William Hulme's Grammar SchoolReport on the Portfolio which we recently submitted for the International Schools Award 2009-12.

John Hofton, International Director

P.S.

This is a long report, which is abridged on pages 1 – 4

For those of you who have time to read the whole report, please read on …!

Background:

We have twice been awarded the International Schools Award: 2006-9, 2009-12 (both portfolios contained some twenty main international activities with pupil evaluation and teacher evaluation.) Our global outlook has expanded: we have had school links with El Salvador, France, Germany, Switzerland, and more recently with India and Brazil. Some of these links have been in the form of pupil exchanges, teacher exchanges and also email links, and pupils’ work uploaded to our VLE. This has raised the profile of internationalism within the school. The results of last year’s audit and action plan prove conclusively that internationalism is fully embedded within the curriculum of all subjects: even Maths had its own international project last year, as this comment by one of the Maths teachers shows: ‘Pupils were very excited and enthusiastic when choosing a country to investigate and I was impressed by the variety of countries they came up with. The pupils were certainly happy to think of mathematics in a global context.’

The following are examples of some of the work done in our school which reflects the fact that the entire staff have been involved in our international work (comments are from the teachers involved):

English: ‘the activity has allowed a wider appreciation of our students’ cultural backgrounds’

Bilingual poster and Famous scientist project: Biology: This work was displayed around school to show how the specialisms of MFL and Science are working together. ‘Pupils enjoyed the novelty of using their foreign languages in a science lesson. All the staff involved in this project commented on the enthusiasm of the pupils and the quality of their work.’

Teach a Friend a Language project: -Arabic, Mandarin, Urdu, Dari, Pashto, Gujarati, Finnish, Dutch, British Sign Language, Russian- pupils of minority language backgrounds met and shared their language and culture with others. Has promoted the importance of being a global citizen..

Maths international project: they investigated: India, Jamaica, Canada, Brazil, Japan etc. Pupils compared relative cost of buying a games console in various countries.

R.S.: Buddhism project: ‘A number of pupils also presented their projects in religious assembly, therefore disseminating their newly acquired knowledge to others.’

Spanish project on Spanish speaking countries done by year 7 pupils working towards a PLTS inititiative.

French project on world citizenship.

All year 7 pupils were involved in a project to promote their awareness of Chinese culture during Chinese New Year.

FLAGS – Manchester University 6 students studied Linguistics on-line. Cross-curricular link with English.

‘Ecritures en partage’: A sixth form pupil at our school had a bi-lingual article published by an association based in Brest which organizes the ‘Fête des langues du Monde’

Main school assembly on Barack Obama’s inauguration speech: the assembly focused on how his messages were both international and applicable to our school. Year 9 assembly on Gambia.

Work which has been specifically centred on our international link schools:

Our year 9 pupils were involved in exchanging correspondence via Email with two German speaking schools. One of our German teachers has personal contact with the German school as her mother teaches there; she was delighted because ‘the pupils were able to use their language skills and it also gave them an insight into the lives of children in other countries and it allowed us to establish a working relationship with another school in Germany.’ We have been in partnership with TocH school, Cochin, Kerala, India for two years. Our pupils have exchanged emails, answered questionnaires, done surveys, including one on the China / Tibet issue during the Chinese olympic games, using the Promethean hand-held devices (Active Expression.) The two schools have also exchanged short video clips on their relevant schools. They have also been involced in a science project on the environment; comparison of the culture and religions practised by the pupils of both schools. We also did a joint project on citizenship: during one of their PSHE lessons a group of our year 7 pupils prepared posters on the theme: ‘What does it mean to me to be a British Citizen’; they interviewed one another and recorded their interviews on this theme on Mp3 files. The two schools have also exchanged data and information on the theme of global warming and environmental issues, renewable sources of energy. For example, our ‘Eco-Warriors’ sent examples of the work they had done during the year in school to promote Eco principles into the heart of school life and for which they had won a bronze award. One of our pupils filmed her family at her local Sikh temple which was sent to TocH school; their pupils reciprocated by sending us pictures of one of their local gurudwaras.

International Partner Schools:

Siemens Gymnasium, Germany and with the Oberstufenschule, Wadenswil,

Switzerland.

Mrs Hilary Sackfield, Head of MFL Specialism

60 of our year 9 pupils were involved in exchanging correspondence via Email and by normal Post with these two German speaking schools. Our pupils prepared initial poster style letters, detailing personal characteristics and details about their family members, which they sent via email. They were thrilled to receive their personal replies and contacted their partners immediately. Year 9 were very proud of their new friends and soon spread word through the school. This has encouraged others to get involved in pen-friend links. One pupil said: ‘I liked meeting a new friend from another country and staying in touch with another culture. I have learned about another culture and way of life in Germany.

One of our German teachers, Mrs Franziska Preston, has personal contact with the German school as her mother teaches there; she was delighted because ‘the pupils were able to use their language skills and it also gave them an insight into the lives of children in other countries and it allowed us to establish a working relationship with another school in Germany.’

TocH Public School, Vyttila, Kochi, Kerala, India

Mr John Hofton, International Director

We have been in partnership with TocH school, Cochin, Kerala, India for two years. It is a large school whose pupils are aged from 3 to 18. Our pupils have exchanged emails, answered questionnaires, done surveys, including one on the China / Tibet issue during the Chinese olympic games, using the Promethean hand-held devices (Active Expression.) The two schools have also exchanged short video clips on their relevant schools. We have involved our pupils at both schools in the following projects: a science project on the environment; comparison of the culture and religions practised by the pupils of both schools. We also did a joint project on citizenship: during one of their PSHE lessons a group of our year 7 pupils prepared posters on the theme: ‘What does it mean to me to be a British Citizen’; they interviewed one another and recorded their interviews on this theme on Mp3 files. Copies of this work was sent to TocH school who reciprocated by sending us examples of their work on a similar theme: ‘What does it mean to be an Indian Citizen’. (They also sent us photos of the children who had produced the work.) The two schools have also exchanged data and information on the theme of global warming and environmental issues, such as pollution management and renewable sources of energy. For example, our ‘Eco-Warriors’ (organized by Dr. Aurora Gutierrez-Sosa) sent examples of the work they had done during the year in school to promote Eco principles into the heart of school life and for which they had won a bronze award. One of our pupils filmed her family at her local Sikh temple which was sent to TocH school; their pupils reciprocated by sending us pictures of one of their local gurudwaras and of some of their local Sikhs. They told us all about the status of the Sikh religion in Kerala, as a minority religion. One of the facts about TocH school that our pupils were surprised to learn was that the school has mainly Christian children and that their lessons are conducted in English. The pupils discovered that they had certain things in common: for example, both schools are for pupils aged between 3 and 18 and both have a House system. Thanks to a DFID teacher exchange bursary one of their teachers will visit us in September and one of our teachers will be going out to visit them in October, 2009, in order to make long term plans for joint co-operation between the pupils of both schools.

International Activities, included in our Portfolio of Evidence:

Spanish project using ICT

Subjects: Information and Communications Technology, Modern Languages

Languages: English, Spanish

Miss Tahira Ali, ICT Department Co-ordinator

Internet Research on a Spanish topic: Year 7 pupils received a letter from a Spanish family asking them for information about their proposed trip to London. The pupils' task was to do their research using the internet and to write up their findings using ICT. 30 of our year 8 pupils took part in this project. They were able to identify key aspects about Spain as well as choosing different tourist attractions in the UK which would be suitable for a Spanish family to visit. Pupils worked independently, using the internet (safely and appropriately) to complete this project.

Different Cultures

Dates: 13/10/2008 - 23/10/2008

Subjects: English

Languages: English

Ages of pupils: 15-16: 80

Mr Jonathan Wise, Head of English

Pupils studied a unit of work for GCSE entitled ‘Different Cultures’. The purpose of this unit of poetry is to give an insight to the fact that English Literature is not all by white, middle class male writers. The unit gives an indication that writers from different cultures that include Indian, Pakistan, South African and Jamaican all have something from which our students can learn. This was examined in the final GCSE exam. Pupils analysed the poetic method and the thematic concerns about living in a different culture. The whole cohort of our year 11 pupils were involved. Mr Jonathan Wise, Head of English, said: ‘This activity has allowed me to appreciate the need to offer a wider experience of world literature, something we are aiming to do further down the school. The school’s population is very multi-cultural and the activity has allowed a wider appreciation of our students’ cultural backgrounds generally.’

French art project

Dates: 10/09/2008 - 20/09/2008

Subjects: Art and Design

Languages: English, French

Ages of pupils: 11-12: 120

Mr Graham Bennett, Head of Art

Year 7 pupils researched examples of still life, looking specifically at the work of the French artist, Cezanne. They also compared them to some Dutch examples.

Science International project

Dates: 10/11/2008 - 30/11/2008

Subjects: Biology / Science

Languages: English, French, German, Spanish

Ages of pupils: 11-14: 90

Mrs Uzma Asim, Science teacher

The pupils designed a poster or leaflet, with an NHS style template, outlining the main sports injuries discussed one of their previous lessons. Part of the leaflet was translated into a foreign language. Pupils used the language spoken in their homes other than English, e.g. Russian, Bengali, Urdu, Punjabi etc.

This work was displayed around school to show how the specialisms of MFL and Science are working together. This work was enhanced in lessons by introducing the 'science keywords' for the relevant topic with the words translated in the languages being learnt in school. 28 of our year 9 pupils were involved in this activity. One pupil commented: ‘I enjoyed writing in a foreign language about Biology. I also learned Biology along with a foreign language.’ Mrs Uzma Asim said: ‘Pupils were well involved in the activity and enjoyed the novelty of using their foreign languages in a science lesson. I worked with one of our trainee teachers on this activity which helped them achieving certain standards.’

Famous scientist project

Dates: 15/04/2009 - 25/04/2009

Subjects: Modern Languages, Science

Languages: English, Spanish

Ages of pupils: 11-12: 120

Mrs Uzma Asim, Science teacher

This was an independent task that our year 7 pupils completed over the Easter break: to do a report on a foreign scientist. They needed to do a section in the report about the country of origin of the scientist, which they translated into the language of that country. This project involved the whole cohort of our year 7 pupils. Mrs Uzma Asim said: ‘Pupils enjoyed putting the report together, as it gave them a longer, focused homework assignment to complete. It was open-ended and differentiated by nature. As it was an out of school project, parents commented on how enthusiastic pupils were about it. All the staff involved in this project commented on the enthusiasm of the pupils and the quality of their work. This will be incorporated across the year, again, next year as it helps with the ‘How Science Works’ elements of the Scheme and also due to positive response of the pupils / teachers / parents to the project. This was another excellent cross-curricular activity which brought our school’s two specialisms together.’ Examples of the scientists chosen by the pupils were: Louis Pasteur, Albert Einstein, Gustav Ludwig Hertz, Sir Isaac Newton,

BBC School Report project (G & T)

Dates: 21/04/2009 - 18/06/2009

Subjects: English, Modern Languages

Languages: English, French, German, Spanish

Ages of pupils: 11-14:

Miss Rachel Pegum, Gifted and Talented Co-ordinator

BBC School Report: a small group of our gifted and talented pupils in years 7 -9 took part in this project. They spoke to camera about various issues that they had previously researched in English, French, German or Spanish. (Some also made use of their knowledge of a community language.) The results of their efforts were then streamed live on the CLC website and their reports were included in part of ‘North West Tonight’s’ news items of that day. 15 of our pupils from year 7 to year 10 were involved.

TAFAL project

Dates: 16/09/2008 - 20/05/2009

Subjects: Modern Languages

Languages: Arabic, Chinese - Cantonese, Dutch, Gujarati, Japanese, Russian, Urdu

Ages of pupils: 11-16

Mrs Hilary Sackfield, Head of MFL Specialism

Teach a Friend a Language project: pupils who speak a second language at home taught their peers in small groups at dinner time. Students whose mother tongue is not English shared information about their mother tongue and about the culture of that country: the following languages were covered this year: Arabic, Mandarin, Cantonese, Urdu, Dari, Pashto, Gujarati, Finnish, Dutch, British Sign Language, Russian. Some 50 pupils from years 7 to 13 were involved. This is what Mrs Hilary Sackfield had to say about this year’s TAFAL project: ‘This activity is extremely popular with all year groups and the students are very enthusiastic. This Sixth form has taken charge of most of the language teaching and it has become a truly student-led project. I have never run such a successful club. The teaching styles of the pupils is varied but all extremely good and it helps me to see which language learning styles best suit children of differing ages. It gives pupils of minority language backgrounds the chance to meet and share their language and culture with others. It has helped promote the importance of being a global citizen within our school. The most effective part of this activity is seeing the success of pupils learning from their peers and older pupils. Their use of the Interactive White Board is wonderful and they have produced some fabulous resources during the year.’

One pupils said: ‘I most enjoyed using the interactive white board to make the learning more interesting; I also enjoyed using the internet and other resources to

help the pupils understand what I was teaching them. I also enjoyed learning the languages taught by the other pupils: e.g. I learned how to greet people in different languages, how to count from 1 – 10 and how to introduce myself etc. ‘

We also offered two classes of Arabic and Urdu after school which allowed us to cater for a wide range of ability: from beginner level through to GCSE and A-level.

Mandarin and Spanish were also offered in after school classes, which were attended by pupils and also by some of their parents.

Maths - International aspects

Dates: 25/03/2009 - 26/04/2009

Subjects: Mathematics

Languages: English

Ages of pupils: 12-13

Mr Duncan Whittaker, Trainee teacher

‘I wanted pupils to get an idea of relatively easy it is for families in the UK to buy a Games console. Using ICT , our pupils found out the price of an Xbox, PS3 and Nintendo Wii in a foreign country. They also found out the exchange rate in that country and the average monthly wage. Using percentages and ratios, they were able to get an idea of just how lucky they are, here in the UK! Pupils were very excited and enthusiastic when choosing a country to investigate and I was impressed by the variety of countries they came up with. Pupils were surprised to see that even though the wages were very low, the cost of a console was still relatively high in proportion to the wage. The pupils were certainly happy to think of mathematics in a global context. The countries they chose to investigate were: India, Jamaica, Canada, Brazil, Japan, USA, Australia, South Korea, Mexico and Spain.’

One pupil commented: ‘ I was surprised to discover that in some countries it takes up to half a year to pay for one of theses consoles. I was astonished to find that some families in Pakistan take approximately 8 months to buy a Playstation 3. We are very fortunate in the UK’

Other programmes the school is involved in

Our Junior school also ran various international activities as listed here: Mrs Sarah Galbraith travelled to Besançon in France for two weeks on the Primary Teacher Placement Project run by the British Council. She spent two weeks living with a host family, one week in college to improve her French and one week teaching in a school. At the end of the placement a link between Junior School pupils in France and England was made so that projects and pen-pals could be arranged. At the end of the school year we received a group of children from their school. Mrs Sarah Galbraith said: ‘they played outside with our junior school children: they played so nicely and easily with each other! Following this, four of Year 5 gave groups a tour of the Junior school where they stopped in each class to ask and answer questions. At the end of the day, Year 5 confidently pulled off their performance of a little French /English play which also went down well.

Other activities: Eid celebration, Languages week.

Senior School:We had visitors from Denmark on 22.10.08 from The Hjorring Gymnasium Skolevangen Hjorring Denmark. They stayed for 5 days and were able to see how an English school functions. 25 sixth form students aged 17-19 spent the morning with our pupils, attending lessons and enjoying a typical English school lunch. A number of our pupils exchanged email addresses and promised to keep in touch with their new-found friends.

Other projects undertaken:

Commedia d’el arte project: year 10 pupils (7) a group of year 10 pupils studied a topic on historical theatre, Italian ‘Comedia D’el Arte’ before acting out the roles of the key stock characters. Mrs Rosie Hathaway, Head of Drama, said that this had broadened their understanding and knowledge of theatre from other parts of the world and from other time periods. She said: ‘I really enjoy teaching this topic – it’s one of my favourites.’ The students developed their use of body language and stylized movement through the exploration of the stock characters.

One of the pupils said: ‘the best bit was acting with a different accent (Italian) – I would like to go to Italy to further explore and deepen my thought and understanding’

Buddhism project: pupils were asked to research the eightfold path of Buddhism on the internet as part of a scheme on suffering. They worked in groups to create a powerpoint presentation for pupils of their own age. Pupils then presented back to their own forms. The best presentations won prizes. The whole cohort of year 8 pupils took part. Miss Christina Stenhoff, a Religious Studies teacher, said that

they had developed their understanding of the principles upon which Buddhism is based, through doing this project. They also developed their groupwork skills, their ICT skills and their presentation skills. ‘It has given me the opportunity to see what they are capable of when I stand back and tell the to work more independently in groups. A number of the pupils also presented their projects in religious assembly, therefore disseminating their newly acquired knowledge to others. The most effective part was pupils working in groups on an ICT based project. They enjoyed the competitive element of this project; there were prizes for the winners.’

One of the pupils said:’I enjoyed creating the powerpoint and learning about the eighfold path and having a further understanding of Buddhism. I also enjoyed doing it with my chum. I have learned a lot about the eightfold path as I didn’t know any before I started the project.’

Classical Civilisation project: A group of year 12 pupils studied a variety of topics about the Greco-Roman world. They studied in particular Athenian Democracy, the Iliad and the Second Punic War, between Rome and Carthage. Their teacher said that they had come to understand the origins and nature of democracy and this has helped them to clarify their own ideas about the English system of government. The Iliad has inspired them to study war poetry from later periods and to learn more about the Greek myths and the Punic War has encouraged them to find out more about a society which came through so difficult a time.

World Geography: Causes and consequences of rural urban migration in LEDCs.

Mr G H Jones, Head of Geography.

One pupil said: ‘I enjoyed the activities because the topic was made easy to understand. have learnt that in LEDCs such as Brazil, poorer people moving from the countryside to the city have false hopes of what they might see.’

Spanish project on Spanish speaking countries: Working towards a PLTS inititiative year 7 pupils were encouraged to create a full length project on any aspect of Spanish or other Spanish speaking communitites. 1st, 2nd and 3rd prizes were awarded in year assembly as well as 9 runner up certificates. (The whole year 7 cohort took part.) Pupils learned about their chosen Spanish speaking country and their research let them find our in more detail about life and culture and traditions about these countries. It also helped them develop their research skills by taking advantage of the internet and library resources. ICT skills were developed as pupils prepared their results in the form of powerpoint presentations. Mr Tony Crane, Head of Spanish said:’I was pleased to see the

results of the pupils’ projects and that they developed their research skills. It was positive to see that pupils used their own initiative and developed their independent learning skills. The pupils’ work was displayed in the classroom.’

One pupils said: ‘ I have learned about Chile, my chosen country and I have learned to use colour and pictures in my work. I have learned about culture and food and politics.’

Another pupil said: ‘I have learned that Spain is a beautiful country and wonderful to visit and it’s got many different cultures and beautiful monuments like the ‘Sagrada Familia’ and others and it’s a very creative, colourful country.’

French project on world citizenship: Pupils in year 8 designed posters in French on the theme of: ‘I am a global citizen.’

Supplementary activities:

Chinese New Year Celebration: All year 7 pupils were involved in a project to promote their awareness of Chinese culture during Chinese New Year. They were taught by one of our librarians, Yin Doran, about Chinese culture and also how to say and to write some basic words in Chinese. They also acquired the skills of how to use chopsticks. They were able to articulate some of the Chinese blessings in Mandarin and they understood more about the traditions, customs and myths of the Chinese New Year. In the opinion of the teacher leading this project the pupils were curious and highly motivated to find out more about the relevant cultural events. The Chinese pupils from the school participated in the project and sponsored fortune cookies. She felt that the event had raised the profile of the Chinese New Year Celebration and awareness of the appreciation of cultural events; she also felt that as the Chinese pupils from school were involved in helping out and introducing aspects of Chinese culture and customs to their friends, this has strengthened mutual understanding amongst pupils at our school.

Romeo and Juliet performed in French by a visiting theatre group to the whole of years 8 & 9 and to some of years 10 – 13. Mrs Hilary Sackfield, Head of MFL Specialism, who organized the event said that all pupils responded very well whilst watching the play particularly to the slapstick elements. This was the first time this had been done in French at the school and it has made us in the department aware of the value of letting more than one year group sit through a French play for more than an hour. The members of the acting group were impressed by our pupils’ response to their performance. The slapstick comedy was used to good effect by the members of the acting group and they held the audience’s attention very well. It was very good for our pupils to be exposed to so much French language for a sustained period of time, in this way. The play enabled our pupils to celebrate culture, internationalism and language. They really enjoyed the performance and there was a great atmosphere in school. Mrs

Rosie Hathaway, Head of Drama, said that she felt the production had been extremely effective as it had encouraged cross-curricular links within Drama and MFL.

One pupils said: ‘I particularly enjoyed the comic element to this performance which was the best part of the play. I was able to pick out bits of language and have improved my vocabulary. I could not understand all the French spoken, but it was still highly enjoyable. C’était super!’

Demonstration of ‘Real French.net’ by Dr Christopher Dawson: a visiting lecturer from Manchester Metropolitan University gave a talk and demonstrated his interactive French website to our L6 and U6 French pupils. Our pupils now have the confidence to explore this site and to make full use of it independently both at home and school. The visit has strengthened our link with MMU and Dr C Dawson, which has been established since 2003. The latter commented that the visit had given him a great opportunity to view the site in a classroom context and that it had given him a lot of ideas for adaptation of certain areas. He added: ‘It has been good to come to William Hulme’s again after 3 years, and I hope we can exchange ideas and feedback to assist with the continuing development of this and other language sites.’

French Department VIth form day: MMU:

One pupil said: ‘The lectures were all very interesting, well organized and thorough. The day was well organized and hospitable with free drinks provided! There was also some support from current students which encouraged interest. I learned about the French film ‘La Haine’ and about French music – its influences, contexts and meanings.’

Another pupil said: ‘I liked mostly the video clips and analyzing French films. It was fascinating to discover an insight into France and other French speaking countries. I was surprised that I actually understood what the French lecturers were saying in French! I also picked up new words for my vocabulary.’

FLAGS – Manchester University 6 students studied Linguistics on-line. Cross-curricular link with English.

Year 9 Routes into Languages visit to MMU – 25 pupils. (On of our pupils entered a competition run during the event and won an IPod.)

Ecritures en partage: Akbar Sikder, a sixth form pupil at our school had a bi-lingual article accepted by ‘Languages of Thunder’, an association based in Brest which organizes the ‘Fête des langues du Monde’ – a celebration of languages. Each year a multilingual book ‘Ecritures en partage’ is published for the occasion which includes 30 – 40 texts in as many languages, each with a French translation. The article was written by Akbar first in English and then he

translated it into French. For 2009 the theme was ‘Un lieu dans ma vie’ (This is the second year running that Akbar has had his worked published by this organization.

School Assemblies:Main school assembly on Barack Obama’s inauguration speech: the assembly, given by the school’s Principal, Mr Peter Mulholland, focussed on Barack Obama’s inauguration speech and how his messages were both international and applicable to our school. It was also linked to a competition to produce a poster to represent all the different cultural and international aspects of our school.

Year 9 Assembly: (Run by Daniella Geoghan) ‘My visit to Gambia’: following on his recent visit to Gambia a year 9 pupil gave a power point presentation about his trip.

Hindu / Sikh and Buddhist assembly: during one of our weekly religious assemblies one of the pupils gave a powerpoint presentation on the eightfold path. It allowed our pupils to explore more aspects of the Buddhist fait by finding out more about the eightfold path to Nirvana. It allowed us to watch the interpretations of pupils, to discover more about cultures and religions other than our own. It has also encouraged a greater sense of pupil involvement and could have increased the sense of tolerance in the school.

Future Plans:

1. Link with Toc-H school in Cochin, Kerala, India: teacher reciprocal visits taking place (Sep / Oct 2009) to plan future projects in line with the DFID grant which we received to this aim. We will formulate plans for joint projects which are designed to further develop the ethos of global citizenship within both schools, by increasing pupil knowledge of important global issues e.g. a joint project which will enable pupils of both schools to explore ways of improving the environment, particularly in relation to renewable resources of energy in the respective countries. Our pupils will also, jointly explore world religions , compare western music to Indian music, the Tibetan-Chinese conflict, giving particular emphasis to the refugee situation arising from it. We shall also use our reciprocal visits to formalise our draft Partnership Agreement and then plan for our long-term goals of reciprocal pupil visits to either school and country.

2. Reciprocal teacher visits will take place between our link school in Paris, France and ourselves with a view to planning joint projects between the pupils of both schools. Some of our year 11, 12 and 13 pupils will be involved in cross-curricular activities and joint projects which will in the long-term lead to pupil visits to either school.

3. Sixth form Expedition to the Himalayas (World Challenge expedition to India – Himalaya and Rajasthan, 2010): pupils will spend one year fund-raising to pay for their trip, will go on an expedition, do a cultural awareness project whilst there, which may involve, for example, doing some teaching and will spend in total 4 weeks in India.

4. 3 pupils from our school to take part in the 2009 sessions of the Mock Council of the European Union

5. Developing links with a school in Gambia, via the uncle of one of our pupils who lives there

6. Take part in the Languages Employer Engagement Project which builds on the work of the Business Language Champions project which is run by RLN North-West on behalf of CILT

7. Establish school links with St Nicholas school, and the Escola Britânica de Sâo Paulo, both in Sao Paulo, Brazil

8. Ocotber, 2009: History trip to Poland run 9. Our Young Enterprise pupils will participate in the EJE international

enterprise scheme10.Return visit from our primary school link in Besancon, France.