We asked Meriel Parry, headteacher at Ysgol Tregarth, about how they have brought the international dimension into his school.

Who do you have international links with?

At Ysgol Tregarth we have worked, and continue to work, with a number of countries including India, Ghana, and China, and Ireland through eTwinning.

Could you give us an outline of the international activities in your school?

All school years were involved in all manner of international activities which varied from external visitors to the locating and gathering of information about various regions around the world. For example pupils from Ysgol Tregarth and a school in Ghana created a travel diary which included their observation of their school and family life which was exchanged for pupils to gain insight into not only into their daily route but also into cultural events. Thus allowing pupils to explore the similarities and differences between their lives.

The pupils exchanged information in a variety of different media, discussing geographical features, local history, and traditional stories relating to the local area. The pupils at both schools created culture boxes by containing ten items representing their culture. Pupils throughout the school contributed to pieces of artwork e.g. satin paintings, felt presentations, cross-stitch banners that presented the local area in which they lived. These pieces of artwork were presented to schools during the first visit between schools i.e. Ghanaian teachers visiting Ysgol Treagrth and Bodfeurig. Items of clothing and other fabric presentations representing Denu (Ghana) were then presented to teachers visiting Denu from Ysgol Tregarth in October 2008. Year 5 and 6 studied Ghana as a contrasting country.

What benefits have the school gained from having international links?

• Raising attainment and standards in general, across the curriculum, in every age range, and ability, e.g. literacy, numeracy, ICT and PSHE. The projects, and the links made with others has given the pupils the opportunity to take responsibility for their work, and the way in which it is presented.
• Giving children a real purpose when preparing work e.g. written work, posters, photo story or PowerPoint presentations, recording data. Unwilling learners have seen a value in improving their work.  This in itself has improved their self-image, and their attitude towards work
• Cross-curricular planning has also provided the pupils with ample opportunities to develop key skills.
• Providing a real opportunity for the pupils to interact with children of the same age, from countries that they have only heard of, and not visited.
• Pupils are more aware of similarities and differences between aspects of their lives, and the lives of other children.
• Pupils have been able to question the information that they gather through international activities, and question the teachers who have visited their partner schools.
• Enriching the daily/termly curriculum of the pupils, thus impacting on the school ethos, the children’s learning, the teacher’s professional development, and the school community.

What has been the most challenging part of International linking for you?

• Accommodating the differences in the resources that each partner school had e.g. lack of internet facilities, expensive internet facilities, and intermittent electricity.
• Lack of readily-available resources in Welsh, athough that can be modified to suit the needs of the pupils at our school. We have found it a challenge to enrich the projects undertaken especially in the Foundation Phase, and have had to create resources independently.
• Planning new activities based upon the successes of previous activities in order to keep the momentum going when continuing to develop the international dimension, takes research and imagination, after a while. But, this is a small price to pay when everyone enjoys and benefits from taking part in the activities itself.

What advice would you give to teachers thinking about starting an international project?

• Plan international projects that are part of the schemes of work, and also projects that boost the international ethos of the school e.g. International Week, Fairtrade Day, Chinese New Year.
• Involve as many of the children, and teachers at the school in each project, and invite relevant visitors from institutions, or from the wider school and local community. Raise as much awareness as possible of any international projects planned.