from the margins to the mainstream
This DfID funded project began in 2008 and built on RISC’s successful work in partnership with schools across Oxfordshire and Berkshire. Over the three years the project worked with 5 Local Authorities (Reading, Bracknell Forest, Windsor & Maidenhead, Wokingham and West Berkshire) and the Diocese of Oxford to raise the profile of Global Citizenship and embed it in their training programmes for teachers, teaching assistants and governors.
Extensive work took place and many primary and secondary schools were involved, sharing best practice and developing new Global Education lessons and schemes of work.
To inspire the development of further work and ensure schools were making progress in quantity and quality across the whole school, a Self-Evaluation Framework was created. This innovative document was designed for schools to evaluate their own progress towards embedding Global Citizenship education of the highest quality across a wide range of school areas, exploring the potential for Global Citizenship to influence beyond teaching and learning into policies.
fair trade in your school
This project enabled teachers and trainee teachers to deliver high quality fair trade work, which included working towards achieving the Fair Trade Schools Award Through teacher training and the creation of new resources, the project supported schools in embedding fair trade in the curriculum and ethos of their schools while ensuring that it has a positive impact on pupils’ attitudes towards trade justice and fair trade.
RISC worked with Primary and Secondary schools, and two Initial Teacher Training Institutions, running workshops that encouraged participants to share their learning within their clusters and subject networks.
The successes of the project and new teaching resources have been shared through RISC's Resource Bank where teachers and trainee teachers can access schemes of work and inspirational ideas from the project.
pARTicipate: art and global activism
In 2004 RISC began working in partnership with the Art Department at the University of Reading Institute of Education and in 2006 with the October Gallery. The aim of these partnerships was to develop and disseminate ways of delivering Global Citizenship through art and design in primary and secondary schools.
The starting point was our own research in local schools, which showed that many pupils hold narrow and stereotypical views of people and places around the world. These ideas are reinforced within many curriculum areas, including art and design.
The partnership with Reading University involved student teachers researching the work of contemporary artists from Africa, Asia and the Middle East. Pupils from local primary schools visited the University studios, worked with the students and created artwork inspired by these contemporary artists – sculptors, painters, mixed media and performance artists. The artists chosen challenge stereotyped ideas about art, and also raise Global Citizenship issues through their work, for example issues about identity and belonging, sustainability, peace and conflict, media and representation, and community.
The partnership with the October Gallery focused on the work of contemporary artists exhibiting at the gallery and provided teachers at KS2 & 3 with online resources to support them in embedding Global Citizenship through the art curriculum and through cross-curriculum projects.
The artists included are:
- Julien Sinzogan, a painter from Benin
- Romuald Hazoume, a mask-maker from Benin
- Nnenna Okore, a sculptor from Nigeria
- Huang Xu, a mixed media artist from China
- Rosanna Raymond, a performance artist from New Zealand