Global Neighbours Updates

Christian Aid has teamed-up with Fischy Music to produce three fabulous new songs for use in schools, including a song all about Global Neighbours! You can find them here. Resources to support their use are coming soon.

We have also produced a launch assembly for primary schools. Registered schools can find it by downloading the latest version of the Global Neighbours resource pack.

From January 2023 we are introducing a new self-evaluation form for the Global Neighbours award, designed to make the application process easier. There are also a few small changes to the criteria. Schools are encouraged to start using the new form and criteria straight away, but applications using the old documents will be acceptable until Easter 2023. An updated handbook will be published during 2023.

This new document combines and replaces the existing evidence form, action plan and self-review tool. The self-evaluation form should be viewed as a working document. It should be filled in at the start of your Global Neighbours journey and reviewed as you go along. We suggest that you review it every six months until you are confident that all criteria are embedded, at which point you are ready to apply for your award.

Download the new self-evaluation forms in our Global Neighbours Resource Pack.

The criteria for the Global Neighbours award have been amended slightly. The most significant change is in the Leadership section, which now includes a requirement that schools work to establish a culture of anti-racism in school. Further explanation and support can be found on our Anti-Racism signposting page.

The criteria relating to anti-racism are as follows:

• BRONZE: School leaders are working to establish a culture of anti-racism throughout the school. This is a long-term priority and is demonstrated by specific commitments in the both the Global Neighbours action plan and school development plans.
• SILVER: School leaders invest in providing time, space and development opportunities for staff to develop their thinking and practice on global citizenship, courageous advocacy and anti-racism. Such opportunities actively challenge approaches to aid/development/charity which reinforce harmful stereotypes. They have established a culture of anti-racism in the school and have made specific commitments to maintaining this work. There are clear examples of the positive impact this is having in the school community.
• GOLD: School leaders ensure there is a strong and well established culture of anti-racism in the school and investment is place to allow this to continue in the long-term. Staff have a firm understanding of anti-racist principles and are united in their commitment to being an anti-racist school.

Other changes to the criteria:

• For the BRONZE award, the criterion in section 4 (pupil participation in active global citizenship) has been split into two for clarity.
• For the BRONZE award an extra criterion has been added to section 5 (community engagement): ‘All pupils have age-appropriate opportunities to begin to communicate their concerns and ideas in relation to issues of poverty, injustice and climate justice with decision-makers at local, national or global levels.’ This was previously a SILVER criterion.
• For the SILVER award an extra criterion has been added to section 5 (community engagement): ‘At an age-appropriate level, all pupils will frequently encourage others in their community (family, school, neighbourhood, locality) to think globally and consider how our lifestyles and actions can impact upon our global neighbours for better or for worse.’ This was previously a GOLD criterion.