Guidance for the completion of the audit of international work
Introduction
Why carry out an audit of international work?
It is important to map out existing practice and have an overview of international activities within the school.
Analysing and evaluating the outcomes of the audit will provide information from which aims can be developed
and a whole school plan put in place. The results of the audit forms part of the evidence for all three categories
of the scheme.
How can the audit be conducted?
Inviting colleagues to complete a copy of the audit without direct guidance and support can sometimes result in
an unrepresentative account of what is actually taking place in the school. Using the section headings on the
proforma will provide a focus for consideration because it is easy to overlook a lot of classroom work and fail to
see it as international activity. The personal approach positively encourages a more accurate picture of how
international issues are integrated into the curriculum.
All* members of staff (teaching and non-teaching) need to be made aware of the audit and invited to consider
each of the individual headings. In smaller schools this may often be carried out in a staff meeting. In larger
schools, the audit may be introduced to the whole staff at a staff meeting and then discussed in more detail at
departmental meetings where, for example, the head of department collates the information from the team on to
a copy of the audit form. The information gathered subsequently needs to be entered onto a final collective audit
form for submission.
*Sometimes the role of non-teaching staff is not well enough recognised or chronicled. Evidence which includes
non-teaching staff’s inclusion is important.
What is a partner school?
A partner school can be described as a school with which there is direct communication. This may simply be by
post or email for example, and can be between individual staff and/or pupils. This could be a personal link by
one of the teachers in the school or a more formal link organised by the local community.
At the Foundation category, there is no requirement to have an existing partner school/s.
At the Intermediate category, school/s should have made contact with at least one school from
another country and be planning to work on joint collaborative projects.
At the ISA category, schools should have a strong partnership with one or more schools in another
country and be involved in a variety of curriculum activities.
What scope is there for progression?
An audit of international work should be carried out at all three categories. At Foundation category, it is quite
likely for example that most international activity takes place on visits, during assemblies, in after-school clubs
and during cross-curricular activity days. This is a good starting point from which to develop international
dimension. With the aid of funding bodies, however, it is possible to support teacher visits abroad and
exchanges, and these experiences are taken back into the classroom for the benefit of the pupils. In addition to
using post, ICT makes it increasingly possible to enjoy direct links with schools in other countries and work on
joint projects, although this may be much easier in some countries than others. At a very early stage this may be
where pupils exchange emails about their school, community, or go on to look at wider issues such as the
environment or human rights. It is also at this stage that the international dimension starts to become an
embedded feature in the curriculum.
When should the activities have taken place?
Each section of the audit should include activities that have taken place over the last academic year from the
date of application (e.g. from September to July). Please note that the activities that took place over the last 12
months can be used only while filling in the Foundation or the Intermediate application as they are awarded for
retrospective work.
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Completing the sections on the form
Please note that not all sections need to be completed.
1 Curriculum activities
It is increasingly acknowledged that all pupils in school today are introduced to some knowledge of another
country or culture. Although it is important to include activities involving any partner schools, any classroom-
based international activity should be recorded.
2 Cross-curricular activities
Many schools are realising the benefits of a focused day or week, for example, where pupils respond to or
examine an international theme. Occasionally there is the opportunity to introduce cross-curricular work, which
often has an international dimension. Examples could include:
European Day
World book day
Individual classes concentrating on a different country working in a variety of subjects
3 Assemblies
Assemblies are an excellent opportunity to reach a wide audience. Assembly topics may often include:
Current affairs
Charity events
News stories
Presentations by staff and pupils following a visit overseas
Reports on international projects ongoing in the school
Presentations by overseas visitors to the school
Presentations by visiting pupils from another country
Concerts by visiting musicians from another country
.
4 Pupil visits overseas and around the UK
Pupils are sometimes given the opportunity to visit other countries either during school time or in the holidays.
These visits are not reciprocal and should not be confused with section 5 which might typically be a language
exchange with another school. Examples here may include the day visit to France by a school, a study visit
overseas for art or business, a history visit to see and experience the Belgium battlefields, etc. Although these
visits are often organised and managed in individual subject areas they can be of significant benefit to other
areas of the curriculum.
It is also important to include visits to galleries, museums, cultural centres in this country for the purpose of
learning about other cultures.
5 Pupil exchange
Once a link has been secured with a partner school it is quite likely that pupils as well as teachers may take
advantage of an exchange. This gives an opportunity for a language exchange for a group of pupils. Again,
there is the opportunity for other areas of the curriculum to benefit from this experience.
6 Head teacher, teacher and non-teacher visits/visitors
This section requires any visits to schools or other educational establishments. Receiving visitors from overseas
should also be included in this section. Examples might include a Teacher International Professional
Development programme (TIPD), International Placements for Head teachers (IPH), teacher hospitality
programmes and artists in residence. This may or may not be a reciprocal arrangement. Unlike all the other
sections (except section 7) in the audit, examples may be quoted spanning the last three years.
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7 Teacher exchanges
This section should include any exchanges made by teachers in the school with teachers from schools
overseas. Unlike all the other sections (except section 6) in the audit, examples may be quoted spanning the
last three years.
8 Links with schools overseas
As well as recording any formal links it may be useful to discover whether any staff have informal or personal
links with friends who work in education in other countries. This can form the basis for an initial link with a school
in another country for future activities.
9 Links with other schools in UK
This is an opportunity for schools to identify links with other UK schools. Please use this section to list any links
your school may have with other UK schools in terms of sharing or exchanging international information. These
could include multi-cultural visits/visitors – joint planning, action planning etc. The cluster schools initiative is a
good way of sharing and disseminating best practice in the international dimension.
10 Other details
Please use this section to record other international activity that does not seem to fit into any of the above
categories. You are also welcome to create new sections/boxes to the proforma if you wish.
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Audit proforma of international work
Name of
school:
Name of person responsible for the audit:
Date of audit:
Please note that boxes will extend as text is entered.
1 Curriculum activities
Subject Age of pupils Short description of activity and country/ies studied
Examples
Art: Y3 – our town in pictures.
Pupils have found images of towns
in other countries on the Internet
and have made a display
History: Y12 Poland – holocaust
and occupation research. Students
research life under occupation and
the effect of the war on the Jewish
population. Information sourced on
the Internet and a visit from a
holocaust survivor
Music: Y4 - African drumming
project. A group of African
drummers visited the school and
gave tuition to our Year 4 pupils.
Art: Y7 China, Australia, Africa –
Mask project – study of masks for
celebration and ceremonies.
Pupils then use their findings to
design and make their own masks.
RE and Languages: Y5 Spain –
festivals and celebrations. Using a
languages assistant from the local
comprehensive our pupils have
Spanish lessons but also learn
about festivals and celebrations in
Spain and Mexico.
2 Cross- curricular activities
Subjects involved Details of international activity Examples of activities
International day
International week
China day
3 Assemblies
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Age of pupils Themes
Examples of themes
Current international affairs,
Charity events,
Talks by visitors to the school,
Presentations by pupils following a
visit overseas
4 Pupils visits at home and abroad
Age of pupils Subject Purpose of visit Country
Examples
History: war memorials and
museums
Art: Study visit to national
galleries
PSHE: visit to local cultural
centre
Languages: Europa centre
in London
Study visit to Paris
5 Pupils exchanges
Age of pupils Subjects Purpose of exchange Country
Examples
Work experience overseas,
sports team tours, language
exchange, hosting
individual pupils/students
6 Head teacher, teacher and non-teacher visits/visitors
7
Name of teacher Subject Purpose of visit Country Examples
Preliminary visit for a
Comenius Project, TIPD,
DFID Global School
Partnerships
Head teacher study visit,
IPH visit or any other
7 Teacher exchanges
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Name of teacher Subject Country and purpose of exchange Date Year group
Example
Science exchange – to
learn more about teaching
environmental issues in
Poland
8 Links with schools overseas
Methods of
Name of school Country Brief description of activity and subjects involved communication Example
Francesco Podesti School,
Barcelona
Sharing information about
festivals
email, post, telephone, fax,
exchange of videos
9 Links with other schools in UK
Methods of
Name of school Region Brief description of activity and subjects involved communication Example
St John’s Upper School -.
South West
- Sharing good practice,
- Sharing of modern foreign
language assistants
- Meetings and visits
10 Other details
Methods of
Activity Age of pupils Brief description of activity and subjects involved communication
Example
- School / community links
- town twinning
- involvement in other
programmes
Data Protection Notice
The International School Award scheme is administered by the British Council on behalf of the Department for Education. The British
Council will use the information you have provided to assess your school for the International School Award (ISA). We will disclose this
information to the ISA panel and to our network of Local Education Authority/Board contacts. You have the right to ask for a copy of the
information we hold about you for which we will charge a fee. E-mail dataprotection@britishcouncil.org or send your request in writing to the
Data Protection Officer, British Council, 10 Spring Gardens, London SW1A 2BN.
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