Global Learning and Professional Development in eTwinning

Global Education and International Learning at the heart of the school and curriculum

Implementing a Whole School Approach

Nick Falk, Anne Jakins, George Glass

INTRODUCTORY ACTIVITY

The eTwinning Model in My School.

© Connecting Classrooms

Southwater Infant Academy The Primary model

Southwater Infant Academy is situated in rural West Sussex with 270 pupils and 14 teaching staff. Southwater was rated Outstanding by OFSTED

‘ When we started we didn’t know just how significant eTwinning was going to be in our development as a school’

Sue Winn Headteacher

The Lead Teacher and the eTwinning Team

Total commitment of Head Teacher essential.

Inclusive approach to international work.

Appointment of a lead teacher to support the teaching staff.

All staff registered on the eTwinning Portal.

EVERY teacher in the school has one ‘performance management’ target to engage pupils in an international project.

An example Project‘An exploration of Playground Games’Partnership school in Northern Italy

Taking a PE theme – integrating practical skills with team work and recording.

An exchange of playground games with a visual emphasis

Pupils decided on the skills they wanted to share.

Invented playground games without specific equipment

Use of videos, digital images, presentation software.

Impact and Benefits for Pupils‘eTwinning has given us a different tool to bring learning to life for our pupils’ (class teachers)

Pupils in both classes shared their work informally with other children in the playground.

Creative use of ICT to exchange ideas and images

Presenting information clearly

Absorbing cultural similarities and differences

Opportunities for pupils to showcase project work.

Impact and Benefits for staff

• School Governors were persuaded to increase the school’s computer hardware

• eTwinning promoted the culture of sharing ideas, expertise and concerns.

• Positive impact on gaining promotion for teachers

• Leading the way with other schools in the locality..

Shawlands Academy the Secondary ModelShawlands Academy is situated on the south side of Glasgow. This is non-denominational school catering for 1,250 students and approx 100 staff.

‘Etwinning supports young people to understand diversity, learn for each other’s cultures and create social cohesion. Our work here is testament to that’. (Deputy Head Teacher)

The eTwinning Team The core team: • Deputy Head Teacher• Lead Teacher• ICT teacher reg. for eTwinning• Total number of staff active on the Portal: 16• Timetabled meeting once a week for core team.• Meetings scheduled for all registered teachers. These include

subject leaders and classroom practitioners.• Specific ICT support available for all staff involved

Partnerships and Project Work

‘Embedding the use of ICT and integrating international work into the curriculum is seen as key to its success and sustainability’

Food Technology – creating an eTwinning recipe book

Drama – film on internet safety

Geography – collaborative project on volcanoes

Impact and benefits for students and teachers• Innovative pedagogy grows and develops to the benefit of students.• Use of simple ICT tools such as ‘Flashmeeting’• When supporting a project – teacher to teacher SKYPE from home.• ICT curriculum for Yr7-Yr9 based on eTwinning partnerships• Impacts favourably when applying for promotion• Contributing to a culture of good communication between school

staff.

Tasks   SkillsArranging international activities     Ability to motivate staff and students  Developing an international/global policy

    Good international learning and global citizenship practice

Auditing the school and the curriculum     Good communication skills  Developing cross-curricular projects     Project management  Supporting school partnerships     Intercultural awareness  Supporting overseas visitors     Language skills  Evaluating the impact of initiatives     Evaluation skills  Telling others about impact     Presentation skills  Involving local communities     Ability to arrange and lead meetings  Obtaining and managing resources     Fundraising and financial management

skills 

Applying for a Quality Label     Organisational skills  Planning professional development     Ability to delegate and involve others  

Roles and Responsibilities

Identify– The tasks that are happening in your

school– Any tasks or skills that are new for your

school

© Connecting Classrooms

Embedding to Expanding• Recognise the new expertise that staff have gained in intercultural, educational, leadership, partnership development and global citizenship practice. Share this expertise by supporting others in your school and beyond.• Share the lessons that you have learned, e.g. at conferences, on your website, in professional publications and in the local media.• Involve learners in disseminating the benefits of your partnership within the school and beyond.• Review and strengthen your support network of external contacts, e.g. parents, community groups and global citizenship organisations and, when possible, partner countries’ local communities or individuals.• Continue to identify and implement more ambitious teaching, leadership and curricular goals. Reflect on and maintain or improve impact.• Get external recognition for the work you are doing,