In an increasingly interconnected world, fostering a sense of global citizenship and international understanding within schools is more vital than ever. Developing strategies to provide children and staff with meaningful international experiences matters – not least as this opens up both opportunities, raises aspirations and builds understanding, and supports greater levels of engagement and interest in the classroom and the workplace. In this case study, we talk to Louisa Perkins, International Director at King’s Group Academies (KGA), to learn more about the Trust’s deep-rooted commitment to internationalism, how they’ve built a comprehensive international offer, overcome barriers and seized opportunities, and any advice she would give to other leaders who are considering developing an international dimension.
Can you tell us a little bit about King’s Group Academies and your role as International Director, including the ethos that underpins this international focus?
King’s Group Academies (KGA) has had an international focus since its inception, a legacy stemming from its founder, Sir Roger Fry, who previously established King’s College international schools. His ethos was to link international school children and UK school children, developing global opportunities. This international ethos has always been a central focus and forms a core part of our vision as KGA which is to provide ‘Opportunity and Success on a Global Stage’ for all our children
I took on the role of International Director in September 2022, the first person to hold this position within KGA. The need arose from discussions in 2021-2022 when Trustees and the Executive felt that international connections had become more challenging as a result of the pandemic. They perceived that central leadership was needed to direct and build the international dimension. My background includes 12 years teaching in British international schools, including senior leadership in Thailand which has undoubtedly added value to our international work. Recognising that we’d need to build capacity to develop this work well, one of my first tasks was to appoint International Coordinators in each KGA academy; this was a new role to help establish and drive our international work locally.
Why is it so important for KGA to prioritise and invest in this international dimension for its students, staff, and schools?
It’s vital to give our children exposure to the wider world that they might not otherwise get – experiences that go beyond the standard curriculum. It’s about fostering empathy, understanding different cultures and building equity and diversity. It’s also about building cultural capital, aspiration, connection and through that, confidence to seize the opportunities that exist globally. For children, it also makes learning more engaging and purposeful; we can see that in practice. For example, learners of modern foreign languages became more motivated when they partnered with a school in Spain and have had access to exchange visits. It also supports staff development and retention by offering some unique professional experiences.
“It’s things that go beyond the curriculum. It is giving young people opportunities to work with and collaborate with children from all over the world.”
Ultimately, it’s about preparing children and young people (and our colleagues) to be global citizens. This isn’t just an add-on, it’s an enabler for personal development, better attendance and behaviour. It ultimately makes our academies more enriching.
