Who Do We Think We Are? the curriculum dimension

1. Who Do We Think We Are? the curriculum dimension Sir Keith Ajegbo

2. Background: Why community cohesion now? 7/7 and the fear of terrorism and extremism related to religion Trevor Phillips: ‘Sleepwalking to segregation’ Changing patterns of immigration-immigration as a major political issue – fears around the BNP and local council elections Fears around teenage gang killings, teenage pregnancy, binge drinking and community relationship Concerns about the achievement gap of pupils on free school meals including white underachievement.

3. Background: What are schools for? • What are the wider responsibilities of school to society? Children’s Plan: Schools at the heart of their community Development of pupils as active and responsible citizens Creating more cohesive and resilient communities

4. Background: How do schools pull policy strands together? • How do schools in their visioning and planning pull together the demands on them? Every child matters Personalised learning Extended schooling Citizenship Community cohesion Difference, pupil voice, pupil participation, enjoying and achieving, positive contribution, community involvement

5. Range, themes, dimensions • School community - Community in which school is located-UK community- European community-Global community • Religion and non religion-Ethnicity and culture-Socio economic status • Teaching, Learning and the Curriculum- Equity and Excellence- Engagement and Extended Services

6. Challenges: the workforce • Issues of race and identity are often not high on schools’ agendas. Need to be regardless of location and intake • 36% of teachers felt well equipped to teach in multi cultural schools following their Teacher Training. • Are teachers across the board equipped to deal with sensitive and controversial issues in the classroom? Should they be? • Does the system make the best use of minority ethnic teachers in terms of valuing their experience and contribution?

7. Challenges: the curriculum • Who in the school ensures coherence across the curriculum, picking up issues from local to global • Where does the school stand in its development of citizenship education?

8. Identity and Diversity: Living together in the UK • Rationale: Britain has committed itself to certain values- respect for the law, democratic political structures, values of mutual tolerance, equal rights. These should be subject to discussion and debate through looking at aspects of modern British history. The aspects of modern British history: • The UK as a multi national state. • Immigration, Commonwealth and the legacy of Empire • The European Union • Extending the franchise (eg the legacy of slavery, universal suffrage, equal opportunities legislation

9. The Schools Linking Network • www.schoolslinkingnetwork.org.uk Started in Bradford following 2001 disturbances • Gateway: 100 schools registered • Waves: Wave1 3 pilot authorities, Wave 2 10 authorities, Wave 3 10 authorities Sponsored by DCSF, money for authorities involved + CPD for teachers

10. Who Do We Think We Are? • The week in June attracted around 500 schools. • Website: www.whodowethinkweare.org.uk • Vast array of resources at sharp end of issues: School and community Relationships, belonging and faith History and settlement Britishness, national identity/values; 2012 Olympics

11. The Challenge • The challenge for schools is, while ensuring all children achieve, to work in their communities to create new concepts of what living together and national identity mean.