‘Internationalising Learning’

1. TRING SCHOOL: HERTFORDSHIRE ‘Internationalising Learning’ OUR AIMS: To incorporate global issues into the KS3 English curriculum For our students to become more globally aware and to understand and embrace other cultures and traditions

2. PHASE 1 • From onset – focused on incorporating ideas into KS3, therefore we chose year 9 and SATS preparation • Consulted Head of Department and KS3 Co-ordinator • Meetings in December to create lesson by lesson scheme of work, allowing initial ideas to change and develop.

3. PHASE 2 Writing the scheme of work: • Examples of lessons: Focus on prejudice, journeys (title of scheme), political and religious tolerance/intolerance, racial issues, fair trade, responsible travel • We embraced a variety of genres and texts: internet, advertising, film, poetry, novels, current news.

4. Example of lesson

5. PHASE 3 Students response: • Initial anticipation and excitement – part of wider project and working collaboratively with teacher • Challenged/questioned global mis-conceptions from the outset (explain lesson). Developed interest and gave us a starting point. • Part of the process was students teaching each other (show pictures). This enabled them to question their own prejudices and develop confidence

6. Peer Coaching • Students A selection of students from both our classes ( set 2 and 4 ability) were asked to go into each others lesson to deliver a starter activity. Teachers ( Becky and Anastasia) Peer coachingtook the form of informal/formal observations, lesson feedback, creation of SOW and resources

7. PHASE 4 • Develop preparation for SATS, BUT continuously reinforce idea that students are part of a wider picture. • Scheme was well received, subject leader contacted County and scheme is now being used by other schools in Hertfordshire via the Grid • STUDENT FEEDBACK: On-going at end of lessons and questioning. Group of students were invited to discuss their response to the scheme and what they had learnt.

8. What the students said…. • “I enjoyed learning about Fairtrade and different cultures. I thought that challenging my pre-conceptions was really good way to learn.” George • “I think we should learn more about what we can and can’t say about other races.” Nick • “If we had links with other schools around the world I think it would really help us to visualise their lives.” Louis • “Learning about issues I had never thought of before, ie. Racial inequality and travelling responsibly. I would be interested in linking up with other schools as I already have a penpal in Jamaica.” Courtney

9. Student teaching

10. Student teaching

11. Student teaching

12. Focus group

13. What our colleagues thought… • Claire ( Subject Leader) “It was certainly challenging but in a positive way. Both the students and I felt that we were learning about new cultures and issues we had not considered before.” • Debbie ( KS3 Co-Ordinator) “ Whilst it was a very enjoyable scheme of work to teach, I felt it difficult at times to steer away from stereotypes.”

14. Staff feedback • David “ I teach top set Year 9 and it definitely stretched and challenged the high ability students.” • Vanessa KS4 Co-Ordinator), “It fed in to the KS4 scheme on Poems from Different Cultures and created a stepping stone to enable students to familiarise themselves with some of the more complex issues and ideas.”

15. Looking to the future….. • Wider use of the scheme through Hertfordshire • Building links with a school abroad. • Colleagues (KS3 co-ordinator and Head of Department keen to cascade this type of teaching into other areas of English. • Whole school policy to change?