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New School Twinning Curriculum Site
School Twinning School twinning provides pupils and teachers in both partner schools with valuable learning experiences. Pupils develop their skills of communication and enquiry; reflect on their attitudes towards other people and places and their own behavior and traditions; develop empathy and openness to others; challenge stereotypical views; and begin to consider their own roles and responsibilities as global citizens. Successful twinning is based on a partnership model: a working relationship based on respect and equal contributions from each partner and a recognition that we have as much to learn from others, as we have to learn about others and ourselves. A good partnership can start with the initiative of one or more teachers and grow to include the whole school community. Partners can explore issues and themes that affect pupils in both countries, such as food, trade and globalization, social justice, peace and conflict, and environmental sustainability. Steps in the twinning process: A. Each teacher, class, or school commits to a twinning relationship for a period of at least one year, to be reviewed at the end of the year. Recommendations for continuing the relationship for subsequent years are made at the end of the first year. Twinning implies a relationship of equals based on principles of solidarity rather than charity (we can learn from each other and work together to address common challenges). While schools may engage in fund-raising to help partners meet specific needs, the basis of the relationship is on common learning and action related to peace and the environment. You may want to make use of the following declaration (in school newsletters, a class meeting or school assembly, etc.) in sharing information about twinning. We want to develop a global partnership for development (goal eight of the United Nations’ Millennium Development Goals). This is our contribution for the International Decade of Sustainable Development in Education (2005-2015) and the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010). Our principals, school staff, and students are willing to work together. ____________________________ ____________________________ ____________________________ ____________________________ B. Introduce twinning with what is familiar to your students and appropriate to their age (a class visit, slide show, book about Canada or Africa, music, etc.). Twinning could be integrated with a social studies unit on "the world", community, families, etc. Older students could be introduced to the music of the Sierra Leone Refugee All Stars (internet search). If providing initial age-appropriate background information about Sierra Leone and discussing issues related to the economy or war, please present this information in a broader or historical context (asking/answering why, presenting information on positive responses, and focussing on our commonalities). C. Each class or school makes an introductory package that includes:
D. Each class or school makes a follow-up package that includes the results of research projects taken on by the students about “working together to preserve peace and the environment”. Some suggestions are:
E. Students could write letters to students in their twin school. Encourage students to write and draw about non-material things that are important in their lives (family, friends, activities, hopes, dreams, etc.) which create a sense of commonality rather than a sense of “have and have-not”. It works best if students don’t write to specific students (this avoids the situation of some students receiving no letter). Letters can be sent to Peaceful Schools International at (PO Box 660, Annapolis Royal, NS, Canada B0S 1A0) to be hand delivered by the next Canadian visitor to the community. Letters could also be scanned and posted on the internet for electronic delivery. F. Fund-raising - Many of the schools and teachers we are working with in Sierra Leone receive little to no funding and lost resources during the war. You may decide to assist your twin school with money for school reconstruction, school materials or teacher costs. Schools in Canada have raised money by making and selling calendars with student artwork, "dress down" days, bake or book sales, ice cream socials, readathons, etc. Cheques can be sent to Peaceful Schools International (PO Box 660, Annapolis Royal, NS, Canada B0S 1A0). 100% of the funds go to the schools as PSI does not withhold money for administration. G. A CERTIFICATE of SOLIDARITY that attests to the twinning activities of the students during the year is awarded to each class or school, to leave students with a memory of what they have learned and achieved. Please share your ideas with us and others! We’d love to hear from you! Links Amistad Curriculum Resources - Sierra Leoneans who resisted slavery Canadian schools involved in this project so far include Barrington High School (Barrington, NS), Basinview School (Bedford, NS), Bicentennial School (Dartmouth, NS), Children’s World Academy (Montreal, PQ), Citadel High (formerly QEHS-Halifax, NS), Col. John Stewart School (Dartmouth,NS), Cornwallis Junior High (Halifax, NS), Eastern Passage School (Dartmouth, NS), Olympic Heights School (Calgary), Oxford School (Halifax, NS), Shelburne High School (Shelburne, NS), Southdale North-Woodside (Dartmouth, NS), St. Gregory’s School (Carleton Place, ON), Yarmouth High School (Yarmouth, NS). Please use the form below to send comments or request further information: |