Sustaining change

One change does not make a sustained global dimension in the curriculum. Providing young people with meaningful experiences of citizenship in a globalised society can not be a 'one-off' exercise.

To challenge themselves and each other, project participants designed a benchmark exercise that gives some guidance to exploring next steps. The benchmarks are not meant to be a once and for all 'standard', but instead aim to provide food for thought in developing educational experiences that are relevant to young people as local, national and global citizens.

Relating to curriculum planning and delivery, project participants identified three areas for action:

	a global dimension;
	learning approaches and teaching resources;
	external agencies.

For each of the three aspects, descriptions are given across three levels: 'recognised' where a school is recognising that this is an issue to address; 'established' where action is already taking place; 'sustained' where continuous thought and planning take place.

Benchmarks for secondary schools in a global context?