Yvonne McBlain, from Falkirk Council curriculum support team was fascinated to hear about the parallels observed by Sarah Ritchie and Jill Stocks during their recent visit to Uganda. Sarah embarked upon this visit expecting to focus on the differences between Scottish teaching and that delivered in Uganda. However, instead she has been struck by the similarities of the fundamental elements of teaching in Kampala and Bonnybridge! One of her first observations was the sharing of learning objectives with pupils – in Kampala classrooms these are very effectively shared with pupils – despite the differences in resourcing levels there. Teachers in Uganda are challenged by very large classes, small classrooms and limited resources – a chalk board and a piece of chalk basically. In spite of these limitations these teachers are making extremely effective use of what we would call formative assessment. Other aspects of practice familiar to Scottish teachers commonly used were: pupils teaching pupils, active strategies used to gauge understanding, regular peer feedback, a very natural and integrated use of outdoor learning, and a very creative range of randomising techniques. Teachers at every stage ensured that pupils had a clear understanding of success criteria for their tasks. The ethos and life of this Kampala school was overwhelmingly positive and affirmative and achievement and learning was truly and enthusiastically celebrated. Click here to view a page of teacher planning Uganda style, and click on the pictures at the start of this post to see short video clips taken by Sarah during her visit.