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What makes twinning work?
A wide range of twinning activities currently take place in Scotland, as shown by the examples in this publication. However, effective twinning arrangements usually have the features below, and we suggest that you consider these in relation to your twinning work.
A focus for the work
Most twinning arrangements have a specific focus for their twinning work. This could be work towards a specific end product, such as a drama performance or a garden. Some twinning arrangements have focussed on a particular subject, with learning outcomes for pupils being clearly planned. For example one twinning arrangement included staff in different schools teaching the same book in parallel English lessons. Pupils from the two schools then came together to discuss the book they had studied, and what they had learnt.
Some schools choose not to have a specific single focus for their twinning arrangement, but bring pupils together to mix and work on a variety of areas. For example twinned schools could have shared assemblies, shared extra-curricular activities, and shared games and free play. However schools new to twinning may find it helpful to pick a focus for their work. This can assist them with starting to build relationships and introduce the children to each other.
Pupils meeting each other and working together
One of the key features of twinning arrangements are the opportunities they provide for young people to mix and work together. Sometimes school uniforms can form an added barrier, and young people find it easier to get to know each other when everyone is dressed informally, so some twinned schools hold both formal and informal events.
A 'champion' of twinning work in each school, to co-ordinate and drive the arrangement forward
This may be the headteacher, depute head, or a teacher. Whoever takes on this position it is important that in each school someone has oversight of the twinning work and can promote and drive it. It is also important that the champion has the visible support of senior staff in the school in promoting twinning work. You could also consider setting joint development planning targets in relation to a twinning arrangement.
A good working relationship between the schools
A good working relationship between the staff involved in twinning activities is key. Staff members need to able to communicate with each other easily, and set a good example of collaboration for young people involved in the twinning arrangement. In addition to developing a good working relationship it is important that those involved in twinning activities have a positive attitude to the work. Twinning can and does bring real benefits to those directly involved, and to the wider community.
Involving parents and others
In effective twinning arrangements schools keep parents informed of the purpose and range of their twinning work. They also aim to involve parents at different stages to ensure they have the opportunity to participate, if appropriate. Some arrangements have also involved young people speaking to figures in the community and visiting important local buildings (such as places of worship). Twinning arrangements can help children learn within, through, and about the community in which they live.
Some schools have also sometimes found it useful to involve an outside organisation. This can be an anti-sectarianism organisation, such as Nil by Mouth or Sense over Sectarianism, or an organisation that supports some other focus of twinning work, such as an overseas aid organisation, environmental group, or a local art group. Using an outside organisation gives teachers and others involved extra support, and provides an added impetus that can help ensure that the work starts and continues.
Self-evaluation
As with all work in schools it is important that those involved in twinning arrangements evaluate how they are working, and think about ways they could be improved or extended. This can help keep a twinning arrangement fresh and effective, as new initiatives are introduced, and the arrangement develops and grows. Her Majesty's Inspectorate of Education ( HMIE) have highlighted that an excellent school works in partnership with other agencies and its community. Twinning arrangements that are evaluated and effective can help schools broaden and deepen young people's learning.
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