Where are we now with benefitting from International Engagement?
Starting the journey
Building on achievements
Expanding Activities and benefits
At least one member of staff
is aware that there might be
benefits for pupils in
developing an international
dimension to the
curriculum. They have
identified areas where they
think learners might
improve skills e.g.
knowledge of other
countries’ history,
geography and culture, ICT
skills and language skills.
At least one member of staff
shows
enthusiasm
for
starting a project with a
school in another country.
At least one member of staff
has had a professional
discussion with someone
from another school or an
outside agency. This
conversation has convinced
them that international
engagement will benefit
learners. They decide to
take this forward at least for
one class.
Pupils begin to learn more
about other countries and
cultures. They send emails,
parcels, letters etc. to other
pupils. Their IT skills improve.
They may have been involved in
fundraising for another school.
They have the opportunity to
practice their language skills
with native speakers. There is
financial support to purchase
resources and for travel from
The British Council or other
bodies.
Pupils’ motivation for learning
is increased and there is less
friction between pupils as they
work in teams towards common
goals. Records show a decline in
low level disruption in classes
because of this. Pupils and staff
lead on specific tasks for the
partnership project.
Parents are happy with the
progress their children are
making as a result of their
involvement with our
partnership project.
Funding applications to
Pupils are involved in international
engagement over a number of different
curricular areas either as part of the broad
general education or as part of other
projects such as the Duke of Edinburgh
Award Scheme or The Da Vinci Challenge.
Our school is involved in initiatives such as
The Eco Schools Award, The Rights
Respecting Schools Award, Fairtrade Schools
Award or the Youth and Philanthropy
Initiative.
The partnership involves more than one
school in a learning community and supports
pupil transitions from one establishment to
another.
Parents and the wider community are
involved in supporting the partnership. Local
businesses or charitable groups support the
project financially.
Pupils connect their learning as they work in
various curricular areas. Their selfconfidence is increased. Attainment results
improve and attendance rates also improve.
Truancy declines as pupils’ motivation
increases. Pupils become more active in
their appreciation of global issues such as
use of finite resources, climate change or
equality. Pupils work well in teams and some
less confident pupils may begin to take more
Achieving High Quality Outcomes
Pedagogy is discussed and adapted
because of contact with schools abroad.
Staff report pupils are more motivated to
learn.
Pupils are afforded the opportunity to
work as part of a team and to lead on
parts of the project and other projects.
Teachers out with the SMT have led parts
or all of the project. The school gains
recognition in the form of an
International School Award or similar and
is recognised as an institution with
expertise in this area.
Our participation in international
partnerships is now expected and is
considered to be the norm by the whole
school community. The whole school
ethos is built on the rights of the child,
fairness and equality and positive steps
are taken to involve the school in global
issues. Some pupils’ choice of careers is
clearly influenced by their experiences in
international projects. Some pupils may
choose to study abroad rather than in this
country. There are a number of pupils
who speak several languages including
less common languages. Staff work well
together across departments/ stages and
as a matter of course, look for ways in
organisations such as British
Council have been successful.
leading roles.
Parents’ self-esteem increases because of
the willingness of schools in other countries
to be involved with our school and because
their children are achieving success. Outside
agencies are supporting the work of our
school and use case studies of this work to
encourage others. Standardised tests or
national examinations show an increase in
attainment for at least one curricular area.
The number of pupils learning a foreign
language has increased since our school
became involved in international
partnerships. Pupils choose a wider range of
career paths because their horizons have
been broadened to include occupations
previously unknown to them.
which to connect the learning across the
curriculum. There is little or no racial
discrimination in our school and
differences are celebrated and explored.
Long lasting friendships are formed
between teachers and between pupils in
Scotland and abroad.
The positive ethos of our school is
commented on by the Local Authority or
by HMI during inspections.
We receive numerous requests for visits
to the school or for staff or pupils to
present at events in order to share
expertise.
There is strong support for the work of
the school from the local community
including financial support from parents
and local businesses.