Scottish Government

Good Practice Examples

Joint Camera Project

Schools

Four primary schools in the Smithycroft/St Andrew's New Learning Communities in the east end of Glasgow - Avenue End Primary, Croftcroighn Primary, St Rose of Lima Primary and Sunnyside Primary.

What they did

Pupils from four primary schools in the area (two non-denominational, one denominational and one special needs) were involved in photography workshops which gave them camera, photography and teamwork skills. They then worked with disposable cameras and digital cameras to photograph what they felt represented religious bigotry and hatred in their community. They took pictures of buildings, people and sites in their community (such as housing, buildings, parks, schools and shops) which reflected the positive and negative aspects.

Alongside the photographs pupils also interviewed grandparents, parents and key people in the community including ministers and priests. They also used the internet and visited local libraries to research information on their community and on religious bigotry and sectarianism. From these interviews and information the children gathered together stories and experiences in relation to religious bigotry and sectarianism in their community.

The photographs and stories/poems were then used to create an exhibition in the local community, which reflected the pupils' perceptions of their community, both in the past and today.

How it started

Alison Mitchell (Employability and Enterprise Officer), Alison Logan (Sense over Sectarianism) and Chris Nicoletti (Cranhill Arts) visited the local schools and spoke with head teachers, classroom teachers and pupils about the project. Letters were then sent to parents for permission to participate in the project. All P6 pupils wrote an article or poem on what constituted religious bigotry/sectarianism. 24 pupils (6 from each primary school) were then selected to take the project forward. The criteria for selection were based on what they had written, photographs taken in the community, and enthusiasm for the project.

Keeping momentum

The children participated in a series of workshops on the theme of sectarianism and on digital photography. These workshops were held in various venues throughout Glasgow. Visits were also arranged to Celtic and Rangers Football Clubs, Catholic and Church of Scotland churches, a mosque and various sites around Glasgow.

Alison Mitchell co-ordinated and facilitated the project. This involved maintaining regular contact with primary classroom teachers and young people involved in the project. There was a great deal of organisation required for the project to run smoothly and successfully. This involved teachers meeting deadlines at various stages throughout the 5 month project. Alison also liaised and worked closely with Chris Nicoletti (from Cranhill Arts).

Benefits

The children benefited enormously from the project. They not only raised awareness of religious bigotry and sectarianism in Scotland, but also gained valuable skills such as leadership, teamwork, citizenship, confidence-building, and had fun.

The schools benefited from twinning as they worked as cross-sector (denominational and non-denominational) and cross-learning communities. The project helped pupils develop a mutual respect for one another and a realisation that being in separate schools is not a barrier to friendship and religious tolerance. The work also met the criteria for promoting the curriculum for excellence and met all five national priorities in education.

The local community benefited from the hard work of the children as they conveyed a very clear message to parents, and others, that there is no room for religious bigotry and intolerance in their community. Also, choosing to work with local people (Cranhill Arts and local priest and minister) forged excellent partnership links and relationships. Parents and grandparents were very proud of what their child/grandchild had achieved and impressed by the skills they had learned throughout the project.

What contributed to success?

Giving the children ownership of the project and encouraging them to make important decisions was paramount to the success of the project. Organisational skills and effective teamwork/leadership skills of the teachers, pupils and co-ordinator were vital to the project being a success.

Overcoming obstacles

Gathering 24 children from four schools for workshops was a tall order. However, these obstacles were overcome through the organisational and management skills of the project coordinator and teachers involved. Forward planning and sticking to deadlines were also very important.

Parental/Community involvement

The exhibition pupils produced was put on display at the St Mungo Museum of Religious Life & Art. Parents, grandparents and relatives were invited to attend the exhibition of the children's' work. Baillie Margaret McCafferty (Chair of Sense over Sectarianism, Glasgow City Council Executive Member for education services, and Convenor of Glasgow City Council's Education Endowments Committee) gave a speech as did Mr Niall Scott (father of Mark Scott, the victim of a sectarian killing). Parents were delighted with the work of the children and commented on how moved they were by the written articles or poems, and how impressed they were by the children's photography skills.

Suggestions for others

Twinning is an excellent way of bringing young people together. It promotes social inclusion and citizenship. It also promotes and encourages young people to be more tolerant of other faiths and cultures.

Contact details

Alison Mitchell

Tel: 0141 287 4901

Joint drama workshops and performance

Schools

Wyndford Primary School and St Gregory's Roman Catholic Primary School

How it started

The two schools began working together on small-scale projects - initially shared assemblies, which extended to Christmas Carol singing in the community. The link was built up and developed over a period of time to include more challenging projects, including a joint expressive arts project for Doors Open Day at Maryhill Burgh Halls, and a joint workshop/performance with Scottish Opera.

What they did

The project brought together two Primary 7 classes to work on a project with the UN Convention of the Rights of the Child at its core. Within each school the P7 teachers focussed their lessons on Environmental Studies People in Society topic work exploring the UN Convention. The lessons helped identify what the Convention meant for young people living in the Wyndford community. Pupils from both schools were also involved in joint music, drama and dance workshops around the themes they had identified from their work on the Convention. From these workshops the pupils developed a musical drama and prepared for a performance to parents and members of the wider community.

Pupils studied the novel 'The Drums of Hampden' as part of the English language programmes in the schools, using the unit developed by Glasgow City Council Education Services and featured as part of the Scottish Executive's Don't Give It, Don't Take It anti-sectarianism education resource. This developed pupils' understanding of sectarianism and created an opportunity for them to explore their thoughts and feelings.

Keeping momentum

The head teachers of both schools are committed to joint working and actively seek opportunities for shared projects. The schools are in the third year of joint projects with Scottish Opera.

Benefits

Pupils had the opportunity to work with expressive arts professionals, widening their experiences, and participating in active citizenship. Co-operative working led to pupils making friendships which extend beyond their schools and into the community.

What contributed to success

Wyndford is a close-knit community and both schools are a key part of the community's development. The commitment of both head teachers and teaching staff to joint working, and also excellent support from the School Boards and Glasgow City Council's Sense Over Sectarianism Coordinator and Cultural Coordinator contributed to the success of the project. The school chaplains, working together in a local ecumenical churches' group, played an important role in some of the early projects.

Overcoming obstacles

Funding was a potential difficulty. However additional funding from Glasgow's Arts' Initiative and Sense Over Sectarianism enabled the employment of expressive arts professionals.

Parental/Community involvement

Parents and members of the wider community attended the performance and also came together for refreshments and an exhibition of pupils' work. The close proximity of the two school buildings allowed both schools to be used as venues, providing an opportunity for parents and community members to visit both school buildings.

Suggestions for others

Make a start, even if all you do is host a joint assembly once a year. Other ideas will follow.

Contact details

Carol Scott
Headteacher
St Gregory RC Primary School
Tel: 0141 946 6255
headteacher@st-gregorys-pri.glasgow.sch.uk

Joint Senior Prom

Schools

Hollybrook School and St Oswald's Secondary School

What they did

The focus of the twinning work was a joint senior prom for pupils leaving both schools, to celebrate the achievements of pupils. Young people from both schools formed a joint planning committee to organise the prom. The committee was involved in all stages of the planning and preparation, including finding and booking a venue, planning menus, making and selling tickets, and raising funds to support the venture.

Throughout the process the pupils, working together in each other's schools, took part in workshops over a period of six months. The workshops lasted around two hours and gave them the opportunity to explore their similarities and differences, and develop an understanding of sectarianism and territorialism. Both of these issues needed to be overcome if the prom was to be successful.

The prom was held on Thursday 1 June 2006, and was a great success. Fifty-five pupils took part and enjoyed arriving by limousine, having a wonderful buffet, and dancing the night away.

How it started

The project arose as the result of a discussion between a sixth year pupil and the Head teacher about why Hollybrook pupils had never had a school prom. This pupil said that her mum would help make dresses and that she would speak to other pupils to find out if they were interested. The pupils realised that they were too small a group to have a successful prom. They therefore decided to invite pupils from the other special school in the area. In spite of Hollybrook being a non-denominational school, and the other a Roman Catholic school, they thought this should not be a barrier.

Keeping momentum

The schools kept up momentum by the pupils and staff co-ordinating progress and feeding back details along the way. For example, Hollybrook pupils investigated kilt hire and then called a meeting of both schools to feedback cost and other information in a Power Point presentation.

Benefits

• It gave pupils the opportunity to celebrate their achievements, and helped to break down barriers between pupils at the two schools. It brought together pupils who would not usually work or socialise together.
• The work improved relationships between staff at the two schools. Staff are now more comfortable in working together. As result of the prom both schools have agreed to undertake a joint musical this year, exploring issues of sectarianism and territorialism. This will involve pupils working together every week for 12 weeks.
• The prom project has set a successful example and precedent for other schools.

What contributed to success?

Both schools had teachers who believed that this venture could be a success and they worked in partnership, encouraging and supporting the young people. The young people spent time getting to know each other through well planned activities that were fun to do and involved team building skills. They also designed a prom outfit together. The shared 'social' activities before the prom allowed people to get to know one another and be more relaxed with each other.

Overcoming obstacles

Managing joint meeting times meant that both schools had to be flexible in their approach. Both schools wanted this venture to be a success and therefore any obstacle was seen as a challenge which everyone was determined to overcome. Initially the young people were shy of each other but by organising small social events together this had been overcome by the night of the prom.

Parental/Community involvement

Parents were supportive, and were involved in planning meetings for the prom. They also came at the beginning of the evening to take pictures and admire the young people in their dresses and kilts. Parents also supported their young people by paying for dresses, kilts, etc.

Suggestions for others

Be bold, think 'big' (whilst being realistic), and plan very well. Enjoy yourselves.

Contact details

Mary Farrell
Headteacher
Hollybrook School
Tel: 0141 423 5937

Joint working on a shared campus

Schools

Broomhouse Primary School and St Joseph's Roman Catholic Primary School

What they did

Both schools undertake many activities together such as:

• joint netball and football teams, known as the 'Broomie Saints'
• the development of an environmental garden led jointly by the Eco committees of both schools
• joint after-school care
• providing opportunities for structured play and free play
• the nurseries working collaboratively regarding their outdoor play facility
• staff and pupils supporting each other's shows and concerts by providing the audience at dress rehearsals. The schools also have joint assemblies in which the local priest and minister share
• sharing outside providers for such things as drama, music, and science provides further opportunities to work together, as well as having a positive impact on both schools' budgets
• opportunities for joint staff development.

Working together has become a way of life in both schools, with ingrained values including mutual respect and consideration for the culture and beliefs of others belonging to the campus community, promoting compromise and negotiation, and working towards becoming responsible citizens.

How it started

Preparatory work was undertaken with both staff and pupils before the move to the shared campus. Relationships were then developed gradually, by staff setting an example and by both heads being seen together in shared areas and out in the playground.

What contributed to success?

The success of the joint working hinged on the focussing on positive outcomes, taking one step at a time (not forcing situations), and encouraging the children to share success with parents. A shared understanding of one another was also important, with staff in both schools supporting one another professionally. An ethos of 'us', and not 'us and them' has been of great benefit. The willingness of all stakeholders to make it work, and the development of values shared by both schools, contributed hugely to the success.

Overcoming obstacles

There have been no major obstacles or problems. Both schools were very solution focussed, sharing successes with parents.

Parental/Community involvement

Both School Boards and parent associations are supportive of the work being undertaken. A community project, BIG, in which the School Boards and parent associations have been involved, has also enhanced the relationships amongst the children and parents.

Contact details

Gina Urquhart
Headteacher
St Joseph's Primary School
Tel: 0131 443 4591

Anne Nicol
Headteacher
Broomhouse Primary School
Tel: 0131 443 3783

Joint Nursery Play

Schools

Pirniehall Primary School and St David's Roman Catholic Primary School

What they did

The schools share a shared campus. Over the last four years they have pursued a range of joint activities which include Harvest and St Andrew's Day assemblies, a communal school song, environmental garden planning, girls' football team, curricular activities and social occasions. The schools started reaching out to their communities with two successful joint ceilidhs.

The longest standing initiative has been the implementation of joint nursery play in a large shared space.

How it started

Staff quickly realised that the most effective way to use a shared outdoor space would be to work together. With support from the Council's Early Years team, the two class teachers began to meet, joint play resources were shared, zoning was set up to ensure effective supervision of the outdoor space, and joint risk assessments were undertaken. Staff also worked together to set up a shared behavioural policy to ensure consistency for children when interacting with staff from both schools. As joint play developed, staff continued to work together to create a garden development plan and to bid for funds to extend the outdoor provision.

Keeping momentum

Teachers now have joint planning formats and meet weekly to plan and evaluate outdoor play provision. Staff from both schools also meet together to decide on budgets and spending priorities for outside play. This regular contact ensures time to look at the effectiveness of the ongoing work, and the future developments staff would like to undertake.

Benefits

Pupils are able to make friends and can keep in contact when they move on to school. Pupils have also enjoyed a wider range of play activities and can play freely with each other. Staff have developed much closer working relationships and can now freely share ideas and resources, as well as Christmas and Easter social events.

Overcoming obstacles

The two main areas of difficulty were

• a reluctance to lose each school's identity
• concerns over staff managing each other's children.

Working together to create joint policies and expectations enabled staff to see ways forward when working with each other's pupils. A determination to keep small problems in perspective and to work in a solution focussed way helped overcome these obstacles and allowed work to move forward.

Parental/Community involvement

Joint fundraising for the development of outdoor resources brought together parents from both schools. Community Family Learning initiatives began to be offered jointly to parents from both schools, and the nurseries now even hold sports days together with all the parents cheering the children on.

Suggestions for others

Careful planning before undertaking joint initiatives allows time for relationships to develop, and for fears to dispel. A supportive management ethos and commitment are essential in building positive ways forward.

Contact details

Mary Gillespie
Headteacher
Pirniehall Primary School
Tel: 0131 332 5256

Rosemary McMillan
Headteacher
St David's RC Primary School
Tel: 0131 332 3500

Joint Brass Band

Schools

Kilmarnock Academy and St Joseph's Academy

What they did

The music departments in the two schools, both located in Kilmarnock, have a joint brass band of approximately 45 pupils. The band performs in concerts in both schools and at regional and community level. In June 2006 the band toured the Lake Garda region of Italy.

How it started

The instrumental teacher for brass in both schools, Harry Ayre, recognised that by bringing together brass players from each school, and using their different strengths, a successful joint brass band could be created.

Overcoming obstacles

No serious obstacles have been encountered. Transport can be an issue but has always been resolved. It requires good communication between the music departments to avoid clashes of dates.

Keeping momentum

The band has been rehearsing and playing together for over 10 years with growing success. Meeting new people, developing friendships and working towards our next challenge have all helped to build and keep momentum going.

Benefits

The pupils benefit from a sense of teamwork and of achievement, and of recognition of their success in the band. The joint band has also raised the schools' profiles in the community. Lastly pupils in both schools consider the band 'their' band - it therefore helps to pull the schools together, and promote a good relationship between the two schools.

What contributed to success

Firstly close co-operation between the schools and willingness to work together. Involving players as young as possible, and having high expectations of pupils has led to a high standard of performance. It is also important to keep the players motivated.

Contact details

Carole Ford
Headteacher
Kilmarnock Academy
Tel: 01563 525 509

Friendship Enterprise Project

Schools

Holyrood RC Secondary, Holycross RC Primary School, Annette Street Primary and Victoria Primary School

What they did

The project brought together P6 pupils to focus on breaking down barriers by using group activities based on Art, Drama and Sports. S6 students organised the day, deciding on what tasks needed to be carried out, ordering resources and services required, and teaching and facilitating the event. It developed pupils' skills in line with the Enterprise in Education agenda, while also promoting citizenship values.

How it started

The project was based on the Peer Support programme at Holyrood RC Secondary, and the idea of reaching out over divisions in the community. Some S6 pupils requested work placements throughout the term in local primary schools. Other local schools, including a school for pupils with additional support needs, asked if they could be included, and arranging a day with pupils from a number of primary schools seemed like the next logical step.

Benefits

For the P6 pupils, the project encouraged self-confidence and team building. It also assisted in helping the primary pupils learn about life in a secondary school. It displayed excellent partnership working within and outwith the Holyrood New Learning Community. The day promoted good relations within the local community, and helped enable young people to play an active role in making change happen.

The P6 pupils enjoyed the day, and the S6 pupils gained experience in organising and running an event. The community benefited from the fact that many of these youngsters live near each other but would not have thought of playing together before the event. Many were swapping phone numbers and arranging football games after the day.

What contributed to success

The success of the project was due to the leading pupils being so well prepared and committed to task. The Headteachers of all the school involved were firmly in support of the project and helped by giving permission and attending or sending staff to the event.

Overcoming obstacles

The main obstacle was trying to find a day when everyone was available and accommodation was free. The fact that all parties were keen to be involved in the programme allowed some flexibility and compromise.

Parental/Community involvement

Parents were contacted beforehand and their permission was requested. All parents agreed to the day and the primary schools involved received very positive comments on how the children enjoyed the day.

Contact details

Margaret Leyden
Depute Head - Social Inclusion
Holyrood RC Secondary School
Tel: 0141 582 0120

Joint links with a community in Uganda

Schools

Our Lady's High School (Motherwell), Braidhurst High School, Taylor High School, Cardinal Newman High School, and All Saints Secondary

What they did

Our Lady's High School, Braidhurst High School, and three other schools have developed close links with the Kamwokya Christian Caring Community in Uganda. Braidhurst and Our Lady's have close mutual links within this broader association. Over the last three years, parties of staff and pupils from Braidhurst and Our Lady's High School have gone together to Kamwokya. This provides for a sharing of experiences in a whole variety of contexts and levels. In return, the two schools have together hosted an exchange visit of colleagues from Kamwokya.

How it started

In 1999 Our Lady's High School wanted to develop a sustainable and worthwhile project to celebrate the Millennium. After discussion in the school, pupils chose a partner community on the outskirts of Kampala in Uganda, called Kamwokya. The partnership went well and as a result North Lanarkshire Council became interested and encouraged other schools to join the partnership. Eventually four other schools, including Braidhurst (and one in Glasgow City Council's area), became involved.

Keeping momentum

Momentum generated and sustained through:

• direct involvement of a large number of staff and pupils
• range of benefits clearly seen by all partners
• initiated and sustained without major workload and resource implications for the curriculum
• annual changes to approach to work with Kamwokya (Out of Africa Night, stickers, contribution in school of pupils who have visited community) keep partnership fresh and at forefront of attention.

Benefits

• Breaking down barriers through working together. Many of the day-to-day conflicts involving young people in the area had a territorial basis, and working together on the Kamwokya link has helped improve mutual understanding and respect.
• Promoting mutual tolerance, respect and understanding in the community. It is good for the wider community to see schools working in harmony for the benefit of young people. That can be a challenging thing for some local people to take on board.
• Twinning arrangements can help schools with priorities such as Curriculum for Excellence, Determined to Succeed, Health Promotion and Eco schools. This twinning arrangement helped to incorporate Citizenship into the life of the school, giving meaning to it in both local and international contexts.

Parental/Community involvement

• Parent Teacher Association, School Board, and parents as participators and audience for Out of Africa performances. Representatives from local schools have been invited and attended these events.
• Awareness-raising via school newsletters, website, local press, school signage and foyer displays, school letterhead.

Overcoming obstacles

The main obstacles were:

• Getting the ball rolling - the contribution of a freelance arts specialist in planning the first performance event was vital;
• convincing staff of benefits of partnership with Kamwokya, and that there would not be significant resource and workload demands. The input of the Scottish Catholic International Aid Fund's schools liaison officer was very significant here.

Suggestions for others

The schools had a climate of co-operation, and this was very important.

Get as many people as possible involved. Staff and pupils need to be aware and involved. If not, things tend to fizzle out and that leads to disillusionment.

There needs to be a direction and focus, and this means leadership and co-ordination at senior management level, particularly for bigger projects.

Be realistic. If there are too few resources, or too much workload, or the ideas and plans are not sustainable, then they are unlikely to blossom.

Finding an existing project or sponsor is good because it gives an added impetus to making your work happen, and saves you a lot of time at the start.

Support from the Local Authority can be very helpful. It brings status and profile, can provide ideas, can help spread good practice, and may be able to provide funding.

Contact details

Bernard Love
Headteacher
Our Lady's High
Tel: 01698 265 191