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John Gulson Primary School. Large primary in inner city of Coventry (catchment in Foleshill and Hillfields) 587 on roll 29% FSM (estimated 45% eligible) High Pupil mobility (6%) High percentage in overcrowded households High indicator of School Deprivation (0.4) . - PowerPoint PPT Presentation
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folesfoleshillhillfieldsfields visionvision projectproject
John Gulson Primary School
Large primary in inner city of Coventry (catchment in Foleshill and Hillfields) 587 on roll 29% FSM (estimated 45% eligible) High Pupil mobility (6%) High percentage in overcrowded households High indicator of School Deprivation (0.4)
folesfoleshillhillfieldsfields visionvision projectproject
John Gulson Primary School
Ethnicity - 38% Pakistani 22% Bangladeshi 13% Indian 4% White British Increasing numbers of refugees/asylum seekers 25 languages spoken in school
folesfoleshillhillfieldsfields visionvision projectproject
Global CitizenshipPost-SATs summer programme with yr 6 started summer 2002, in response to stresses
on community/children following “9/11” community/school partnership - a good-sized
team of local volunteers and professionals refined each year based on pupil, teacher and
volunteer feedback contributes to HMI “Achievement in PSHE is
outstanding.” - June 2007
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Other Positive Outcomes Relationships between pupils, and between pupils and
key adults in the community Yr 10/11/12 pupils who were in GC in yr 6, now
volunteer with foleshillfields vision project – inc. GC Opening up key issues
identity/Britishness/faith racism and Islamophobia
Active, positive, sustained engagement between local communities and school
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Key strengths of GC
A diverse team Work on identity issues Making it fun Modelling good relationships
folesfoleshillhillfieldsfields visionvision projectproject
A Diverse Team Wide range of adults, young adults, teenagers
Parents, ex-pupils, older siblings International students (Coventry Uni) Youth, Children's and Community workers Artists (paid) Community and voluntary organisations
Led by volunteer who is a long-term Governor, and a local youth and community worker
folesfoleshillhillfieldsfields visionvision projectproject
Work on Identity Issues My Self, My Family, My Community, My Country, My
World Britishness
Designing a flag, writing our own national anthems “Who's British?” and geographical work
Empire and Migration history illustrated with personal (family) stories from adults in
classroom starting with making a big map of pupil family origins looking at global statistics
Tackling the controversial issues which arise racism, Islamophobia, national identity
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Making it Fun Lots of creative content – crafts, music, circus,
drama, rap, procession, photography, games, newsletter Lots of volunteers – lots of opportunity for
individual/small group attention and engagement Ground rules for volunteers
giving individual children choices, including to constructively opt out of activities
chatting and relationship building seen as key outcome / learning opportunity
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Relationships are the key Modelling a diverse group of adults (including teachers
and TAs) being friends, and working together Working together, having fun together Developing leadership
Building (and building on) community relationships long-term local residents, new arrivals, front-line workers (youth and children's workers, community
workers, etc), neighbourhood management, older young people, including from local secondary
folesfoleshillhillfieldsfields visionvision projectproject
A platform for cohesion!
folesfoleshillhillfieldsfields visionvision projectproject
Building on Success Starting long-term link with a Kenyan School
Bringing in local Kenyans (and visitors). Working from pre-existing links (not the central
ones to most pupils families). Mobile phones (£25 for four phones for one hour)
proved the key technology to reach this part of rural Africa - supported by email available in nearby city.
“How many cows do you have?”
Beginning to spread the programme
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Two useful ideas
A workable week: My Self, My Family, My Community, My
Country, My World
Community is full of resources Support their leadership Ask for their help Think creatively about who to bring in
folesfoleshillhillfieldsfields visionvision projectproject
Tackling Controversial Issues “Head On”
“What you do speaks so loudly, I can't hear what you say.” Model these at least as much as talking about them:
cross community friendship, and valuing diversity active citizenship, and hopefulness about social cohesion thoughtful engagement with controversial issues
Crucial that the adult team can & do talk directly about the issues with each other, including across social divides.
Young people will have a wide range of responses to this kind of work. Provide a wide range of contexts – and get a wide range of human resource into the classroom.
folesfoleshillhillfieldsfields visionvision projectproject
folesfoleshillhillfieldsfields visionvision projectproject
Heather [email protected]
folesfoleshillhillfieldsfields visionvision projectproject
John Gulson Primary School
Sayeed AhmedDeputy Head Teacher
www.covschools.co.uk/johngulson
Please get in touch!