GLP Whole School Audit

GLP Whole School Audit

The Global Learning Programme Whole School Audit (WSA) is an online form that collects information about the experiences your school has had up to now with global learning. It compares this against the GLP Whole School Framework – a set of criteria which outline how schools can take a whole school approach to global learning.

The GLP recognizes that all schools are at different stages in delivering global learning and have different reasons for joining the programme. The information you give allows the GLP to cater to these needs, providing each school with an individualized action plan, specific to your school’s needs.

Schools complete their registration with the GLP by filling out the Whole School Audit. They then become part of a national network of schools supporting their global learning. The audit is also a focus point for discussion within local expert centre networks. Importantly, it allows schools to apply for e-credits – a CPD fund for schools.

All schools in England are able to join the GLP via the whole school audit and the focus is on KS2 and KS3. Please note the audit is not available to schools in Scotland, Wales or Northern Ireland, as they will have their own global learning programmes customised to their national curricula.  Independent schools, infant schools and six form colleges may complete the audit but are not eligible for e-credits.

How to complete the audit

Your GLP Coordinator will complete the WSA for your school by selecting options against different statements for each section. However, completing the audit is a great opportunity to engage other staff with the process through finding out what is happening across the school. The audit should take between 20 to 30 minutes to complete and can be done in stages.

Please complete every question to ensure that you can receive an accurate School Action Plan.

Download the research terms and conditions for the GLP for England. 

Terms such as ‘few/some/all’ are used in the WSA. To help in responding, the following may be taken as a guide:

No/few = around 0-10%

Some = around 10-50%

Many = around 50-75%

Most = around 75-95%

All = around 95-100%

1.  Has your school already completed a Whole School Audit?

a)  Yes

b)  No

c)  Don’t know

Initial questions

2.  How long do you think your school has been working on global learning?

a)  It doesn’t explicitly work with global learning

b)  Under three years

c)  Three to five years

d)  Five to ten years

e)  Over ten years

f)  Not sure

3.  What are the main reasons why you would like to engage or already engage with global learning in your school? (please give up to five responses):

a.  Develop pupils’ interest in other countries and cultures

b.  Develop pupils’ values

c.  Work towards social justice

d.  Curriculum enhancement

e.  Raise pupils’ attainment levels

f.  Help others

g.  Develop pupils’ understanding of poverty and what can be done about it

h.  School general improvement

i.  Enhance school ethos

j.  Find out further information about the Global Learning Programme

k.  Develop pupils’ skills such as critical thinking

l.  Develop pupils’ active citizenship, responsibility and voice

m.  Sustainable development and environmental awareness

n.  Develop pupils’ knowledge of developing countries, their economies, histories and human geography

o.  Not sure yet, waiting to find out

p.  Other

Current activities

4.  Your school may be involved in a range of global learning activities. Please indicate any activities your school is currently involved in:

a.  International Schools Award (ISA)

§  Initial stages

§  Achieved Foundation Certificate

§  Achieved Intermediate Certificate

§  Achieved Full award

§  Re-accreditation stage

b.  Rights Respecting Schools Award (RRSA)

§  Initial stages

§  Achieved Level One

§  Achieved Level Two

c.  Co-operative Identity Mark

d.  Global Schools Award

e.  Oxfam World Shapers

f.  Eco School Award

§  Working towards Bronze

§  Achieved Bronze

§  Achieved Silver

§  Achieved Green Flag

g.  Fairtrade Schools Award

h.  Philosophy for Children

i.  International school link(s) / partner school(s) overseas

j.  International Baccalaureate Primary Years Programme

k.  International Baccalaureate Middle Years Programme

l.  International Primary Curriculum

m.  Fundraising

§  Local issues

§  International issues

n.  Geography Quality Mark

§  Primary Geography Quality Mark

§  Secondary Geography Quality Mark

o.  Other (please specify)

5.  In the past two years has your school:

	Yes	No	Not sure
been supported by a Development Education Centre?
been supported by an international development organization (IDO)?
had a member of staff trained on a globally-related theme?
had a member of staff take part in the Global Teachers Award scheme

Pupil achievement

Please respond to the following statements indicating which is most appropriate to your school. The statements are grouped under Ofsted framework categories of Achievement, Teaching, Behaviour and Leadership and Management and so should provide support to Ofsted Self-Assessment Forms. These questions relate directly to the GLP Whole School Framework document.

6.  Pupils’ knowledge

a.  No/few pupils know about global themes.

b.  Some pupils know about some key global themes.

c.  Many pupils understand a number of key global themes, and have begun to explore the complexity of a few. They can link these issues to a range of topics in a number of subjects.

d.  Most/all pupils know about a range of global themes, and understand the complexity of a number of them. They can see the links and relevance to a range of topics they are learning in a number of subjects. Most pupils have taken steps to extend their global knowledge further.

7.  Pupils’ learning skills

a.  No/few pupils develop improved learning skills through global learning activities via curriculum-based support.

b.  Some pupils develop improved learning skills through activities in one or two subjects.

c.  Many pupils develop learning skills to engage in global topics.

d.  Most/all pupils develop learning skills to engage in global topics and use their skills.

8.  Literacy, numeracy and communication skills

a.  No/few pupils develop literacy, numeracy and communication skills through global learning activities.

b.  Some pupils develop literacy, numeracy and communication skills through global learning activities.

c.  Many pupils develop literacy, numeracy and communication skills through global learning activities.

d.  Most/all pupils develop literacy, numeracy and communication skills through global learning activities.

9.  Support for transition (primary school age)

a.  No/few year 6 pupils work with older pupils in secondary schools as part of a global learning initiative.

b.  Some year 6 pupils work with older pupils in secondary schools as part of a global learning initiative.

c.  Many year 6 pupils work with older pupils in secondary schools as part of a global learning initiative.

d.  Most/all year 6 pupils work with older pupils in secondary schools as part of a global learning initiative.

10.  Preparation for work (secondary school age)

a.  No/few pupils have learnt about career options related to global development.

b.  Some pupils have learnt about and understand career options related to global development.

c.  Many pupils have learnt about and understand career options related to global development.

d.  Most/all pupils have learnt about and understand career options related to global development.

11.  If you have any further information on your responses to these questions or additional comments please provide them in the box below.

Teachers’ practice

12.  Teachers’ global knowledge

a.  No teachers are confident in their global knowledge or understand how it supports pupils’ learning.

b.  One or two teachers are confident in their global knowledge and understand how it supports pupils’ learning.

c.  Some teachers are confident in their global knowledge and understand how it supports pupils’ learning.

d.  Many/most/all teachers are confident in their global knowledge and how it supports pupils’ learning. One or two teachers have a high level of expertise.

13.  Pedagogical approaches

a.  No teachers use pedagogical approaches supporting global learning

b.  One or two teachers in the school use pedagogical approaches supporting global learning

c.  Some teachers in the school use pedagogical approaches supporting global learning. They have used these skills to support colleagues.

d.  Many/most/all teachers in the school use pedagogical approaches supporting global learning. One or two teachers have a high level of expertise. Staff have used these skills to support colleagues.

14.Support for active global citizenship

a.  No teachers understand active global citizenship for pupils and do not do work in this area.

b.  One or two teachers understand the key principles of active global citizenship, and teachers plan opportunities for some pupils to participate in active global citizenship either inside/ outside the curriculum.

c.  Some teachers understand the key principles of active global citizenship, and teachers plan opportunities for many pupils to participate in active global citizenship inside/ outside the curriculum.

d.  Many/most/all teachers understand the key principles of active global citizenship, and teachers plan opportunities for most pupils inside and outside the curriculum. At least one teacher has a high level of expertise in this area and is able to support colleagues.

15.  Cross-curricular planning

a.  No teachers deliver global learning activities across subjects in a cross-curricular way.

b.  One or two teachers have delivered at least one global learning activity across subjects in a cross-curricular way.

c.  Some teachers have delivered more than one global learning activity across subjects in a cross-curricular way, with jointly agreed outcomes.

d.  Many/most/all teachers have delivered at least one global learning activity across subjects in a cross-curricular way, with jointly agreed outcomes.

16.  If you have any further information on your responses to these questions or additional comments please provide them in the box below.

Behaviour and relationships

17.  Values

a.  No/few pupils develop their values through global learning activities within or outside lessons.

b.  Some pupils develop their values through global learning activities within or outside lessons.

c.  Many pupils develop their values through global learning activities within or outside lessons, and can relate this to their relationships and behaviour in school and beyond.

d.  Most/all pupils develop their values through global learning activities within and outside of lessons, connected to the wider school purpose. Pupils can relate this to their relationships and behaviour in school, and demonstrate this through participating in local, national and global communities.

18.  Diversity and cultural difference

a.  No/few pupils develop positive attitudes towards diversity and cultural difference through activities within or outside of lessons.

b.  Some pupils develop positive attitudes towards diversity and cultural difference through activities within or outside of lessons.

c.  Many pupils develop positive attitudes towards diversity and cultural difference through activities within or outside of lessons. At least one teacher has expertise in facilitating this successfully and supports colleagues.

d.  Most/all pupils develop positive attitudes towards diversity and cultural difference through activities within or outside of lessons. Some teachers have expertise in facilitating this successfully and support colleagues.

19.  Pupil voice

a.  No pupils are involved with the planning and running of global activities in the school.

b.  Few pupils are involved with the planning and running of global activities across the school.

c.  Some pupils are involved with the planning and running of global activities across the school. This includes opportunities for reflection and evaluation of success.

d.  Many/most/all pupils are involved with the planning and running of global activities across the school. This includes working with senior staff to support the school vision, with structures allowing all pupils views to be considered. Pupils have opportunities for reflection and evaluation of success.

20.  If you have any further information on your responses to these questions or additional comments please provide them in the box below.

Leadership and the community

21.  School vision

a.  The school vision does not relate to the development of global learning pupil outcomes.

b.  The school vision supports the development of global learning pupil outcomes. This is communicated to staff and pupils.

c.  The school vision supports the development of global learning pupil outcomes. This is communicated to staff, pupils and parents. The school plans activities across the school to achieve this vision.

d.  The school vision supports the development of global learning pupil outcomes. This is regularly communicated to pupils, parents and staff, and is visible in the school environment. The school plans activities across the school to achieve this vision, and school leaders evaluate progress to inform future planning.

22.  Curriculum

a.  The curriculum does not currently support global learning.

b.  Global learning is included in the curriculum in one or two subject/topic areas.

c.  Global learning is embedded in the curriculum in three or four subject / topic areas.

d.  Global learning is embedded in the curriculum in many subject areas / topics. It is linked to a range of topics and are embedded in a number of subject areas.

In which subject/topic area(s) does global learning appear most frequently in your school? (Please specify)

23.  Staff support and CPD training

a.  No staff have participated in activities to develop their confidence in using global learning activities and/or pedagogical approaches.

b.  Staff have participated in at least one activity to develop their confidence using global learning activities and/or pedagogical approaches.

c.  Staff have participated in at least one activity to develop their confidence using global learning activities and/or pedagogical approaches. At least one member of staff has the confidence and ability to lead other staff in this process. Some staff have tried using these techniques.

d.  All staff have participated in activities to develop their confidence using global learning activities and/or pedagogical approaches. Many staff have tried using them, with progress reviewed. At least one member of staff has the confidence and ability to lead other staff in this process.

24.  Engagement with parents, community groups and external organisations

a.  Global learning activities do not support pupils working with parents, community groups or external organisations at local, national or international levels.

b.  Global learning activities support some pupils working with parents, community groups or external organisations at local, national or international levels.

c.  Global learning activities support many pupils working with parents, community groups and external organisations. This includes the community at local, national or international levels. Activities have increased understanding of heritage and identity in some pupils.

d.  Global learning activities support most/all pupils working with parents, community groups and external organisations. This includes the community at local, national or international levels. Activities have increased understanding of heritage and identity in most pupils and staff.

26. If you have any further information on your responses to these questions or additional comments please provide them in the box below.

Perceptions of impact

Only complete this section if your school has experience working on global learning. If your school is just starting out, please skip this page.

27. What have been the greatest benefits to the school community (as a whole) in relation to global learning so far? (please give up to three responses).

a.  Focusing of school ethos

b.  Better relations (teacher/student)

c.  Better relations (student/student)

d.  Less bullying

e.  Community cohesion

f.  Enhanced teaching methods

g.  Pupils more responsible in their approach to learning

h.  Improved parental engagement

i.  Pupil voice enhanced

j.  Staff and student wellbeing improved

k.  Other

28. In your opinion do you think that your school’s involvement in global learning has impacted on pupils’ learning?

a.  Strong impact on pupils’ learning

b.  Some impact on pupils’ learning

c.  No obvious impact on pupils’ learning

d.  Some negative impact on pupils’ learning

e.  Not relevant

29. In your opinion do you think that your school’s involvement in global learning has impacted on pupils’ attainment levels?

a.  Significantly – results have increased

b.  Some individual pupils have benefitted, but large-scale changes in attainment have not occurred

c.  Benefits in certain subject areas

d.  Attainment largely the same.

e.  Changes in attainment cannot be attributed to global learning

f.  Not relevant

30. In your opinion do you think that your school’s involvement in global learning activities has increased pupils’ knowledge and understanding of international development issues?

a.  Strong impact on pupils’ knowledge and understanding of development issues

b.  Some impact on pupils’ knowledge and understanding of development issues

c.  No obvious impact on pupils’ knowledge and understanding of development issues

d.  Some negative impact on pupils’ knowledge and understanding of development issues

e.  Not relevant

31. Do you have any documentation you would like to upload that provides any evidence of the impact of global learning in your school? This might include short internal surveys, links to websites and uploaded documentation (PDF, Word, Excel or web links only please).

UPLOAD

Closing

32. If you have any further comments about global learning in your school, please add them below.

I would be interested in being involved in any of the GLP’s research activities

Thank you very much for completing the Whole School pressing the confirm button below you will have completed your registration for the GLP. You will then be directed to your School’s Global Learning Action Plan.