Partnerships between schools provide rich opportunities for mutual learning for young people and their teachers. This section considers how to make the most of those opportunities, and shares reflections from teachers involved in partnerships.
School partnerships provide significant opportunities for professional and personal development, between classrooms in the same country or different ones. How can we make the most of these opportunities for teachers and young people? How open are we to learning from difference? What learning environments and teaching approaches are best suited to collaborative activities? How do we respond if our thinking is challenged?
In the sections below, we highlight resources developed by teachers, which share ideas about:
We hope that these resources will inspire you to try some global learning activities in your classroom ~ we would love to hear how they went!
For details of our major EU-funded 2013-16 international teacher project, involving partners from the UK, Kenya and The Gambia, click here
Contact us to find out more about the support we offer, including our professional development programme and current teacher projects.
A visit to a different place offers a deep learning opportunity for participants, and can lead to personal and professional changes. These reflective articles share some thoughts and experiences from participants in Tide~ study visit courses, with a focus on Uganda: Exploring Uganda perspectives and The Gambia: Learning from experiences in The Gambia, 'Thinking through Africa conference', and India 'Encounters in Kerela'
Tide~ global learning has had a long standing relationship with the National Environment Agency in The Gambia. The articles ‘Mutual learning for sustainability: The Gambia and the UK’ and ‘Exploring partnership- A dialogue between Tide~ global learning and the National Environment Agency, the Gambia’ shares reflections from both sides on the value and impact of this relationship.
Partnerships start with individuals, but can lead to the involvement of whole organisations in projects. ‘A shared dream’ is a collaboration between Acton Scott Museum in Shropshire, UK, and Tanjie museum in The Gambia.
The space provided by visiting another locality can inform curriculum innovation. ‘Talking about learning and citizenship by visiting another locality’ and ‘Exploring ‘cultural identities’ through art’ ‘Learning about distant places at key stage 1’ share some ideas for this.
The resource ‘Educating for sustainability’ supports teaching about sustainability in both the UK and The Gambia, and was collaboratively developed by teachers in both countries.
Perspectives on development influence our teaching. ‘Development Encounters’ and ‘Thinking through Africa’ link raise questions about our own understandings.
‘Global learning and school partnerships ~ thinking it through’ offers a wealth of guidance and onward links to support school partnerships and curriculum development.
A powerful image can inspire a range of emotions and raise questions and challenges for learning. Sharing images between partner schools can help young people develop a connection with a different place and a diverse group of people. Teaching ideas for using images along with a selection of downloadable resources are available here. Click here for support materials for ‘Enabling global learning through the key stage 3 curriculum’.
Newspapers provide a range of perspectives, on real situations, using a variety of styles. They are a rich literacy resource, which can stimulate discussion and debate. Newspapers from partner countries provide an insight into cultures and perspectives, while being an opportunity to extend vocabulary in MFL. For ideas on how to use newspapers, click here.
‘Thin black lines rides again’ is an engaging collection of cartoons that raise serious issues about development and perceptions of the world – thoughtful and stimulating, these are designed to provoke discussion. For downloadable images, click here
A starting point for many discussions about global issues has been the Development Compass Rose [DCR]. The DCR framework reminds us to consider a range of perspectives related to environmental, social, economic and political aspects prompting deep engagement while encouraging the development of a range of communication skills. This process challenges our assumptions and stereotypes, while creating a space to listen to others’ viewpoints of the world. Comparing questions about comparable activities in our home locality and that of a partner school offers an excellent starting point for understanding our commonalities.
‘Enabling global learning through the key stage 3 curriculum’ shares ideas about global learning, proposes an entitlement for young people and is supported by a range of downloadable material which can be used in the classroom or with colleagues in a CPD session.
A cross-curricular approach supports the connections between different disciplines, and strengthens subject rigour. ‘Enabling through cross curricular approaches’ - support section in ‘Enabling global learning through the KS3 curriculum’ includes ideas for deep learning days, inter-disciplinary collaboration and issue based approaches. In the article 'Leading global learning!' teachers in Wolverhampton share their experiences of working collaboratively across subject boundaries.
We are accredited by the British Council to run face to face professional development with teachers in the West Midlands as part of the Connecting Classrooms programme. For more information about up-coming courses, click here.