Who Do We Think We Are? the curriculum dimensionSir Keith Ajegbo

Background: Why community cohesion now?7/7 and the fear of terrorism and extremism related to religionTrevor Phillips: ‘Sleepwalking to segregation’Changing patterns of immigration-immigration as a major political

issue – fears around the BNP and local council electionsFears around teenage gang killings, teenage pregnancy, binge

drinking and community relationshipConcerns about the achievement gap of pupils on free school

meals including white underachievement.

Background: What are schools for?

What are the wider responsibilities of school to society?

Children’s Plan: Schools at the heart of their communityDevelopment of pupils as active and responsible

citizensCreating more cohesive and resilient communities

Background: How do schools pull policy strands together? How do schools in their visioning and planning pull

together the demands on them?Every child mattersPersonalised learningExtended schoolingCitizenshipCommunity cohesionDifference, pupil voice, pupil participation, enjoying and

achieving, positive contribution, community involvement

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

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?

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?

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

The Schools Linking Network

www.schoolslinkingnetwork.org.ukStarted in Bradford following 2001 disturbances1) Gateway: 100 schools registered2) Waves: Wave1 3 pilot authorities, Wave 2 10

authorities, Wave 3 10 authoritiesSponsored by DCSF, money for authorities

involved + CPD for teachers

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 communityRelationships, belonging and faithHistory and settlementBritishness, national identity/values; 2012 Olympics

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.