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Languages & Global Citizenship

LGC Endorsement · Global Citizenship & Sustainability

Languages & Global Citizenship Endorsement

Recognises schools where learners build real proficiency in additional languages, plurilingual and intercultural competence, and the knowledge, values and agency of global citizens, in line with UN SDG target 4.7.

16 standards in 5 areas
3 levels
3 years validity

Apply for LGC Check your readiness

LGC is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of LGC recognition

The three levels recognise a coherent language and global citizenship programme in place (Established), embedded school-wide with evidence of improving proficiency and intercultural competence (Advanced), and sustained impact with leadership of other schools (Elite).

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The LGC standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

LGC.1.1

Language and global citizenship policyThe school has a published language and global citizenship policy that sets clear learning goals, provision models and proficiency expectations.

EstablishedA written policy defines which languages are taught, the provision model, global citizenship goals and target proficiency levels referenced to CEFR or an equivalent framework.

AdvancedThe policy is understood and applied consistently across phases and departments, and is reviewed against evidence of learner proficiency and global competence.

EliteThe policy has shaped sustained gains over two review cycles, and the school helps other schools design or review their own language and global citizenship policies.

Evidence: Language and global citizenship policy with proficiency targets · Minutes of policy review using outcome data · Staff and student interviews on policy understanding

LGC.1.2

Leadership and coordinationA named leader coordinates languages and global citizenship education, with clear responsibilities and protected time.

EstablishedA named coordinator plans provision, monitors teaching quality and reports progress to senior leaders at least annually.

AdvancedCoordination spans languages, humanities and other subjects, with shared planning cycles and leaders using evidence to direct improvement.

EliteLeaders have sustained strong coordination over two review cycles and mentor coordinators in other schools or networks.

Evidence: Role description and line-management structure · Annual progress report to senior leaders · Cross-department planning records

LGC.1.3

Equitable access to language and global learningAll learners have fair access to language learning and global citizenship opportunities, regardless of background, need or ability to pay.

EstablishedLeaders identify and remove barriers to language pathways, exchanges and global learning activities, including cost, timetabling and selection practices.

AdvancedParticipation and outcomes are monitored by learner group, and targeted action closes identified gaps in access and attainment.

EliteEquitable participation has been sustained over two review cycles, and the school shares its access model with other schools.

Evidence: Participation data by learner group · Funding or bursary arrangements for exchanges · Records of action on identified gaps

Teaching & Learning

LGC.2.1

Communicative language teachingLanguage teaching develops learners' reception, production, interaction and mediation skills through purposeful, meaningful communication.

EstablishedLessons are planned against CEFR-referenced outcomes and give learners regular, structured practice in all four modes of communication, including mediation.

AdvancedTeaching is consistently differentiated by proficiency, maximises target-language use and uses authentic texts and media from target-language communities.

EliteHighly effective practice is sustained over two review cycles, and teachers share materials and approaches with other schools or networks.

Evidence: Schemes of work mapped to CEFR descriptors · Lesson observations · Samples of learner spoken and written work

LGC.2.2

Content and language integrated learningWhere subjects are taught through an additional language, planning integrates content, communication, cognition and culture.

EstablishedCLIL or bilingual lessons have explicit content and language objectives, with language scaffolding that keeps subject learning accessible to all.

AdvancedSubject and language teachers co-plan systematically, and evidence shows learners achieve subject outcomes alongside growing academic language proficiency.

EliteIntegrated practice has sustained impact over two review cycles, and the school leads CLIL professional learning beyond its own staff.

Evidence: CLIL unit plans with dual objectives · Co-planning records · Subject attainment compared with language proficiency data

LGC.2.3

Global citizenship educationThe curriculum explicitly develops knowledge, skills, values and action on global issues, human rights, cultural diversity and interdependence.

EstablishedGlobal citizenship outcomes are mapped across subjects and phases, covering human rights, cultural diversity, peace and global interdependence, and are taught and assessed.

AdvancedLearners examine global issues from multiple perspectives, weigh evidence, and take informed action, with progression clearly planned and monitored.

EliteSustained, evidenced growth in learners' global competence over two review cycles, with the school co-designing global citizenship resources with partners.

Evidence: Curriculum map of SDG 4.7 themes · Assessed learner work on global issues · Records of learner-led action projects

LGC.2.4

Intercultural and plurilingual competenceLearners develop intercultural understanding and draw on all their languages, valuing linguistic and cultural diversity respectfully and critically.

EstablishedTeaching builds on learners' existing languages, challenges stereotypes and develops respectful interaction with people of different cultures.

AdvancedLearners regularly collaborate with peers in other countries or communities, reflecting critically on perspectives, identity and cultural assumptions.

EliteSustained intercultural competence outcomes over two review cycles, with the school hosting or leading international collaborations that benefit partner schools.

Evidence: Intercultural learning tasks and reflections · International collaboration project records · Student voice on respect and inclusion of languages

People & Capacity

LGC.3.1

Language teacher proficiency and methodologyLanguage and CLIL teachers have verified proficiency and up-to-date expertise in second-language pedagogy.

EstablishedTeachers' language proficiency is verified at an appropriate level, and all receive training in second-language acquisition and communicative methods.

AdvancedProfessional learning is targeted using observation and outcome data, including peer observation and collaborative inquiry into language teaching.

EliteExpertise has been sustained over two review cycles, and staff lead training, exchanges or research partnerships with other schools.

Evidence: Proficiency verification records · Language-specific professional learning plan · Peer observation and inquiry records

LGC.3.2

Whole-staff global citizenship capacityStaff across subjects are equipped to teach global issues and handle controversial topics fairly, safely and with balance.

EstablishedStaff receive guidance and training on teaching global issues, managing sensitive discussions and avoiding bias or stereotyping.

AdvancedMost subject teams confidently integrate global perspectives, with quality monitored through observation and learner feedback.

EliteWhole-staff capacity has been sustained over two review cycles, and the school contributes to training for other schools or networks.

Evidence: Guidance on teaching controversial issues · Training records across subjects · Lesson observations with global perspectives

LGC.3.3

Partnerships for language and intercultural learningPartnerships with schools, cultural institutes and communities are used purposefully to enrich language and intercultural learning.

EstablishedPartnerships have clear learning purposes, safe arrangements and agreed roles, and contribute directly to language or global citizenship outcomes.

AdvancedPartnerships are reciprocal and evaluated for impact on learner proficiency and intercultural competence, with ineffective links revised.

EliteLong-term partnerships show sustained mutual benefit over two review cycles, and the school brokers or co-designs partnerships for others.

Evidence: Partnership agreements with learning aims · Exchange or virtual collaboration records · Partnership impact evaluations

Environment & Resources

LGC.4.1

Language-rich environmentThe school environment and routines provide frequent, authentic opportunities to hear, read and use target languages.

EstablishedDisplays, library collections, events and routines expose learners to target languages and to the school community's linguistic diversity.

AdvancedLearners use target languages purposefully beyond lessons through clubs, peer tutoring, media and community events, with participation monitored.

EliteA sustained, language-rich culture over two review cycles, with the school opening its events and resources to other schools.

Evidence: Learning walk of displays and library · Extracurricular language programme records · Peer tutoring or language-buddy schedules

LGC.4.2

Authentic and inclusive resourcesLearning resources are authentic, current, culturally diverse and free from bias, and represent multiple global perspectives.

EstablishedResources include authentic target-language texts and media and are reviewed for accuracy, bias and representation of diverse cultures.

AdvancedTeachers and learners co-select resources, and regular audits ensure balanced global perspectives across subjects and phases.

EliteResource quality has been sustained over two review cycles, and the school shares curated or co-created resources openly.

Evidence: Resource audit for bias and representation · Samples of authentic materials in use · Shared resource bank

LGC.4.3

Safe international and virtual exchangeInternational visits and virtual exchanges are planned with clear learning aims, risk assessment, safeguarding and data protection.

EstablishedEvery exchange has learning objectives, risk assessment and safeguarding arrangements, and uses technology chosen for safety and accessibility.

AdvancedExchanges are evaluated for learning impact and safety, and lessons learned are used to improve planning.

EliteSafe, high-impact exchange practice has been sustained over two review cycles and is shared as a model with partner schools.

Evidence: Exchange plans and risk assessments · Virtual exchange platform safety review · Post-exchange learning evaluations

Impact & Improvement

LGC.5.1

Proficiency assessment and progressLearners' language proficiency is assessed validly against CEFR or an equivalent framework, and progress is tracked over time.

EstablishedAssessments are aligned to CEFR or equivalent levels across all skills, moderated, and used to track each learner's progress.

AdvancedProficiency data are analysed by cohort and learner group, show improving outcomes, and are benchmarked externally where appropriate.

EliteStrong proficiency gains have been sustained over two review cycles, and the school supports others with assessment and moderation.

Evidence: CEFR-aligned assessment framework · Moderation records · Proficiency progress data by cohort

LGC.5.2

Evaluating global competenceThe school evaluates growth in learners' intercultural competence and global citizenship using valid, age-appropriate measures.

EstablishedClear indicators of global competence are defined and evaluated through tasks, portfolios or learner self-assessment at least annually.

AdvancedMultiple sources of evidence show improving global competence, and findings inform curriculum and teaching changes.

EliteImprovement has been sustained over two review cycles, and the school shares its evaluation tools and findings with other schools.

Evidence: Global competence indicators and rubrics · Learner portfolios or reflections · Evaluation report with resulting actions

LGC.5.3

Learner voice and continuous improvementLearner and family feedback, alongside outcome data, drives regular improvement of language and global citizenship provision.

EstablishedFeedback on language and global learning is gathered annually from learners and families and leads to a documented improvement plan.

AdvancedImprovement actions are monitored for impact, and learners help evaluate and redesign aspects of provision.

EliteA sustained improvement cycle over two review cycles, with the school openly sharing its practice and lessons learned with others.

Evidence: Learner and family survey results · Improvement plan with progress review · Records of learner involvement in redesign

Scope

What LGC covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Additional and foreign language learningContent and language integrated learning (CLIL)Plurilingual and intercultural competenceGlobal citizenship education (SDG 4.7)Global competence and perspective-takingIntercultural exchange and international collaborationLanguage proficiency assessment against CEFR or equivalent

Assessed elsewhere

Mother-tongue support, newcomer and language-as-equity provisionIAL
Civic virtue, student voice and service-learningLCD
Climate and sustainability educationSGS
Whole-school curriculum breadth and general partnershipsCORE

Key benefits

Why LGC?

Shows families clear, CEFR-referenced evidence of language proficiency.
Prepares learners to communicate and collaborate across languages and cultures.
Aligns the school with UN SDG target 4.7 on global citizenship.
Strengthens international partnerships and learner mobility.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Global Citizen School pathway.

Self-assessment

Which level is your school ready for?

Rate your school on each LGC standard using the published descriptors. The suggested level follows the same rules reviewers use.

LGC.1.1
Language and global citizenship policy
The school has a published language and global citizenship policy that sets clear learning goals, provision models and proficiency expectations.
LGC.1.2
Leadership and coordination
A named leader coordinates languages and global citizenship education, with clear responsibilities and protected time.
LGC.1.3
Equitable access to language and global learning
All learners have fair access to language learning and global citizenship opportunities, regardless of background, need or ability to pay.

More in Global Citizenship & Sustainability

SGS

Sustainable & Green Schools

Recognises schools that teach climate and sustainability well, run measurably greener operations and act with their communities, aligned with all four dimensions of the UNESCO Green School Quality Standard.

View framework

All accreditations

USAAC Core and eight specialist endorsements.

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