Curriculum Links

One of the aims of the project from start to finish, and especially the overseas component is to make the time as beneficial to the team members as possible with regard to their education and personal development.

Whilst each trip will be unique, and bring its own set of specific educational links, there are many ways that all trips can be seen to fit in with the national curriculum, as indicated below. The projects also fit very well with several ASDAN courses.

Art and Design

• artefacts, arts and crafts of the host community, including learning about the traditions behind different crafts, and also the production method and different tools and systems used
• textiles and fabrics, designs of patterns, including meanings of the designs

English

• team members will be expected to keep a journal of their trip
• they will also be involved in formal writing styles to make applications for funding
• some teams will have the opportunity to help with teaching basic reading and writing skills to children in the host community

ICT

• team members will have the opportunity to keep a record of their experience through the use of photography and video recording
• on return they can utilise these resources to supplement presentations
• some teams may have the opportunity to help teach basic ICT skills in the host community

Music

• discovery of cultural and traditional types of music specific to the host country
• experience of local instruments
• opportunity to compose music in the local traditional and cultural styles
• choosing, composing and using appropriate music as part of presentations on return

PSHEE

• economic wellbeing:
• assist with managing finances for team budget
• explore local expressions of micro-finance
• explore local examples of careers and employability
• personal wellbeing:
• opportunity to explore personal identity, self-esteem, and sense of wellbeing outside of normal environment and influencing factors
• opportunity to explore personal wellbeing through examples of other peoples in the host community
• team dynamics and relationships between team members to achieve positive team work
• celebration of diversity of individuals: within team and between team and host community
• overcoming any tendency to prejudice against other people groups

Citizenship

• democracy and justice
• team decisions on planning and carrying out the trip schedule and activities
• opportunities to take some delegated leadership roles
• opportunity to consider how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions
• rights and responsibilities
• opportunity to explore the reality of human rights for different sectors of the world
• explore the link between rights and responsibilities within the team, and also between countries
• identity and diversity
• Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the host country.
• Considering the interconnections between the UK and the wider world.

Geography

• Knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people.
• Exploring the social, economic, environmental and political connections between places.
• Exploring sustainable development and its impact on environmental interaction and climate change.
• Appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.
• Appreciating how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.

Mathematics

• Application of mathematical skills in a wide range of contexts
• Currency conversion
• International time zones
• Shopping in local community
• Budgeting – self, and assist with team budgeting
• Possibility of teaching some simple mathematical concepts to local children

Physical Education

• Running sports workshops for local children as appropriate
• Informal sports activities with local children
• Investigating differences and commonalities between UK and host country for various sports that the young people participate in

Religious Education

• Practices and ways of life:
• Exploring the impact of religions and beliefs on how people live their lives.
• Understanding that religious practices are diverse and are influenced by cultures.
• encounter people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and moral issues.

Design and Technology

• Exploring how products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.
• Understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world: both through locally-made products, and through products used in UK but sourced from host community

History

• Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world, as relevant to the local context, and also linking with wider world history
• Considering the significance of events, people and developments in their historical context and in the present day, as relevant to the local context, the relationship with the UK, and wider world history

Modern Foreign Languages

• Intercultural understanding:
• Appreciating the richness and diversity of other cultures.
• Recognising that there are different ways of seeing the world, and developing an international outlook.
• Creativity:
• Using imagination to overcome language barriers and express thoughts, ideas, experiences and feelings
• Learning some of the local language

Science

• Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave, in the context of the local community, and the lifestyle of the local people.
• use real-life examples as a basis for finding out about science
• study science in local and global contexts, and appreciate the connections between these

curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/index.aspx

www.asdan.org.uk/About_ASDAN/Course_Directory