1. Felipe Poey, Havana and The Long Eaton School, UK

2.  Funding secured for an exchange of one teacher from UK and a reciprocal visit from one teacher in Havana.  Return visit March 2008.  Possibility second teacher but need to find flight cost.  Aims of visit include repeating project work with students here and developing the next stage for development of projects and exchange of student work.

11. To become responsible global citizens students must be aware of both their choices as consumers and voters - both of which have far wider reaching implications than just at the local level. Students from both schools in the partnership will have an opportunity to work together to broaden their knowledge in order to gain greater insight into the impact of their choices not only nationally but also on a global level. As a school with Eco status, The Long Eaton School has been involved in raising awareness of global issues such as raising funds for Water Aid and making choices about how to fund projects such as deep-bore wells. Cuban society on the other hand has had to become sustainable in both its agriculture and use of other resources due to its political and economic situation. The pupils at Felipe Poey are fully aware of the importance of issues such as water conservation and organic farming and role they have to play in sustaining their nations health and economy.

12.  Themes explored through cross-curricular projects that highlight how students’ actions impact on the global community.  Visits to each school will share methods and practice with an aim to develop a cross-curricular project exploring the values and perceptions of both countries within the themes of global citizenship and sustainability.  Several curriculum areas will jointly develop the main themes to enable students to explore the impact of their behaviour and lifestyle on the environment. Suggestions to be developed:  Sciences and Geography could look at themes such as food production, resource depletion and energy consumption.  Differences in the perception of the others’ culture could also be explored in terms of this impact through research, writing and role-play in History, English, and Drama.  Other subjects could develop peripheral projects such as looking at keyword topics in Spanish and contributing translated sections of the sketches or plays.

13.  Values and perceptions Using different issues, events and problems to explore children and young peoples’ own values and perceptions as well as those of others, particularly values such as family, community, dignity, solidarity, nationality, love and respect for the natural environment.  Sustainable Development Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations. Developing an equal and sustainable partnership based on equal responsibility and exchange of ideas.  Diversity Understanding and respecting differences and relating these to our common humanity. Developing a deeper understanding of our own identities and community through communication with others in different situations.

14.  Application for Global Curriculum Project Grant (deadline 1 March 2008, deadline for feedback of draft application 31 December 2007)  Two teachers from UK and two from Havana to visit every year for next three academic years 2008-11.  Curricular areas – Science, Geography, Art, Drama, English, RE, Languages.  Themes – global citizenship, values, lifestyles, pupils’ voice, sustainability, environment.  Exchange of work – plays, letters, curricular based project work, teacher and pupil research on learning strategies/skills.

23. Staff noticeboard/journal on ideology

24. Pioneros is the group that students join to carry out activities such as decision making on the school board of governors, do community work and develop their political ideals.