Case Study 1: Grange Primary School, Wickford, Essex

Case Study 1: Grange Primary School, Wickford, Essex

School for Night Rabbits

Grange Primary School has a two-year cycle of themes, which includes international studies for all age groups. Headteacher, Lyn Corderoy, says that:‘Our school’s global vision and ethos is embedded into the whole life of the school and is a part of everything we do.’ The ‘School for Night Rabbits’ project built on the staff’s work with the project in Ghana, exploring the issues of being a street child.

Key Stage 2:
School for Night Rabbits / Global Learning opportunities / National Curriculum links
Activity / Summary / GLP themes and outcomes / Links to Key Stage 2 Art & Design, Dance, Drama and Music curricula / Other curricular links
A project looking at the work of the Afrikids-Night Rabbits project in Ghana:
Year 5 and 6 pupils took part in a 12-hour ‘sleep over’ at school, which included exploring the issues of being a street child in Ghana and elsewhere in the world. / The children had an introduction to the theme of ‘street children’ using the Afrikids website and a Q&A session from staff who have visited the project in Ghana.
Staff then used Drama to help the pupils explore the experience of being a street child. Using role-play and group discussion, pupils explored different situations of whysomeone might become a street child, what it would be like to live on the street and then finally their feelings if they could move back with a family or get a job.
Staff and pupils used Art Design to design a friendship-themed batik flag to be taken to the ‘Night Rabbit’ base in Ghana. Examples of Ghanaian batik were used to model the technique, colours and design.
During the sleepover, pupils took part in a Music session, using djembe drumming to explore the role that music and dance plays in the Night Rabbits school curriculum and life at the centre, in particular as a form of celebration at graduation. / Themes:
●global poverty
●rights and essential services
●actions of citizens
Skills:
●critical thinking
●challenging perceptions
●communication
●teamwork
●planning
●reflection and evaluation
Values:
●fairness
●care
●diversity
●respect
●empathy
Pupil benefits:
●moving from a charity mentality to a social justice mentality
●thinking critically about global issues
●knowledge of developing countries, their economies, histories and human geography
●supporting enquiry and critical thinking about development and development issues / Pupils:
●‘develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design’
●‘adopt, create and sustain a range of roles, responding appropriately to others in role’
●‘give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings’
●‘use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas’
●‘participate in discussions, presentations, performances, role-play, improvisations and debates’
●have opportunities for ‘organising and manipulating ideas within musical structures and reproducing sounds from aural memory’
●play and perform in solo and ensemble contexts / Geography
Spoken English
RE
PSHE