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About Tide~
Tide~ Annual Report, April 2009
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This is a good starting point for using this website to explore the work of Tide~ global learning. There are links to other parts of the website within the report.
These aims in the context of the West Midlands Coalition strategy provide a focus for all Tide~ work and partnership. An enabling approach continues to be key to the long term aspiration that schools take on global learning as part of their core agenda.
Change at Tide~ itself has been a major feature of the year as highlighted by both Rita and Scott … [see pages 2 and 3]. At the end of last term Judy Lingard retired. Helen Parkes has taken on the Artwork & Web Design post. Elaine Miskell also left after 10 years in the projects team. Becky Link is now well established in that role. A similar transition is planned for this term as Cathryn Gathercole takes over from Scott Sinclair as Director.
Judy has for many years and through much technology change [when she started it was all glue and bits of paper] brought thoroughness and flair to our publications. Her style has enabled Tide~ to build up an approach of engaging groups in the creativity of publishing.
Elaine had a lead role in major initiatives starting with Forward Thinking in partnership with Birmingham LEA, then the Building New Citizenship initiative and more recently Enabling global learning through the KS3 curriculum. She made it possible for Tide~ to apply approaches to teacher involvement on a larger and more strategic scale.
Both Judy and Elaine will be greatly missed but have left strong foundations for their successors to build on.
The succession planning involved has brought additional pressures not least for the Trustees but we have sustained a full programme and in many ways the process itself led to fresh thinking and proposals for new initiative.
Together the development of three key publications and the associated conferences and seminars have provided an overall focus for the year … and contributed to giving substance to the ‘global learning’ idea and offer an overview featuring these publications and backup focus is on Primary, Key Stage 3 Curriculum and Leadership. Introducing a new project ~ Cities, a focus for a connected curriculum?.
People in the network and partnerships are, as always, the resource that makes Tide~ work. An overview of those and of finance is offered, People, partnerships and funding with links to those partner organisations.
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I find it increasingly difficult these days to cast my mind back over the year’s achievements for Tide~ since the last AGM report. I feel this is simply because it seems that the older I get, the more the years seem to merge together and slip by extremely quickly! This may be an indication of my advancing years but it is also due to Tide’s sustained record of success over very many years. |
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I want to devote this introduction to the AGM report by marking a moment in Tide’s history that to some extent I never thought would happen. Many of you who have worked with Tide~ will by now be aware that Scott is stepping down from his post as Director to pursue a different role, albeit still very much in the field of global learning. For many of us who have been involved in Tide~’s work over the years, Scott and Tide~ are probably synonymous – you rarely think of one without immediately thinking of the other. The reason that Tide~ has been so successful and is recognised locally, regionally, nationally and increasingly internationally is because of Scott’s leadership of the organisation. I often think that Scott lives, breathes and feels Tide~ – not always perhaps a healthy position!
However it is his unswerving commitment to the organisation, his passion and beliefs about what is important in the learning experiences of children and young people that have left an indelible mark and imprint not just on Tide~ but on many colleagues working in education. Scott has consistently maintained a fundamental core about how and what children and young people should learn despite changing contexts. He has brought enormous energy to his work but also great imagination and inventiveness in making achievable what is increasingly, a complex and challenging, but essential, aspect of learning. Furthermore, he has managed to make this challenge for educators one in which they feel they can engage because they have been supported in their understanding and development. I have heard on many occasions now, teachers speak movingly about how their work with Tide~ has not just helped them to become better practitioners but how it has helped them to grow as people because of the opportunities, the relationships and experiences this work has provided. In an education context where so much is handed from top down, it is refreshing to work with an organisation that pays attention to giving time and space to thinking and reflection. Often this thinking leaves your brain aching but there is still a feeling that it’s been a good workout which has left you re-energised.
This has been Scott’s notable contribution to the teaching profession but also to global learning because he has proved that teachers can be trusted to take on board complex concepts and turn them into powerful learning experiences for the benefit of the pupils in their care. He has remained true to this vision and it is one that has always underpinned his and Tide’s way of working. He has inspired and motivated a small core team to undertake an enormous amount of high quality work to make this vision a reality.
Within this report, and the web material that backs it up you will discover much about the progress of projects and initiatives over the past year. It is these and those of previous years that are the true testament to Scott’s dedication to global learning. I am sure that you will want to join me in thanking Scott for his colossal contribution over many, many years and to wish him all the very best and continuing success in his future endeavours.
Rita Chowdhury
Chair of Tide~ Trustees
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Well how do I follow that! … Thank you … and thank you to all those that have taken lead roles in Tide’s work. The many publications that have been produced over the years symbolise the creative work of thousands of teachers. That creativity, the sharing of ideas and the valuing of practice that engages learners is at the heart of any success we have. |
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Planning to leave generates all sorts of emotions and lines of thought. I have found myself reflecting on how things have evolved since 1975, recalling achievements and at the same time questioning and having doubts. The whole process has had much more substance than it might have done due to Darryl Humble's PhD research work. He spent much of the last year at Tide~ observing and questioning what we as an organisation have learnt … and getting us to question strategies and ideas. He also compiled timelines and basic information such as an overview of those many publications.
Debates about the future and about Tide’s particular role come up with a regularity that seems to be accelerating. Recent years have seen significant take up of Tide~ approaches as part of government initiative and curriculum but this does not make it any easier to determine our future priorities.
The networks that have grown around Tide~ projects, our many partnerships and the use of our work by others builds up to what could be seen as a ‘community of practice’. But this is not clearly articulated, partly because of the priority we give to teacher creativity as a principle and therefore the need to avoid becoming yet another organisation telling teachers and schools what to do, setting up Awards etc, and partly because of more pragmatic reasons for example to do with the expectations of funders. So one question for such debates about the future might be … Do we want to build a clearer, more shared ‘community of practice’? If so what would be its priorities, principles and dispositions?
I plan to take these thoughts a little further in a Tidetalk~ article: Reflecting on the learning of a network 1975-2009 [to come]. One thing I have learnt [many times] is that given the ‘space’ teachers and schools are creative in their response to enabling understanding of a changing and complex global context. They are motivated by the needs and interests of learners. The question is … are they being given that ‘space’ … or is it, as suggested by the cartoon that the space is being taken up by external agenda setting? How do we enable communities of practice without falling into that trap ourselves.
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These are questions I leave you with, though I hope to find opportunities to explore them further through new work as a consultant. I look forward to watching the next phase of Tide~ global learning in the confidence that Trustees have made a sound appointment in Cathryn Gathercole as the next Director. I wish her and you all exciting times!
Scott Sinclair |
The BRICK cartoons are from the forthcoming publication on leadership.
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Connected curriculum has become a bit of a theme. Are we connected to the “real world”? Do we enable learners to make connections between different subjects or with issues that concern them? Do we learn from connections with other places? |
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Global Learning ~ 3 core publications
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The process of generating these publications has involved the synthesis of ideas from a wide range of teacher groups. Each is backed up by substantive material on the website offering stimulus material for learners and for CPD as well as onward links to other sources. The QCA document The global dimension in action talks of the need for staff groups to have conversations about how to build the global into the curriculum. It is proposed that these publications will provide the starting point for a variety of “conversation projects” next year. |
The primary book builds on the formative research done in partnership with University of Wolverhampton. As well as offering practical ideas it seeks to build a framework to help make the global accessible at key stages 1 and 2.
The Tidetalk~ article Thinking about a new curriculum offers an overview and includes Tide’s response to the Rose Review Interim Report. We anticipate the outcomes of this Review will offer a context for new “conversation” projects in primary schools.
The KS3 book features subject based and cross-curricular approaches and proposes that both are important. It also features recommended resources for all key stage 3 subjects.
A question of leadership [due to be published Summer 2009] explores the proposition that “there is a need for leadership that initiates such new conversations, that enables a confidence to grow that engages with the dynamics of change and contradictions of an uncertain future”.
Global learning in primary schools
Enabling a global learning through the KS3 curriculum
Learning Outside the Classroom
The manifesto has also provided a useful stimulus for thinking about global learning. In partnership with MLA [West Midlands] a group generated a publication At the heart of it ~ using local collections to inspire global learning.
Tidetalk~ Energy, water and climate change - support to schools reviews a wide range of organisations offering such support in the West Midlands. It and was part of a project in partnership with the Local Government Office. Linked to this recommended resources are on offer
A new Liaison Group [bringing together advisers and others with co-ordinating roles from across the region] will meet to share ideas and strategies for making more of the learning outside the classroom agenda. Responding to the challenges presented in Climate Change - the educational implications there has been a variety of activity. Tidetalk~ An enquiry approach provides a planning tool. Learning to choose: climate change is an online stimulus for KS3 students [to come]. It will provide a focus for new work next year. |
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Learning from other places
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It is important that we as teachers also make connections and consider our own role using the stimulus of experience in other places. A group visiting Kerala all had key roles in their own schools relating to developing plans in response to the new KS3 curriculum. Reflecting on the experiences they found in Kerala raised some important challenges for their work here. Some of that experience is written up in the Tidetalk~ Learning from Kerala. Tidetalk~ "Our clever minds are thinking the same" explores similar issues in the context of Gambia. It also introduces a new Gambia project for 2010. |
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Launch of a new initiative
‘Cities ~ a focus for a connected curriculum … in a global context’ responds to the opportunities of the new Key Stage 3 curriculum, and the need it has caused for teacher creativity and for models of “connected curriculum”.
The project seeks to popularise understanding of issues faced by cities in different parts of the world by making connections with similar issues in our own city and the key people involved with those issues.
It will use creative teacher groups and experimental work in a selection of schools, creative work with community organisations and also a wider group of teachers to generate a city wide initiative with the theme: Birmingham - a connected city.
Cities ~ a focus for a connected curriculum?
Last half term a group of teachers, all involved in planning for the KS3 curriculum visited Cape Town to explore the notion that cities could provide a useful focus for planning a connected curriculum both in terms of engaging different subject areas and cross curricular approaches. Ideas from their experience will be shared on the website later this term.
Their work also provided the opportunity to think through ideas for a new initiative that will be launched at this AGM. The diagram outlines the proposed process …
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The preparation [1] work will include seeking partnership with Birmingham schools and some community organisations as well as setting up a steering group and initial website work. |
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Over the coming year [2/3] there will be in-depth creative work some school based and some community based. The proposal is that it should build up to [4] an event to launch a year of activity under the theme ‘Birmingham a connected global city’. This will involve a variety of projects and networking events for both schools and community and study visit exchanges with groups from other cities. |
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The final phases of the project [5/6] will focus on a conference ... and a write up of the project. |
| "Visiting Cape Town and trying to piece together my understanding of it has been rather like trying to complete a complex jigsaw puzzle without the benefit of having seen the picture on the lid of the box …." | |
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Tide~ has been an active member of the DEA since it was set up. Recent work on policy has revitalised that. We have welcomed the endorsement the DEA has given to the global learning idea. It is part of their core aims. Tide~ as a matter of strategy is more tentative when it comes to definitions other than those driven by the needs of learners. Nevertheless DEA’s definition does help with the debates … it talks in terms of fostering:
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Each of these points raises useful debates but in particular the last one needs a lot of work on in terms of the professional challenges it poses.
The DEA has recently launched policy recommendations. The document is downloadable. It’s proposed that Tide~ network should help promote them.
People, partnerships and funding
People and the energy they bring to projects, courses and wider network activity are our biggest asset. Partnership with a range of organisations makes it possible to offer a significant programme.
The Management Committee have a key role in shaping policy and developing future strategy.
See list of partners with web links.
Summary of financial activities in 2008
2008 |
2007 |
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| INCOMING RESOURCES | ||||
| Grants | 242,625 | 292,075 | ||
| Fees, sales of publications, and other income | 107,521 | 136,265 | ||
| Donations and membership | 1,418 | 1,403 | ||
| Interest received | 5,962 | 3,307 | ||
| Total incoming resources | 357,526 |
433,050 |
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| RESOURCES EXPENDED | ||||
| Development education | 322,929 | 316,918 | ||
| Fund raising | 9,994 | 9,698 | ||
| Governance costs | 11,142 | 9,438 | ||
| Total expended resources | 344,065 |
336,054 |
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| Net Incoming/[Outgoing] | ||||
| Resources | 13,461 | 96,996 | ||
| Fund balances brought forward at 1 January | 198,334 | 101,348 | ||
Fund balances carried forward |
211,805 |
198,344 |
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