - to give global issues a high profile in their schemes of work - which reflect current understanding and approach (rather than reinforce stereotypes). They need to be integrated into all curriculum areas, with clear aims, objectives and assessment criteria. Allowance must also be allowed for progression in knowledge, skills, etc (as in other curriculum areas). However, there is a danger here in that we don't want to create further workload/paperwork for teachers via the creation of yet another 'assessed subject' in an already overloaded curriculum.

· Ensure a mechanism for recognising good practice - QCA are currently developing this in relation to Equal Opportunities on their web site, so aim to include a section on global education.
· ITT - to raise awareness and profile of global issues. So include them in integrated way within all teacher-training courses (i.e. not just as an add-on session).
· Engage those non-committed teachers - who will require a different approach/strategy to those who are already 'converted'.

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Appendix v

Feedback from Consultation Forum, Friends House
Tuesday 19th March

Difficulties and solutions - group exercise

It's unfortunate that we didn't discuss the above as a whole group, but it was useful in raising issues which will feed into the plans for the regional strategy.

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Planning for the future.

Current good practice ideas:
· 'Classic' games, e.g. trading trainers, coffee, chocolate, etc.
· Using photos - pupils write their own questions - to challenge perceptions/assumptions.
· Getting 'real' people in to school to talk about their experiences.
· International days/evenings/ using 'drop' days/events week/etc.
· Using staff as a resource.

Possible actions for the next 3 weeks:
· Feedback to others in the school.
· Look into publishing students work - ideally on a website.
· Advertise Worldaware Globalisation Conference - see www.worldaware.org.uk
· Explore sources of resources/visitors (e.g. UNICEF/Save the Children/ActionAid/etc) - although bear in mind not all are free.

Possible actions for the next 3 months:
· Identify people in the school community who would be willing to act as a 'resource'.
· Arrange visits to school, if possible.
· If an organisation doesn't have what you need/want - tell/email them. It may take time, but unless that's done, things will never change.

Ideas for the future strategy:
· Create time (and therefore need funding) to share good practice.
· Websites to share good practice in terms of ideas with students work. This should have LEA support/be LEA based, e.g. Staffordshire LEA project.
· Better learning materials, targeting specific age groups, which are laminated, etc.
· Localised directory of resources, including visitors - as well as funds to pay those people/organisations requiring payment.
· DfES recognition of the resources database - with links from their publications/websites.
· OFSTED recognition of the global dimension - incorporated into inspection criteria.
· Access to archived TV programmes/materials (including websites).
· Improved funding for student visits to non-European countries, as well clear, readily available sources of information about such funding.