1. The Global Curriculum at Bay House School & Sixth Form
‘A world class education for an international future’
Simon Hall & David Higginbottom
13th October 2016
Introductions

2. Presentation Content:
Background to Bay House
Beginnings and Influences
Aims and Vision
Curriculum Design
International School Award
Parent/ carer involvement and fundraising
Challenges
Year 2 and beyond
Questions

3. The Global Curriculum at Bay House School & Sixth Form

4. Background to Bay House School
Bay House is a future focused, outward looking school relentless in its ambition to enable the success of all of our learners and staff. Cultivating a ‘love of learning’ culture is central to our ethos. We value the input of all stakeholders and actively encourage both learners and parents to have a voice. Encouraging contributions from the diversity of our population and the wider community has significant impact and influence on the school.

5. Background to Bay House School
We celebrate the importance of collaboration and empathy with others. It is through the quality of these relationships, and how we exercise our responsibility and respect for others, that we can all experience making progress and realising our potential.  
We are highly committed to developing strong and effective partnerships and actively contribute to and learn from educational improvement at a local, national and worldwide level, through the diversity and richness of our international links. In doing so, we empower our own learners to be successful 21st Century global citizens. 

6. Beginnings
To boldly go…

7. Beginnings Conception - November 2014.
Research: IB, visited an IB school and a further school which ran an alternative curriculum.
We got a team together to start discussing
the way forward.
We then moved to a consultation process with parents.
In December a letter went to parents and all dual linguist pupils in Year 8 outline the aims of the course.
In January 2015 this was followed by a presentation to pupils and parents information evening. The head teacher, deputy head teacher and GC coordinator and one colleague from the GC teaching team were present. The latter two gave presentations and pupils and parents were then able to ask questions.
In February the GC team met to plan the first consultation meeting.
In March a first consultation and planning evening took place. All parents and pupils who had expressed an interest in January were invited to share their ideas on how the curriculum will take look and ask questions. Ideas were collected from pupils and parents around the Global Concepts outlined in 2.1
teachers
The initial meeting to discuss the possibility of launching a Global Curriculum took place in November 2014.
We undertook some research:
IB, visited an IB school, a further school which ran an alternative curriculum.
We got a team together to start discussing the way forward.
We then moved to a consultation process with parents.
In December a letter went to parents and all dual linguist pupils in Year 8 outline the aims of the course.
In January 2015 this was followed by a presentation to pupils and parents information evening. The head teacher, deputy head teacher and GC coordinator and one colleague from the GC teaching team were present. The latter two gave presentations and pupils and parents were then able to ask questions.
In February the GC team met to plan the first consultation meeting.
In March a first consultation and planning evening took place. All parents and pupils who had expressed an interest in January were invited to share their ideas on how the curriculum will take look and ask questions. Ideas were collected from pupils and parents around the Global Concepts outlined in 2.1

8. Beginnings
Launch and information evening for parents January February more Planning. In March a first consultation and planning evening took place. Opportunity for pupils and parents to share their ideas on how the curriculum will take look and ask questions. Ideas were collected from pupils and parents around the Global Concepts …
We then moved to a consultation process with parents.
In December a letter went to parents and all dual linguist pupils in Year 8 outline the aims of the course.
In January 2015 this was followed by a presentation to pupils and parents information evening. The head teacher, deputy head teacher and GC coordinator and one colleague from the GC teaching team were present. The latter two gave presentations and pupils and parents were then able to ask questions.
In February the GC team met to plan the first consultation meeting.
In March a first consultation and planning evening took place. All parents and pupils who had expressed an interest in January were invited to share their ideas on how the curriculum will take look and ask questions. Ideas were collected from pupils and parents around the Global Concepts outlined in 2.1

9. What are the key concepts?
Global citizenship
Conflict resolution
Social justice
Values and perceptions
Sustainable development
Interdependence
Human rights
Diversity

10. Aims and Vision Beginnings
 Application.
The GC coordinator met with the successful applicants to congratulate them on their applications and outline next steps. A letter was sent home to parents to invite them to another meeting.
In May more consultation and a more detailed overview.
Induction early July a two day induction course took place giving pupils and staff a chance to get to know each other and offering pupils a further opportunity to learn more about the GC they were about to embark upon.
Aims and Vision
The ideas and questions were collated with a Q and A information sheet produced. Interest in the GC at this stage was very good so a letter of application was sent to pupils and parents in March. Pupils were offered the opportunity to apply for the course, stating why they would be interested and what they might bring to a group of individuals who will follow a different curriculum pathway and more challenging timetable.
The GC coordinator met with the successful applicants to congratulate them on their applications and outline next steps. A letter was sent home to parents to invite them to another meeting.
In May a second information evening took place where all members of the GC teaching team presented their outline for their subject area.
In early July a two day induction course took place giving pupils and staff a chance to get to know each other and offering pupils a further opportunity to learn more about the GC they were about to embark upon.

11. Key Aims
To create a framework of learning from a global perspective that encourages learners to become open-minded, creative, critical and reflective thinkers.
To prepare learners for the challenges of today’s world in an era of constant and rapid change.
To promote intellectual challenge.
To encourage learners to make connections between their studies in traditional subjects and the real world.

12. Key Aims
To foster the development of skills to enhance communication, intercultural understanding and global engagement.
To focus on concepts and contexts that cross disciplinary, cultural, national and geographical boundaries.
To develop innovation in curriculum and assessment.
To deliver a Global Curriculum that links in with the skills and knowledge of the national context and ensures thorough preparation for GCSE study.

13. Vision
This curriculum encourages students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The Global Curriculum seeks to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
Through promoting better intercultural understanding and respect we seek to equip learners to be Global citizens in the 21st century, who will be able to contribute to a better and more peaceful world.
Teaching pupils from a Global Perspective enables them to gain a better understanding of the world they live in.

14. The Global Curriculum Skills Subject content Personal development
Humanities History
Subject content
Maths
English
Science
Humanities Geography
Mandarin
French
Performing arts
Art and Design
P.E.
Individual and Society
German
Spanish
Leadership
Skills
Independent thinking
Interpersonal
Project management
Using your moral compass
Critical thinking
Learning
Numeracy and literacy
Time management
Research
Resilience
Problem solving
Communication
The
Global Curriculum
Global citizen
Personal development

15. Global Curriculum Learner Profile

16. Curriculum Design The 4 C’s….. Choice Collaboration Creativity
Challenge
… and an E
Enrichment

17. What are the subjects? Language & Literature Mathematics Science
Humanities – History & Geography
Individuals & Society (RS, Politics)
Performing Arts
Physical Education
Art & Design
Languages - French & Mandarin, Spanish & German, Italian
Studies

18. Cross-Curricular Projects/ Themes
Food Project – sustainability and the sustainable table
Learning outcomes:
to gain a balanced view of global food production
to improve subject specific knowledge
to acquire life skills: team work and collaboration, problem solving, delegating, time management, project management
evaluation skills
Maasai Project – diversity (lifestyles)
EBP
NATS
Market research with the Southern Cooperative

19. Guest Speakers Programme
Pupils and teachers from our link school Ling Ling High School in Shanghai presenting information about their lives in China.
A performance and talk with a Maasai troupe from Kenya.
Guest speakers from local businesses
Translator and interpretor visits
Pupils and teachers from our Dutch exchange school in Tilburg, Holland presenting information about their school experiences.
Syrian student who talked about their life experiences and the conflict in Syria.

20. Partnerships with local businesses
We undertook a big project with NATS leading to pupils creating a website, app and a day of activities for Year 6 pupils to raise awareness of the company
Market research for the CO-OP
Oil spill

21. Reaccreditation of the International School Award 2016-2019

22. Our International Work
The quantity and quality, variety and range of activities in-house, within the Gosport community and schools as ambassadors for the international dimension and globally is exceptional, and the volume means it is impossible for the assessor to comment on more than a handful of the content.
The most eye-catching activity was the visit by the Syrian student, but the assessor was very struck by the way in which school ethos and outlook seemed to blend with classroom activity, hands-on cooperation and occasional altruism such as the Malawian connection in its widest sense which links curriculum knowledge and understanding with a charitable aspect.

23. Our International Work
Inspiring exchanges (France, Holland, China)
Visits and trips (Germany, Jamaica, Albania, Turkey, Battlefields, Iceland, USA, Scilly, Poland)
As a GLP centre of excellence since 2015 we have collaborated with a number of local primary and secondary schools advising and offering expertise/ PL on global learning.
Our collaboration with other schools is constantly developing and changing to the extent that we now work with schools in Malawi, China, France, USA, Germany, Jamaica, Spain and Holland.

24. Our International Work
As a Confucius Classroom since one of 42 in the country - we do a significant amount of outreach to local schools including working with Brockenhurst College.
Innovative collaborations, including; VLOGS with Hong Kong and Shanghai and penfriend letters with France, Germany, Spain and China.

25. Parental/ Carer Partnership
Parental/ carer involvement is encouraged to the point that we have parents/ carers active in offering help at all levels and we encourage our parents/ carers to contact us regularly.
There is a parent/ carer’s letter which goes out once a half term This enables them to keep up to date on progress, reflections, home learning, assessments, assignments and key events.
    
We believe that the education of a child is a three way partnership and responsibility of the school, parent and child. Parental involvement is encouraged to the point that we hope parents will be active in offering help at all levels.
We encourage our parents not to wait for the parents evenings, if they have concerns or questions they should contact the school immediately. If there is a special exchange programme we inform the parents by mail and usually have special information evening prior to the exchange.
There is a parents’ letter which goes out once a half term This enables parents to keep up to date on progress, reflections, home learning, assessments, assignments and key events.
   
Here are some of the areas where GC parents are already actively involved.
Offering ideas for curriculum content during consultation sessions
Helping out during the Activities week
Fundraising
Further ways we hope parents will become involved
Watching the news with their children and discussing current events
Accompanying and helping with GC excursions and exchanges if there is a shortage of teachers
Asking parents in as Guest Speakers to add depth to the curriculum
Parent satisfaction survey
Social Evening
Participation in regular parents evenings
Active involvement in FOGC (Friends of the Global Curriculum)

26. Parental/ Carer Partnership
We also encourage parents/ carers:
watching the news with their children and discussing current events
accompanying and helping with GC excursions and exchanges if there is a shortage of teachers
coming into school as guest speakers to add depth to the curriculum
to organise and attend social evenings/ fundraising events
to become actively involved in FOGC (Friends of the Global Curriculum)
We believe that the education of a child is a three way partnership and responsibility of the school, parent and child. Parental involvement is encouraged to the point that we hope parents will be active in offering help at all levels.
We encourage our parents not to wait for the parents evenings, if they have concerns or questions they should contact the school immediately. If there is a special exchange programme we inform the parents by mail and usually have special information evening prior to the exchange.
There is a parents’ letter which goes out once a half term This enables parents to keep up to date on progress, reflections, home learning, assessments, assignments and key events.
   
Here are some of the areas where GC parents are already actively involved.
Offering ideas for curriculum content during consultation sessions
Helping out during the Activities week
Fundraising
Further ways we hope parents will become involved
Watching the news with their children and discussing current events
Accompanying and helping with GC excursions and exchanges if there is a shortage of teachers
Asking parents in as Guest Speakers to add depth to the curriculum
Parent satisfaction survey
Social Evening
Participation in regular parents evenings
Active involvement in FOGC (Friends of the Global Curriculum)

27. Parent/ carer and pupil feedback
It's been an amazing journey so far
Really pleased with the various options and avenues open
Watching her bloom and be challenged
Loving school ……. and feels she's really fitting in
Finding it challenging and thought provoking
He feels very motivated by it
We feel he has really benefitted from the GC and are keen for as much of the approach to be maintained as possible beyond KS3

28. He has gained a huge amount from the GC and is enjoying working alongside like-minded pupils
He is much happier at school
I’d like to maintain and expand the opportunities for real world experiences involving universities and work place
They are like a family

29. Fundraising We actively seek ways to raise funds by;
encouraging pupils to raise funds themselves through whatever activities they feel able to do e.g. babysitting, car washing etc.
writing to potential sponsors in the local area
seeking opportunities through entering competitions
putting on social events jointly organised by Friends of the Global Curriculum (FOGC) parents and teachers forum.
Our wish to be able to offer pupils on the GC as many opportunities ads possible to experience other cultures first hand has obvious financial implications. Therefore we are actively seeking ways to raise funds. We are approaching this in a number of ways;
Firstly we are encouraging pupils to raise funds themselves through whatever activities they feel able to do, babysitting, car washing etc., to save money into either their own bank account or their own school bank account.
Secondly, we have put together a letter to potential sponsors and a pupil profile pro forma which we will be sending to local sponsors.
Finally, we are intending to put on a social events jointly organised by Friends of the Global Curriculum (FOGC) parents and teachers forum.

30. Challenges … predicted issues and how we overcame them …
Will they have a longer day?
How will we ensure progression in Maths and English?
How will GC pupils interact with peers - will there be negatives and what will we do about this? How will we manage the issue of them being segregated?
Can they leave the GC?
Is there a chance that the GC will continue?
How will they integrate back into Year 10?
Which language selection and reasons for this?
Restriction of involvement in extra curricula due to GC involvement?
Will there be open access to teachers to discuss during the year?
Will sport be available?
Will trips cost and will there be funding?
Will they still get to go on trips/what other opportunities will be offered?

31. Year 2 and beyond … Two classes – 60 pupils in total following the GC
Ongoing evaluation and internal and external review process
Year 1 into Year 10 & GCSE study

32. Please feel free to contact us for more information:
Questions?
Please feel free to contact us for more information:
Introductions