Cc What Is Connecting Classrooms
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Connecting Classrooms is a partnership program that links schools globally through three core components: collaborative curriculum projects, an International School Award, and professional development for internationalizing education. It aims to directly engage over 2 million learners and 120,000 teachers through these programs. Additionally, it seeks to indirectly impact millions more through dissemination of resources and global events. The goal is to develop global citizens and strengthen understanding between societies by encouraging intercultural learning and collaboration between schools internationally.
Cc What Is Connecting Classrooms
- 1. Olga Stanojlovic An overview of
- 2. What is Connecting Classrooms? Connecting Classrooms is a partnership programme for linking schools in the UK and across the world. It has three core components which will be delivered in every participating region. These will be supported by three global events during the first five years of the project. Professional Development for Internationalising Education Collaborative Curriculum Projects International School Award
- 3. The programme impacts on actual curriculum delivery and entitlement though policy dialogue and partnerships with ministries and government agencies, curriculum bodies, local authorities or districts. Partnership work is embedded in the ethos and curriculum of the organisations participating and based on mutuality. The programme reaches millions through strategic area links, media partnerships, high profile events and conferences and pre-established networks. Scope & dissemination: Sustainability: Systemic impact: Values Partnerships within the Connecting Classrooms model are characterised by three principles :
- 4. COLLABORATIVE LEARNING Core: Collaborative Curriculum Projects RECOGNITION Core: International School Award PROFESSIONAL DEVELOPMENT Core: Internationalising the curriculum Global Citizen Award International Teacher Award International Leader Award Connecting Classrooms is responsive to its audience and to the different education systems around the world. As such it offers flexibility for customisation through a unique menu of optional choices in addition to the core offer . Community Action Projects Language Projects A flexible framework Bilateral Leadership Programme Coaching and Mentoring Students as Leaders Scope & dissemination Systemic impact Sustainability Arts Projects
- 5. Connecting Classrooms creates global citizens and enables intercultural dialogue: Connecting Classrooms strengthens understanding and levels of trust between people in the UK and other societies throughout the world. Through this understanding, the consensus for rejecting extremism in all its forms is strengthened. In all regions of the world, Connecting Classrooms increases the ability of individuals and organisations to contribute to positive social change and the strengthening of civil society. Why are we doing it? In addition, where there is a need, Connecting Classrooms encourages an increase in the use of English as a tool for international communication and intercultural understanding.
- 6. Connecting Classrooms has agreed standards and methodologies for: Branding Delivery Monitoring and evaluation Partnership development (face to face and online) Sponsorship and relations management Marketing and Communication (including online presence) Project Management
- 7. Connecting Classrooms will directly reach over 2 million learners worldwide through participation in collaborative curriculum projects, and at least 5.5 million indirectly through dissemination and resource sharing. “ I got to know the person I am connected to. I love to hear what they have to say about themselves and their country. They also like hearing about me and the way I live” Connecting Classrooms will directly reach over 120,000 teachers, head teachers and education professionals and more than 450,000 indirectly. “ Learning is exciting. The lessons were well structured and enjoyed by learners. It inspired me to adapt some of my practice!” Connecting Classrooms will directly reach 30,000 schools and more than 60,000 indirectly. “ Connecting Classrooms is evident throughout our school – our partners are part of our community of learners.” Impact
- 8. Connecting Classrooms will reach beyond the immediate school environment into the wider community, impacting on millions of parents, business people and community leaders. “ My four year old came alive when the teachers visited. He can find Tanzania and Senegal on the map with ease and has taught me the greeting “jambo rafiki”. As a parent, I want my children to understand the world in which they live” Connecting Classrooms will work with ministries and curriculum authorities for long-term systemic impact. “ We fully support and endorse the International School Award in partnership with the British Council as it encourages our schools to embed internationalism in the curriculum ” Impact And through media partnerships and global events, Connecting Classrooms could reach over 60 million others.
- 9. Collaborative curriculum projects ISA Back Educators are able to benchmark themselves against world class standards to ensure the best possible outcomes for their young people. Collaborative curriculum projects are embedded in the curriculum and carried out in collaboration with a number of different schools. They give students access to another culture and language and direct experience of working with those in other countries. Projects can involve a range of subject disciplines and can support the British Council’s work in other areas, such as English, climate change and the arts.
- 10. International School Award Back Professional Development The International School Award is awarded to schools that demonstrate commitment to developing global citizens by embedding internationalism in the ethos and curriculum of the school . This is the first time the International School Award will be offered worldwide.
- 11. Connecting Classrooms Practitioners will receive professional development training and support materials to enable them to introduce an international dimension in their schools and to integrate it successfully in the curriculum and school ethos. Evidence of “leading the international dimension” is a core requirement of the International School Award. Professional development for internationalising education
- 12. Global events Event 1: A televised award ceremony for practitioners demonstrating exceptional practice in the global dimension. Event 2: A youth forum on a topic of global relevance. Event 3: A “Leadership Symposium” for policy makers. Connecting Classrooms
Editor's Notes
- #2: By 2012, being a global citizen, and understanding what this means, will not be an option: it will be critical. Children and young people - in the UK and around the world - need opportunities now to develop the skills and understanding to be able to contribute positively, in life and work, to the global society. Their ability to enter into tolerant and respectful intercultural dialogue is a vital skill for them as individuals, for their communities and their country. As a cultural relations organisation the British Council is uniquely positioned to respond to this global market demand. Working with ministries of education, schools and teachers, we can prepare young people for a world where change is occurring at an exponential rate. It is our responsibility to do so. We have developed a global product for schools that will not only meet this demand but also: deliver corporate outcomes for ICD and provide the foundation for other ICD products; raise the British Council’s profile and reach, in all the countries of the UK and overseas; enhance our reputation as a world authority in internationalising education; be our most efficient and effective tool for reaching young people in the UK and overseas.
- #3: Click on ‘three core components’ to link through to ‘Collaborative curriculum projects’, ‘International School Award’ and ‘Professional Development’ screens, which outline these three areas. Click on ‘three global events’ to link through to suggestions as to the types of events these might be. (These events will take place during the first five years of the programme.)
- #4: How is CC different from other school linking programmes? CC is characterised by three principles, which will ensure profound and long-term impact: 1. Scope and dissemination CC will reach over 2 million learners directly and a further 5.5 million learners indirectly - at a cost of just £7 per learner. Potential to reach even more (incl. every school in the UK) – through strategic area links, high profile global events, on-line collaboration and media partnerships. A strategic partnership with the BBC and its re-broadcasters overseas will expand our reach to approx. 60 million worldwide through co-productions that give young people a voice and facilitate global conversations. 2. Systemic The integration of an international dimension in education will be recognised as an effective way of delivering mainstream educational priorities in the UK and regions. Partnerships already developed with education ministries in EA, CSA, Africa, NENA & UK. Strategic partnership with QCA means CC is already impacting on the curriculum of every school in England. 3. Sustainable CC partnership work engages the wider community, beyond the school. CC partnerships mutual and reciprocal; equal opportunities for all countries. Strategic partnership with Institute of Community Cohesion - UK government body charged with promoting community cohesion in schools.
- #5: Connecting Classrooms recognises that education systems are different around the world and therefore allows us to “think globally but act locally”. It allows regions to be responsive to local educational needs and priorities through a unique menu of options, in addition to the core offer. It also provides coherence with our FCR work and our contracted work for the DCSF. In the UK, our long-term ambition is to attract the DCSF and devolved education departments to enter into a new style of relationship with us, based on partnership rather than delivery. We are confident that this is fast becoming a reality, with the DCSF committing £200,000 this year (2008/09) to run a pilot within CC that uses this partnership approach.
- #6: External context… Young people are a key target audience for the BC. Over 50% of the population in Africa is currently below 15 years of age. In the Middle East, 70% of the population is below the age of 30. In the UK, all 29,000 schools are now expected to build a global dimension into the curriculum and have a duty to contribute to community cohesion. Over 10,000 schools from outside the UK (and over 8,000 in the UK) are registered with the DCSF Global Gateway and actively seeking an international school link. The BC’s UK-wide remit means we are uniquely placed to bring schools across England, Scotland, Wales and NI together and to provide a coherent UK offer for school partnerships – and we are already doing so. Corporate priorities… International school partnerships offer the most effective way of engaging with large numbers of young people to deliver the outcomes of the ICD programme: The best way to reach large numbers of young people is through their schools – their windows on the world. And the most effective way to build understanding between these young people is to connect them through partnerships between their schools. Furthermore, schools – the hubs of the community – provide enormous potential for wider dissemination and greater impact, enabling us to reach parents, communities, local businesses, youth groups, and so on. CC will also capitalise on BC expertise in other sectors – by integrating the arts, science, English and climate change into the CC framework.
- #7: As a coherent, global programme for schools, CC gives us an opportunity to develop a corporate offer for our customers wherever they are. This means delivering a programme with a strong brand identity, achieved by adopting consistent delivery standards, approach, messaging and quality. This will strengthen our relations with our customers and provide the organisation with a corporate BC narrative for our work with schools. CC also has enormous potential for income generation, which will be carried out in line with an agreed global sponsorship strategy. And we know that the CC model is hugely attractive to media organisations, e.g. we are negotiating a strategic partnership with the BBC that will significantly enhance our reach, impact and profile. Aim to reach similar agreement with other appropriate media organisations, e.g. Teachers’ TV.
- #8: What is the real impact of CC on the people, institutions and systems involved? What does the experience of involvement in CC feel like from a child’s perspective? For this little girl, it means she will have the opportunity to learn about other children – children that will be like her in many ways but different in many others. She’ll learn about culture and language, about colours and smells, about the tastes of other places, and most important she’ll learn about trust, about tolerance and about respect. For this teacher, it’s about having the opportunity to take a step back, to reflect and reconsider, to look at practice in a different context and to wonder whether it has relevance to his own. And for this school, it’s about greeting children in the morning in a different language, it’s celebrating a different festival, a different cuisine, a different traditional dress. It’s about celebrating similarity and celebrating difference, and doing so with teachers and pupils in all curriculum areas.
- #14: By 2012, being a global citizen, and understanding what this means, will not be an option: it will be critical. Children and young people - in the UK and around the world - need opportunities now to develop the skills and understanding to be able to contribute positively, in life and work, to the global society. Their ability to enter into tolerant and respectful intercultural dialogue is a vital skill for them as individuals, for their communities and their country. As a cultural relations organisation the British Council is uniquely positioned to respond to this global market demand. Working with ministries of education, schools and teachers, we can prepare young people for a world where change is occurring at an exponential rate. It is our responsibility to do so. We have developed a global product for schools that will not only meet this demand but also: deliver corporate outcomes for ICD and provide the foundation for other ICD products; raise the British Council’s profile and reach, in all the countries of the UK and overseas; enhance our reputation as a world authority in internationalising education; be our most efficient and effective tool for reaching young people in the UK and overseas.