Motivations Devolution, diverse communities and immigration Outcome of Curriculum Review on Diversity and Citizenship, Sir Keith Ajegbo 2007…investigations & celebrations by schools of pupils' histories & their community's roots & of the national & global links that they can make. Statutory duty to promote Community Cohesion ECM: active participation & enjoyment
Flag, Queen and Country? Queen's guard by Flickr user Josie Fraser and licensed for reuse under the creative Commons License. Queen Elizabeth visit to Leicester by Flickr user Kev747 and licensed for reuse under the Creative Commons License. Image of soldier below Union Jack removed for copyright reasons
What we eat? Fish 'n' chips at the Severn Shed by Flickr user Ordinary fool and licensed for reuse under the Creative Commons License. Image of curry removed for copyright reasons
Our landscape & weather Walking in the rain by Flickr user Denni Schnapp and licensed for reuse under the Creative Commons License Image of cyclists in the Lake District removed for copyright reasons
Our sporting triumphs (& disasters) Tasha Danvers – Beijing 2008 Image of Frank Lampard, Portugal 2006 removed for copyright reasons Olympic Parade - Tasha Danvers by Flickr user Richard Parmiter and licensed for reuse under the Creative Commons License.
Manchesters community 392,819 people 167,451 households 62% Christian, 0.5% Buddhist, 0.7% Hindu, 0.7% Jewish, 9% Muslim,0.4% Sikh, 0.2% Other, 16% non. 40% Owner occupier, 28% LA housing 80,018 Households no car, 869 4+ cars/vans 392K born in UK, 10K Ireland, 5.8K EU, 8K Africa, 23K Asia, 4K Caribbean,
WDWTWA pilot 2008 June 23 rd – 30 th 2008 Focus on : –School and community –Relationships, belonging and faith –History and settlement –Britishness, national identity/values and the 2012 Olympic Games
Key strands For everyone: what connects rather than divides (not just BME) Subject lead: citizenship, geography, history and religious studies On timetable and off During the week or another time Cross phase: primary and secondary The schools and wider community
Y5 Geography: Enfield, North London Real census data used by a Y5 class to compare their class to the local area - Enfield. Neighbourhood Statistics Appropriate questions: Race, religion, households (esp. separated parents) Validation of own experience & geography by the official data.
Pilot outcomes C500 schools involved in a range of ways 20,000 users of www.wdwtwa.org.ukwww.wdwtwa.org.uk Case studies and resources 50 stakeholders: from museums to faith groups, community organisations to archives.
Over to you …. As a group identify three features that you all share which makes you who you are: –A geographical place or experience –A historical dimension –A cultural experience.
Who Do We Think We Are? Week 2009 22 nd – 28 th June 2009 Aim is to investigate and celebrate pupils histories and their community roots. Schools can become involved in the project though the website: www.wdwtwa.org.uk or www.whodowethinkweare.org. ukwww.wdwtwa.org.uk www.whodowethinkweare.org. uk
Signposting of existing resources Case studies of best practice Toolkits and guides providing practical advice and guidance on planning your engagement and participation New modules and guidance being developed: 2012 Olympics, geographical perspectives on Olympic medal tables… New interactive activities Website
Curriculum Development Programmes - Grants & work in the regions Grants of up to £500 are available to schools to develop activities. Nine grants are being provided in the lead up to WDWTWA week in June 2009. Applications are invited from all maintained schools – both primary and secondary. Grants can be used for costs involved in the development and running of WDWTWA activities. Application deadline: 11 th May Contact with local authority partners – please come forward!
Schools Linking Network One of the key stakeholders of the WDWTWA project. Offers support for school linking in the UK via a national gateway. Provides resources, courses and advice for anyone interested in the way school linking can support active citizenship. Email: email@example.com@schoolslinkingnetwork.org.uk
WDWTWA across your school and local area Some Ideas In the classroom: Celebrate diversity represented within the class and the school using maps to plot migration stories Local area study: Explore how history has influenced cultural heritage in the local area (a great activity on the origin of place names in Britain is available on the GTT website) In local places of worship: Explore opportunities to make links with representatives of different faiths in the local area. In the local community centre: Trace the geography and history of your local area by making links with your local community through an oral history project. In the assembly hall: Get students to consider Who they think they are through delivering an assembly that gets them to question this in the lead up to WDWTWA week Make a connection with another school: Compare and share the geographical work you complete with a school from a contrasting locality.
Contact details www.wdwtwa.org.uk firstname.lastname@example.org email@example.com For flyers & grant application forms see the RGS-IBG stall.