A link is an equal partnership, signified by:

• a jointly conceived and regularly reviewed partnership agreement
• a rolling programme of planning and review, undertaken jointly by both partners, to ensure the link continues to meet the needs of both schools
• shared curriculum projects undertaken as an integral part of the link

There is whole-school involvement, for example:

• the link is embedded in the school development plan
• the link has a significant curriculum development dimension involving a range of curriculum areas and subjects
• the link is supported by, and involves, staff from across the school including non-teaching staff, parents and senior management

Other aspects of the link would include having structures in place for its future development, that the schools continue to consider their own motivations in seeking a link and the implications of these for their partner, that fundraising within the context of the link is carefully considered and not taken for granted, and that the schools understand the problems and pitfalls of linking and recognise the implications of the long-term nature of their commitment to a link

Learning points from Cumbrian experiences of school linking

It can take two years for a link to be properly established

Linking is not a quick activity but involves negotiation, learning to communicate, shared planning and serious commitment by both partners. It is not a coincidence that those that have flourished are those reporting a strong personal and working relationship between the partner teachers.

Incorporating the link into existing plans

It is more successful, when building the link into the curriculum, to build on activities that are planned already, and in this way build the link into curriculum plans. Constant communication between partners is essential in this. Don't forget to share holiday, exam and other key dates and commitments with your partner, so that timescales realistic to both schools can be agreed.

Commitment

Linking isn't an easy activity that can be delivered ‘off the shelf'. A high level of commitment is needed by a range of staff in the school to establish a link and build it into curriculum plans, either in one class or across the school.

Communication

It is a mistake to expect communication to be easy and smooth, because it won't be. Even where both partners have access to email, communication isn't just about sending messages, but it is about understanding and sharing the link objectives, coping when one partner is overwhelmed with other commitments, having coping strategies when there are staff changes in one of the schools, etc. 

Partnership agreement

Communication problems will almost always destroy a link when there isn't a shared partnership agreement with agreed aims and objectives for the link already in place. Do not have a link without it! It is all-important and takes time to work out. The link must have shared aims and each partner must get what they need from it. Ask yourself, why might the partner want to link with us? If your partner's ideas and curriculum are very different, what will you do? Look for common interests, specific topics and ideas that you can plan together, and be specific.  The link may not be high on the priority list for the partner. This can impact on what you expect.

Fundraising

You are likely to be asked for financial support and fund-raising at some time in your link, so it is important to think this through. How will you handle this when it comes up? If the link turns into a financial relationship (sponsoring children for example) then you will be reinforcing stereotypes, it will not be an equal relationship, and the goals of global citizenship will not be met.

Tackling perceptions through linking

It is important that teachers start by looking at the current perceptions held by pupils, as these can not be tackled if we are not clear what they are. Teachers often don't do this, but it is a vital step if a link is to really achieve global citizenship learning outcomes. It is also a very challenging step, because the perceptions of the staff also need to be identified and if the teacher is not aware of this, his or her own attitudes will influence everyone's learning. Examples of activities designed to identify perceptions are described in several parts of section 1.

The perceptions and views of the UK held by overseas partners can also be enlightening. For example, when Mexican secondary school pupils were asked to give their views of the UK as part of their link with Cumbria they said: "It is a very good country"; "There are lots of people who are intelligent so it is very developed"; and "They are mentally and physically better than us".  If their view of us can be so mistaken, what does it say about our view of them?

Pupils can be asked to put together a photo-and-artefact set that represents their village or town, or that represents Cumbria or even England. They will find this very difficult, because of the diversity of lifestyles, interests and backgrounds, even among neighbours. And if this is hard, they will understand much better that they can't easily get to know another place, even if they have seen some photographs or artefacts.

Schools must consider how their link is moving on from cultural celebration to tackle some of the underlying issues and messages of global citizenship education.