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Oasis Academy Enfield, a secondary school in North London, ensures students have the opportunities to learn about and understand the wider world. Through their Sister School Partnership with a school in Spain and by hosting Chinese and international students, the academy brings global learning to life and inspires students to become confident, outward-looking global citizens.
Cecilia Silva, Spanish and French Teacher at Oasis Academy Enfield, reflects on the experience of joining a Leadership Delegation and visiting their partner school in Spain, Arcángel International School.
I wanted to take part in the delegation because I believe that meaningful partnerships between schools can transform learning for both students and staff. The visit to our partner school in Spain offered a valuable opportunity to build genuine connections, explore our shared values, and discover how collaboration can inspire innovation.
Before the visit, I hoped to learn more about their leadership structure, community engagement, and student voice initiatives. I also wanted to find new strategies to motivate our students to see the value of language learning by connecting it to real-life experiences, cultural exchanges, and global opportunities.
I returned inspired to introduce more cultural activities like the ‘dia de los Muertos and velitas’, virtual exchanges, and collaborative projects with our Spanish partners to help students experience language as a living skill that opens doors to new cultures, friendships, and futures.
Key findings and observations
One of the most inspiring aspects of our visit was observing how the Spanish school encouraged student-led learning. Pupils were confident in taking ownership of their projects, particularly in language and cultural studies, which made lessons more meaningful and engaging.
I also noticed a strong sense of community, teachers, students, and families worked closely together, and cultural events were an integral part of school life, like a competition doing the best Halloween display. Compared to our system, the Spanish approach seemed more flexible and focused on developing creativity and confidence rather than just academic outcomes.
What surprised me most was the students’ genuine enthusiasm for language learning. Seeing how motivated they were to communicate, sing and connect beyond their own culture reminded me how powerful real-world relevance and cultural pride can be in inspiring learners.
Transformative professional development
The delegation to Spain was both professionally and personally transformative. Professionally, it gave me fresh insight into how student voice and cultural identity can be central to learning. Observing how teachers in Spain created a dynamic, student-led classroom inspired me to make my own lessons more interactive and collaborative.
The delegation to Spain was both professionally and personally transformative.
Personally, the experience reignited my passion for language teaching. Seeing how confidently students used languages in everyday life reminded me of the real-world value of what we teach, especially for students who may not yet see its relevance.
I plan to introduce more cultural and project-based learning opportunities such as a “Spanish Culture Week” and virtual and pen-pal exchanges with our partner school to help our students experience the joy and purpose of language learning beyond the classroom.
Laying the foundations for future exchanges
As a result of the delegation, new and exciting collaborations have started to take shape. We are developing a “Global Friends” letter exchange project with our partner school in Spain, allowing students from both schools to practise their language skills and build meaningful international friendships.
In addition, we plan to create a joint bilingual newspaper with another school and college that were part of the delegation. This will give students a platform to share their perspectives, learn about each other’s cultures, and use language for real communication.
These initiatives are helping us lay the foundation for future exchanges by keeping our partnership active and meaningful throughout the year. They will also help students see language learning as a bridge to global connection and understanding.
Partnership with the Global School Alliance
Partnering with the Global School Alliance (GSA) has greatly strengthened Oasis Academy Enfield’s global dimension and broadened our international outlook. Through the GSA, we have built meaningful connections with our partner schools abroad, most recently in Spain, which have inspired me and I will inspire both staff and students to think beyond local boundaries.
This partnership will enriched our curriculum by embedding global themes across subjects and creating real opportunities for cultural exchange. Initiatives such as our Global Friends letter project and the joint bilingual newspaper with another GSA school will help students use languages in authentic ways and develop respect for different perspectives.
Working with the GSA has also enhanced cross-cultural understanding within our school community. Students are more curious about the world and more aware of how communication and collaboration can create positive change. For staff, it has encouraged professional reflection and shared learning with colleagues internationally.
Overall, the partnership supports our vision of developing confident, compassionate global citizens who value diversity and see themselves as part of a wider world.
