Read how Grangetown Primary School in Sunderland and Traibidya Shikchhya Sadan (TRISSA) Primary School in Kathmandu, Nepal, worked together to explore Global Goal 2, bringing the topic of ‘Zero Hunger’ to life for learners and enriching the curriculum including design and technology, geography and science.

Why did you choose the Global Goal of Zero Hunger?

We wanted our learners to develop an awareness of issues around the world and appreciate what they have. We felt that Zero Hunger would be a meaningful issue to raise with our learners in years one to three, as there are many practical activities, such as planting fruit and vegetables and preparing healthy meals, that can make learning interesting and appealing. They can also begin to understand issues around food waste – they see food being wasted in their own lives, whether that’s school dinner waste or food waste in their own homes.

How have you linked this to the curriculum?

The project has lent itself to many areas of the curriculum. We have explored where food comes from in Design and Technology, and how to make a healthy meal. We have looked at the impact of a healthy diet on our bodies in Science. In Geography, learners have started a project to support better nutrition in their community by exploring the causes of malnutrition and possible solutions. 

How has your international partnership helped you explore this issue with your learners?

Being able to focus on a particular country that learners have a link with has made it a purposeful experience. They have been able to ask questions and get answers directly from our partner school in Nepal, making their learning exciting.

Can you describe some of your project activities?

We’re working with a local sustainable food cooperative that supports small food producers and farmers in Sunderland, to help learners understand how food is sourced and to see that by properly supporting small farmers, we can help solve food shortages around the world. Both schools are developing their own mini vegetable plots, and we are enjoying regular updates on how each is coming along. When we harvest the vegetables, we’ll be giving learners the opportunity to prepare meals. We’ve also compared favourite foods and ideal school lunches with our partner school, and when they visit the UK, we will be learning how to cook the national Nepalese dish of ‘momo’ dumplings.

How has it encouraged your pupils to take action?

The project has motivated the children to want to make a difference and to help overcome the issue of hunger. They have taken responsibility for the self-service salad bar at lunch times, encouraging other children to take only what they need and to have a balanced diet, in turn reducing waste. They have created posters to display around the lunch hall to promote this. 

What impact has it had on their learning?

It has given children’s learning a purpose and has increased their knowledge across a range of subjects. They have developed their research skills and personal skills, such as empathy. They have explored real life skills such as planting, making food and understanding the link between the two. They have been motivated towards their learning and have independently researched other areas of the world, which, in turn, has improved their attainment in many subject areas. 

What would you say to other schools thinking of starting a partnership?

Go for it! It helps bring learning to life, giving learners many meaningful experiences. They get to communicate with peers they wouldn’t ever usually get to connect with. It is also fantastic CPD for staff, enabling teachers to enrich their curriculum.