The International Work Challenge - We've Got the Whole World in Our Hands


With the unpredictable workload and never-ending surprises that come with the territory of working in a school, it is easy to get consumed by the four walls of our own classroom. End of Key Stage exams scream their importance, as does the inevitable data which reflects upon the school itself. Whilst we must put all our efforts into the everyday practice of teaching, there is one essential part of today’s society which we must not forget when educating these young minds; international work.

In 2018, we are sadly faced with the battle of fighting stereotypes; whether this be in the local community, in the media or in our classrooms. Knowing we only have these children in our care for one fifth of the year (I know – not nearly as much as I thought either), means we must strive to open the eyes of these young minds, as early on in their education as possible. How do we do this?

1)  The Obvious - Contact International Schools!

There is nothing more effective than a purpose to a child’s learning; if your next literacy unit is letter writing, why not write letters to an international school? Working in a school with international links for each class, I know only how eager other schools are to make contact with British schools too. Once the letters have been written, strengthen the communication – make sure the children can see their international friends, they are not just a piece of paper! Call or Skype (on a regular basis) to maintain these friendships. If this is teaching practice for the seven years a child is in school, how many children would they have spoken to over this time? How many cultures and religions would the class have been exposed to? This is classroom practice with an invaluable purpose. 

2) Quality of Work from International Schools

Every time we receive a piece of work from an international school, I am astounded by the quality; the presentation, the handwriting and the sheer pride they have in their work. Not only I am in awe, but the children are too. I often ask the children if they can do an even better job… their response? Challenge accepted. With a purpose to write, their competitive nature rears its head and beautiful handwriting makes an appearance. Not only that, but they are naturally using cohesive devices. They are writing with an audience in mind. Before I know it, they want to edit and redraft. They want to improve their writing. As the cherry on the cake, I am able to use this letter as writing ‘evidence’, as they have taken such pride in their work. Purposeful learning: tick. Moderation evidence: tick. 

3) SDGs - Sustainable Development Goals

Otherwise known as the Global Goals, these incredible actions were set by the UN to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. Regularly incorporating the SDGs into our curriculum not only enables children to access the knowledge and understanding of what is happening in other countries, but also decide how they can work towards creating a better planet. 

Following Mr Attenborough’s infamous ‘Blue Planet II’, our Year 6 children became fascinated with how much the human race are damaging our ocean habitats and creatures that live underwater - although we live only metres from the sea, this was something they were not all aware of. We looked at the SDGs and decided it fitted perfectly with No.14 – ‘Life Below Water’. 

Deciding we wanted to create their own ‘pollution solutions’, we researched and discovered Boyan Slat; a young man who created ‘The Big Ocean Clean Up’ model. From this research, the children were able to create models which had the aim of cleaning up the plastic in our oceans and therefore saving creatures and habitats. 

This project grew organically and was mainly directed by the children, ensuring they were learning about a topic they were not only interested in, but passionate about.  

The 17 SDGs can be immersed in any topic in any year group, ensuring we are providing our children with an education which opens theirs eyes to the reality of the world around us. 

4) Work with Your Local Community

If our children want to change the world, then where better to start than their own hometown or village? Local businesses and councils love nothing more than hearing from children about how they would like to improve their local area, as after all, they are the future. When discussing our local seaside town and how we can improve it, I am always surprised with how it engages every learner in the classroom, even the most reluctant. Why? Their voices are being heard. 

Linking our projects with the SDGs and our link school in Sri Lanka, we have looked at how we can improve practice in both of our towns. The children have worked with local businesses and encouraged them to find more economically friendly ways of running: using less plastic, specific recycling methods, etc. Teaching through this manner encourages many life skills. Children will be speaking to local businesses, creating proposals, advising, advertising good practice, developing their own speech and language skills in an abundance of ways.

So whilst the reality of teaching can feel like ticking boxes, we can also provide our children with an enriching international learning experience, no matter which year group we teach in. So I challenge you… whatever your next topic is, find that international link. Some will be obvious, some not so much, but if it opens the eyes of your children to the world in which we live in, it will be worth it! 

As hectic as teaching can be, Rebecca prioritises reading in her classroom. Do you know how to get your children reading? Read Rebecca's blog where she provides 4 tips to ensure you help to create memories that your children will never forget.

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