Reciprocal Visit Grants are assessed on three essential criteria and three highly desirable criteria.
Partner schools are intending to participate in the reciprocal visits to identify and work on areas of potential mainstream curricular collaboration related to global dimension goals
A commitment to this goal should be clearly expressed by all partners. Applications will benefit from clear global dimension support (particularly Development Education Centres) and plans of curricular work between similar ages / stages with a global dimension theme. There should be time to develop this education work allocated during the visits.
The partnership should be equity-based with both schools working towards mutually beneficial learning goals. There should be evidence that the application has been jointly completed and that the relationship is not dominated by one partner.
Schools should be working towards a sustainable partnership with regular and reliable communication, involvement of increasing numbers of staff in all partner schools and whole school and community involvement. Applications should demonstrate that a reasonable number of teachers and students will be involved in the partnership. There should be time to develop and evaluate the partnership during the visits. There should be a commitment to the long-term development of the relationship by all partners.
The partnership involves both schools’ communities before, during and after the reciprocal visits.
The partnership is incorporated into formal documents e.g. Partnership Agreements, School Improvement Plans, International Policies, etc.
This is a two-way process which draws on the expertise of educators from both the UK and Southern countries.
Global Curriculum Project grants are assessed on five essential criteria and six highly desirable criteria.
Partner schools are working on joint curricular activities with global dimension goals. A commitment to these long-term goals should be clearly demonstrated by all partners within the application. Applications should have clear plans of joint curricular work with a global dimension theme, especially within the project details and work plans. Applications will benefit from clear global dimension support (particularly Development Education Centres).
The project activities contribute to meaningful learning experiences which motivate pupils and students. The planned joint curricular work must be between similar ages / stages and based within the mainstream curricula of both schools.
The partnership should be equity-based with both schools working towards mutually beneficial learning goals. Each partner should be contributing and benefiting equally from the negotiation and agreement of joint aims and the realisation of shared outcomes. There should be evidence that the application has been jointly completed and that the relationship is not dominated by one partner.
Schools should be in a well established, sustainable partnership with regular and reliable communication led by the co-ordinating teams. Within the application there should be a commitment to the long-term development of the relationship by all partners. There should be co-ordinating teams in place in all partner schools.
The partnership should be involving increasing numbers of staff and pupils in all partner schools to work towards whole school involvement.
Applications should demonstrate that a considerable number of teachers and students will be involved in the partnership from several phases and curricular areas. All partners should be working towards whole school involvement and maximum participation by stage / subjects. The partnership aims to make a key contribution to the school ethos.
This is a two-way process which draws on the expertise of educators from both the UK and Southern countries.
The project ensures the active involvement of pupils and students from both schools in the partnership relationship and in planning future activities. The partnership should contribute to participatory cultures in all schools.
The partnership should aim to significantly reach all pupils, including those who may be more difficult to involve.
The partnership actively involves both schools’ communities within the project.
The project includes strategies to reflect on the partnership relationship and joint activities.
The partnership is incorporated into formal documents e.g. Partnership Agreements, School Improvement Plans, International Policies, etc.
| 
