Training

We provide training on how to develop school curricula that are inclusive and representative of diverse global communities

Twilight Training for Schools

Bespoke Staff Training:

- Photography and Imagery in the Classroom: The Global Routes Model - The Local Area as a Source of Enquiry - Inclusive Resources for the Classroom - Inclusive Approaches to 'Cultural Capital' as an Ofsted requirement.

Photography and Imagery in the Classroom: The Global Routes Model

We can support you with ways to use the Global Routes model in your school. We will reveal how ethnographic photography, when undertaken by children, can provide opportunities for meaningful talk and projects, focused on local cultures and rooted within global and historical discourses.

The Local Area as a Source of Enquiry

The sourcing of educational material online, with regard to representations of genders and ethnicities, is conditioned by the data available through open search engines and online encyclopaedias. We will work with your school to develop methods that use your local area to teach the national curriculum through flexible and dialogic approaches.

Inclusive Resources for the classroom

We are an open and collaborative forum. We will share resources that can support your school to provide diverse and inclusive curricula. We will discuss the benefits or drawbacks to different sources and develop dialogue around how resources can be used effectively to develop child-led enquiries.

Inclusive approaches to 'Cultural Capital' as an Ofsted requirement.

What is cultural capital? Why is it needed in schools? Who has capital? The training will explore these questions, the pedagogical opportunities, share practices and examine and plan for ways in which schools can promote the cultural capital needed in school education.

What are the children and educators saying?

“What I learnt from this club is that all cultures and people are not the same – just because one does something, doesn’t mean they are all like that or all from the same culture. If one person does something, it doesn’t mean all cultures do. Like, some people eat pork, some don’t , some people wear hijabs, some don’t, some fast, some don’t. I prefer this learning."
Irem
Year 5
Stamford Hill Primary
“[This project] it’s different because usually in class, we do stuff like topics, but we don’t talk about local stuff around us...we do talk about religions but we don’t talk about how people act around us, we don’t talk about the way people are positively or negatively remarked about.”

Birwa
Year 5
Stamford Hill Primary
After attending a talk about Global Routes Project at the Photographer’s Gallery, it really inspired me to centre ‘cultural capital’ in my art classes. Global Routes enables a safe space and surroundings without prejudice. It creates a bank of photographic evidence for children to work with and supports the learning of invaluable skills along the way."
Jazmyn Maher
PGCE Art and Design, Institute of Education
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