Forming clusters - some guidance
UK schools are increasingly being asked to
show a willingness to form international networked partnerships
through clusters.
Where programmes require schools to apply as a cluster,
usually no preference will be shown to any particular form of
cluster save for the rationale that binds the cluster
together, and willingness shown to work together. Prior experience
of working together may be an advantage.
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- Evidence of community links
- Evidence of links with diaspora
groups (although a case may also be made for a school with
very few pupils of ethnic origins or descent)
- Evidence of strong and mutually beneficial
relationships between the schools - or the intention to build
these
- Evidence of a strong intention to link, and the
means to promote the link
- Evidence of flexibility and problem solving
- Evidence of an adaptable approach to ICT
solutions (simple, not sophisticated!)
- Evidence of whole school support
- Evidence of local authority support, if
available, or support from a local organisation such as
a museum, development education centre, community group
etc
- Evidence of mentoring (for example an ISA school
with two schools at Foundation Level of the ISA)
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| Schools might also cluster according to themes or
affiliations. Clusters can be a mixture of school types -
specialist schools having a view to dissemination; a secondary
school with primary feeders; a mixture of secondary and special; a
vocational and technical college with feeder secondaries etc. Or
they could be all the same type. Excellence clusters are sometimes
used.
Clustering through ICT means that schools that share a
particular collaborative tool might link together even though they
are geographically not close. Or schools may be working together on
a particular project and end up in a cluster for that reason (eg
Eco Schools, Science Across the World). There is more about
project-based linking in the section Projects and
collaboration.
The cluster model is an ideal way to promote Community Cohesion.
This means linking with schools (within or outside your local
authority) in a contrasting locality in terms of culture,
geography, socio-economic descriptors, urban/rural and so on.
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Schools in the cluster could each be paired with partner
schools and work bilaterally. The cluster would simply offer
administrative and other support in the home country (see below).
Alternatively the partnership network may plan to work towards a
joint project involving children from all the schools in the
partnership.
If you already have a partner school, you could form a cluster
in your country and ask your partner school to do the same.
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- Shared burden of administration, turn-taking in
administrative roles or nominated coordinating school
- Shared responsibility for communication - using
a shared messageboard for the whole network means messages won't be
missed.
- A focus for teachers needing support
- Travelling and visiting: one teacher can
represent other schools
- Sustainability, schools can leave the cluster
and be replaced - the partnership will continue
- Short-term unforeseen circumstances - if a
teacher cannot deliver a certain activity or communication, another
school in the cluster could step in as a substitute to keep
momentum going.
- Problems in the relationship: other schools can
mediate and help to smooth over difficulties.
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| The cluster should nominate a lead school and contact teacher.
Together the schools should decide on a preferred curricular
theme, or other educational theme (as directed by the
application guidance) and prepare reasons. |