2019 Tanzania

During 2019, BOTAWA was awarded a Connecting Classrooms through Global Learning grant from the British Council. The work undertaken by all participating schools for Project 2 is as follows -

Teachers and students will prepare digital presentations on the current presence and role of Student voice in their own school.

They will include the structure of their school councils/representatives, the election process, examples of issues addressed previously through the council.

Students and Leaders will then review whether inclusion of marginalised students identified in the school assessment activities in project 1, can be highlighted and addressed in any way through the Schools Council forum in project 2.

Clusters will meet locally to share progress and outcomes on Project 2 and development of Transferrable skills recording systems.

Leaders and teachers in schools and clusters will share information/ outcomes of teacher training and consider ways to recognise, disseminate and celebrate good practice in embedding transferrable skills in their schools.

Collaborative work and interaction between Wales and Tanzania will take place through teacher and student forums using established WhatsApp groups as well as digital presentations.

 

Outcomes and Impact

Schools will have the opportunity to see alternative models of the use of Student voice and consider whether their current arrangements could be improved as a result.

Through the inclusion of Heronsbridge Special School, teachers and students will have positive experiences of how students with ALN and other disabilities can make significant contributions to discussions and will consider inclusion strategies in their own schools.

Celebrating positive relationships and an overall school ethos of respecting rights, will contribute to higher levels of pupil wellbeing and improved engagement which lead to higher attainment and possibly lower absenteeism.

Teachers will be more confident in developing new pedagogical skills, especially transferable skills and incorporating them into lessons across the curriculum to encourage core skills in their students learning.

Links to Global Learning

Raise awareness/empathy for different challenges schools in different circumstances may face, challenging stereotypes.

All participants will be better informed about Rights and be better equipped to promote positive relationships for all members of the school community to ensure their school is inclusive and equitable.

By developing transferrable skills in their Project work, students will understand how to participate in constructive debate and democratic processes, becoming “active” and engaged citizens of their schools and communities.

 

 

 

 

 

 

 

Outcomes and Impact

Schools will have the opportunity to see alternative models of the use of Student voice and consider whether their current arrangements could be improved as a result.

Through the inclusion of Heronsbridge Special School, teachers and students will have positive experiences of how students with ALN and other disabilities can make significant contributions to discussions and will consider inclusion strategies in their own schools.

Celebrating positive relationships and an overall school ethos of respecting rights, will contribute to higher levels of pupil wellbeing and improved engagement which lead to higher attainment and possibly lower absenteeism.

Teachers will be more confident in developing new pedagogical skills, especially transferable skills and incorporating them into lessons across the curriculum to encourage core skills in their students learning.

 

Raise awareness/empathy for different challenges schools in different circumstances may face, challenging stereotypes.

All participants will be better informed about Rights and be better equipped to promote positive relationships for all members of the school community to ensure their school is inclusive and equitable.

By developing transferrable skills in their Project work, students will understand how to participate in constructive debate and democratic processes, becoming “active” and engaged citizens of their schools and communities.

 

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