ITE session

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ITE session

• Making refugee issues a core part of the
  curriculum

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Aims

• To examine the work of one schools approach to
  including refugee children
• To look at what makes effective practice for
  promoting race equality and developing a
  culturally inclusive curriculum
• To consider how literacy lessons can based around
  a text about a refugee

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Woodberry Down Community Primary School

• Much of this session is based on work done at
  Woodberry Down Community Primary School in the
  London Borough of Hackney.

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The school and context
Woodberry Down is in the top half of 1 of the
worst housing conditions in England.
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The school and context

• Over 25 of children are refugees
• Over 60 have free school meals
• Over 90 of pupils are from minority ethnic
  groups
• Over 70 of children do not have English as their
  first language
• There is a high level of pupil mobility -
  children joining and leaving the school during
  the year

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About Woodberry Down Community Primary School

• Ofsted (2008) An outstanding school
• Own training programmes Effective Marking,
  literacy, race equality, ICT
• Developed own schemes of work
• Take part in conferences and courses across the
  UK and internationally
• Lots of positive press coverage
• Federation with London Fields Primary School
  (Hackney)

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www.woodberrydown.net
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An inclusive curriculum

• The National Curriculum inclusion statement
  describes schools responsibilities to provide a
  curriculum that meets the specific needs of
  individuals and groups of pupils. To ensure the
  curriculum is inclusive, schools and teachers
  must
• Set suitable learning challenges
• Respond to pupils diverse learning needs
• Overcome potential barriers to learning and
  assessment for individuals and groups

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Key questions to consider

• Is the curriculum delivered in a way that is
  appropriate to the needs of all children?
• Does it draw on the cultural backgrounds and
  experiences of all children?
• Do we help equip children to identify and
  challenge bias, prejudice, racism and
  stereotyping?
• Are pupils cultures reflected in displays and
  the wider learning environment?

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Activity 1

• What is a culturally inclusive curriculum?

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Activity 1

• What are the criteria for a culturally inclusive
  curriculum?
• Sort the statements into a judgement table with
  four categories.

• INADEQUATE
• SATISFACTORY
• GOOD
• OUTSTANDING

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• Challenging and changing racist attitudes and
  behaviour in young people (2005)
• Refugees and asylum-seekers were prominent
  amongst groups identified as being 'disliked'.
• Projects that successfully challenged racist
  attitudes benefited from well-defined
  objectives, a clear structure, a range of inputs,
  sustained activities over a period of time, and a
  focus on encouraging reflection on personal
  attitudes and experiences.
• The researchers conclude that if current policy
  aspirations to combat racial and religious
  prejudice and to build social capital between
  communities are to be met, a sustained
  educational initiative is required.

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Inclusion through the curriculum
Long termHigh profileNon-negotiable, non-stop
Fighting discrimination
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Refugee Week is important because it reminds us
that refugees are not just statistics to be used
and abused, they are living, breathing people. I
am British, I was born here and I have no
intention of leaving here, so I want to create a
society here where compassion is built into our
culture, in this society we will be so aware of
the world around us that we will not need a
Refugee Week. Until then this is how we do it".
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The Other Side of Truth by Beverley Naidoo
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The Other Side of Truth PODCAST

• Listen to a podcast by Woodberry Down children
  about their study of The Other Side of Truth by
  Beverley Naidoo.

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Activity 2

• Jigsaw reading activity Identifying key themes
  and principles

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What key themes and principles can you identify?
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The Colour of Home by Mary Hoffman

• The Colour of Home tells the story of Hassan, a
  young Somali refugee struggling to adapt to his
  new life in England. At school, he escapes from
  the drab greyness around him by drawing a
  sun-splashed picture of his old home in Somalia.
  It is full of the colour of his village. But soon
  other colours invade the picture. The colours of
  war, and suffering.
• Through painting, and words and colours, Hassan
  retraces his dangerous journey from Somalia to
  England, thus embarking on a healing journey of
  self-discovery. The book ends on an uplifting and
  positive note as Hassan starts to recognise the
  exciting colours of his new home.

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The Colour of Home PODCAST

• Listen to Year 3 children at Woodberry Down
  Primary read The Colour of Home.

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Activity 3

• The Colour of Home

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How would you use this text in the classroom?

• Discuss ideas
• Share ideas

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Some more ideas for using The Colour of Home
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How do the characters relate to each other?
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How do the characters feel about each other?
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• He painted a blue, blue sky, without any clouds.
  Then a white house, a yellow sun and mimosa
  trees. Outside the house he made stick figures
  himself, his father, his mother holding a bundle
  that was his baby sister, his grandparents, his
  uncle, his two cousins. There were nine people
  outside the house, who all lived inside it.
• Then Hassan took more paint and put in the
  animals a flock of white sheep, some brown
  goats and a small sandy creature who was supposed
  to be his cat.
• What a lovely picture, Hassan, said Miss
  Kelly. What beautiful bright colours!

What can you see? Draw it.
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Use visual images before drawing.
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Think about the role of colours in the story
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At home, they showed the picture to his father,
who stuck it on the wall. The blue, yellow and
white looked bright against the grey paint. Next
to it hung the maroon prayer-mat which had come
with them on their travels. And as Hassan looked
around the room, he saw other colours things
his mother had made a green cushion, an orange
tablecloth and a pink dress she was sewing for
Naima. Just then the sun came out, and there was
blue sky outside their window. The Colour of Home
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Act sections out

• What did you do at school today? asked his
  mother, when she brought his little sister Naima
  to collect him.
• Painting, said Hassan.
• Can I see? she said. All around them, other
  children were showing their pictures to their
  mothers.
• No, said Hassan. The paint is still wet. He
  didnt want his mother to be sad. You can see it
  tomorrow.

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Revise compound words all these are in the story
outside
midday
football
classroom
paintbrush
playground
pushchair
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Writing activities (1)

• Write a letter to Miss Kelly as Hassan now you
  are at secondary school. How has life changed?
• Pretend you are a child in Hassans class. Write
  a diary entry about his first few days at school.

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Writing activities (2)

• Who is Mary Hoffman? Write a biography or write
  her CV

www.maryhoffman.co.uk
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Key factors for promoting race equality and
developing a culturally inclusive curriculum

• Innovative teachers
• Relentlessness
• Immersion
• A strong belief that equality matters
• An equally strong belief that including all
  children - and challenging discrimination -
  matters too

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QTS standards

• Teaching and Learning
• Q10 Have a knowledge and understanding of a
  range of teaching, learning and behaviour
  management strategies and know how to use and
  adapt them, including how to personalise learning
  and provide opportunities for all learners to
  achieve their potential.
• Achievement and diversity
• Q19 Know how to make effective personalised
  provision for those they teach, including EAL
  learners, and how to take account of diversity
  and teach inclusively