This project aims to cultivate the development of responsible citizenship within formal schooling. As part of this, all project participants will be looking into developing greater understanding of the academic scope and rationale of global citizenship education. It is important that all pupils and staff involved understand the meaning and the importance of being a global citizen. Relevant training will be delivered to all participants, with Glebe playing a key role of teaching and learning practices that promote the global dimension. As part of the project's methodology, teachers will be asked to explore the methodology of action research and deliver the programme of global citizenship education in their organisations. As part of the programme, pupils from the participating countries will be developing skills and competences of being an effective global citizen. By the end of the project teachers will be creating a handbook with activities of global citizenship education and how this can be incorporated within formal education. Also, pupils will be taking part in a leaflet competition and will be creating leaflets about themselves being a global citizen. There will be a competition in each of the participating schools and the best "Global Citizen leaflet" will be chosen. The best leaflets from every single school will be sent to the European Commission. Also, as part of the project, teachers will be asked to disseminate their findings within their school and countries. Some of the findings will be shared with the academic community, for example GE's Phd thesis and action research projects from other members of staff that participated at the school.
Our project aimed to cultivate the development of responsible citizenship within formal schooling. The context of our project related to our own research into global learning, climate change and global citizenship education. We knew that a range of international agencies have declared the importance of promoting global skills as part of formal education. The priorities identified for this project linked with our school improvement plan for 2017/18 and continued to be relevant throughout the project and today. The planned LTT activities and pupil activities carried out linked with the UN sustainable development goals, our Rights Respecting Schools and ECO schools’ ethos. We wished to further develop and incorporate this within our teaching and learning practices, enhance our understanding and master our education practices within the field of global citizenship. Our work together and the activities planned and undertaken have collaboratively promoted the idea of being a global citizen and supported pupils from different backgrounds, countries and cultures to develop their own understanding of this. Participating in the project offered greater insight and understanding of the European cultural heritage and its importance to an individual's life, as well as, a greater understanding of what global citizenship is and a range of practices for implementing it in different educational settings. We originally planned for 5 mobilities and LTT sessions but only undertook 3 due to the coronavirus pandemic and school closures across Europe and the UK. Our project was extended for 12 months but unfortunately, we were still unable to carry out the last 2 mobilities due to covid 19. However, at least 15 members of staff from each school attended across the 3 mobilities and participated in high quality learning and teaching activities. They developed their own understanding, knowledge and skills of global citizenship education and disseminated this to pupils and other staff members in their schools. Funding allowed us to attend, lead and host LTT activities within the U.K., Greece and Poland. These LTT sessions facilitated the sharing of good teaching and learning practices and the development of a wider understanding of the global dimension within a wider European spectrum. LTT sessions allowed teachers to develop their understanding of the European cultural heritage, global citizenship education skills and reinforced international teaching and learning practices which supported pupils to develop relevant "global skills". This empowered teachers and reinforced the promotion of global citizenship education, not only within the participating organisations but within their local communities and wider local areas. Our main project objectives were: - To develop a better understanding of what global citizenship can entail within European schools. - For students to gain key skills such as, critical thinking, global awareness, appreciate the importance of the European cultural heritage and its understanding from different perspectives. - MFL - develop communication, language and interactive skills with others around the world. - To appreciate the importance of working with others for the benefit of the Local, European and global communities. - For teachers to develop key language skills that will allow them to deliver effective programmes of global citizenship education for primary school children. - For teachers to master their understanding of what global citizenship is and what teaching and learning practices this entails. - For pupils to recognise themselves as global citizens and to appreciate their membership in the global community. - For all partners to produce a common handbook with suggested activities of global citizenship education and how these can be incorporated within formal educational settings. Results and impact were measured in a variety of ways. Staff and pupil evaluations were completed. The evaluation results suggested that pupils became more aware of global goals and realised the need for fulfilling them. All the partner school communities have developed their awareness about sustainability and responsible consumption. They learnt about our communities in the past and in the present. They compared the problems that people had in the past to now and explored the reasons which brought us into the problems we are facing nowadays. Parents and families closely participated in the project offering help whenever asked or attending workshops. The pupil leaflet and teacher handbook for global citizenship education have been completed. Learning outcomes included pupil work, staff and pupil discussions, confidence to talk about being a responsible global citizen, pupil actions, participation in research projects, performances in relation to the project activities and enthusiasm for preparation and sharing between pupils during the joint school zoom meetings during the covid 19 period.