Mulberry School was invited to join the United Nations youth programme after participating in the International Women's Conference in Beijing 1996, in which they were the only U.K school to attend. The school has a proven track record in participating in citizenship issues and has also contributed thoughts and comments in writing to the International World Food Summit in Rome.
Participating school: Mulberry School for Girls, Tower Hamlets.

Aims and objectives
Main beneficiaries
The initiative
Outcome
Evaluation and assessment opportunities
Cross curricular links
Links with other schools and groups
Worldwide links
Supporting resources
Project contacts
National Curriculum relevance

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The aims and objectives
In March 1998, for the second year running, Mulberry School sent a student delegation to the United Nations, New York to attend the United Nations International School Conference on Civil Conflict and its Global Effects. They joined over 60 other countries. The school was invited to join the United Nations youth programme after participating in the International Women's Conference in Beijing 1996 in which they were the only U.K school to attend.

The 1998 delegation comprised of four students; Irina Hussain and Kibria Begum (Year 12) and Syeda Khanom and Sheila Begum (Year 11), selected as a result of a public speaking competition held at Mulberry School. Over thirty students participated in the competition- they had to prepare and deliver a one minute speech about why they wanted to go to New York and the effects of civil conflict. The four students chosen were accompanied by two teachers, Jill Tuffee and Ivan Corea. Richard Coldman, producer/director filmed the trip for a documentary.

As the decision makers of tomorrow the subject of civil conflict and its global effects was directly relevant to the students who participated. The aim was for the students to share opinions and ideas, plan strategies, meet with senior diplomats and officials and discuss wide ranging issues at a high level. The initiative developed pupils' awareness of world issues as well as a sense of place in the world.

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The main beneficiaries
The students involved in the delegation -

"We have learnt so much by participating in the UN Conference. We have made new friends and seen so many different things. We hope we will be able to put into practice what we have learnt by sharing the need to resolve conflicts and to prevent conflicts with our school friends, with other schools and with the community as a whole."
Mulberry students involved in the UN support group, public speaking competitions and conferences.

"They will be able to use their very developed debating skills to network on behalf of the school, with young people from around the globe on important issues that will affect all our lives in the next century"
Marlene Robottom, Headteacher (Eastend Life 30/3/98)

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The initiative
"Representatives from over 60 countries were present at the conference. Previously we had seen this scene on television and now we were only a few feet away from one of the most powerful platforms on earth.

The conference itself was thought provoking. Prior to our departure we researched the topic and even met diplomatic representatives in the U.K who gave us a crash course in diplomacy. We were urged not to take a back seat at the conference. We went to libraries, looked up articles on the internet and waded through books on conflicts around the world. Civil conflict as a topic is so vast, so tragic. We saw sad pictures of war taken by an award winning photojournalist. Tears came to our eyes as we saw man's destruction and the brutality of war- caught in the firing line were women and children.

We had wonderful speakers…so many questions were going through our minds, so many challenges. We participated in group discussions with young people from all over the world. We leant so much as a result of these exchanges. The students who participated in this conference all agreed they had the power to do something, we were the next generation of decision makers - we could make a difference.

During our stay we had the privilege of meeting the Under Secretary-General and UN Commissioner-in-Charge of disarmament at the UN Secretariat. We were received by the Bangladesh Mission to the UN where we were guests at a press conference organised by the Press Attache. We met members of the media who gave us a valuable insight into conflict resolution and the media.

We took in the sights of New York before we boarded the flight to Heathrow. We felt sad to leave. This was a wonderful experience, something we will never ever forget in our life time".

The Mulberry Delegation 1998.

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The outcome
The experience of the Mulberry Delegation was documented in the school's published booklet New York, New York - so good they named it twice. A United Nations Support Group has been established in the school to co-ordinate activities across all year groups. This support group gathers opinions for the focus of each conference, generates discussion and debate and disseminates information and experiences.

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Evaluation and assessment opportunities
The United Nations Support Group was established at Mulberry School to co-ordinate activities across all year groups. This support group gathers opinions for the focus of each forthcoming conference, generates discussion and debate and disseminates information and experiences throughout the school.

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Cross curricular links
In addition to fulfilling Citizenship and PSHE objectives this initiative also meets guidelines for the following National Curriculum subjects:
English: speaking and listening
History: knowledge and understanding of events, people and changes in the past, organisation and communication.
Geography: knowledge and understanding of places.

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Links with other schools, community groups and organisations, local and national.
Other schools in the UK are currently involved in creating school MUNGAs, Mock United Nations General Assemblies. Pupils learn about the process of democracy at an international level by following the official structure of the United Nations, taking delegated diplomatic roles in the assembly, presenting, debating and attempting to resolve issues following the rules of procedure. Issues discussed have included, The Arms Trade, Peacekeeping and Peacemaking, The Environment and Children's Rights.

For further details contact:
United Nations Information Centre:
Millbank Tower, Millbank, London SW1.

UNICEF Education Department:
55 Lincoln's Inn Fields, London WC2A 3NB

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Links with any schools, community groups and organisations in the wider world
Many schools from all over the world are invited to attend the United Nations Youth Programme. This gives the students who attend the opportunity to share ideas and gain a wider understanding of important issues and situations in a global context with their peers, some of whom may have experienced some of the issues discussed at first hand.
The conferences are led by professionals from diverse backgrounds, from NGOs to U.N officials, Journalists, Charities and Government Representatives.

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Supporting resources
New York, New York- so good they named it twice
A Mulberry FE PR & Marketing Publication.
Forward by Headteacher, Marlene Robottom, written by the student delegation 1998.

Put it to Your M.P
"The UNICEF Put it to Your MP scheme gives students a valuable insight into the political process and direct involvement in holding their representatives to account- a vital element in our democracy."
Headteacher
UNICEF Education Department,
55 Lincoln's Inn Fields,
London WC2A 3NB

Model UN Security Council Booklet
Council for Education in World Citizenship CEWC

Mock United Nations General Assembly Support Pack
CEWC and UNA UK

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Project contacts

Jill Tuffee (Head of Drama)
Dame Marlene Robottom (Headteacher)
Mulberry School for Girls
Richard Street
Commercial Road
London E1 2JP
Tel: 020 7790 6327
Fax: 020 7265 9882

United Nations Information Centre:
Millbank Tower, Millbank,,
London SW1

UNICEF Education Department:
55 Lincoln's Inn Fields,
London WC2A 3NB

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National Curriculum Relevance

Citizenship Key Stage 4
Pupils should be taught:

• about the legal and human rights and responsibilities underpinning society and how they relate to citizens. (1a)
• about the origins and implications of the diverse national, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding. (1b)
• about the importance of playing an active part in democratic and electoral processes. (1d)
• about the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally. (1f)
• about the importance of a free press, and the media's role in society…(1g)
• about the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations. (1i)
• to research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT based sources. (2a)
• to express, justify and defend orally and in writing a personal opinion about such issues, problems or events. (2b)
• to contribute to group and exploratory class discussions, and take part in formal debates. (2c)
• to negotiate, decide and take part responsibly in school and community-based activities. (3b)
• to reflect on the process of participating. (3c)

English Key Stages 3 and 4
To speak fluently and appropriately in different contexts, adapting their talk for a range of purposes and audiences, including the more formal, pupils should be taught:

• to structure their talk clearly, using markers so that their listeners can follow the line of thought. (1a)
• to use illustrations, evidence and anecdote to enrich and explain their ideas. (1b)
• to use spoken standard English fluently in different contexts. To listen, understand and respond critically to others, pupils should be taught(1f).
• To concentrate on and recall the main features of a talk, reading, radio or television programme. (2a)
• to identify the major elements of what is being said both explicitly and implicitly. (2b)
• to distinguish features of presentation where a speaker aims to explain, persuade, amuse or argue a case. (2c)
• to distinguish tone, undertone, implications and other signs of a speaker's intentions. (2d)
• to ask questions and give relevant and helpful comments. (2f)

To participate effectively as members of different groups, pupils should be taught:

• to make different types of contributions to groups, adapting their speech to their listeners and the activity. (3a)
• to take different views into account and modify their own views in the light of what others say. (3b)
• to sift, summarise and use the most important points. (3c)
• to take different roles in the organisation, planning and sustaining of groups. (3d)
• to help the group to complete its tasks by varying contributions appropriately, clarifying and synthesising others' ideas, taking them forward and building on them to reach conclusions, negotiating consensus or agreeing to differ. (3e)

Geography Key Stage 3
Knowledge and understanding of places. Pupils should be taught:

• the location of places and environments studied, places and environments in the news and other significant places and environments. (3a)
• to describe the national, international and global contexts of places studied. (3b)
• to describe and explain the physical and human features that give rise to the distinctive character of places. (3c)
• to explain how and why changes happen in places, and the issues that arise from these changes. (3d)
• to explain how places are interdependent (for example through trade, aid, international tourism, acid rain), and to explore the idea of a global citizen. (3e)

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