Tim Kirk

Unfortunately this project comes at the wrong time for IST as there are several other major initiatives to which we are already committed and thus it would be inappropriate for me to undertake to be actively involved at this stage. I am personally very interested in the project and would very much like to be involved but realistically I feel that neither I, nor a representative from IST, is in a position to be able to devote a significant amount of time. Please accept my apologies. With best wishes and regrets. Tim

Given that IST is currently involved with another Comenius project, it would not be appropriate for me to put our name forward. It may be advantageous to identify an institution that is involved with teacher training. No suggestions, I’m afraid.

An aim that can only be applauded. The problem will come, of course, with setting the priorities and choosing the languages represented. Realistically for this to be achieved, funding would probably have to be set aside for technical translation.

I am keen to be involved in this project and also for the International School Of Toulouse to be involved not least because over the coming years IST will need to develop its own provision in this area. My own participation would thus, I suspect, be driven by the desire to seek out and share good international practice that can be adapted. At my previous school (St. George’s BI School, Italy) I was indirectly involved as the school developed it own “International Citizenship” course as a response to a general and wide spread dissatisfaction with the narrow approach to citizenship as defined by the British National Curriculum. It would be fair to state that I was sceptical at the beginning but I have certainly learned a lot from this process. My involvement with the International Baccalaureate could also provide a perspective that might be relevant. The Theory of knowledge course has, I think, important general approaches that would be interesting to consider when debating approaches to citizenship. On top of this the IB are always adapting their syllabi and, for example, currently all Science courses need to incorporate an important new strand (Aim 8) for all subject to consider that could broadly be described as one aspect of citizenship (the moral, ethical, social, economic and environmental implications of science and technology)

As an outline proposal, John's ideas seem both sensible and achievable. My main reservation concerns year one. Although it is important to take into account how citizenship is approached in different countries it may be that the most interesting approaches are taking place within schools that have some freedom to operate outside proscribed national systems. If this is the situation then more emphasis is needed on identifying examples of good practice and/or initiatives that schools are introducing – in other words I feel the case studies may turn out to contain the most rewarding areas. Another slight reservation for me is the mechanics of making each member responsible for the overview of their host/home country. Perhaps my situation of working in France in but delivering a curriculum in English highlights my desire to differentiate between host and home. I think an overview of the approaches towards citizenship is very important but there could be some benefit in the review being written by somebody who is not involved in its day to day delivery. They obviously the author of any overview need to talk to the practitioners but is it and advantage or a disadvantage for them to be involved in its delivery on a day to day basis.

MA in Natural Sciences (Physics) from Queens' College, Cambridge then straight into teaching with approximately 5 year stints at:- St. John's Leatherhead (all boys) Sevenoaks (mixed) Godolphin & Latymer (all girls) St. George's British International School, Rome (mixed) - Deputy Head (Admin) and finally here at IST as Head of Secondary from January, 2005. During this time I have taught Physics, Science, Photography, Drama, Electronics.

MA in Natural Sciences (Physics) from Queens' College, Cambridge then straight into teaching with approximately 5 year stints at:- St. John's Leatherhead (all boys) Sevenoaks (mixed) Godolphin & Latymer (all girls) St. George's British International School, Rome (mixed) - Deputy Head (Admin) and finally here at IST as Head of Secondary from January, 2005. During this time I have taught Physics, Science, Photography, Drama, Electronics.