Social and Emotional Aspects of Learning (SEAL) & the Global Dimension Refugee Week CPD Materials

1. Social and Emotional Aspects of Learning (SEAL) & the Global Dimension Refugee Week CPD Materials Developed by Clive Belgeonne & Nickey Brown Development Education Centre South Yorkshire (DECSY) clive@decsy.org.uk / nickey@decsy.org.uk www.sealgd.org.uk

2. Aims of Refugee Week CPD To enable staff to examine their own knowledge and understanding about refugees and asylum seekers in a supportive environment To give staff the confidence to engage pupils in learning around sensitive and controversial issues To provide an opportunity to try out teaching materials around refugees

3. Circle time: Change places if... • You ate breakfast this morning • You looked forward to coming to school this morning • You feel most of your pupils feel good about themselves • You feel most of your pupils feel proud of their heritage • You feel your pupils respect people who are different from them • You regularly include topical issues in your teaching • You feel confident to teach about controversial issues • You think the media reports issues to do with refugees in a balanced way • You feel most of your pupils have a critical awareness of the media • You think Refugee Week provides some good teaching opportunities • You think you have enough resources for Refugee Week • You have ideas to share with colleagues about Refugee Week • You are worried about how pupils will respond to Refugee Week • You are worried about how parents will respond to Refugee Week

4. Circle time: Sentence completion: One of my favourite foods is... One of my favourite films is... One of my favourite stories / books from another culture is... One way we get our pupils to value diversity is to... Respecting people who are different from us can be difficult because... Media awareness is important for pupils because... Refugees are... Refugee Week should be good because... One concern I have about refugee week is... The most useful support I could have for Refugee Week is... One thing I would like our pupils to get from Refugee Week is...

5. You are now free to discuss / comment on anything anyone has said or what we have learned during this activity Circle time Ensures that each participant gets a chance to contribute and feel valued Develops interpersonal skills Strengthens relationships Enhances self-confidence Is fun. A typical structured sequence is: 1. Change places (if…..) 2. Sentence completion (Listen – No comments – Pass if you want to) 3. Open Forum www.teachernet.gov.uk/teachingandlearning/library/circletime Circle Time: 3. Open Forum

6. Self-awareness Managing feelings Motivation Empathy Social Skills

8. SEAL GD Learning Outcomes relating to Refugees (Primary). • I value diversity and respect the thoughts, feelings, beliefs and values of all people & understand that people are who they are because of their background & experiences, language, place, religion, traditions etc. • I can critically evaluate information including that presented by the media and other sources & use this to make wise choices about my life & how I relate to the wider world. Image by Nana Varveropoulou

9. SEAL GD Learning Outcomes relating to Refugees (Secondary). • I value diversity and respect, and can learn from, the thoughts, feelings, beliefs and values of other people. I can show respect for people from diverse cultures and backgrounds, and for people with diverse interests, attainments and attitudes. I am interested in, enjoy and celebrate differences. • I can critically evaluate information including that presented by the media and other sources & use this to make wise choices about my life & how I relate to the wider world. Image by Nana Varveropoulou

10. ‘Loss of what is obvious, tangible and external such as possessions, a home, work, role, status, life style, a language, loved members of the family or other close relationships; and loss that is less obvious, “internal” and “subjective” such as loss of trust in the self and others, loss of self esteem, self respect and personal identity’ (Baker, R. Refugees: An Overview of an International problem 1983)

11. Why teach about refugees? Young people want accurate information Cross –Curricular Links Putting inclusion policy into practice Opportunity to challenge myths and stereotypes Race Relations (Amendment) Act Image by daveblume

12. Examples of activities from the website linked to Refugees - Kid Other www.sealgd.org.uk – Primary > Say no to bullying > Story

13. Kid Other Why do we like to feel part of a group? What does it feel like to be shut out of a group? Why do people who are different get picked on? What can we do when we meet people who are different from us? (from www.sealgd.org.uk – Primary, Say No To Bullying)

14. Journey to Safety board game

15. Stories, information and a poem about child refugees in World War II. Image by paul-simpson.org

16. Be sensitive to refugee children in class • Create a supportive environment • Invite refugee speakers into school Good practice in teaching about refugees

17. Further Resources BBC Learning World • Asylum: Border Control www.bbc.co.uk/learningzone/clips/asylum-border-control/6376.html • Asylum: Making an asylum decision www.bbc.co.uk/learningzone/clips/asylum-making-an-asylum-decision/6378.html • Seeking Asylum www.bbc.co.uk/learningzone/clips/asylum-seeking-asylum/6375.html • Asylum: Three generations of refugees www.bbc.co.uk/learningzone/clips/asylum-three-generations-of-refugees/6374.html

18. www.teessideoneworldcentre.org/uploaded_documents/TEACHING_ABOUT_REFUGEES_AND_ASYLUM_SEEKERS.pdf Links to all curriculum areas www.globaldimension.org.uk/index.aspx?id=322 Resources for teaching about refugees www.refugeeweek.org.uk/simple-acts • The Simple Acts campaign is about inspiring people to use small, everyday actions to change our perceptions of refugees (e.g. tell a child a story from another country , learn to say a few things in another language)

19. Paintings In groups of four, look at the painting: What do you think the painting represents? Who painted it? Where? Share your findings

24. Caption match Match the captions to the paintings What connects them?

25. "All night we wait in tents for the day to come. This place is very dangerous, bandits attack us at night. I am showing the frightened faces of the children in our camp."Binti Aden Denle, aged 12, from Ethiopia "I lived in Kismayo until the fighting became very bad. Then I left with my mother, brothers and sisters. We had to pay to go on this boat with many, many other people. At night we were cold with the wind and during the day we were burnt by the sun."Said Abdi Said, aged 14, from Somalia "Everybody is happy about the food drop. I am watching. A blind lady is being helped by a small boy. People are jumping to catch the food." David Deng Aleu, aged 16, from Sudan Walking to Kenya Aden Ahmed Mohid, aged 14, from Somalia www.unhcr.org.uk/info/resources/refugee_paintings.html