International School Award

Wilmington first contacted the Colombian students two years ago with an initial letter talking about themselves, families and hobbies. After this first step, students were eager to carry on knowing more about their pen pal friends and their lives in Colombia as the letters gave real context to their foreign language learning. Last academic year we developed this relationship by exchanging letters twice a year. Our Y8 and Y9 students did research on a Colombian cultural element (an event in History, a writer like Gabriel García Márquez, an aspect of nature and wildlife like the Amazonas, a festival, a celebrity like Shakira, a landmark, traditional food etc…). Then they designed and created a postcard based on their chosen element. Next, they completed the postcard writing about their school life so students were able to learn the differences between Colombian and English schools. For the second postcard the theme was celebrities so students learnt about Spanish speaking singers, movie stars, politicians etc. Both schools also created a photographic presentation of their school facilities, uniform, etc, so students from both schools visually learnt what their partner school looks like.

This project is linked to the Quality of Education United Nations Sustainable Development Goal. The students became life-long learners as they wrote to their penpals in Spanish and forged new friendships. They also learnt about cultural aspects related to traditional food and Spanish speaking celebrities and how schools look like in Colombia. Students were given guidance on how to write about themselves based on the curriculum in place (introducing themselves, giving details about their school, hobbies, etc.)

Students wrote pen pal letters/cards at various times in the year: Christmas, Valentine’s card, Easter and summer. This project was part of the curriculum as students wrote about themselves (introduction) and the traditions of their own country. This helped students become global citizens and gain cultural capital. The same as the Colombian pen pals project, this one also was linked to the Quality of Education United Nations Sustainable Development Goal. The students created new friendships and learnt about cultural aspects related to Christmas and its tradition and education in France.

This project was an exciting opportunity for students to culturally immerse themselves in the culture of another country. Through Global School Alliance we developed a partnership with 3 schools in India: one in Mumbai and two in Bangalore. The main aim was for students to build relationships and develop their understanding of the culture of the linked schools. This was completed by hosting 4 – 5 online sessions where four groups of 30 students in year 9 were able to communicate digitally with students in India with a shared Google Classroom, Gmail and Gmail chat access, as well as a centralised video chat/display.  The sessions were supervised and facilitated by staff to ensure meaningful collaboration.The students used strategies from the UDL (Universal Design for Learning) bank to collaborate and create an article, through their choice of media (writing, video reel, comic strip etc.), that then made up a larger digital ‘newspaper’ style project. Through this project students communicated with each other across the globe and developed an understanding of the economics, politics, culture and differences in education of each other’s countries. 

This project was linked to the following United Nations Sustainable Development Goals: Good health and well being, Quality of education, Decent work and economic growth, Reduced inequalities and Sustainable cities and communities. As part of the curriculum Y9 students learn about development of nations over time, considering the three main development categories; health, wealth and education. This then leads into an investigation about one of the largest NEE’s globally, India. Students have the opportunities to compare rural and urban living, methods to improve quality of life and sustainability and methods of reducing the development gap. Last year, as part of the online exchange programme, students from India and Wilmington collaborated on these themes, sharing their experiences and understanding, comparing similarities and differences in their quality of life, their outlook on local, national and global issues and the proposed solutions. This collaboration resulted in the already mentioned ‘digital newspaper’ covering a range of relevant themes and media formats.

This interdisciplinary project has significantly deepened Y7 and Y8 students’ understanding of other countries, cultures, and global issues by connecting literature, geography, and science to real-world challenges. 

In English, through the novel ‘A Long Walk to Water’, pupils engaged with the lived experiences of individuals in South Sudan, gaining insight into the cultural, social, and environmental challenges faced in regions affected by water scarcity.

In Geography, students explored the global distribution of water resources, examining case studies of water surplus and scarcity across various regions, including Sub-Saharan Africa and South Asia. This enabled them to compare physical and human causes of water issues and reflect on inequalities in access to clean water.

In Science, pupils investigated the properties of water, methods of purification, and the environmental impact of water usage and pollution. They explored how science and technology can offer sustainable solutions to water scarcity, linking directly to UN Sustainable Development Goal 6: Clean Water and Sanitation. 

This foundation prepared students to plan and lead an action day focused on water scarcity, during which they applied their learning through presentations and collaborative research projects. The action day did not only deepen their scientific understanding but they also developed key skills in communication, critical thinking, and teamwork. By connecting classroom learning with global goals and real-world action, students were empowered to become informed and active global citizens.

Staff reflection

Impact the activity had on students

• Students are made aware of different aspects of Japanese culture (architecture, foods, traditions and common behaviours)
• Students have the ability to use learnings from previous subjects and incorporate this learning into their next projects
• Created open-mindedness when exploring the differences in culture between their own and learned Japanese
• Reflective space- architectural project. Having an opportunity to create a design for a quiet space for their peers to use for reflection was a good motivator for students. It encouraged them to be caring and open minded. For example, some provided wheelchair access in their design.
• Students learned about key differences between the culture and etiquette around eating. For example, it is seen as rude for Japanese people to eat whilst walking. It showed the students that something as simple as having a meal is really appreciated in Japanese culture, and that we could change our thinking in relation to food etiquette.

Impact the activity had on staff

• Staff are encouraged to develop their own understanding of Japanese culture to guide the students and correct any misconceptions.
• Avoid cultural appropriation – ensuring students understand authentic Japanese culture and use this as inspiration for their designs rather than taking cultural contexts and artefacts and inserting them into western culture
• Explore contemporary Japanese design as well as traditional to avoid stereotypical views on the culture

Impact the activity had on the community

• The Architectural garden has been designed specifically for students by students, so they have full ownership and were empowered to create independently using their own ideas not led by their teacher. We are confident that when completed it will not only improve the school environment, but as it is being created in an area of the school that is away from the main social spaces it will also provide a quiet space for students to use.
• Japanese cultural Appreciation festival – to celebrate Japanese culture through serving Japanese range of dishes served on Geta serving boards created by the students. Through researching Japanese culture and etiquette they learned about similarities and differences between the two cultures. They were able to appreciate the diversity of everyday living.
• Made in Japan- examples of work
• Made in Japan 2

This project raised awareness of cultures that students are less likely to have any experience of. They learnt about the country beyond what they may have heard or read about in the news or social media, and got an insight into the arts, history, cuisine and literature that form the foundations of those cultures.This activity was an important part of the IB philosophy, enabling our students to be true Global Citizens. The sessions helped students to achieve many of the IB attributes such as being open-minded, caring, reflective, better communicators and inquiries as it made them more curious about the different cultures. The focus and primary aim of these sessions was for our students to see the beauty and positive aspects of each culture we addressed, to learn that every community in this world has wonderful customs, culture and things they are proud of.

The Cultural Awareness sessions were delivered during Form time sessions bi-weekly, every module throughout the school year. The sessions were planned and distributed via the tutor activities at the start of each module, each Form tutor then delivered the sessions to their Form classes in years 7 – 9. Each module focused on one culture and had sessions looking at different aspects of the culture as well as what shaped it, such as History or Geography of a country. There were aspects of art and music as well as literature of each culture. The year has 6 modules meaning six cultures were explored. The plan for each module is shown below:

• Module 1- Egypt was studied looking at key facts, history of the culture, studying a key area, the pyramids and Tutankhamun, looking at particular music listened to in Egypt and famous sportsman Mo Salah.
• Module 2- China was studied looking at the history of the culture, the Chinese language, Chinese new year and Martial Arts.
• Module 3- New Zealand was studied looking at key facts, history of the culture, modern day New Zealand and sporting culture.
• Module 4- Spain was studied looking at the Spanish language, the history and geography of Spain, the arts of Spain, Barcelona and Catalonia and the merits of Christopher Columbus and his employment by the Spanish King.
• Module 5- Canada was studied paying close attention to indigenous cultures of the country Inuit and Metas culture and the importance of nature.
• Module 6- Somalia was studied looking at geography and history, cave paintings in Laas Geel and moving onto art and poetry in Somalia.

At the end of each module students created a project for the culture they learned about.The project demonstrated their knowledge and understanding of the culture.

This activity covered several UN Sustainable Development Goals. By exploring the specific cultures students engaged with a range of global issues, enhancing their understanding of quality education (SDG 4).The project promoted good health and well-being (SDG 3) by examining traditional lifestyles, health practices and community care systems. Lessons highlighted technological advances, sustainable infrastructure and cultural innovations (SDG 9). Through discussions pupils developed empathy and awareness around global inequalities, supporting the aim of reduced inequalities (SDG 10) and encouraging them to consider their own environmental impact (SDGs 13 & 15) . Finally, by promoting intercultural respect, peaceful collaboration, and understanding of different legal and social systems, the project reinforced values aligned with peace, justice, and strong institutions (SDG 16).

The aim of this project was to celebrate the diversity of cultures within the Academy. Post 16 students created an educational and immersive experience for the lower school pupils that showcased the numerous world cultures that are present within our school community.

The Y12 and Y13 students organised a ‘Culture Day’ to celebrate the diversity of cultures within the school. During last September, October and November students did the research on the different cultures that are present in the Academy and carried out the preparations for the showcase that took place on the 4th of December. Students from the lower school participated as “visiting” students and learnt about the cultural heritage in the Academy. There were different booths, each representing a different country or culture, with displays, presentations, and information about their culture. A small indication of cultures represented include: Polish, Jamaican, Bulgarian, Sri Lankan, Nigerian, Ghanian, Indian, Italian, Zimbabwean, Bangladeshi, Pakistani, Romanian, Algerian, Turkish, Canadian, French, Russian, Welsh, Mauritian…

Some of the activities at booths were:

• Traditional Clothing Display: Presenting pupils were dressed in traditional costumes showing off the clothing of the culture.
• Craft and Art Corner: Demonstrations or opportunities for visiting pupils to try out art forms.
• Traditional Games: Presenting pupils taught visiting pupils a popular game from each culture.
• Language and Alphabet: Visiting pupils were able to try writing their name in different scripts or learn simple greetings or a few phrases in various languages.
• Geography of the country. Visiting pupils were introduced to the geography of the region and how it shaped the culture of the area.
• Presenting pupils and families prepared traditional dishes from their culture. Visiting pupils were able to sample small dishes at each of the booths.
• Presenting pupils created an exhibition of visual art and photography that represented the beauty and diversity of different cultures. Students produced images, paintings, or objects that told stories of their respective countries and cultural heritage.

The aim of this project was to make students more culturally and linguistically aware of the world around them. Students were guided to consider their linguistic needs and how best to meet them.Y12 and Y13 students learnt the language and cultural aspects of the country that had been chosen (Italy and Portugal). This included the following:

• General introduction to languages around the world and reflection on the importance of language learning.
• Introduction to the language (greetings/numbers) – eg. creating and rehearsing conversations.
• History (cultural) – eg. researching an era in history and creating a video aimed at KS3 exploring this.
• Places in town and directions (language) – rehearsing directions to go around a town.
• Art (cultural) – eg. painting tiles in traditional Portuguese style.
• Food (cultural and language) – eg. creating and rehearsing a conversation in a restaurant, exploring how to understand a menu, cooking traditional food.

Students were guided in how to best find the information to meet their needs, but were encouraged to be independent. They evidenced the tasks that they completed in an online portfolio and reflected on their experiences.

The project linked to the UN Sustainable Development goals by ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Learning another language encourages a love of the language and another culture. Students were encouraged to consider and practise the skills that they would need in order to learn a new language independently in order to meet their needs when travelling to another country.

These activities have broadened our students’ horizons. They are becoming increasingly aware of the world around them, developing knowledge, understanding and an appreciation of other cultures.

One of the main impacts is that students are more aware of diversity and the similarities and differences that exist globally and the importance of identity. This has made them more tolerant of others and given them an appreciation of customs, traditions and celebrations that previously they may not have understood. This has been particularly evident during the India exchange and the pen pals projects. By engaging in direct dialogue with their peers from 3 different countries they have broken down stereotypes and misconceptions fostering mutual respect. Furthermore the Beyond the News project, through research and project based learning, enhanced students’ understanding of other cultures encouraging critical thinking and empathy. Also during the Made in Japan project students had the opportunity to enhance their understanding of the religions and spiritual values of that culture and in particular around the importance of personal reflection, nature and food. An example of this is the Japanese inspired garden, a space for reflection, that the students designed and made in the school. Moreover, during the Cultural Heritage project, students didn’t just become more aware about the amount of diversity that is deeply embedded in Wilmington, but also the type of values and beliefs that are in each country. All the above allowed them to become more curious and create the avenue and the opportunity to have more conversations and thoughts around the importance of diversity. Also promoted conversations about the importance of identity and how to avoid any unconscious bias or ill informed cultural appropriation.

Another impact is a raised awareness of inequalities that still exist in our world.They know that the poorer countries still do not have basic resources and access to education and healthcare, but now they can explain why. They can identify the barriers to development and have also learned that the development gap has a great impact on people’s quality of life. For example, A War for Water project fostered a global mindset among pupils. After gaining insight into the cultural, social and environmental challenges faced in regions affected by water scarcity, many students expressed increased awareness and demonstrated a desire to take action through fundraising and awareness campaigns. They have also shown a greater appreciation of things that they might previously have taken for granted. 

Students have also been impacted by the need for sustainability for looking after our planet. During several of the activities they have considered solutions to global issues. Their engagement in discussions about their own responsibilities was truly heartwarming. Some of the students prepared and led an Action Day in the school where they connected classroom learning with global goals and real-word action. 

Overall students now show an interest and appreciation of other cultures that is more deep and meaningful than simply learning about these cultures in the abstract.

From the moment we carried out an audit of the curriculum to review where we already had a global dimension and any additional opportunities, followed by a review of our already well established international projects and any new potential school partnerships, awareness for all staff was raised. 

The projects have had a positive and wide-reaching impact on staff by strengthening cross-curricular collaboration and embedding global themes across subjects. Teachers from different departments worked closely to design cohesive learning experiences that brought together subject knowledge and global issues, enriching professional practice and encouraging interdisciplinary practice. It created a sense of shared purpose and improved the morale and motivation of the staff. Many articulated how they have been motivated by the students’ outcomes; it was apparent that learning from one subject was being recalled and applied in the other subjects involved in the projects. New friendships and professional working relationships have been established that have already seen teachers working more proactively.  Staff has also gained greater confidence in delivering lessons with a global focus, as they now understand more about people from other countries, enriching classroom practice with cross-curricular themes. It has also helped staff to learn the importance of avoiding any unconscious bias, negative stereotypes or adopting any inappropriate cultural appropriation when planning these lessons.

Another key development for teaching staff was their understanding of what students are curious about regarding life in other countries. The specific aspects they showed an interest in will be built into the pre-existing syllabus so we will be able to create lessons that are more focused on the interests of our students. 

Staff already utilise the UN Sustainable Development Goals as part of the curriculum but with these projects they deepened their own understanding of these and helped them to reflect on how global citizenship, sustainability and empathy can be meaningfully embedded in everyday teaching and learning. 

For some staff it was eye-opening that modern foreign language learning in the UK is still behind compared to other countries, which it was visibly through the pen pals exchange with Colombia and France and during the Belgium school visit.

As a result of the international activities being also embedded into our tutorial programme through the Beyond the News project, the vast majority of teaching staff have been directly involved in delivering activities with a global dimension. Therefore teachers fully immersed themselves into the idea of an international ethos and strengthened their commitment to developing globally minded students.

The wider school community, including parents and local stakeholders, has benefited from increased cultural awareness and community engagement. Celebratory events, cultural showcases and project exhibitions have invited the community to take part in students’ learning. These activities have helped foster a sense of unity, mutual respect and shared responsibility for promoting global understanding. As part of this “ambassadorial role” Wilmington students have taken an active role in sharing their knowledge and raising awareness beyond the classroom. For example, the students involved in the India project shared their experience through a presentation during one of the school governors meetings. Also, parents and carers were invited into the academy for a “Celebration of Japanese Culture” event, where they got the chance to eat Japanese dishes prepared by the students served on the recycled wooden “Geta boards” designed and constructed by students. Some parents mentioned that they were surprised by the differences compared to the food to other cultures that they had previously thought to be similar such as the Chinese cuisine. Furthermore, Wilmington students have shared their experiences during the international activities with local Primary students who were invited to the Academy for our “Ambassadors event”. 

Parents are noticing that their children are more open-minded and in some instances are “educating” them too. For example the A War for Water project raised awareness of global issues within the wider UK community. By increasing awareness, and due to living in an area of water deficit, the project will encourage people to be less wasteful and engage in small-scale water management in their homes and business. Parents also mention that students are more globally aware and want to play an active role in creating a better community. They are showing an ethos of acceptance and understanding of their neighbours which leads to harmony rather than confrontation or steering away from people who are different to them and not making judgments based on stereotypes.

The academy community is getting up-to-date news of projects and events through different vias such as the modular Parent Forums or termly newsletters. All our international activities are showcased three times a year in the Academy newsletter which is posted on the school website, initiating a conversation within the community. Governors are kept informed of activities and progress during termly Governors’ meetings. Their role is vital as a critical friend to understand and challenge our aims, methods of implementation and outcomes. Their views about our global dimension have been very positive. 

Overall the projects have helped strengthen the school’s relationship with its community, positioning it as a hub for global learning and social awareness.

• Over the past three years, the international activities across the academy have had a significant and lasting impact on pupils, teachers, and the wider school community.

  For pupils, regular engagement with global themes develops a deeper awareness of international issues, cultural diversity and sustainability. Students now demonstrate greater empathy, critical thinking and a sense of responsibility as global citizens. This has been reflected in increased participation in globally focused learning events and meaningful discussions on topics like climate justice, migration and inequality. For example, the current Year 12 and 13 cohorts remembered attending the Cultural Heritage event in previous years or having seen the Post 16 students around the school on the day and looking forward to when they themselves got to organise and host the event. In the days and weeks following the event, younger students often approach the Post 16 students who host the event, saying hello and telling them how much they enjoyed the event, and that they’re from that culture too. The Post 16 students report that they love feeling like they’ve created a sense of community and belonging for these students who share their culture. Also, since becoming an IB school and running the IBCP Languagement Development activity, many former students were inspired to travel to different places that they might not have previously considered. They have voiced that they felt more prepared and confident to deal with any language barrier and that they were able to enjoy various cultural experiences as a result.

  For teachers, the emphasis on internationalism has encouraged greater collaboration across departments and a shift toward more inclusive, globally focused teaching. Staff have developed new skills in cross-curricular planning, and several have taken part in IB CPD opportunities including the global conference which have further enriched classroom practice. 

  At the whole-school level, international activities have strengthened the school’s ethos as an outward-looking and culturally inclusive learning community. Global themes are now embedded in school events, policies and curriculum planning. Parental engagement has increased through community events and global awareness campaigns, and the school has built strong links with international organisations and partner schools. 

  Collectively, these developments have ensured that internationalism is not a standalone initiative but a sustained and meaningful part of the school’s identity and educational vision.