Moray Inclusion File Race Equality - Resource

Transcription

THE MORAY INCLUSION FILE
RACE EQUALITY
Resource Pack II – “ Promoting Development, Providing Resources”
CONTENTS
Introduction
Training Opportunities
Video Resources
A Lesson in Discrimination – A Class Divided
A Question of Balance
Children Without Prejudice
Starting a Discussion Around Discrimination – Glynn Vernon
Staff Development
Dealing Positively with Racist Issues, a development Pack for Nursery, Primary and
Secondary Staff, Specialist Support Staff and Senior School Students
In-Service
- Persona Dolls
- Throwing Stones
Faiths, Festivals and Cultures
Faiths and Festivals
Cultural and Religious Traditions of Sikh, Muslim, Jewish and Hindu pupils
Religions and Moral Education
Including Gypsy Travellers in Education
Useful Links
General Religious Education
Individual Religious Education
Other Resources
Faith Specific Websites
Conclusion
Acknowledgements
Appendices
1. “Language Line” for Moray
2. Translated Materials – Letters
3. Resources – Including Multicultural Support Resources in Moray
1
Introduction
Introduction
INTRODUCTION TO RESOURCE PACK II “PROMOTING
DEVELOPMENT, PROVIDING RESOURCES”
Schools will find that Resource Pack I “Promoting Good Practice, Eliminating
Racism” has provided useful guidelines for addressing racist incidents in schools and
for challenging racism and other forms of oppression as well as giving examples of
good practice in this area.
However, everyone would agree that ideally, staff and pupils should be educated for
anti-racism, therefore helping to eliminate racist incidents. Resource Pack II aims to
provide support to this end.
A number of video resources are detailed with
accompanying exercises which provide participants with an opportunity to discuss the
role of educators in identifying and addressing racism. A development pack which
can be used with senior students is also included, as well as excellent in-service
opportunities which we will hopefully soon see included within our Moray CPD
folders.
To eliminate racism and educate our pupils for a multicultural society, we need to
inform ourselves about world religions and therefore a large section on faiths and
festivals has been included, with information leaflets ready made for distribution.
A wide range of resource lists has been supplied; the Education Library Service has
produced a comprehensive list of available multicultural support resources in Moray.
Also included is a catalogue with a multitude of other resources to support schools in
promoting cultural diversity and addressing racism.
The combination of three packs may at first appear daunting but our aim is to provide
every support possible, within the two resource packs, to assist with fulfilling the
legal requirements arising from the Race Relations (Amendment) Act 2000, as
detailed in the core pack ‘Guidelines for School’ “Promoting Equality, Valuing
Diversity”.
Elspeth Stewart, Principal Teacher
Moray EAL Service/Race Equality
Training
Opportunities
Video Resources
•A Lesson in Discrimination – A Class
Divided
•A Question of Balance
•Children Without Prejudice
•Starting a Discussion Around
Discrimination – Glynn Vernon
Staff Development
Dealing Positively with Racist Issues, a
Development Pack for Nursery, Primary
and Secondary Staff, Specialist Support
Staff and Senior School Students
In-Service
- Persona Dolls
- Throwing Stones
2
Training
Opportunities
Video Resources
Staff Development
Video Resources
A Lesson in Discrimination –
A Class Divided
Starting a Discussion Around
Discrimination – Glynn Vernon
VIDEO RESOURCES
A Lesson in Discrimination - A Class Divided
Time required: 1.5 - 2 hours (Video is approximately 50 minutes)
Group size : Numbers will vary depending on setting. However, best done with 5 - 24
Equipment required:
Video - A Class Divided:
TV with VCR
Flipchart and pens
This video can be borrowed from CERES Tel: 0131 651 6274/e-mail [email protected]
or purchased from Concord Video & Film Council Ltd, 22 Hines Road, Ipswich,
Suffolk IP3 9BG Tel: 01473 726012. The cost of the video is £60 plus p&p
Aim of this exercise
Ø To enable participants to observe discrimination in action and its effects
Ø To provide participants with an opportunity to discuss the role of educators in
identifying and addressing discrimination
This video is based on the work by Jane Elliot who used to be a primary teacher in
Iowa. She developed the exercise 'Blue Eyes, Brown Eyes' after the assassination of
civil rights leader Martin Luther King Jnr. As a teacher in an all white-school she
realised she had to find a way to get her young pupils to 'connect' with issues of
racism and racial discrimination. The impact was phenomenal. An American
television network filmed one of her subsequent exercises and this is what the video
shows.
We do NOT recommend schools emulate this exercise but suggest that the video
could be used as a staff development exercise with secondary pupils to stimulate
discussion.
This video is used internationally and deemed to be highly effective. It is a video that
demonstrates how power and discrimination interact. Jane Elliot, a teacher uses the
colour of eyes (blue eyes and brown eyes) to discriminate.
We provide brief notes of guidance here but recommend you access the following two
sites about Jane Elliot who developed this video and learn more about the video and
Jane's work before using the video as a training aid.
Blue-eyes, Brown-eyes, The Eyes of Jane Elliott - more about the experiential
learning process developed by Jane Elliott to introduce people to the experience of
racism. See Website: www.janeelliott.com
A Guide to the Use of 'Blue-eyed' Diversity Training
Using The Video As Part Of Staff Development
CERES staff have used the video 'A Class Divided' numerous of times with a range of
staff and student groups from teachers, social workers and community education
workers to undergraduate and postgraduate education students. We have found it to be
effective.
There are two parts to this video. The first part begins with a group of adults who are
Jane Elliot's ex-pupils coming back together to discuss the impact of the Blue-eyed,
Brown-eyed exercise on them. Jane Elliot first conducted the exercise with them
when they were third graders in her primary school in Iowa. The video then moves
into the actual exercise filmed all those years ago by an American television
company.
Start the session by explaining the background to the video and then show video from
the beginning to the end of the exercise with the third graders. The second part of the
video repeats the exercise but with a group of adult-correction officers in the United
States. We have found with education staff, showing the version with the thirdgraders to be more effective.
Background to the Video
Jane Elliott, a pioneer in racism awareness training, was first inspired to action by the
assassination of Dr. Martin Luther King, Jr. in 1968. As a third grade teacher in an allwhite, all-Christian community, she struggled for ways to help her students
understand racism and discrimination. She adopted the "Blue-Eyed/brown eyed"
exercise,(in which participants are treated as inferior or superior based solely on the
colour of their eyes) as a result of reading about the techniques the Nazis used on
those they designated undesirable during what is now called the Holocaust. The
exercise came to national attention on the Johnny Carson show in 1968 and again
when aired on ABC News.
Responses to Video
After the video, if you are in a big group (more than 10) allow 10 minutes for people
to discuss learning points from the video with the person sitting next to them or break
into groups of 4/5.
If you are in a smaller group, you may wish to take feedback straight away. Using a
flipchart draw out learning points from the video.
Key Points from the Video
Ø The power of the teacher to influence young people
Ø The speed in which discriminatory conditions are set up
Ø The 'silencing' effect of discrimination
Ø The effects on self-esteem (those who wore a collar scored less on their test scores
than those who did not)
Ø The impact of low self-esteem on achievement and attainment
Ø The use of space to create inclusion or exclusion (important when considering
classroom layout to maximise attention, learning and inclusion)
Ø The distinction between visible and invisible characteristics which are then used
as triggers to discriminate (she placed collars on those she discriminated against to
make them more visible from a distance)
Key Points from the Video (contd.)
Other issues will emerge. For example, you could ask participants to consider what
the consequences would be if teachers do not take issues of personal attitudes and
institutional power seriously?
A key point from the exercise is to ensure participants understand the importance of
examining their own values and attitudes to matters of race. You could refer
participants to the Scottish Executive website 'One Scotland: Many Cultures',
which provides more information about race equality issues in Scotland. There is a
particularly useful section on 'Racism in Scotland'.
A good follow up exercise would be to use the Audit Framework so that staff can
move on positively.
If you wish to talk through the video before using it or to discuss follow up action
after viewing it, please call the Centre for Education for Racial Equality in Scotland
(CERES) Tel: 0131 651 6371/e-mail [email protected]
Website: www.education.ed.ac.uk/ceres/index.html
This is a video package produced by Moray House Institute of Education and
Strathclyde Regional Council in 1994. It was written by John Landon.
This video is popular with schools and teachers. Using a range of scenarios in a
primary and secondary setting, the video demonstrates how unintentional
discrimination might occur. The video concentrates primarily on issues of race and
gender.
The video package comes with its own trainer notes and prompts. It has a range of
exercises for staff development which schools can select from.
The video runs for approximately 50 minutes. After viewing the video, a range of
exercises can be selected covering the following areas
Ø Experiencing Discrimination
Ø The Vocabulary of Discrimination (also included in this CD-ROM/site)
Ø Assessing Effects of Discrimination
Ø Recognising Discrimination
Ø Identifying Discrimination
If you wish to borrow a copy of this video or to discuss follow up action after viewing
it, please call the Centre for Education for Racial Equality in Scotland (CERES)
Tel. 0131 651 6371/e-mail [email protected]
This video produced by the BBC with the support of Save the Children Fund focuses
on developing anti-racist practice in the early years. This is a half-hour video, which
provides examples of how racism can restrict learning and how staff can assist young
people to become familiar and comfortable with difference on the grounds of ethnicity
and colour.
Although the activities featured in the video take place in local authority settings, they
can just as successfully be used in early years services.
The video comes with trainer notes and exercises to select from.
If you wish to borrow a copy of this video or to discuss follow up action after viewing
it, please call the Centre for Education for Racial Equality in Scotland (CERES)
Tel. 0131 651 6371/e-mail [email protected]
Starting a Discussion around Discrimination - Glynn Vernon
Time required: 1 hour (Video is approximately 15 minutes)
Group size : Numbers will vary depending on setting. However, this exercise is best
done with 5 – 24 people.
Equipment required:
Video - A Class Divided:
TV with VCR
Flipchart and pens
This video can be borrowed from CERES Tel: - 0131 651 6274/e-mail
[email protected]
or purchased from EDS, Education House, Castle Road, Sittingbourne, Kent,
ME10 3RL. E-mail [email protected]/Tel: 01795 427614.
The video is available with subtitles in English or Welsh and is priced at £15. The
video comes with trainers’ notes.
Aim of this exercise
Ø To enable participants the opportunity to find out how discrimination can occur
(at a personal, cultural and institutional level)
Ø To provide participants with an opportunity to discuss what could be done to
change attitudes and institutional practice to ensure equity and justice
This video looks at one aspect of disability and can bring into the open participants'
values and attitudes towards disabled people.
Though this video focuses on disability, it opens up discussions around equality and
discrimination- links could be made with other forms of discrimination.
Notes To Trainers Or Seminar Facilitator- Using the Glynn Vernon video
The video Glynn Vernon runs for approximately 15 minutes. It tells the story of
Glynn Vernon who has multiple sclerosis. Vernon tells the story of his journey to
access services and his attempts to exercise his rights as a human being. Over the
course of the journey, he encounters peoples' prejudices, societal attitudes and
institutional barriers. Vernon has a sense of humour, which is evident as he tells his
story. This makes the video easy to watch but also provides food for thought for the
viewer.
In CERES, we have often used the video to stimulate discussions about how
discrimination occurs. It can be used with participants of all levels - that is those with
little knowledge on equality and discrimination issues as well as those with more
experience.
Notes To Trainers Or Seminar Facilitator- Using the Glynn Vernon video
(contd.)
Before running the video, give a brief introduction about the video. However, make
sure you do not say too much - let Glynn tell his story!
You could ask participants to note the following as they view the video Ø How does Glynn Vernon experience discrimination?
Ø Who does Glynn find helpful and whom does he find unhelpful?
Ø Which organisations has Glynn found particularly helpful?
Ø What structures were in place that were helpful to Glynn?
After the video, if you are in a big group (more than 10) allow 10 minutes for people
to discuss the learning points from the video with the person sitting next to them or
break into groups of 4/5.
If you are in a smaller group, you may wish to take feedback straight away.
Using a flipchart draw out learning points from the video. Some of the learning points
might include
Ø The need to address attitudes at a personal and societal level
Ø Discrimination can occur at a personal level (attitude of the educational
psychologist) but have implications for someone's life (the ability to adapt)
Ø Discrimination can also affect someone's life chances when personal attitudes
combine with institutional inertia to prevent access (Glynn's access to university)
Ø Glynn has a confident personality and this carries him through his journey - not
everyone can have Glynn's confidence. What needs to happen at institutional
levels to ensure people have access to services and their rights without having to
assert themselves?
Ø Glynn was rarely consulted about what he wanted. This is a deficit model of
working with people with disabilities. An empowering and rights-based model
would have placed Glynn's needs (as articulated by Glynn) at the core
Ø There is still a great deal of discomfort about disability issues and how to discuss
them (cultural taboos). For example, can disabled people like Glynn have sex?
Should they be 'allowed' to have children? How do we explain disabilities to
young people? Part of addressing these questions is to become more confident
about disability issues by reading more around the subject. You could suggest
participants visit the Disability Rights Commission Website: www.drc.org.uk/
Other questions you may wish to consider to prompt discussion: What are the
central needs indicated by Glynn Vernon as a person?
Ø In which main areas does Glynn Vernon's disability affect his life and
relationships?
Ø What are Glynn Vernon's main requirements from
- society in general
- professional service providers
Ø Which aspects of professionalism obstruct Glynn Vernon?
Ø From whom and in what areas do/did 'professionals' best serve Glynn Vernon?
Ø Glynn Vernon mentions 'social-constructed disability' What does this mean?
Further points
Though the video concentrates on disability as the issue, we have used it to broaden
discussions on to other forms of discrimination and equality. The key concepts of
personal, cultural and institutional forms of discrimination are applicable across a
range of equality issues.
See the Glossary section for definitions of personal, cultural and institutional racism
in Race Equality, Resource Pack I “Promoting Good Practice” (Appendix 2).
Staff Development
Dealing Positively with Racist Issues, a
Development Pack for Nursery, Primary
and Secondary Staff, Specialist Support
Staff and Senior School Students
In-Service
- Persona Dolls
- Throwing Stones
DEALING POSITIVELY WITH RACIST ISSUES
A Pack for Nursery, Primary and Secondary Staff, Specialist Support Staff,
and Senior School Students
Facilitators Notes
Purpose
The purpose of this pack is to provide school staff with a practical means to: 1. examine and clarify their own perceptions of racism
2. consider how they and their organisation should respond to racist issues and events
3. consider how the school can act proactively to deal with racism
4. develop a collective, coherent, positive policy for dealing with racist incidents
Target Audience
The pack was produced in four parts, slightly varied for different sectors/staff groups:
1. for nursery level
2. for primary and secondary levels
3. for school support staff
4. for use with senior students as a resource for developing anti-racist awareness and
understanding
The materials have been piloted in each of the above four groups and views from participants
have been incorporated into the final version of the exercises.
Timing
The introduction and exercises will take about an hour. M time will be needed to complete the
school-level grids . However, these can be collated and fed back at a later stage.
Wider Context
The Macpherson Report defined institutional racism as follows:
"Any long-established, white dominated organisation is liable to have
procedures, practices and a culture which tend to exclude, or disadvantage
non-white people ... Institutions can act with racist effect even when
individuals within it neither realise nor intend it. The source lies within the
organisation rather than simply those who represent it."
Institutional Racism
The term "Institutional racism" was coined in the USA in the 1960's, to define racism still in
existence despite the passing of laws to make it illegal. The significance of this is that it shows
that, though important, changing the law in itself was not enough, will never be enough, and that
individual attitudes and the culture of organisations also have to be changed. The effectiveness of
laws depends on the will to implement them.
For example the Race Relations Act in Britain (1976) did not help the Lawrence Family in the
1990's. Similarly, in another area inequality, despite the Equal Pay Act in Britain (1976)
woman's average pay is still 60% of men's.
Institutional Racism (contd.)
(An interesting exercise in relation to the wider context may be to replace, in the excerpt from
the Macpherson Report on the previous page the words 'white' and 'racist' with others such as
male' and 'sexist', 'class' and 'class biased', etc.)
Some examples of institutional racism in education, might be:At national level
At authority level
At school level
Failure to provide a National exam in major
community languages.
Failure to organise first language classes in localities
Failure to recognise and make arrangements for
absence for major religious festivals such as Eid
Sending all to Christian church services, or not
offering suitable alternative activities.
Failure to value languages equally.
(e.g. English/French bilingualism - an asset;
English/Urdu bilingualism - a problem?)
Retaining children in nursery for an additional year,
solely on perceived English Language needs.
Reviewing Policy and Practice
Most forward thinking organisations are able to recognise institutional
racism and are 'constantly examining their own polices and practice. They
also take positive action to build an anti-racism ethos'
School Policy and Practice
Institutional Racism does not require a quick response. It should be defined firstly by effect
rather than by intention. It is usually the unintentional effect of long-term unquestioned practice
and should be addressed through discussion and planned changes to policy and practice.
Inter-personal Racism which could be said to arise out of the institutional racism existing in our
society, does require an immediate response, but it is important that it is well thought out and
positive.
The exercise that follows aims to enable staff in schools to prepare such responses - to clarify
what is meant by racist incidents consider how best to deal with them positively.
Recognising Racism in Schools
Most racist incidents in schools are 'minor' and there is evidence that most of those go
unreported. There is also evidence that staff in schools often either:
Ø ignore racist incidents for fear of handling them wrongly; or
Ø overreact in a way that can be counter-productive
In schools it is important to...
Ø Recognise that racism exists in communities and it will therefore also be found in schools
Ø Develop ways to address it proactively
Ø Prepare ourselves to deal with racist incidents positively
What to do...
Before starting the exercise it is important to note that there is some offensive terminology in it.
This is because it is important to deal with real incidents such as might be heard in schools.
Allowances need to be made for this.
Procedure
1. The audience should be organised into mixed groups of 4 - 5 so that everyone is involved in
discussion. Groups should be given a pack each containing:
Ø 5 incident cards
Ø 5 definition cards
Ø a response grid
2. A spokesperson should be appointed for each group. The groups should then be asked to look
only at the incident card and decide:
Ø are these incidents all racist?
Ø select those which you agree are.
Ø rank them in the order least, to most serious.
The time for this can vary according to the group, but 10 -15 minutes should be allowed.
3. When groups have come to some kind of consensus, spokespersons should be asked to offer
feedback to compare the conclusions of different groups.
This should involve some discussion and raise the following issues:
Ø is the Gary/Amanda/Shezad incident necessarily racist? Could there be other causes?
From this Ø is there a danger of assuming an incident is racist because there is a minority ethnic child
involved? At the same time it is important not to ignore the possibility. How could this be
clarified?
Ø is the 'Chinkie' incident racist if the child doesn't realise the offensive connotation of the
word? From this Ø like institutionalised racism; interpersonal racism should be defined by effect rather
than intention. But how should the intention affect your response?
Ø the 'stinks of curry' incident raises issues of culturally biased ideas of what 'smells' are
acceptable. Smells such as garlic, stale cigarette smoke and fried food can be offensive to
many; vegetarians may react to meat smells. However, our tolerance levels and sense of
good manners do not allow us to comment openly on these.
Ø the use of racist terminology and threats raise the level of aggression in an incident, so
these are defined as most serious.
Ø (this card/incident has been altered on the senior students' cards following advice from
Asian students who piloted the exercise, as it was felt to be too offensive to use with
fellow students)
Least to most serious:
Ø Gary, Amanda and Shezad
Ø Shona's birthday
Ø Smells of curry/terrorist table
Ø Not playing with us
Ø "I'll get you after school!"
The above is the intended order, as confirmed by piloting the activity with Asian secondary
school pupils.
4. The second set of cards can then be used to provide a definition of the type of incident again
by matching. These definitions are useful for application to other situations, and are also
necessary for the next stage of the exercise. This should be a shorter exercise and can again be
confirmed in a plenary feedback
5. Groups can then be given the Response grids, to enable them to discuss appropriate responses.
They contain three columns:
Ø the sample incidents with their definition
Ø a column for immediate staff responses to each incident
Ø a column for school responses, both immediate and longer term
Some bullet points spaces have been provided to encourage discussion and give advice. A
number of bullet point spaces are included to encourage a more complex response.
Groups should be encouraged to think about:
Ø support for subjects of incidents
Ø positive work with perpetrators
Ø involvement of parents
Ø the need for ongoing proactive ant-racist work
If there is time, groups can be asked to consider one or more incidents at both staff and whole
school level. They can feed back to others. Completed examples from a nursery and a
primary/secondary school are provided as Facilitator's Grids. However these are purely
examples which should not be regarded as definitive. Facilitators should encourage staff
groups to develop their own versions.
6. Their responses can then be collated to provide a draft for a staff-agreed practice guide in
dealing with racist issues. There then is no example of a completed senior student Grid as the
discussions were too school specific.
Groups should complete the Response Grids
Ø What you think you, as a member of staff should do, in response to each of these
situations
Ø What do you think the school as a whole should do
Consider in both cases:
Ø The subject of the incident, the perpetrator, parents and wider class/school
Ø Immediate and longer term responses
Staff Incident Cards
Incident Cards
Gary, Amanda and Shezad
work together in your class,
but recently you notice that
given a choice Gary and
Amanda always end up at a
separate table.
"It was your birthday
yesterday, Shona, did you go
out with your pals?"
Definition of Incidents
Actions which you suspect
may be racist, but are unsure
about.
Unconscious/unthinking use
of racist terminology, jokes
repeated without
understanding, etc.
"Aye, it was great, Sir, we all
went for a Chinkie."
"I'm not sitting beside her, she Conscious marginalisation or
stinks of curry."
exclusion on racist grounds.
(aimed at an Asian pupil)
"That Paki's not playing in
my team!"
"I'll get you after school you
black Bastard, you wait!"
Conscious use of racist
language and insults.
Racist threats (directly or
indirectly through others);
racist attack, etc.
Senior School Students Incident Cards
Incident Cards
Gary, Amanda and Shezad
work together in your class,
but recently you notice that
given a choice Gary and
Amanda always end up at a
separate table.
"It was your birthday
yesterday, Shona, did you go
out with your pals?"
Definition of Incidents
Actions which you suspect
may be racist, but are unsure
about.
Unconscious/unthinking use of
racist terminology, jokes
repeated without
understanding, etc.
"Aye, it was great, Sir, we all
went for a Chinkie."
"I'm not sitting there, that’s the Conscious marginalisation or
terrorists’ table."
exclusion on racist grounds.
(aimed at an Asian pupil)
"That Paki's not playing in my
team!"
Conscious use of racist
language and insults.
"I'll get you after school you
black Bastard, you wait!"
Racist threats (directly or
indirectly through others);
racist attack, etc.
Exemplar Facilitator's Grid
This is an example and should be adapted to suit individual circumstance and/or the sector with which it is being used.
Incidents
Actions which you suspect may be racist, but are
unsure about, e.g.
Gary, Amanda and Shezad work in a group together in
your class but recently you notice that, given a choice,
Gary and Amanda always end up at a separate table.
Unconscious/unthinking use of racist terminology,
jokes repeated without understanding, etc. e.g.
"It was your birthday yesterday, Shona, did you go out
with your pals?"
"Aye it was great Sir, we all went for a Chinkie."
Your Action
Observe
Monitor
Seek advice from Guidance/Senior staff re.
Background information
Consider reorganising groups within the class
Explain issues in a positive way i.e. offence given
even if not intended
Ask for no repetition
Model positive behaviour with class
Monitor in future in cooperation with other relevant
staff
3.
Conscious marginalisation or exclusion on racist
grounds, e.g. "I'm not sitting beside her, she stinks of
curry."
Low key investigation in class, warning, support
subject
Make written referral to senior staff
Follow up on feed-back
Monitor for pattern of behaviour
4.
Conscious use of racist language and insults, e.g.
"That Paki's not playing in my team"
Reprimand and remove perpetrator
Support subject
Speak to perpetrator re. future in team
Make immediate written referral to senior staff
Follow up on feedback and monitor closely
5.
Racist threats (directly or indirectly through others);
racist attack, etc. e.g.:
"I'll get you after school you black Bastard, you wait"
Take immediate steps to protect subject
Remove perpetrator from situation and reprimand
Refer immediately to senior staff
Log in Racist Incidents File
Follow up on feedback and monitor closely
1.
2.
School Action
You and/or Guidance/Senior staff monitor
and review
If racism, proceed as for 3 below
Immediate:
Guidance teacher or senior staff Supports
your action by, positive reinforcement
You both monitor, record and respond to
any repetition Long-term
Discussion re. Positive anti-racist input in
class
Immediate:
Senior staff investigates, reprimand, warn
SMT liase with relevant staff to ensure
subject is supported
Keep written record and consider logging in
Racist Incidents File
Involve parents if there is repetition
Give staff feedback
Long-term:
Review Anti-Racist Policy and practice
As above plus:
Immediate:
Inform subject's parents
Involve perpetrator's parents
Establish a structure for work with
perpetrator
Long-term:
Set up cross-school anti-racist work;
discussion of cultural issues in PSE/Circle
Time
As Above plus
Consider exclusion
Staff Participants Response Grid
1.
Incidents
Gary, Amanda and Shezad work in a group
together in your class but recently you notice that,
given a choice, Gary and Amanda always end up
at a separate table.
Your Action
1. Observe
School Action
1.You and/or Guidance/Senior staff
monitor and review
2.
2.
3.
3.
2.
"It was your birthday yesterday, Shona, did you
go out with your pals?"
1.Explain issues in a positive way
1. Immediate:
2.
2. Long-term
3.
3.
1. Investigate, warn, support victim
1. Immediate:
2.
2. Long-term
3.
3.
1. Reprimand and remove perpetrator
1. Immediate:
2.
2. Long-term
3.
3.
1. Take immediate steps to protect victim
1. Immediate:
2.
2. Long-term
3.
3.
3.
4.
5.
"I'm not sitting beside her, she stinks of curry."
"I'll get you after school you black Bastard, you
wait"
Photocopy onto A3 sheets and distribute.
Nursery Response Grid
Nursery Incidents
1. Actions which you suspect may be racist, but
are unsure about: e.g.
Gary, Amanda and Shezad work in a group
together in your class but recently you notice
that, given a choice, Gary and Amanda
always end up at a separate table.
2. Unconscious/unthinking use of racist
terminology, jokes repeated without
understanding etc. e.g.:
"It was your birthday yesterday, Shona, did
you go out with your pals?"
Your Actions as Nurse/Teacher
1. Observe child
School Actions
1.Immediate: share observations with staff
at planning meeting
2.
2.
3.
1.Model/rephrase child’s response in
positive way
1. Immediate:
2. Long-term
2.
3.
"Aye it was great Sir, we all went for a
Chinkie."
3. Marginalisation or exclusion on racist
grounds: e.g.
"I'm not sitting beside her, she stinks of
curry."
4. Use of racist language & insults: e.g.
5. Racist threats (directly or indirectly through
others) racist attack: e.g.
"I'll get you after school you black Bastard,
you wait"
1. Intervene
1. Immediate:
2.
2. Long-term
3.
1. Intervene
1. Immediate:
2.
2. Long-term
3.
1. Intervene
1. Immediate:
2.
2. Long-term
3.
Senior Student Response Grid
For each of the incidents below, answer these three questions:
General Questions
1. Could this occur in your school? 4. What role, if any, do you think senior
students could play in implementing
2. If so, what would happen?
this sort of policy?
3. What do you think should happen?
1.
2.
Incidents
Unconscious/unthinking use of racist terminology,
jokes repeated without understanding etc. e.g.
"It was your birthday yesterday, Shona, did you
go out with your pals?"
Conscious marginalisation or exclusion on racist
grounds: e.g.
"I'm not sitting there, that’s the terrorists’ table."
1.
2.
3.
1.
2.
3.
3.
Conscious use of racist language & insults: e.g.
1.
2.
3.
4.
Racist threats (directly or indirectly through
others) racist attack: e.g.
1.
2.
"I'll get you after school you black Bastard, you
wait"
3.
TERMINOLOGY AND LANGUAGE
Guide for Trainers:
Vocabulary of Discrimination: Exercise 1
Aim:
(a)
to develop a common understanding of the causative factors leading to
discrimination, and a vocabulary of describing them
(b)
to allow the group to apply concepts to practice.
Vocabulary of Discrimination: Exercise 2
Procedure
There are two parts to this exercise.
Part 1 [Time: no more than 10 minutes]
This task is best done in pairs, so that discussion and mutual support will result. Before the start
of the exercise, explain the purpose of the task (see 'Aim')
View Exercise 2
Exercise 2
The Vocabulary of Discrimination
PRACTICE, which results, however unintentionally, in discrimination and injustice, has various
aspects. These aspects overlap to alienate, exclude, demean or to deny the worth or experience
of those in powerless positions. In order to describe and discuss the practice shown in the video,
we need to be able to identify what causes discrimination.
Match the defining characteristics of discriminatory treatment (in the boxes) against their definitions.
BIAS
NORMATIVISM
STEREOTYPING
INVISIBILITY
TOKENISM
BLAMING THE VICTIM
EXCLUSION
EXPLOITATION
INNUENDO
SANITISATION
PATRONISING
ASSIMILATION
1.____________________: the expectation, sometimes tacit, sometimes
enforced, that an individual or group will leave behind their distinctive identity
in order to fit in with the majority.
2.____________________: ignoring or denying the experience or presence of minority groups
or powerless individuals, and behaving as though they did not exist.
3.____________________: the participation of minority groups is made difficult or impossible
because of the procedures or ethos of the school/classroom/unit.
4.____________________: the issues of discrimination and exploitation are avoided and only
non-controversial issues are dealt with.
5.____________________: the experience or expectations of one group (usually the most
powerful group) are made the yardstick for misleading or invidious comparisons with other
groups.
6.____________________: consideration of a topic is given from the viewpoint of only one
group (often the majority group), resulting in a distorted view of reality.
7.____________________: those who are suffering discrimination are seen to be the 'problem'
and are made to bear responsibility for the fact that discrimination is taking place.
8.____________________: treating those who are in the minority with condescension or pity,
rather than acting to ensure that their dignity and rights
are upheld and respected, and thus displaying one's sense of greater worth or importance.
9.____________________: describing an individual in terms of the supposed characteristics of a
group, and thereby making assumptions about their likely behaviour.
10.____________________: referring to the experience or lifestyle of minority or less powerful
groups in a trivial or marginal way, and thinking, by so doing, that inequality is being redressed.
11.____________________: using a less powerful person or group for one's own advantage,
thereby reducing their sense of personal worth or dignity.
12____________________: a remark made by someone in the majority group to amuse his/her
peers, which contains a hidden insult or disagreeable suggestion about an individual or group
which is based on a stereotype.
After participants have had time to fill in the exercise sheet, you should share the answers with
them
The Answers to Exercise 2:
1 - ASSIMILATION
7 – BLAMING THE VICTIM
2 - INVISIBILITY
8 - PATRONISING
3 - EXCLUSION
9 - STEREOTYPING
4- SANITISATION
10 - TOKENISM
5 - NORMALISATION
11 - EXPLOITATION
6 - BIAS
12 - INNUENDO
Part 2 [Time: Approximately 30 - 45 minutes]
Now go into groups of 4 or 6 and spend time discussing how each of these terms may be
evidenced in practice. The task on this occasion concentrates on racial issues. This exercise can
be done with other equality areas such as gender, disability, sexual orientation, age and religion.
An examples sheet is provided which could be given out at the end of the groupwork session.
Aim:
To identify how racial inequality operates. Can you provide an example of how each definition
might be put into practice in educational settings in terms of racial issues?
Assimilation
Blaming the victim
Invisibility
Patronising
Exclusion
Stereotyping
Sanitisation
Tokenism
Normativism
Exploitation
Bias
Innuendo
There are no right or wrong answers. The objective of this exercise is to try and engage you to
consider the many ways in which racial discrimination can occur. Being able to identify how
racial discrimination can happen is the first step to deciding how best to address it. See Website:
www.education.ed.ac.uk/ceres
Vocabulary of Discrimination: Some education examples
ASSIMILATION
Expecting pupils to fit into the school by not talking in their home
languages
INVISIBILITY
Not recognising diversity. " I do not see their colour or their culture,
to me they are all pupils, here to learn…"
EXCLUSION
Diversity requirements or considerations are not part of routine
quality provision thereby resulting in difficulty for some pupils to
fully participate in school activities or events e.g.: not providing for
single- sex swimming sessions or for appropriate dietary
requirements ( kosher, halal )
SANITISATION
Refusal to recognise that racism could be an issue. For example, in
dealing with bullying, the racial aspects are not recognised or treated
with equal weight. " Bullying is bullying... it does not matter if you
are a girl, someone from a minority ethnic group...this school does
not tolerate bullying..."
NORMATIVISM
Assuming that the teaching of modern languages should be confined
to the learning of European languages. Community languages are not
valued or seen as secondary to dominant languages like English
resulting in them not being included in the mainstream curriculum
Attributing different values based on racial bias. 'The busy and
bustling streets of Paris' ... but... 'the overcrowded and congested
streets of Madras'
BIAS
BLAMING THE
VICTIM
Seeing the minority ethnic pupil/parent/culture/language as the
problem "...The reason they fall behind is because they will not speak
English and join in..."
PATRONISING
Making assumptions that nursery or early years pupils cannot be
taught about racism
STEREOTYPING
Asian parents are less concerned with the educational achievement of
their daughters
Multicultural issues are celebrated through the occasional faith
celebration. All other times, the curriculum is deracialised, ignoring
issues of ethnicity, racism or racial discrimination
TOKENISM
EXPLOITATION
Not budgeting for the use of trained interpreters relying instead on the
goodwill of friends, siblings or other who can speak the same
language to interpret
INNUENDO
Jokes or comments often made about certain categories of pupils to
elicit laughter or derision. "watch out for your bags, the showground
kids are in next week..."
Can you think of any more?
DEFINITIONS
Aim: Familiarise participants with some common terms used in race equality work
Time : 1.5 hours
Ideal group size : 20 - 30
Equipment required: Copies of the terms to be given out as handouts (Terms can be found in the Glossary
section of this Toolkit)
1. Facilitator selects a range of terms for group to define. The number of terms you
select will depend on the time you have available and the number of participants
2. Divide participants into small groups (6 maximum). You can allocate different
terms to different groups (if time is a premium) or allocate the same terms to more
than one group. The benefit of the latter is that it might stimulate a wider debate
3. To allow a good discussion, it is recommended that each group works with no
more than 3 terms. Ask each group to select someone to scribe and feedback
4. After 30 minutes, bring participants together for a plenary and discussion. Allow 5
minutes for discussion on each term. It would be helpful if the discussion could
culminate in a group definition/understanding of the term
Notes for Facilitators
(a) It is important that the facilitator stresses at the beginning that participants should
feel able to discuss the terms openly. The exact semantics of the term is less important
than capturing the general meaning of the word. The objective is to encourage
discussion rather than to be debilitated by political correctness
(b) Some terms for selection are suggested below
Ø Anti-racist education
Ø Bilingual person/Bilingualism
Ø Mainstreaming
Ø Multicultural education
Ø Positive discrimination/positive action
Ø Racism
(c) The facilitator should prepare themselves by
Ø being familiar with the terms you have selected for the exercise
Ø photocopying the glossary as handouts
Ø make sure there are enough flipchart stands/paper, pens for groupwork
If you require assistance about this exercise, contact CERES Tel - 0131 651 6371
E-mail - [email protected]
LEARNING FROM ANOTHER PERSPECTIVE
Linguistic diversity
(This exercise has been adapted from a pack called ' Towards bilingualism in the
Primary School: supporting new arrivals as they acquire English' written by Ann
Hindle and John Landon - though the following exercise is suitable for use with staff
in all sectors)
If you do not speak another language other than English and never had to operate in
an educational or work environment which operates in language you do not
understand, you may wonder what it is like to learn from another linguistic
perspective or to learn as a bilingual learner?
This exercise is designed to stimulate your thinking around these issues. It is suitable
for use in all sectors. It is ideally done with others in small groups of 3 or 4. This is an
exercise you could adapt for use with secondary age pupils to allow discussion about
bilingualism and linguistic diversity.
Time : 45 minutes
Equipment required: photocopies of Worksheet 1 and 2, Flipchart and pens
Size of group: Work in groups of 3 ( or maximum 4 if necessary)
Start the exercise by setting a context for the participants:
Imagine you are a pupil, age range from P6 to S3, and you have been given a passage
from a book to read. Then you have to answer some questions. You have done this
kind of 'comprehension/analysis' before but within your first language. You know you
can do this sort of thing easily and that you understand the topic well.
As a teacher, working within one's own language, it is hard to realise just what it can
be like for this pupil, trying to convey his/her capability. The following exercise helps
you to see the pupil's position and to know more of what is helpful or unhelpful.
Ø Divide people into groups of 3 (or 4 if absolutely necessary).
Ø Two members of each groups should work out the meaning and requirements of
Worksheet 1 (Condutores de Carros) while the third (and fourth) member
observes and notes down the strategies which they use, and the degree to which
they employ knowledge and skills they already possess.
After 15 minutes, hand out Worksheet 2. Come together as a small group and discuss
the many and various strategies used by learners on deciphering a task not in their
own first language. Identify the aspects of the task which were most supportive, both
in accessing the task and in enabling skills already possessed.
Worksheet 1
Condutores de carros
Corridas de carros
Os jogos atléticos como as olimpíadas gregas não eram muito populares em Roma. Os
Romanos preferiam outras espécies de desporto. Era o caso das corridas de carros. Os
Romanos eram entusiastas das corridas de carros como as pessoas hoje o são do
futebol. Havia quatro grupos habituais nas corridas de carros: os brancos, os verdes,
os azuis e os vermelhos. A assistência fazia grandes apostas nos seus grupos mais
favoritos em cada corrida.
Tal como os modernos cantores populares, os condutores de carros podiam ganhar
grandes somas em dinheiro. 0 povo romano adorava-os e tratava-os como heróis.
Alguns condutores famosos podiam alardear mais de mil vitórias, mas outros eram
mortos após poucas corridas.
Responder as seguintes questões:
1.
Olhar a figura e descrever o carro.
2.
Quantos grupos tomaram parte em cada corrida de carros?
3.
Comparar a corrida de carros romanos corn um jogo de futebol
contemporaneo.
4.
Comparar os condutores de carros romanos com os modernos cantores
populares.
Worksheet 2
Complete Task 1 a) before reading this page.
English Translation
Charioteers
Chariot Races
Athletic contests, like the Greek Olympics, were not very popular in Rome. The
Romans preferred other kinds of sport, e.g. chariot racing. The Romans were as
enthusiastic about chariot racing as people are today about football. Usually four
teams took part in chariot races: the whites, the greens, the blues and the reds. The
crowds cheered on their favourite team in each race.
As with modern pop singers, charioteers could earn vast sums of money. The Roman
people adored them and treated them as heroes. Some famous charioteers could win
more than a thousand victories, but others were killed after only a few races.
Answer the following questions:
1.
2.
3.
4.
Look at the picture and describe the chariot.
How many teams took part in each chariot race?
Compare a Roman chariot race with a football match today.
Compare Roman charioteers with modern pop singers.
SOLOMON EXERCISES - The Concept and Procedure
Adapted from ideas from Dr Bill Belanger of the University of Ottawa
The aim of this exercise is to allow participants to explore how individual values and
perceptions can influence our reactions either verbally or non-verbally.
1.
2.
3.
4.
5.
6.
7.
8.
Divide into groups of 3. Each person to adopt one role
The Child (aged between 6-7years old)
The Teacher/Adult worker
The Observer
You should rotate the roles after each statement
Open the envelope and place the statement cards face down
The 'Child' picks up the statement card and reads the statement or asks the question to
the teacher/adult worker. Once the teacher/adult worker has responded, the child
should enter into a dialogue with the teacher. The person playing the role of the child
can develop the character of the child - the child can be a 'compliant' child or one that
is thoroughly inquisitive and cheeky! The choice is yours.
The teacher/adult worker attempts to respond bearing in mind, this exercise is about
being aware of your own values and perceptions and how these might affect your
answers. The answers should be mindful that the child asking the question might be of
a different faith, culture, ethnic group, gender, ability and so on.
The observer's role is to observe for how the teacher/adult worker responds. Jot down
the strategies used by the teacher/adult worker. The observer should also stop the
exercise after a few minutes.
At the end of the exercise, come together with the other triads and discuss the
strategies used.
Hand out the sheet by Dr. Bill Belanger as background notes.
The cards below should be printed and cut up. Each group should be given one complete set
of cards. Place the set of cards face down with the person taking the role of the child picking
up one card at a time and asking the question written on it to the participant playing the adult
role. Please ensure that each participant gets the opportunity to play both roles.
Where is heaven?
I've got a secret. If I tell you will you
promise not to tell?
What do you do when you have sex?
Is Santa Claus real?
Why can't I call Nazim "Paki". He's always
calling me "Poo Face"
I'm not sitting next to May-Lin she's a
"Spazzy"!
I can take little things like that. My dad
eats the grapes in the shop. What's wrong
with that?
You teach us to speak up about bullies,
is that not telling tales?
I saw Mrs. Campbell shout at Tim the
other day. That's not right is it?
You said we could hold a party next
Friday in the school, but Kevin says we
can't because some Paki group will be
in the school.
SOLOMON EXERCISES - Post Discussion
Responding to children's value questions: SOLOMON SPEAKS
The questions people ask often imply values either in the question or in the expected
response. Children often pose these questions in a disarming manner. Unprepared for the
specific question at a particular time, teachers often struggle for an appropriate reply. The
teacher's reaction usually communicates the adults value system either verbally or non
verbally. Often the hesitancy of reply communicates a message. Although it is impractical for
teachers to prepare and rehearse responses to all such questions, it is possible for teachers to
prepare in three ways:
Individually and with peers, explore and articulate beliefs and values about a wide variety of
issues.
In simulation practice react to a number of values related questions (The Solomon Exercises
in which you have been engaged).
Learn a set of strategies for reacting to values related questions.
Strategies for responding to values related questions (1 - 14)
1. Set the ground rules
Early in dealing with children, set the ground rules for your relationship. The following are
suggested:
as individuals we all have the right to our private personal thoughts.
things to do with schoolwork are not private from the teacher.
personal matters are private.
if a child shares a personal thought with the teacher the teacher would respect a
privacy.
Some private matters a teacher must share with others (e.g. child abuse).
The teacher assures the child that, if a private matter must be shared, with others, the teacher
will help the child deal with it.
These ground rules provide the teacher and the child with the right to response to questions by
saying, "That's a private, personal matter."
2. Recognise the question as legitimate and difficult.
a. Repeat the question to provide thinking time.
b. "That's a good question."
c. "Many people have struggled with that question".
d. "That's not the type of question that has a simple answer."
3. Recognise the question as legitimate and difficult
a. "What made you think of that at this time?"
b. "What do you think?"
c. "Why do you ask?"
4. Recognise the question as legitimate and difficult
a. "Did anything else happen?"
b. "What exactly was said?"
5. Diffuse aggression and confrontation
a. "Let's look for a solution."
b. "We'll deal with this in a few minutes."
c. "Write down what happened."
6. Check with the home value base
a. "Have you asked your parents?"
b. "What do you do about that at home?"
7. Recognise jurisdiction
a. "There are different rules in different places. At school we do it this way."
b. "In other situations others may think that what you did (said) is appropriate."
c. "When I go to a hockey game I yell and cheer. This is not a hockey game."
8. Declare the question to be inappropriate
"We are not dealing with that at this time."
b. "Save that question until later." Specify a private time.
c. "That question is inappropriate at this time (in this class etc)."
9. Acknowledge different beliefs
a. "It is difficult to believe what you cannot see."
b. "Some people believe that _____ : other people believe _____. Both believe that they are
correct. You are deciding what you believe."
10. Admit ignorance
a. "I don't know."
b. "I don't have an answer to that. Where do you think we should look to find out?"
11. Change terminology
a. "stealing" to "borrowing"
b. "hate" to "dislike"
c. "sex" to "gender"
12. Recognise differences
a. "There are three kinds of differences
Good differences,
Bad differences,
Unimportant differences,
Which is this?"
b. "That is an unimportant difference" (once the above has been established)
13. Reverse the situation (Reciprocity) the Golden Rule
a. "What would it feel like if you were the other person?"
b. "If it's all right for you would it be all right for him?"
c. "Is that fair?"
14. Generalise the situation
a. "What would it be like if everyone did that?"
b. "That might be all right if it happened once. What would it be like if it happened often?"
Source: Educating for Race Equality – a Toolkit for Scottish Teachers
Faiths, Festivals and
Cultures
Cultural and Religious
Traditions of Sikh, Muslim,
Jewish and Hindu pupils
Including Gypsy Travellers in
Education
Useful Links
Other Resources
3
Faiths, Festivals and
Cultures
Cultural and Religious Traditions of
Sikh, Muslim, Jewish and Hindu Pupils
Religious and Moral Education
Education
Useful Links
Other Resources
FAITHS & FESTIVALS
Faiths
This section on faith looks at six of the largest world religions. The selection reflects
key faiths currently practiced in Scotland, and does not deny the importance of many
other equally profound faiths. The following religious beliefs are summarised:
Ø Buddhism
Ø Christianity
Ø Hinduism
Ø Islam
Ø Judaism
Ø Sikhism
It must be stressed that they are merely introductory outlines and cannot form the sole
source of knowledge. For any religion there exists a range of approaches and
interpretations, from the secular at one end to the orthodox at the other.
There is also the question of where religion ends and culture begins: many of the
practices and customs addressed are steeped in centuries of overlap between the two
and whilst to some the difference may matter, to many others it is likely to be
irrelevant or even incomprehensible. The background provided here can therefore not
possibly do justice to the diversity of faiths, denominations, movements or
preferences but merely points up issues that may be relevant to those groups.
It is up to the individual to challenge the stereotypes and translate the theoretical
summaries given here into practice that appreciates subtlety and complexity and
creates an environment of sensitive, open reflection and interaction with the
unfamiliar.
Festivals
Rather than outline all the huge range of classroom activities, which can be developed
in response to national and international festivals, this section lists a selection of such
festivals.
They have been included as celebrations which are usually enjoyable and accessible
means for introducing pupils to other faiths. The caveat here has to be that the focus
on festivities may gloss over other more significant aspects of the religion. It may also
heighten the 'exotic' and 'otherness' of the religion if not located within a
contemporary Scottish context.
As suggested above, it may also be appropriate to distinguish between religious and
secular customs where that is possible.
Websites
Useful website addresses relating to the individual faiths can be found in Useful
Links. The section on useful faiths websites of a general nature is predominantly
education-based even though most of the sites limit themselves to majority faiths and
pay little attention to minority beliefs. The majority of sites have links and lists of
contacts, organisations and publications and in view of this publications or contact
lists have not been included here.
BUDDHISM
Philosophy
The basic story of Buddhism is that of a person who progressed systematically in
purity and wisdom over many hundreds of lives, to reach total perfection as the
Buddha (The Awakened One).
Prince Siddartha Gautama lived in Northern India around 500BCE. After 29 years in
this incarnation, he abandoned wealth to spend the next 6 years as a skeletal ascetic.
These two experiences were to serve as the basis for his doctrine of the Middle Way avoiding all behavioural and philosophical extremes. The Buddha is seen as a teacher,
not a saviour. He shows the path of peace, self-control, meditation and understanding
that lead to liberation and enlightenment. Liberation is freedom from continual
rebirth, due to past actions (karma). Enlightenment (nirvana) is the possession of a
Buddha's wisdom and loving compassion.
Buddhism rejects the human belief in an eternal and creator God or a lasting soul.
Rather it believes in an ultimate reality ("buddha nature") that can be directly
experienced through meditation.
Buddha taught the Four Noble Truths :
Ø Worldly life (samsara) is suffering
Ø The cause of suffering is self-centred desire
Ø The end to suffering is to remove desire
Ø Desire can be removed by following The Eightfold Path which consists of the
right forms of:
Ø knowledge
Ø thought
Ø speech
Ø conduct
Ø livelihood
Ø effort
Ø mindfulness
Ø concentration
Movements
Buddhism has divided into a number of different schools, each of which believes it
holds the original teachings. Theravada or Southern Buddhism, centred on
monasticism and self-liberation, took hold of Sri-Lanka in the 12th century BCE and
subsequently influenced much of Southern Asia - Burma, Thailand, Laos etc.
Mahayana or Northern Buddhism, focuses on altruism and compassion. It influenced
China, Japan, Tibet, Korea and other northern kingdoms. Zen and Pure Land schools
belong to the latter.
Worship
Although Buddhist monks meditate everyday in a temple or shrine room, and lay
Buddhists may use them when they wish, there is no obligation upon a lay Buddhist to
take part in group worship or meditation. Buddhists may have shrines or meditation
rooms in their own homes. As in a temple, shoes should be removed when entering a
Buddhist home. Invitation to enter a shrine room is a compliment and figurines should
not be touched unless express permission is given, as this may be seen as
disrespectful.
Movements
The advocation of the Middle Way means that there are few outright proscriptions in
Buddhism, excepting those who take monastic orders who are usually expected to be
celibate and vegetarian. However, avoiding harm to other living things is a central
tenet of the religion. This involves non-violence, sexual propriety, not stealing, not
lying, not slandering and not creating enmity. Because Buddhism spread to many
countries, taking on different national and regional characteristics, the customs and
practices of individual Buddhists, such as birth rites, naming, wedding and funeral
ceremonies, attitudes to medical treatment, tend to be defined by their cultural context
and/or ethnic group. Similarly, no particular language is associated with Buddhism
although the Buddha's teachings, transmitted orally for the first four centuries, were
eventually written down in Pali or Sanskrit.
Festivals
Because of its many nation status Buddhism has too many festivals to list. The
Buddhist calendar is lunar and festivals are associated with the stages of the moon.
The first and fifteenth days of the month are called uposatha days and lay Buddhists
should join the monks in a day of fasting, devotion and meditation. In the west these
festivals are generally held on a Saturday or Sunday to avoid interrupting the working
week.
Perhaps the most important single festival is Wesak, a celebration of the birth,
enlightenment and death of the Buddha. It takes place around May and Buddhists who
do not visit the temple at other times tend to go on this occasion. Many Buddhists also
send Wesak cards to each other.
Diet
Dietary principles vary among Buddhists. Buddhist monks are usually expected to
adhere to a vegetarian diet and many lay Buddhists also choose to do so. Appropriate
care must therefore be taken to ensure that vegetarian Buddhists are not offered food
containing even traces of animal by-products, such as gelatine, rennet, food colouring
etc.
Concerns for Education
Buddhism is unusual among minority faiths in the UK in having many western
followers, and it may be that the vast majority of British Buddhists are indeed
converts. Buddhist families in the UK may therefore be indistinguishable on ethnic
and linguistic grounds from the majority population yet have distinct religious
perspectives and requirements. They may also face special problems in the education
of their children as their recent conversion may mean that they have no previous
experience or family context to guide them.
CHRISTIANITY
Philosophy
Christianity was founded in what is today Palestine/Israel around 2000 years ago. It is
based on the teachings of the Jew, Jesus of Nazareth, who came to be known by his
followers as the Christ (the anointed one, the one chosen by God).
The guiding principles of Christianity are those of love for God and other human
beings, as well as belief in God coming to earth through Christ. Christians hold that
Jesus was God incarnate, i.e. that God revealed himself and was present in the human
person of Jesus. Jesus is therefore described as the Son of God and the descent of the
Holy Spirit seen as the manifestation of divine presence in the human world. This
belief is expressed in the concept of the Trinity, the understanding of God the Creator
as a community of three persons, Father, Son and Holy Spirit.
Through Christ, God is believed to have revealed his forgiving and compassionate
love for all people and Christ's death on the cross is understood as atonement for the
sins of mankind. His resurrection from the dead is attributed to God and seen as the
victory of love over evil and death and as proof of Christ's divinity. Christ's life, death
and resurrection are taken as offering individuals and society redemption and
salvation.
In Catholicism, the priest is seen as a necessary intermediary between man and God,
whereas Protestants believe that access to God is direct. As Christianity is not
prescriptive, theologically or ethically complex issues are usually addressed by the
different denominations but some may also be left to individual interpretation.
Texts
The Christian Holy Book, the Bible, falls into two parts. The Old Testament (the
Jewish Bible) and the New Testament. The New Testament includes the Gospels,
which record the life and teaching of Jesus and other early writings of Christianity.
Movements
Christianity is a worldwide religion encompassing many cultures and nations. The
Church i.e. the community of Christians is divided into three broad categories,
Catholic, Orthodox and Protestant. The differences between them tend to focus on
authority rather than beliefs, although there may also be differences in the
interpretation of the latter.
In Scotland, Presbyterianism, a form of Calvinism, was established in the form of the
Church of Scotland. It stresses the authority of the Bible over the Church, and church
government is in the hands of presbyteries and synods.
Today, numerous Protestant denominations flourish in Scotland, examples of which
are as follows:
Ø the Presbyterian Church
Ø the Episcopalian Church
Ø the Baptist Church
Ø the Free Church
Ø the Quakers
Ø Jehovah's Witnesses
Ø Mormons
The Roman Catholic Church also has a significant presence in Scotland.
Although there are many black / minority ethnic Christians in the UK, relatively few
of them are settled in Scotland.
In the UK, many people with British or other European ancestry associate their
national identity with religious belonging, regardless of the degree to which they
practise the Christian faith. An apparently secular approach to life is held by many
who would nevertheless regard themselves as Christian and who, perhaps
unconsciously, operate within a largely Christian framework. Equally, there are
Britons who are devout and practising Christians living in what is becoming an
increasingly secular society.
Worship
For the vast majority of Christians Sunday is the day of rest and worship and the main
church service is held on that day. The central ritual of much Christian worship is
Holy Communion or Eucharist (Thanksgiving). This is a sharing of bread and wine in
memory of Jesus' Last Supper with his disciples. Scripture study, private prayer and
meditation are important to many Christians in their daily life.
Observance
Children are given a first or 'Christian' name at birth. In almost all denominations the
child is made a member of the church community by baptism. Confirmation into the
Church, when individuals can give personal assent to their baptism, may follow at a
later stage, either at the age of about seven in the case of the Catholic Church or
whenever the child is mature enough to understand its meaning (usually in
adolescence) for Protestants.
Festivals
Many festivals centre around the key moments in the life of Jesus but despite their
Christian origins, celebrations in many countries have acquired a secular flavour. This
is especially the case with Christmas where material manifestations are thought by
many to have overtaken the religious dimension.
Christmas - celebrates the birth of Christ on 25th December
Advent - starts four weeks before Christmas (for most denominations) in
spiritual preparation for the festival
Easter - remembers the last week in the life of Christ. Good Friday, the date
of the crucifixion and death of Christ, and Easter Sunday, the day of his
resurrection are key dates. Easter falls on the first Sunday following the first
full moon after the spring equinox as the original events took place at the time
of the Jewish Passover celebration
Lent - a period of preparation, repentance and renunciation before Easter
Pentecost - marks the day of the descent of the Holy Spirit and is regarded as the
birthday of the Church
Diet
There are no food prohibitions as all food is regarded as clean and a gift of God.
However, some Christians abstain from meat during Lent or on Fridays. In some
traditions the consumption of alcohol is discouraged. Some Christians acknowledge
the divine gift of food by saying grace before meals. Fasting may be undertaken at
certain times of the year.
Appearance
'Sunday best' clothes were formerly worn to church, but apart from special occasions
this is no longer rigidly adhered to. Much depends on the denomination and the
particular congregation. Women may wear hats, but men should never cover their
heads inside a church.
Concerns for education
The problems for teachers of Christianity in this country lie not in understanding the
unfamiliar, but in presenting the dominant Christian religion in a multi-faith and
secular society.
Regardless of the religious or ethnic composition of the classroom, it is no longer to
appropriate to focus on British Christianity at the expense of other traditions or
beliefs. Given the diversity of society, an understanding or assimilation of Christian
values as practised in this country can not be taken for granted. Children may be
Christian but not British or European, they may come from other religious
backgrounds or be brought up in a secular environment.
At a global level, it is important for children, black and white, to be aware of the
presence of Christianity in many different parts of the world and to appreciate the
diversity of the Christian community.
Cultural values may interplay with religious ones. Much western culture is identified
as Christian by those who are not committed Christians but not so by those who are. It
is a challenge for teachers to present Christianity as a living religion as understood by
believers and separate it from the modern materialistic culture of Britain today.
For example Easter eggs are part of the culture but their religious significance is lost
to most people. Equally, it is time to abandon the stereotype of a white Christ when he
was almost certainly of Middle Eastern appearance and African and Asian images of
him are easily found. Whatever the individual classroom composition, education has
to move away from making assumptions and value judgements to presenting a wider
perspective which recognises different historical and contemporary cultural angles
within Christianity.
HINDUISM
Philosophy
The Hindu tradition has no founder and is best understood as a group of closely
connected religious traditions rather than a single faith. Most Hindus are monotheists
who believe in one God (Brahman). They do, however, have the freedom to decide
under what aspect they wish to honour God and what form of worship this might take.
Hinduism does not prescribe any particular dogmas, indeed it asks for individuals to
worship God according to their own belief. God is omniscient and infinite and may
appear in different forms to different people. Hinduism is thus able to absorb other
beliefs. As a result, diverse rituals and cultures have arisen in the course of history as
Hindus may accept the prophets of all religions as manifestations of God (avatars).
The three main aspects of Brahman (God) are Brahma (the Creator), Vishnu (the
Protector) and Shiva (the Destroyer).
Despite the freedom to conceive and visualise God, however, Hinduism demands
adherence to a defined conduct and acceptance of the Hindu system of culture and
life. Hindus believe in reincarnation (samsara) when the individual soul will travel
through a number of lifetimes on its journey to salvation (moksha). The ultimate aim
of the Hindu is to attain salvation in union with God by freeing him/herself from the
cycle of rebirth. The nature of an individual's actions and way of life (karma) in terms
of worship as well as worldly conduct determines his/her condition in any one lifetime
and bestows the opportunity to attain salvation. The four objectives (Purusharthas) of
life are:
Ø dharma - moral conduct
Ø artha – prosperity
Ø kama – enjoyment
Ø moksha - salvation
Texts
The Hindu scriptures fall into two parts: the shrutis and the smritis.
The former include the Vedas, a God-given record of wisdom and knowledge written
in poetic form and the Upanishads, containing the doctrine of God and the soul
(Brahman and Atman). The Smritis are epics which, unlike the Vedas, were composed
by man and tell of historic events. They include the Ramayana and the Mahabharata;
the Bhagvad Gita which teaches knowledge, works and devotion, is contained in the
latter.
Although most Hindus do not read Sanskrit, the language of the texts, they are usually
able to recite or sing parts of them. According to the Gita, the word/symbol 'Aum' or
'Om' represents the three aspects of God (creation, protection and destruction) and
should be spoken regularly. It is used in the praise and prayer of all deities.
Worship
Hindu worship (puja) may take place in the home or in the temple (mandir). Most
homes have an ornate, east-facing shrine in a corner of a room for worship with
images of their God; these representations are not revered in themselves but the God
they represent is. The location of the shrine in the home symbolises the centrality of
God in the worshippers' lives and to many Hindus worship in the home is more
significant than going to the temple. Most rites performed across a lifespan may take
place in the home.
Worship (contd.)
The mandir is the place where Hindus gather for communal puja. Upon entering,
shoes should be removed and women should cover their heads. The mandir usually
also serves as a community centre and a place where religious instruction takes place
and Indian languages such as Hindi and Gujarati are taught.
Observance
Hindu society is traditionally divided into four classes (varna), each of which has
different roles and duties. The castes (jati), on the other hand, are innumerable and
changeable. The class and caste system combines dimensions which Westerners might
compartmentalise as religious, social and economic and is a way of ordering society.
Although no longer legal in India, awareness of caste continues to pervade many
aspects of Hindu life. Marriage between castes is difficult for many observant families
and the criteria for compatibility normally insist on a partner from the same caste.
Some sects do not accept the caste system.
Home and family life are central to Hinduism as is respect for parents and guests.
Maintaining a pure and reverent home and ensuring the children's religious education
is traditionally the woman's duty.
Festivals
Festivals are numerous and diverse, often taking different forms depending on
geographical area. In the UK festivals are usually celebrated on a Sunday to fit in with
Western life.
Ø Holi - spring festival during which coloured powders and paints are thrown
Ø Divali - autumn festival of lights and fireworks which is followed by New
Year's Day celebrations
Ø Navrathri - autumn festival celebrating the female aspect of the Divinity for
nine nights
Ø Dussera - autumn festival celebrating the victory of good over evil
commemorating Rama's triumph over Ravana
Diet
Dietary rules are traditionally based on the Vedas. However, nowadays they vary and
most Hindus don't eat beef. Many strict Hindus avoid all meat, fish, eggs, garlic and
onions. A vegetarian diet may therefore be acceptable to some Hindus but others may
require additional information and assurance concerning the absence of garlic, onions,
eggs and other animal by-products.
Orthodox Hindus may not taste food as it is being prepared, as it is to be offered to the
God first. In addition, they may undergo periods of fasting.
In common with most other Asian groups, Hindus traditionally consider the left hand
unclean and will eat with their right hand.
Names
Names are usually selected on the basis of astrological advice given by the priest once
a child has been born. This personal name is followed by the father's name and then
the family surname.
Appearance
Traditionally clothes should not be revealing. Shoes are removed in the house and the
temple and heads covered during prayer. The sacred thread ceremony is held for boys
from some backgrounds who are ready to receive religious instruction from their
spiritual teacher, at about the age of seven, symbolising their second birth. The triple
thread is worn on the left shoulder across the body to the right hip. It is not acceptable
to demand its removal in, for instance, a PE lesson; a T-shirt could be worn to cover it
should it present a safety hazard.
Hinduism expresses pictorially what many other religions do verbally i.e. it
symbolises different aspects of the divine in visual forms which may look like
separate gods but are in reality an expression of the one God, Brahman.
Since such symbolic representation diverges significantly from many other faiths,
there is a need to sensitise children to the meaning of Hindu visual imagery, rather
than see it as polytheism and idolatry.
ISLAM
Philosophy
Muslims form an ethnically hugely diverse community which perceives itself as one
nation (ummah), bound together by their belief in God (Allah) as the sole Creator,
Muhammad (peace and blessings upon him) as his messenger and the Quran as his
revelation.
The last of the three great monotheistic religions, Islam was revealed to Muhammad
(pbuh), considered by Muslims to be the last of the Judeo-Christian prophets. Islam
therefore recognises earlier Abrahamic texts and prophets as precursors to Islam but
refers to Muhammad (pbuh) as the 'Seal of the Prophets'. Belief in Muhammad (pbuh)
entails belief in his practices and pronouncements, his finality, predestination and
divine supremacy.
Islam broadly splits into two branches, Sunni and Shia (with further sub-groups
within those). The vast majority of all Muslims are Sunni. Sufism is the mystical
branch of Islam.
Text
The Muslim Holy Book, the Quran is considered to be the literal word of God,
dictated to Muhammad (pbuh) by the Angel Gabriel over a period of twenty-three
years.
The language of the Quran is Arabic and Muslims are taught to recite it in that
language regardless of what their own language may be. Recitation of the Quran may
be considered music and as such acceptable even for orthodox Muslims who might
otherwise reject music as improper.
Worship
Muslims must pray five times a day at appointed times; the times vary according to
season and location as Islam employs the lunar calendar. Prayer can take place
anywhere and involves a prescribed sequence of kneeling and standing postures on a
prayer mat facing Mecca/Makkah. Physical and spiritual cleanliness are prerequisites
for prayer and ablution under running water prior to prayer also follows a strict order
(involving washing of hands, mouth, nostrils, face, arms, head, ears, neck and feet).
Both men and women are expected to dress appropriately, i.e. in loose, covering
clothes and with their heads covered, and to remove their shoes. When prayer takes
place in a mosque, men and women occupy different parts of the building.
By the time they are ten, most Muslim children will pray. They require a clean and
quiet room which will allow them to remove their shoes, perform their ablutions and
use a prayer mat facing Mecca/Makkah for the midday and afternoon prayer. Many
pray on their own although congregational praying is preferred. Indeed, for boys it is
necessary to attend a mosque for the Friday midday prayer so that they may join the
congregation and listen to the sermon. In the absence of access to a mosque, a suitable
person may lead the Friday prayer in a room designated as a mosque. Muslim pupils
can not be expected to join in prayer to Jesus, accept the Trinity, or praise other
deities.
Observance
Muslims recognise the following tenets as the five pillars upon which Islam is built:
Ø Shahadah - testimony of faith: 'I witness that there is no god but God, and
that Muhammad is His Messenger'.
Ø Salat - prayer five times daily at prescribed times
Ø Sawm - fasting during Ramadan
Ø Zakat - charity given to the poor
Ø Hajj - pilgrimage to Mecca/Makkah
During the month of Ramadan fasting and abstention during the daylight hours is
required from all Muslims although children before puberty, menstruating or pregnant
girls and women, the sick and the frail are exempt. Although there is widespread
agreement on the need to abstain from food, drink and sex, the administration of
medicine is less clear cut and more controversial. Ramadan is a time of self-discipline
and practice to equip the believer with empathy for others and preparation for the
trials of life.
The appearance of the new moon at the end of Ramadan marks the beginning of the
festival of Eid ul-Fitr which sees the visit to the mosque, the giving of charity, parties
and exchanges of presents and visits to relatives and friends. Non-Muslims are often
unaware of the stress of fasting and sleep deprivation due to the need to prepare food
and eat before dawn, and also of the subsequent joyous celebration at the completion
of Ramadan. Exemption from unnecessary exertion and allowing free time to enjoy
the celebrations would offer Muslims appropriate support during this time.
Festivals
The Muslim calendar is lunar and festival dates therefore vary from year to year.
Ø Eid ul-Fitr - marks the end of Ramadan, as outlined above
Ø Eid ul-Adha - sacrificial slaughter to commemorate the sparing of Ismail; it
follows the completion of Hajj and is celebrated by pilgrims and nonpilgrims alike
Ø Muharram - marks the death of Hussain in battle, considered by Shia Islam
as an act of self-sacrifice
Men and Women
Great value is attached to the concept of the family and home in Islam. The
responsibility for a close-knit, functioning family lies principally with the woman who
is also responsible for providing initial guidance to the children into their faith and
practice in the years before they receive formal religious tuition.
Marriage is encouraged, divorce although possible, not favoured. Homosexuality, cohabitation and extra-marital sex are not permissible. Marriages may be arranged but
always require the consent of both partners.
Many parents understand the value of sex education and are happy for their children
to be instructed at school provided boys and girls are taught separately and by a
teacher of their own sex, and only after puberty has been reached. Sex education
should tie in with wider health education and parents given the opportunity to
withdraw their children.
Men and Women (contd.)
Many Muslim men and women may avoid physical contact with members of the
opposite sex, such as shaking hands. They may also prefer single-sex schools,
particularly for adolescents. For some classes, such as sports and swimming, it is
important that the gender of the teacher and the students should be the same.
Equally, it is unacceptable to appear naked before others or to observe others naked;
schools should therefore provide individual cubicles for changing, to afford students
the necessary privacy. Dancing may be acceptable to some Muslims, but it is likely
that these will be folk dances in single-sex groups rather than mixed activity that
might be construed as sexually provocative.
Diet
Dietary prescriptions mean that Muslims differentiate between food that is allowed
(halal) and forbidden (haram). In the latter category the most immediately relevant
types of food are pork and any other part of the pig, carnivorous animals and blood. In
addition, to comply with Islamic law meat must be slaughtered by an Islamic butcher.
The consumption of intoxicants is also prohibited. In some cases alcohol in medicine
may be declared haram, although opinions will vary. Muslims use the right hand to
convey food to the mouth, either by hand or by cutlery, as the left hand is associated
with the use of the lavatory.
Names
Children have a right to a good name in Islam. Naming patterns vary according to
regional or national background and can be complex.
Multiple surnames may occur within any one family and different families and
cultures may differ in their understanding of how they wish to be addressed.
Appearance and Cleanliness
Hygiene and cleanliness are an important aspect of Islam. Ablutions are carried out
before prayer and Muslims are required to wash their private parts with running water
after using the lavatory; cubicles should therefore have running water and/or a jug to
allow for washing. Showers should be taken daily.
Covering the head is a mark of respect for men, women and children. Loose-fitting
clothes are considered appropriate for both men and women. Boys should be covered
from the waist to the knees, girls should only reveal hands and faces. Headcoverings
can be tied safely to allow Muslim girls to work in labs, kitchens and workshops.
Islamic protection which is often worn around the neck does not constitute jewellery;
where its location might present a health hazard, it may be attached directly to clothes
or taped to the skin. Sports and swimwear should follow the same rules as any other
acceptable attire.
There may be some concerns around subjects such as art and drama. Islam is
frequently seen as non-representational (despite figurative Islamic art) and some
Muslims may not wish to have their children depict animate figures, or certain
subjects which may cause offence.
Similarly, asking children to appear in performances that entail physical contact
between the sexes or gender swapping, acting the part of unclean creatures or
participating in the presentation of other faiths may be inappropriate.
JUDAISM
Philosophy
The earliest of the three major monotheistic religions, Judaism believes in an
incorporeal God as the universal creator of all that exists. Orthodox Judaism holds
that God revealed both the text and the oral interpretation of the Torah (Hebrew
Bible) to Moses and has communicated with the Jewish people through inspired
prophets, as recorded in the Hebrew Scriptures.
Judaism believes in human freedom of choice which God will reward or punish.
Actions are seen as more important than personal beliefs, and Judaism does not
distinguish between the status of ethical and ritual obligations, seeing both as
mandated by God.
Judaism does not seek converts, but rather believes that non-Jews should follow their
own path. Tradition identifies 613 commandments in the Torah for Jews to follow; of
these only 7 apply to non-Jews, including obligations relating to social justice, sexual
morality, and animal welfare.
The Bible tells of the Divine promise to the Jewish people of the land of Israel.
Canonical Jewish belief includes an 'end time' or Messianic Age, when a Messiah will
establish an era of global peace, and bring about the return of Jewish exiles to Israel
and the resurrection of the dead. Zionism is the modern political philosophy that
underpinned the establishment of the Jewish state of Israel.
Texts
The Jewish Scriptures, Tanakh, written in Hebrew, consist of three parts of which the
Torah (Five Books of Moses) are the most important. The other parts are the Prophets
and the Holy Writings (Hagiographa). The word "TaNaKh" is an acronym for the
Hebrew names of these three parts. It is obviously inappropriate to refer to the Tanakh
as the 'Old Testament' as this suggests that it is seen not in its own right but merely in
the context of the Christian 'New Testament'. (Jewish perception of Jesus varies: some
think of him as a great teacher, others view him as one of many false claimants to be
the messiah).
The Talmud is another text central to Judaism. Based on an oral tradition ascribed to
Moses, it was compiled in its present form between 100 and 400 CE in Babylon and
Israel. It mainly records rabbinic debates on Jewish law and the interpretation of the
Bible, and forms the basis of traditional Jewish law.
Movements
Despite their shared belief, the ethnic origins of Jews are diverse, and as such they
should be considered a people, rather than a race. Three principal groupings are
recognised:
Sephardim - properly of Iberian origin, although the term is often used to include
those of other Mediterranean and North African origin.
Eastern Communities - origins in Asia or the Arabian Peninsula and include smaller
groups such as the Jews of Ethiopia and the Bnei Israel and Cochin Jews of India.
Ashkenazim - ancestry in Central and Eastern Europe and Russia where they
developed Yiddish, a Germanic language with Slavic and Hebrew admixtures.
Ashkenazim (contd.)
Although there are more Sephardic than Ashkenazi Jews in Israel, the reverse is the
case worldwide. The Jewish communities of the UK are substantially Ashkenazi.
For some Jews Judaism is less about faith and more about cultural identity, and
cutting across these ethnic groups there are distinct denominations which have
different understandings of the status of the Torah and of Jewish law:
Orthodox: believes that the Torah as interpreted in the Talmud was given directly by
God. The principles of orthodox Judaism have not changed significantly since
Biblical times. Within Orthodox Judaism there are two main groupings: the Haredim,
or so-called "Ultra-Orthodox", and the Modern Orthodox. The latter are prepared to
participate in more secular activities than Haredi Jews, but are nevertheless faithful to
traditional religious practices. The Haredim, one of the largest and most conservative
movements and with several subsections, tend to reject many aspects of modern life,
generally, for example, dressing in extremely 'old-fashioned' clothes, whereas the
Modern Orthodox seek to make an accommodation with the modern world, for
example by entering the learned professions. Both groups respect the Sabbath,
festivals, dietary and all the other Jewish laws.
Reform: a movement which rejects much orthodox practice while seeking to retain
some of the underlying teachings of Judaism. Unlike Orthodox movements it allows
for women to be ordained as rabbis, men and women may mix in the synagogue and
cremation is acceptable.
Conservative (in UK "Masorti" = Traditional): began as a counter-movement to
Reform Judaism in the USA. Based on a more liberal understanding of traditional
texts, it retains most orthodox practice.
Liberal: views the Torah as a product of its time and so subject to change, rather than
as the literal word of God. Liberal Jews do not attach great significance to traditional
codes for dress and diet but regard them as a matter of choice.
Humanistic: a small group composed mostly of atheists and agnostics who regard
mankind as the measure of all things.
Reconstructionist: a relatively recent movement (not connected with ultraconservative Christian Reconstructionism). It is liberal in nature and rejects the
concept of Jews as uniquely favoured.
Worship
Synagogue practice depends on the denomination of the worshipper. In Orthodox
synagogues traditional dress code is observed and the sexes sit separately, whereas in
Reform and Liberal synagogues men and women may sit together. Sabbath services
involve prayers, reading from the Torah, and generally a sermon. Orthodox Jews pray
in Hebrew (with some Aramaic - the language of the Talmud), while Reform and
Liberal Jews use varying amounts of English. The synagogue also operates as a
community and education centre. One of its roles may be the teaching of Hebrew and
Torah studies to children.
Men are required to pray three times daily - morning, mid-afternoon, and at night, but
the obligation on women is more flexible. More generally, women are exempt from
most obligations for which there is a fixed time.
Worship (contd.)
Many Jews place a mezuzah, a small scroll containing passages of the Bible, on their
door-posts in fulfilment of a biblical command. Orthodox Jews have them on all doors
except the toilet, and others on their front door only.
Observance
Home and the family are central to Jewish life and may be more significant than the
synagogue. Traditionally women have an important role in raising children, giving
them a religious education and creating a kosher domestic environment. They may
also have responsibility outside the home in being involved with the community and
paid employment.
Jewish children become responsible for their own religious lives at the age of 12 for
girls, and 13 for boys. The Bar Mitzvah for boys is a time of celebration when the boy
will be called up to read from the Torah for the first time. Modern orthodox Jews also
celebrate the Bat Mitzvah of a girl in an analogous way, and for Reform and Liberal
Jews the ceremony will take the same form as for boys.
Observance - The Sabbath (Shabbat)
This commemorates the divine seventh day of rest following creation and is observed
to varying degrees by the different Jewish movements. It begins on Friday at sunset
and lasts until Saturday at sunset. The degree to which the Sabbath is taken as a day of
rest varies according to denomination.
Traditional Judaism has a clear code of activities permitted or forbidden on the
Sabbath. These concern creative work and ensure that the Sabbath is a family and
home-based festival. For example, the prohibition on making fire will include turning
on any electrical apparatus, including lights or television, and using the telephone.
The prohibition on carrying includes handkerchiefs, keys, etc, but not clothing, so
ways have been devised to 'wear' these for example as part of a belt. The prohibition
on cooking means that Saturday's meals will have been prepared and kept warm since
Friday afternoon. Travelling (even as a passenger) and writing are also prohibited. It
is not permitted to ask a non-Jew to do anything one could not do oneself, except in
an emergency, when any prohibition can be set aside if life is in danger.
The more orthodox movements also stress the spirit of the Sabbath, and veto
strenuous activities such as sport on the Sabbath. Some less orthodox groups reject the
prohibitions, but also seek to preserve the spirit of the Sabbath as a day of rest. By the
age of eight most children are expected to know what constitutes an acceptable
activity. As Sabbath observance varies so widely, consultation with individuals is
clearly the most reliable way to gauge attitudes.
Jewish boys are circumcised at 8 days of age, and this is regarded by almost all Jews
as a central assertion of their identity.
Festivals
There are numerous festivals in Judaism. They are observed from dusk to nightfall
and are generally subject to the same rules as the Sabbath. The principal ones are as
follows:
Rosh Hashana - New Year celebration in early autumn followed by 10 day period of
repentance culminating in Yom Kippur
Yom Kippur - day of atonement marked by worship and fasting
Sukkot (Tabernacles) - autumn festival five days later, and lasting 9 days. Orthodox
Jews will construct a hut (sukkah) in which to eat during the festival, to commemorate
the temporary structures in which the Israelites lived after leaving Egypt
Simchat Torah (Rejoicing of the Torah) - day after Sukkot when the annual cycle
of readings from the Torah is concluded and recommenced
Pesach (Passover) - spring festival commemorating the exodus from Egypt, and
lasting 8 days; the ceremonial meal eaten in the home on the first night (the Seder)
symbolises the escape from slavery and the foundation of the Jewish Nation. Matzah
(unleavened bread) replaces bread for the entire week and orthodox Jews are
meticulous about avoiding any leavened food
Other minor festivals include:
Chanukah - winter festival remembering the rededication of the Temple in Jerusalem
after its desecration by the Greeks, marked by some by celebratory exchange of gifts
Purim - early spring festival marking Esther's intervention which brought about the
deliverance of the Jews in ancient Persia; celebrations include fancy dress, charitable
giving and exchange of gifts
Tisha B'Av - mid-summer fast day commemorating the destruction of the Temple in
Jerusalem, first by the Babylonians in 586BCE and again by the Romans in 70CE
Diet
Jewish dietary laws (kashrut) dictate what constitutes kosher food. According to the
Torah, meat is only kosher if it is from an animal which chews the cud and is clovenhooved. Domestic poultry and fish with fins and scales are also permitted. Meat and
poultry must be slaughtered correctly by a skilled and ordained Shochet to cause the
animal least distress prior to despatch and allow the blood to drain away. This and the
subsequent process of salting and washing (kashering) removes as much blood as
possible, since the consumption of blood is prohibited.
Meat and milk must not be consumed within the same meal; in the UK, most orthodox
Jews allow a minimum period of three hours to lapse between them, although the
strictly orthodox will wait for six hours. Meat and dairy products may not be prepared
or stored in the same place and kitchens have separate areas, utensils, towels and
cutlery for each.
Other animal by-products are permitted provided they come from a kosher animal.
Cheese made with animal rennet, cakes, jellies and puddings made with gelatine, or
biscuits made with lard are obviously not kosher. Vegetarian versions of the above
may be slightly more acceptable in that the animal component is left out, but unless its
preparation is supervised it may still not be kosher, so that the more orthodox may
refuse to eat any uncertified food. The dietary needs of Jewish pupils may therefore
present a complex situation which will require sensitivity and attention to detail.
Names
Judaism is matrilineal in that a child is Jewish if his or her mother is Jewish. However
the name used in religious contexts is the individual's Hebrew name, followed by
"daughter/son of" and the father's name. However, naming customs do vary and a less
traditional family may choose to include the mother's name as well. Most Jews also
have an 'English' name, which they use at school or work.
Appearance
Girls and women are traditionally expected to behave and dress modestly, and
orthodox women will wear clothes with sleeves covering the elbows and skirts
reaching well below the knees. Orthodox men wear a square garment (tallit) with
fringer (tzitzit) under their shirt, as well as a skull-cap (kippah or yarmulke). Haredim
wear rather formal clothes, including hats, at all times.
Nudity may be an issue for orthodox and conservative Jews and this is likely to have
implications where public changing and showering is required. Some Jews do not
approve of mixed swimming, or of revealing swimming costumes. Boxer-type
swimming trunks are suggested for boys, and long T-shirts made of dark fabric for
girls and boys who wish to cover their upper bodies.
Tattoos and piercing are not encouraged although many girls and women have pierced
earlobes. The Star of David (Magen David, Magen Star) may be worn by some as an
affirmation of their Jewish identity and should not be considered on a par with other
jewellery.
SIKHISM
Philosophy
Sikhism was founded by Guru Nanak in the Punjab in an environment dominated by
Hinduism and Islam. It believes in one God who created the universe, though it holds
that a complete understanding of God is impossible. Sikhism has strong egalitarian
and compassionate principles which work together with the belief in one God.
Man is responsible for maintaining his body and soul pure in thought and deed as
physical renunciation is considered harmful and would interfere with the individual's
service to God and fellow human beings. Devotion is equated with sincerity and
kindness, rather than asceticism and withdrawal from the world since the latter is not
seen to have the capacity to support and love other human beings.
Family life is the cornerstone of Sikhism. Three principles can assist the individual in
fulfilling their role as family members and practising their love of God
Ø Naam Simran - meditation upon God and prayer at all times.
Ø Kirat Karna - working with integrity and to the whole of one's ability and
earning a living by honest means.
Ø Vand Chakna - praise of God for gifts and wealth bestowed by sharing
them with those in need.
Ø Seva - selfless service to God and humanity.
Sikhism believes in reincarnation (karma) and the individual's capacity to strive for
perfection, provided s/he listens to God. Heaven and hell are not seen as identifiable
and distinct entities but as part of this life. It recognises the potential divinity of all
human beings and therefore accords equal status to all and rejects intolerance. It
makes no claim to superiority over other faiths, but recognises different ways of
seeking God and truth. Image worship, idolatry and belief in omen and miracles are
rejected. The Sikh God is neither male nor female.
Texts
Guru Granth Sahib Ji is the sacred scripture of the Sikhs and is unique among
religious texts in that it was given 'Guruship' by the tenth Guru making it the
embodiment of the spirit of the Gurus. This means that Sikhs consider the scriptures
(Adi Granth / Guru Granth Sahib) as their guide and the symbolic representation of all
ten Gurus. The gurdwara, the house of god, is sanctified by the presence of the Holy
Scriptures, thus becoming the place of worship and communal life for Sikhs. The
original scriptures were written in Gurmukhi and contain hymns of Hindu and Muslim
saints.
Worship
Sikh congregational worship takes place in a Gurdwara (House of God). At different
stages during prayer, worshippers will sit, stand or prostrate themselves; they will also
recite, sing, play instruments and listen to lectures. Men and women form separate
groups, but the same rules of conduct and religious duty apply to both. In keeping
with the egalitarian and social principles of Sikhism, the gurdwara houses a kitchen
for communal eating. The gurdwara is also used for community activities, including
religious and Punjabi language instruction. Upon entering the gurdwara, shoes are
removed and heads covered. For most Sikhs in the UK, worship in the gurdwara takes
place on Sundays in order to fit in with the Western week.
Worship (contd.)
In addition to the requirement to participate in congregational worship (sangat), there
are set prayers in the morning, evening and at night time, although it is acceptable for
Sikhs to pray while engaged in another activity.
Observance
Guru Gobind Singh Ji baptised the first five followers willing to sacrifice all for their
faith. This was the beginning of the Khalsa, the community of saint-soldiers,
dedicated to selfless service and self-sacrifice to sustain spirituality and defend
religious freedom. Distinctions of caste, colour, creed or race were abolished and all
initiated (Amritdhari) Sikhs obliged to:
Ø Share Amrit (holy water) from the same vessel
Ø Be called by one religious name of Singh (lion) for men and Kaur (princess)
for women
Ø Keep the five articles of faith
Ø
Ø
Ø
Ø
Ø
Kesh - uncut hair and beard
Kangha - comb
Kara - steel bracelet
Kaccha - kneelength undershorts
Kirpan - short sword
Festivals
The Sikh calendar is lunar and adjustments are made every 30 months to align it with
the solar calendar. With the exception of Baisakhi which always begins on 13 April,
the dates of festivals therefore differ from year to year.
Ø Birthday of Guru Nanak
Ø Birthday of Guru Gobind Singh
Ø Martyrdom of Guru Arjan
Ø Martyrdom of Guru Tegh Bahadur
Ø Baisakhi - readings from the Guru Granth Sahib, processions and feasting in
celebration of the creation of the Khalsa; also initiation of new Sikhs and first
day of the new year
Ø Divali - autumn festival of light to celebrate freedom from oppression (also
celebrated by Hindus); exchange of gifts
Men and Women
In Sikhism men and women have equal status both spiritually and socially. Initiation
is open to both men and women and both can lead religious congregations and take
part in reading the Sikh scriptures.
Men and women traditionally keep to separate groups and mixing or physical contact
in public, even among couples, is discouraged. Modesty is valued and extra-marital
sex considered unacceptable, especially for women. Marriages may be arranged by
the families but only once the potential partners are mature enough to appreciate the
significance of marriage and can financially maintain a household. Birth control is
accepted. Divorce is tolerated where it is deemed necessary, and the partners
remarried if possible.
Diet
Drugs, alcohol and other intoxicants are forbidden as they deprive the individual of
mental clarity, thereby hampering their service to God and the community. Many
Sikhs follow a vegetarian diet, and the food prepared and consumed in gurdwaras is
always vegetarian so as not to cause offence.
Baptised Sikhs should not consume meat, although it may be acceptable to some nonbaptised Sikhs, provided it is neither beef nor halal.
Names
Sikh names normally consist of two or three elements: a personal name, the religious
name of 'Singh' for males or 'Kaur' for females, as stated above, and an optional
family name. Where there is a family name, the religious name becomes the middle
name; in the absence of a family name it is used as surname.
Names may therefore differ within any one family. Children should be addressed by
their personal name.
Appearance
Although dress should be modest for both men and women, many Sikh parents do not
object to their daughters wearing school uniform skirts. However, clothes may
become an issue when it comes to sports or swimwear and acceptable solutions may
need to be found.
Children's hair should not be cut and boys are encouraged to wear first a small piece
of cloth (patka) and should, once they are able to tie it, wear a turban. The colour of
the turban may indicate the owner's social standing.
Since baptised Sikhs must wear the five Ks at all times there may be difficulties with
dress during physical education activities. These must be dealt with sensitively.
Cultural and Religious Traditions of
Sikh, Muslim, Jewish and Hindu pupils
SUGGESTED ARRANGEMENTS FOR FASTING (SAUM)
DURING THE MONTH OF RAMADAN
Fasting (Saum) is part of the yearly life of a Muslim and is a requirement on all those
who are over twelve years of age and healthy. Preparations are made well in advance
within the Muslim community and the Muslim family.
As fasting is a responsibility and an obligation in Islam, it is important that Muslim
pupils are supported whilst continuing with normal school life.
The Practice of Fasting
It is always helpful for staff to know what Muslim pupils should be doing during the
months of Ramadan, the exact regulations and some of the effects of prolonged dawn
to dusk fasting. These may include sleepiness, mood swings and headaches.
Fasting is not regarded as an opportunity to avoid aspects of life but rather to cope
with normal life under different circumstances. Some pupils will need to reduce the
physical exercise that they take during fasting while others will wish to continue as
normal. If pupils are not able to cope with the more physical aspects of P. E. it should
be possible to arrange physical activities which are less strenuous or written work
which nevertheless fall within the general area of P. E.
Prayer in Islam
Before making prayers, Muslims require to wash as a physical preparation. The
washroom is separate from the room used for prayer. It is not necessary for shower
rooms to be provided as Wudu applies only to prescribed parts of the body, including
the feet, but running water must be available nearby.
The essential times of prayer are: Ø after the first light and before sunrise;
Ø between the sun reaching its height and mid-afternoon;
Ø between mid-afternoon and sunset;
Ø after the sun has finished setting;
Ø in the dark of the night.
If it is not possible to make the prayers at the appointed times, they can be made as
soon as possible afterwards.
Muslims do not require a leader to make the prayers, although normally there would
be a leader in the mosque. It is usual for males and females to pray separately. Senior
pupils who are Muslim may be happy to help with the organisation of prayers in
school at lunchtime.
Prayer Rooms
In the month of Ramadan, Muslim pupils may wish to make prayers during the lunch
time. Whenever possible schools should provide prayer rooms. These rooms should
normally be available for boys and girls separately, although separate rooms are not
necessary under the age of twelve.
In primary schools, Headteachers may wish to provide rest rooms, given the age of
the children involved.
It is important that: (a)
everyone in the school knows why prayer rooms are being suggested and that
non-Muslim members of staff who are involved in supervision are fully
briefed.
(b)
the local Muslim community is encouraged to see that their support will often
be required.
(c)
where pupils are supervised by anyone other than a teacher, it is important that
they are well briefed, know what is expected of them and know what support
the school can give.
General Points
Examinations
Because Islam is based on the lunar calendar, the month of Ramadan moves each
year. It is not likely to cause major problems in terms of external examinations for
some years to come but if staff are aware at the beginning of the sessions of the likely
dates of the fast then clashes with practical examinations, prelims, etc. can be avoided.
Schools should be aware of fasting during internal examination dates and assist,
where possible, in the timetabling of these internal examination dates.
Parents’ Nights and other School Functions
Fasting is difficult for both adults and young people, and the timing of the fast, dawn
to dusk, means that all food preparation and consumption must take place over a few
hours every evening and very early each morning. This makes it very difficult for
parents to attend meetings or other functions in the evening, during Ramadan. If it is
possible to avoid parents’ meetings during Ramadan, while letting Muslim parents
know that the school has specially arranged this, the benefits can be considerable.
Whole School Involvement
All pupils should be fully informed about Ramadan and the implications for Muslim
pupils of observing the fast. Awareness raising for staff is equally important. An
atmosphere of trust with pupils and parents should be established for matters related
to Ramadan to be discussed openly and honestly and for suitable and manageable
arrangements to be made.
Adapted for Moray, from information produced by Falkirk Council.
For further information please contact:
Mrs Elspeth Stewart
Principal Teacher EAL/Race Equality
Beechbrae Education Centre
Duffus Road
Elgin IV30 4NP
Tel: 01343 557921
AN ANTI-RACIST APPROACH TO FAITHS
Teaching about of World Religions is a compulsory element of the 5 - 14 curriculum,
but only the Christian faith is statutorily observed in Scottish schools. However with
an increasing diversity in the pupil population, schools are becoming more sensitive to
the importance of ensuring a multi-faith approach. Without this approach the selfesteem of pupils who belong to Scotland's various non-Christian faith groups can be
undermined and a message can be given out to all children that a hierarchy of faiths
and a norm by which all people are judged exists. This approach is therefore
particularly relevant to schools whose pupil population does not have a high level of
faith diversity.
Adopting a positive and open-minded approach to the role of religion in individual
lives, communities and across the world can be an important strategy in countering
racial and religious discrimination and xenophobia. Where respectful and honest
discussions are generated in the classroom, it should be possible to counterbalance
negative or uninformed opinions and to explore the wider context in which religions
exist and interact thus deepening pupils' understanding of commonalities and
differences at personal, spiritual and political levels. In exploring together how
encounters between religious and cultural communities take place, grow and change,
pupils can acquire an understanding of the significance of such processes and be given
the tools for positive engagement with each other.
At the same time it is crucial that pupils feel that their own religious background is
recognised and respected on a par with that of their peers. A secure sense of their own
identity and the opportunity to discuss their differences respectfully can equip pupils
for constructive enquiry and debate. Such learning must be supported by a wider
school ethos that genuinely embraces diversity, and more specifically by the example
of communication set within the classroom. Where the content of the Religious and
Moral Education (RME) lesson is not matched by the school and classroom ethos in
practice, conflicting messages are conveyed to the pupils and the quest for inclusion is
undermined. RME thus has the capacity to form strong cross-curricular links
supporting both personal development and social and political knowledge.
In considering what constitutes non-discriminatory, anti-racist religious education, it
may be worth considering the following points, which, although presented separately,
are mostly connected.
Facts
Factual knowledge of the world's religions, large and small, is essential although it
should be borne in mind that facts can be presented from different angles. 'Inside' and
'outside' perspectives of what constitutes fact may differ and whilst the latter may lay
claim to greater objectivity, it may equally present a biased interpretation of 'the
other'. Using internal sources may provide a subjective account but allows for faiths to
be seen from the 'inside' and provides an opportunity to review attitudes and challenge
cultural and personal assumptions.
Comparison
Comparison can work positively provided the emphasis is on recognising rather than
judging similarities and differences, and on using this knowledge to consider their
consequences and impact on individuals and society. However, skill, knowledge and
sensitivity are required to avoid polarising religions or creating hierarchies which
(tacitly) uphold the dominant faith as 'real' and 'right' whilst presenting other beliefs as
deficient/exotic/fossilised/irrelevant/ discriminatory.
Self-reflection and an examination of the yardsticks and criteria employed to assess or
value other religions may help to identify overt or covert bias.
Stereotypes
Acknowledging the range of interpretations and practices within any one faith is
crucial. Knowledge of both the various groups within each faith and of the spectrum
of practice (i.e. from very strict observance to more liberal interpretations of religious
traditions) are important if a well-informed approach is to be taken. Given accurate
information, pupils can be enabled to think independently, develop an insight into
different ways of thinking and critically engage with the spectrum of difference. This
can allow pupils when encountering a different faith from their own to not leap to
prejudged or stereotypical assumptions about them and can open up more meaningful
avenues of information exchange.
Teaching RME from a perspective of dialogue and exchange requires factual
knowledge, access to appropriate resources and, perhaps most difficult of all, the
skills to facilitate discussion, challenge assumptions and explore ideas in an
atmosphere of trust and respect for all faiths. It is therefore vital that teachers receive
the training that will equip them to feel comfortable in addressing rather than avoiding
differences and guiding constructive debate in the classroom. The ability to deal with
disagreements and resolve any tensions or prejudice arising from differing
interpretations among pupils, either within one faith or between different ones, or
indeed between the religious and the secular, is crucial to the success of
communication across a plurality of beliefs.
Interfaith approaches to values
From an interfaith perspective, it is important to recognise the nature of co-existence
and contact among different faith communities, be it in peace or in conflict, and to
consider their capacity for resolution and engagement with universal challenges of
injustice and change. One of the dilemmas facing teachers is how to negotiate a
constructive way through differences in values, moral and ethical codes which faith
groups subscribe to. There is no simple answer to these complexities. However
maintaining an open mind, being aware that there will be different perspectives from
any one community or faith group, becoming informed of facts, teachers can attempt
to engage with differences rather than avoid discussions around 'difficult' issues. This
should also form a basis for pupils to explore their own values in relation to a
spectrum of religions and their contributions to a diverse and inclusive society.
A secondary school approach to the teaching of faiths
In his contribution to the seminar on 'Inter Faith Issues and the Religious Education
Curriculum', Lat Blaylock, Executive Officer of the Professional Council for
Religious Education. sets out a list of issues which he believes should be present in an
interfaith RME secondary school classroom.
What areas of agreement and co-operation are there between religions in the fields of
ethics, human rights, social matters and so on?
Why do religious communities sometimes come into conflict?
What is the history of the relationship between the different faith communities such as
Hindus and Sikhs, Christians and Jews?
A secondary school approach to the teaching of faiths (contd.)
What common understandings of theological and philosophical questions are to be
found between, for example, Sikhs, Muslims and Christians, or between Buddhists,
Hindus and Jews?
In what ways do the different religions approach questions about the truth, the nature
of reality, the examination of the ultimate / the absolute / the divine? What
conversation occurs between faiths about these questions?
What relationships are there between religions and non-religious ethical life stances
such as Humanism?
Why does religion often appear to be a factor in political or national conflict?
What contributions do religions make to reconciliation and the resolution of conflict?
How do religious believers contribute to peace and harmony, tolerance and respect,
between different faith communities?
What is interfaith dialogue? What attitudes to dialogue can be found? What can be
achieved by dialogue?
For what purposes, and in what ways (including RE itself) do different religious
groups co-operate in our local or national community life?
What can individuals and society learn from addressing inter faith issues in RE?
What future for religions can be envisaged in the global community? Is the future one
of co-operation, conflict or both?
What contributions can religions make (through co-operation?) to tackling the
challenges which face the human race, such as those posed by environmental change,
poverty and inequality and international conflict?
These are difficult and demanding questions for teachers and pupils to tackle, but they
need to be brought into the RE classroom if RE is to relate effectively to the society
and the world in which children and their religious communities find themselves
today.
Models of faiths
In its 2001 report on Islamophobia, the Runnymede Trust presenting a model of open
and closed views of Islam, as shown below, looks at how the unfamiliar can and
should be portrayed. Such a model may, of course, be equally applicable in other
contexts and beliefs.
Distinctions
Closed Views on Islam
Open views on Islam
Monolithic/
diverse
Islam seen as a single monolithic
Islam seen as diverse and progressive
block, static and unresponsive to new with internal differences, debates and
realities
development
Separate/
interacting
Islam seen as separate and (a) Not having any aims or values in
common with other cultures
(b) Not affected by them
(c) Not influencing them
Islam seen as interdependent with
other faiths and cultures (a) Having certain shared values and
aims
(b) Affected by them
(c) Enriching them
Inferior/
different
Islam seen as inferior to the West,
barbaric, irrational, primitive, sexist
Islam seen as distinctly different, but
not deficient, and as equally worthy
of respect
Enemy/partner Islam seen as violent, aggressive,
threatening, supportive of terrorism,
engaged in a 'clash of the
civilisations'
Islam seen as an actual or potential
partner in joint co-operative
enterprises and in the solution of
shared problems
Manipulative/
sincere
Islam seen as political ideology, used
for political or military advantage
Islam seen as a genuine religious
faith, practiced sincerely by its
adherents
Criticism of
West
rejected/
considered
Criticism made by Islam of 'the West' Criticism of 'the West' and other
rejected out of hand
cultures are considered and debated
Discriminatin
g defended/
criticised
Hostility towards Islam used to justify Debates and disagreements with
discriminatory practices towards
Islam do not diminish efforts to
Muslims from mainstream society
combat discrimination and exclusion
Islamaphobic
seen as
natural/
problematic
Anti-Muslim hostility accepted as
natural and 'normal'
Critical views of Islam are
themselves subjected to critique, lest
they be inaccurate and unfair
Useful sources of information
Further ideas for teaching religion from an anti-racist perspective may be obtained
from various websites and publications.
The Scottish Interfaith Council (SIFC) was set up to support the various faith
communities, interfaith groups and religious study organisations. SIFC is based at St
Mungo's Museum in Glasgow and is available for consultation on religious education
matters. They can be contacted by e-mailing [email protected] or call Isobel Smythe
0141 553 2557. See website: www.interfaithscotland.org
TeachingTolerance is a lively, interesting US site covering a range of issues with
sections on resources, links, professional development ideas, current issues, race-bias
tests etc for teachers, parents and children. See website:
www.tolerance.org/teach/index.jsp
The report by Lat Blaylock on 'Inter faith issues and RE', commissioned by the Inter
Faith Network in 1998, stresses the contribution RME can make to educating children
for co-operation and harmonious coexistence in a diverse society
A seminar on Inter Faith Issues and the Religious Curriculum held by the Inter Faith
Network in association with the National Association of Standing Advisory Councils
for Religious Education (SACREs) is summarised in a report published in 2001. It
acknowledges that the content of RE in the UK has broadened over the last 25 years
but argues that teaching across subject-specific and thematic lines needs to be
expanded to address historical and political relationships among the different
religions. The report makes for stimulating reading and offers some examples of good
practice. Visit the Interfaith Network for the UK's website www.interfaith.org.uk
The above-mentioned report Islamophobia: A Challenge For Us All, by the
Runnymede Trust was published in 1997 'Topic boxes' which hold books, IT
materials, leaflets, artefacts, posters and/or tapes and can be borrowed by schools, are
an excellent example of well-researched resources being shared. Since the usual
constraints make it impossible to make full use of the range of information available
and pooling resources is a sensible way forward. Fife Education Service is one agency
offering such provision for P1-S2.
Request for assistance
CERES would be interested to hear of effective anti-racist initiatives and would
welcome relevant suggestions, materials and information to assist us in providing
appropriate resources in our library. Please contact CERES on [email protected]
(From: Lat Blaylock "Inter faith issues in the RE context: the state of play" in "Inter
Faith Issues and the Religious Education Curriculum: Report of a seminar held by The
Inter Faith Network for the UK in association with the National Association of
Standing Advisory Councils for Religious Education", November 2001)
Education
TRAVELLER FAMILIES IN MORAY
Moray has a larger Traveller population than it would first appear. At least nine
families are housed by the local Authority although the official Travellers’ site in
Elgin is also used. Only two sites out of twenty were let and occupied in February
2004 but the site has had an average 50% occupancy rate. The site has the lowest
turnover rate in Scotland (5%) with 90% of tenants having been in residency for two
years and more.
Around thirty-four Traveller children can be attending schools in Moray at any given
time of the year, normally spread between about ten schools, mainly primary,
although some Traveller pupils have been attending four of the Moray secondary
schools. However numbers can fluctuate depending on travelling patterns, while
some pupils are now “settled” although they are historically Travellers.
The following section provides information on legislation, difficulties which
Traveller children may encounter in schools and suggestions for support strategies,
as well as classroom resources, further sources of information and useful websites.
For further information, or for advice and support with enrolling Traveller pupils in
Moray schools, please contact Mr Alex Leggatt, Support Services Manager,
The Moray Council Educational Services (Tel: 01343 563174).
Information on Travellers taken from:
“Gypsies/Travellers in Scotland: A Seasonal Count” (January 2004). Scottish
Executive Development Department
The Moray Council Local Housing Strategy
The Moray Council Educational Services position on Traveller
Education
Within the Educational Services Section it is becoming apparent that there is a need
for a firm policy on education delivery to our Traveller children.
Such delivery has proven difficult in the past because of the transient nature of the
group. Initially we tried to employ two teachers, 0.5FTE per person, to work in
different parts of Moray to serve the needs of known groups of Travellers. These
groups eventually moved on however and new groups emerged in different areas,
remote from the Traveller teachers. This resulted in less than satisfactory provision
for the new groups.
Currently we attempt to support the schools who have a Traveller population, (and
these schools change from time to time), by allocating some auxiliary or teaching time
if the children are academically adrift from their peers.
Support is allocated based on negotiations around the need of the individual children,
after contact is made by Head Teachers, with Alex Leggatt.
If you have views on possible Traveller education policy can you also get in touch
with Alex Leggatt who will be pleased to hear and discuss your views. A sample of
schools and other groups dealing with young people will be contacted when a policy
is being formulated, hopefully for completion in session 2004-2005.
Alex Leggatt, Educational Support Services Manager, Moray Council HQ,
Tel: 01343 563174
TRAVELLER EDUCATION INFORMATION PROJECT
(NORTH EAST)
The aims of the ‘Traveller Education Information Project (North East)’ is to advance
the education and relieve the poverty of Travellers regardless of whether they are
travelling, sedentary or semi-sedentary. TEIP is concerned, in essence, with
improving the quality of life of the Travelling Community in North East Scotland.
This involves various strategies, actions and events designed to increase individual
and collective confidence and skills within the Travelling Community and through
increasing awareness and empathy for the history, culture and contemporary
circumstances of Travellers amongst statutory and voluntary organisations, improving
access to services and support.
There are estimated to be 120,000 Gypsies and Travellers in the UK. In Scotland
where they were first recorded in 1506, the population is estimated between 3,000 and
8,000 (no official figures exist).
There is a wealth of literature that supports the motion that Gypsy Travellers are of
socially excluded groups. Our experiences across Scotland substantiates this view.
According to the Commission for Racial Equality, Gypsy Travellers face higher levels
of prejudice than any other minority group in the UK. Unfortunately this community,
which follows centuries of tradition, still has to deal with disadvantages and
discriminations in almost every walk of life, including health, education and
accommodation.
Ø Gypsy Travellers often live in poor neighbourhoods.
Ø Official caravan sites tend to be based near rubbish tips, busy roads or close to
industrial sites.
Ø They often do not attend school or leave at an early age. This leads to low levels
of literacy (30% in one recent study) and gaps in other skill areas.
Ø Their mortality rate is much higher than that of the general population (% - can
supply information if required).
Traveller Education Information Project (North East) (contd.)
TEIP works to overcome these disadvantages by contacting, communicating and
liaising with Gypsy Traveller families throughout Moray (from April 2004),
Aberdeenshire and Aberdeen City to:
Ø work with Gypsy Travellers individually, in small groups and also larger family
groups when consultation is required in education, including early years, family
support, health, housing benefits, employment, leisure and education
Ø establish partnerships and networking with both statutory and voluntary
organisations allowing us to access and establish the relevant services for families
and individuals
Ø promote Gypsy Traveller representation on multi-agency and management
committee structures
Ø raise awareness within any service – providing agencies with evidence of the
discrimination and stigma faced by Gypsy Travellers and information about the
legislation and social policy framework within Scotland
Ø provide equal opportunities for Gypsy Traveller children in the delivery of
education (formal and informal), in line with good practice as nationally agreed
TEIP makes contact with Travellers to gain their trust and then to support them,
individually and in groups, to tackle their priority issues.
For example, TEIP:
Ø supports Traveller boy and girl support groups
Ø provides information and support to access services, e.g. accommodation,
education, health
Ø provides benefit advice
Ø provides support and information to Travellers settled, semi-settled or
travelling
Ø pays for a fruit and vegetable van to visit Clinterty Traveller Site weekly
We work in partnership with the statutory and voluntary sectors and the settled
community to raise their awareness of Traveller culture, lifestyle and circumstances.
We aim to influence policy and practice to increase access to services by Travellers.
Graham Noble
Development Co-ordinator
Traveller Education Information Project (North East) (contd.)
The ‘Traveller Education Information Project (North East)’ is funded by a variety of
organisations including: Aberdeen City Council, Aberdeenshire Council, Ethnic Minority Grants Scheme,
Health Service, Community Fund, Aberdeen City’s Healthy Living Network.
Strategic Co-ordinator – Dave Simmens, Aberdeen
TEIP, Bridges Centre, 4 Ponynernook Road, Aberdeen AB11 5RH
Tel: 01224 596 150/Fax: 01224 596 196
Development Co-ordinator – Graham Nobel, Elgin
Laundry Cottage, Innes House, Elgin, Moray, IV30 8NF
Tel./Fax: 01343 842 381
TRAVELLER PUPILS
Useful Cultural Information for Schools
Ø A Gypsy/Traveller child may have had little experience of being in a large group
of people in a large building with lots of separate rooms and areas.
Ø Schools have routines, (bells, playtime, lunchtime, registration, assembly, etc)
which are second nature to those who work and learn there on a daily basis. The
reason and purpose for these may need to be explained carefully to those who do
not have this experience.
Ø Within each class there will be different routines. Careful explanation should be
given to the child. They need to know the adults who work in the class, where
things are kept and how they can be accessed, what they are allowed to touch/not
touch etc.
Ø Due to moving around the child may often feel that they are constantly being
assessed. It is important that any initial assessment can take place quickly and in a
non-threatening way.
Ø Parents want their child to work as part of a class at an appropriate level to suit
their ability. Where the child requires additional support Gypsy/Travellers should
be included with other children of the same ability.
Ø All children and parents should be given the opportunity to feel a sense of
belonging in school, even if they are only there for a short time. It is important
that the child is given the same things as the other children in the class - a tray
with their name on, a labelled coat peg etc.
Ø Some families feel that 'fun' homework is not always necessary. They would
prefer to be given more formal style homework, as sometimes they do not have
the resources available to assist with different activities. Most families put high
emphasis on literacy and numeracy.
Ø Schools should be aware that children may not have had to make many
independent choices in their life. The child should be encouraged to do so e.g.
choosing to do an activity from a list, selecting their lunch in the dining
Ø Gypsy/Traveller families can have strict rules about privacy when changing. You
should explain why it is necessary to bring a change of clothing for PE. Some
Gypsy/Travellers would prefer separate changing areas for boys and girls and it is
important that these views are respected at PE or swimming times.
Ø Some parents are wary of Gypsy/Traveller girls mixing with boys or being taught
by male teachers.
Ø Enrolment practice should ensure that parents' views on access to religion and sex
education are recorded.
Ø Families tend not to want their child to be given sex education as this is taught
within the family unit.
TRAVELLER PUPILS - Useful Cultural Information for Schools (contd.)
Ø Gypsy/Traveller families are rightly protective of their children and may need
reassurance if their child is to be taken on visit/trip out with the school grounds.
Obviously, it is very important that parental permission is sought. Information
regarding the details and safety aspects of the visit should be explained carefully.
It seems appropriate that families be informed if children are to return from a trip
later than expected.
Ø Some Gypsy/Traveller parents may not allow their child to go on any type of trip.
Alternative arrangements for the child should be explained to the parents e.g. the
child will work with another teacher in a different class.
Ø Some Gypsy/Traveller families will not allow their child to use school transport,
preferring to ensure that the child is taken to school safely by themselves.
Ø Schools should be aware that education can often be seen as eroding values or that
parts of the curriculum are not applicable to their way of life. This is why many do
not attend after primary 7 stage, once they have knowledge of the basic subjects.
Gypsy/Travellers do not want their way of life to be undermined through
education and exposure to the wider community.
Ø Many Gypsy/Travellers feel that secondary school may negatively influence a
child's attitude in relation to sex, drugs, and other ways of living, which they feel,
do not represent their culture.
Ø Many Gypsy/Travellers do not like to be asked questions about their culture,
language, occupation, etc. in front of large groups of people, because they feel it is
an invasion of their privacy.
Ø The Gypsy/Traveller culture holds traditional values in relation to family life.
Some children may not be familiar with the concept of boys tidying and cleaning
up once a task has been completed.
Ø The nature of discourse between child and adults does not tend to differ in
Gypsy/Traveller culture. A child may appear over confident or rude, but this may
not be intended - this is merely the way they talk within their culture. A child may
say 'no' without realising that the option was not there - careful explanation of how
things are done in school may be necessary.
Ø Gypsy/Travellers' lives are not ruled by the clock, or the day, or the month. This
may have an impact on school start and finish times and days on which they attend
school. Their culture may require them to be elsewhere at specific times.
Ø Families will not always readily share when, and where they will move. There are
a number of reasons for this – employment opportunities, traditional family
gatherings, maintaining right to roam without questions being asked, fear that
other Gypsy/Travellers will find out where they are going. Parents should be
encouraged to inform schools of their travelling plans. Schools should ask when
they will be absent, where they are going and when they will be likely to return.
This will be dependent on relationship between schools and parents.
TRAVELLER PUPILS - Useful Cultural Information for Schools (contd.)
Ø Some parents may have limited literacy skills. It might therefore be necessary to
assist by explaining simply and clearly, instructions for homework, information
about events their child will be involved in, any note which is sent home from
school. Use of larger print, pictorial icons, named person in school who
Gypsy/Travellers can go to if they can't read letters etc. will all be helpful in
maintaining good relationships with families.
Ø Gypsy/Traveller children can bring to school a wealth of strengths and abilities
and these should be encouraged to farther develop self-esteem.
Source: Karen MacMaster, Interrupted Learners Development Officer, Highland
Council
FURTHER INFORMATION ON TRAVELLER PUPILS
Inclusive Educational Approaches for Gypsies and Travellers within the context
of interrupted learning, Guidance for Local Authorities and Schools : Learning
and Teaching Scotland.
Gypsy Travellers, A Policing Strategy: Inspector Ian Taggart LLB, Grampian
Police.
Gypsy Traveller Pupils in Secondary Schools : A Longitudinal Study, Chris
Dorrington and Sally Kendall.
A Better Road: An information booklet for Health Care and other professionals,
Derbyshire Gypsy Liaison Group (Tel: 01629 583300).
Interrupted Learning : Laptops and their communication possibilities, Dr. P.
Padfield and Dr. Betty Jordan, Scottish Traveller Education Programme (STEP).
Study Visits to Australia: open and distance learning approaches, Elizabeth Jordan,
Director Scottish Traveller Education Programme (STEP).
Gypsy Traveller Useful Websites:
Scottish Travellers Education Programme (STEP) Website:
http://www.education.ed.ac.uk/step
Young Gypsy/Travellers Websites:
http://www.gypsy-traveller.org
http://www.comelookatus.org
Pavee Point Irish Gypsy/Traveller Information
http://www.paveepoint.ie
Friends, Families and Travellers
http://www.gypsy-traveller.org.cyberpilots
European Traveller Educational Psychologist
http://www.efecot.net
Teacher resource site
http://www.kented.org.uk/ngfl
(Go to Primary, Go to English, Go to Key Stage
2, Go to Traveller Resources)
http://www.bbc.co.uk/kent/voices
http://www.savethechildren.org.uk
http://www.cre.gov.uk/
Gypsy Traveller Useful Resources
Not yet, Nathan
ISBN 0-521-47631-3
Shaun’s Wellies
ISBN 1 899728 01 7
Cambridge University Press
The Edinburgh Building,
Shaftesbury Road, Cambridge, CB2 2RU
Norfolk Traveller Education Services
Turner Road, Norwich, NR2 4HB
Toby’s New Shoes (pack of 10)
Bolton Education Service for Traveller
Castlehill Centre, Castlehill Street,
Bolton, BL2 2JW
Two Little Travellers
Advisory Service for the Education of
Room L25, Cricket Road Centre,
Cricket Road, Oxford, OX4 3DW
Where’s my Teddy?
ISBN 0-9538322-1-X
includes fully photocopiable activity
pack. Also Life in Victorian/Tudor
times, Ancient Egypt, Britain since
1930
Christy’ Dream
Moving with the Times
The Life and Story of May Orchard
Durham & Darlington Education Service
Broom Cottages Primary & Nursery
School, Broom Cottages, Ferryhill,
County Durham, DL17 8AN
Tel: 01740 656 998
The Travelling People
ISBN 0-9538008-3-0
Newham Traveller Education Service
The Credon Centre, Kirton Road, London,
E13 9BT
Broadening Horizons
Essex County Council
Treasurers Department, PO Box 4,
County Hall, Chelmsford, CM1 1JZ
A Horse for Joe
ISBN 0-86080 285 X
Wiltshire Traveller Education Service
Education & Libraries Dept, East Wing,
County Hall, Trowbridge, BA14 8JB
Where’s Mouse? (A5 size)
Cardiff Traveller Education Service
C/O Greenway Primary School,
Llanstephan Road, Rumney, Cardiff,
CS3 3JG
Romanestan Publications
22 Northend, Warley, Brentwood, Essex,
CM14 5LA
Gypsy Traveller Useful Resources (contd.)
Gypsies and Travellers in Their Own
Words
ISBN 0 950 8029 99
Leeds Traveller Education Service
Westpark Centre, Spen Lane, Leeds,
LS16 5BE
Ten Trailers
Suffolk Traveller Education Service
SSPDC, Pauls Road, Ipswich, IP2 0AN
Stories from Travelling Children
Short Stories
Information Book
I am a Traveller
Storyboards
Our Schools
Just like you
Patrick and the Rocket
Patrick and the Rocket Activity Pack
Tiny’s Big Surprise
Haringey Education Team
The Lodge, Church Lane, London,
N17 8BX
Traveller Children and the Literacy
Hour
Traveller Support
The Planet Building, Havelock Road,
Southall London, Middlesex, UB2 4PB
My Wonderful Place
London Borough of Hillingdon Traveller
Sterling House, 276A High Street,
Uxbridge, Middlesex, UB8 1LQ
Video Titles
Interrupted Learners
Moray House Institute
Faculty of Education,
The University of Edinburgh,
Holyrood Road, Edinburgh, EH8 8AQ
The Early Years
Information for Traveller Families
Kent County Council
Kent Traveller Education Support
Services
Scotland’s Travellers
Living and Learning
Moray House Institute ETV
Gypsies and Travellers
Open Learning
Edinburgh University MALTS
Are we missing out?
Department for Education and
Employment
Education for Traveller Children
Moray House
Institute of Education,
Heriot-Watt University
Source: Karen MacMaster, Interrupted Learners Development Officer,
Highland Council
AIMING HIGH: RAISING THE ACHIEVEMENT OF GYPSY
TRAVELLER PUPILS
2.
HOW SCHOOLS CAN RAISE THE ACHIEVEMENT OF GYPSY TRAVELLER
PUPILS
2.1
Everyone in schools want to see all their pupils succeed. The long experience of
schools and the Traveller Education Support Services leads to the conclusion that the
following particular factors are important in influencing the achievements of these
pupils.
Ø The experience of racism and social exclusion: Gypsy Traveller pupils can be
treated unfairly and less equally than others, often without intent and knowledge,
because of policies and practices in place in some schools. For example, they are
disproportionately represented amongst pupils who are excluded. 1
Ø Teacher knowledge and expectations : A lack of knowledge of the communities,
lifestyles, cultures and languages can lead to schools being unaware that it is
beneficial for pupils to see their home culture reflected in a positive way in the
school curriculum and respected in school organisation. Low expectations, which
may be based on misplaced ideas that the pupils will not be staying long in the
school or unchallenged stereotypes, can lead to them not being encouraged to
reach their potential.
Ø Parental education and aspirations: Many Gypsy Traveller parents have had little
or no education or have had poor quality experiences, especially in secondary
schools. They often have few literacy skills making it difficult for them to know
how best to support their children. Some parents also do not appreciate the
relevance of the secondary curriculum to their children’s future and see it as
undermining their own values and aspirations for their children.
Ø Interrupted educational experience: Families may be working seasonally or are
subject to unpredictable forced movement, hindering access to school or to a
lower priority given to school attendance.
2.2
The experience of successful schools has been that the following has been particularly
important in challenging unintentional racism and changing attitudes:
Ø Informed leadership and an ethos of respect which creates a school culture in
which the needs of Gypsy Traveller pupils are effectively addressed. Head
teachers, governors and senior managers with a clear understanding and
commitment to promoting equality find that the barriers facing these pupils can be
dismantled by their clear and positive leadership. Training, which raises
expectations and enhances all staffs’ knowledge and understanding is essential so
that the school can take collective responsibility for challenging negative
stereotypes and promoting good practice. A culturally relevant and affirming
curriculum is important for all pupils. It is particularly important for children and
young people from Gypsy Traveller backgrounds to see their culture, history,
language and values reflected in their school experience. All schools, whether or
not Gypsy Travellers are on roll, should have resources in classrooms and libraries
which give a positive view of their culture and lifestyle. This adds to the quality
and accuracy of knowledge for all children.
1
Social Inclusion: Pupil Support DfEE Circular 10/99
2.3
Schools that have developed an approach to induction for newly arrived pupils, which
addresses their social as well as academic needs, have been most successful with
Gypsy Traveller pupils. Effective actions include:
Ø Administrative staff are welcoming to parents and pupils and sensitively offer
help with filling in forms if needed;
Ø Pupils have a labelled place to put their belongings and a place to keep work in
advance of arrival;
Ø The head teacher meets parents and pupils and explains school policies and
procedures, especially pupil health and safety, bullying and race equality and
agrees how the school and family will communicate, such as by mobile phone
or through outreach Traveller Education Support Service staff;
Ø Pupils are given a buddy who will look after them at break times and explain
school routines;
Ø Pupils are paired with others in the classroom who will offer peer support for
curriculum access if needed;
Ø Targeted use is made of both Traveller Education Support staff and materials
and school support staff to ensure that the class teacher is able to offer the
pupil access to the on-going curriculum as soon as possible;
Ø A key named person is designated for the Gypsy Traveller pupils to contact
about any issues which arise for them within or outside school;
Ø A sanctuary area is identified, where pupils worried about bullying or
harassment or overwhelmed by school pressures can retreat; and
Ø Staff are fully informed of the pupils’ situation and informal training may be
given;
2.4
As a result an open, welcoming atmosphere is generated which affirms the pupils’
culture and respects their lifestyle, for example, culturally reflective resources are
used in the teaching and learning for all pupils.
Ø Raising the profile of race equality within the school will lead to more effective
practice for all pupils and promote respect for minority ethnic groups, including
Gypsy Travellers. Ethnic monitoring and data collection at school level is
fundamental in providing the means for schools to analyse the impact of their
policies and procedures on Gypsy Traveller pupils. This analysis enables
resources to be targeted most effectively, raises expectations and ensures
accountability. Successful implementation and monitoring of the schools Race
Equality Policy will ensure that schools fulfil their duty to promote good race
relations.
2.4 (contd.)
Ø Providing equal educational opportunities for these pupils presents a challenge to
ensure that differences in culture and lifestyle are not seen in deficit terms. 2 For
example, Gypsy Traveller pupils should not automatically be regarded as having
Special Educational Needs (SEN). Many Gypsy Traveller pupils are
underachieving because of poor access and lack of opportunity to learn, rather
than any learning difficulty. Working with the Traveller Education Support staff
can help schools distinguish between learning delay caused by interrupted
education and learning difficulty caused by special educational needs.
Ø Involving Traveller parents and the wider community positively and imaginatively
in the life and development of the school is vital in raising aspirations and
expectations. Recruiting and supporting Gypsy Traveller parents to be school
governors, inviting them to work in schools as mentors and teaching assistants,
naming key staff as contacts for parents are strategies which provide positive role
models for all.
Examples of strategies known to encourage regular attendance are:
Ø First day follow up of non- attenders, which conveys the message that the
pupil’s presence is valued;
Ø A high level of positive contact between schools and parents;
Ø Specialist training and advice for school staff on the varied circumstances
faced by pupils, encouraging sensitive responses;
Ø Audit of curriculum provision, social support, bullying and race equality
practice to ensure that these are not factors in poor attendance;
Ø Study support and targeted teaching and mentoring support which create a
quick experience of success; and
Ø A pastoral support system which alerts staff to potential difficulties.
Promoting continuity of learning
2.6
Specific and sometimes innovative methods to promote continuity of learning are
needed, for example:
Ø ensuring continuity of school wherever possible, including providing transport
to allow pupils to maintain attendance at a school, whilst the family is moving
within a local area;
2
Working Towards Inclusive Education: Aspects of good practice for Gypsy Traveller Pupils DfEE
Research Brief No 238 Kalwant Bhopal with Institute of Education, London November 2000
2.6 (contd.)
Ø having flexible LEA and school structures in place to facilitate continuity of
schooling, including allowing children to start school as soon as practicable,
liaising with Traveller Education Support Service staff to pre-arrange access
to schools and provide support during their early days/weeks in school;
support for the pupil to allow access to the curriculum without undue
interruption including liaison between families, schools, Traveller Education
Support Service staff over the transfer of educational information
Ø school-based distance learning is particularly successful in minimising the
effects of discontinuity, where school attendance is not possible, for example,
when families have relatively predictable patterns of movement. It allows
teachers to respond to pupils’ diverse learning needs as in the National
Curriculum inclusion principles “taking action to maintain interest and
continuity of learning for pupils who may be absent for extended periods of
time”
A school-based distance learning scheme in action
During the period when the pupils are in school the class or subject teachers and
Traveller Education Support Service teacher all work together to plan the
curriculum areas to be covered. The material is differentiated for independent
learning and packaged in attractive binders/folders in ‘bite size bits’ depending on
the needs of the individual pupil. Parents are invited to a school meeting where
the distance learning work is discussed and the best means of returning and
exchanging the packs for example, weekly, monthly, by post, in person.
On returning to school at the end of the season parents are invited to a welcome
back meeting and children receive certificates for work well done. Parents, school
and Traveller Education Support Service staff meet again prior to the next
travelling season to look at ways of improving distance learning, supporting
children and maintaining links with the school.
Source: Extract from: Aiming High: Raising the Achievement of Gypsy Traveller Pupils
See website:
http://www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/763027/
Gypsy_Traveller_Guide.doc
TRAVELLERS AND EDUCATION
Below are some of the recommendations for Travellers which are specifically related to
Education as outlined by the Equal Opportunities Committee (1st Report 2001) ‘Inquiry
into Gypsy Travellers and Public Sector Policies – Volume 1’.
For further information, please refer to this website:
www.scotland.gov.uk/library3/government/gtoctober-00.asp
Recommendation 15
Existing funding arrangements should be reviewed to support school and pre-school by
providing additional resources where Gypsy Traveller access school education such as:
Ø education support for teachers;
Ø additional grant when Gypsy Traveller children enter school part-way through the school
year
Recommendation 16
Whilst access to the core curriculum and the development of literacy and numeracy skills
remains essential at the secondary level, more flexible provision in relation to vocational and
work based learning should be considered for older children and young people, in
consultation with Gypsy Travellers.
Recommendation 17
Alternative approaches to school education should be explored, where needs are identified in
consultation with Gypsy Travellers, including;
Ø the development of innovative projects in delivering education services, such as distance
learning and the use of computers in conjunction with outreach support, and
dissemination of good practice;
Ø encouraging education authorities to support families providing home education;
Ø community rooms or portacabins provided on sites to facilitate education provision,
outreach support and to build links between schools and Gypsy Traveller families;
Ø pre-school provision should be promoted and on-site alternatives to school based services
provided;
Ø the development of special education services, which are relevant and sensitive to the
lifestyle and cultural values of Gypsy Travellers;
Ø research should be undertaken on how schools engage with parents and welcome them
into schools (for example through direct teacher contact, through Parent Teacher
Associations and Governing Boards) and how the confidence of Gypsy Travellers in their
use of education services could be developed through targeted projects.
Recommendation 18
Research and good practice guidance on how schools engage with parents and welcome them
into schools, for example through teacher contact, PTA’s and Governing Boards.
Recommendation 19
The role of the education system in promoting good relations between the Gypsy Traveller
and settled communities should be acknowledged and supported by education authorities and
by the Scottish Executive Education Department. Guidelines on initial teacher training and
Continuing Professional Development should clearly identify Gypsy Travellers as an ethnic
group in relation to training on equality, social justice and anti-discriminatory practice.
Recommendation 20
Monitoring of anti-bullying strategies, use of the anti-bullying network and Childline, should
include Gypsy Travellers as a separate ethnic group. Practical guidance on good practice and
training to support schools and teachers should include specific reference to issues relating to
Gypsy Traveller children.
Recommendation 21
Evaluation of pilot projects and examples of good practice relating to adult learning, access to
vocational qualifications through community and further education should be disseminated
and further developed in consultation with Gypsy Travellers.
Recommendation 22
Gypsy Travellers should be included as a separate ethnic group in all systematic ethnic
monitoring of education services to measure progress in meeting targets, for the educational
inclusion of Gypsy Traveller children and improvements in their educational attainment.
Performance indicators for school inspections should include specific reference to
Gypsy Travellers. The recent HM Inspectorate of Education (HMIE) report "Alternatives to
School Exclusion" could have provided an opportunity to identify such an approach.
Recommendation 23
Further work is required on developing the information base on Gypsy Traveller children
throughout the education system, clearly identified as an ethnic group, so that their needs can
be included in strategic planning and policy development.
Recommendation 24
Consideration should be given by local authorities to ring-fencing or top-slicing resources for
specific initiatives and interventions for education provision for Gypsy Travellers, for
alternatives to school education and to encourage and support school attendance.
Recommendation 25
Gypsy Travellers should be included in the strategic planning of education services and the
impact of their participation monitored to ensure that their views are considered and listened
to.
Recommendation 37
To support the recognition of Gypsy Travellers as a distinct ethnic group and commitment by
public services to develop policy and service provision based on such an approach:
Ø to encourage local authorities and other public bodies to use the opportunity of the Race
Relations (Amendment) Act 2000 to promote equality of opportunity for Gypsy
Travellers in Scotland;
Ø in consultation with Gypsy Travellers, to develop school based campaigns to raise
awareness and resources for use by schools, community and youth groups;
Ø to include Gypsy Travellers in any anti-racism campaigns aimed at challenging racial
discrimination and promoting good relations in Scotland, as a specific ethnic group and to
include them at an early stage in consultations on the campaign.
Useful Links
Other Resources
GENERAL RELIGIOUS EDUCATION
BBC Religion
Clear and accessible site which looks at aspects of Atheism, Buddhism, Christianity,
Hinduism, Islam, Judaism and Sikhism with sections on a range of subjects such as
worship, customs, history. Resources listed are general in nature, with no specific
focus on education. Suitable for secondary pupils.
http://www.bbc.co.uk/religion
Chalkface Project
List of publications on various subjects including RE.
http://www.chalkface.com
Devon Education Authority
The RE resource catalogue for Devon including information about a video on the
Hindu communities in Bristol and Leicester - Primary Education.
http://www.devon.gov.uk/eal/acatalog/Devon_EAL_s_Shop_Religious_Education
_32.html
Education Guardian
Excellent lists of links for general RE and some faiths.
http://www.education.guardian.co.uk/netclass/schools/religion
ICTeachers
A useful collection of lesson plans developed by teachers in England for use in the
classroom. Covers issues such as religion, moral issues and access to the above site
("All Different: All Equal"). For all ages.
http://www.icteachers.co.uk/
Inter Faith Network
Lists publications relevant to world religions and interfaith dialogue. Details of
'Religions in the UK: A Multi-Faith Directory 2001-2003' edited by Paul Weller.
http://www.interfaith.org.uk
Phil & Val Emmett
Multicultural and anti-racist site on religious and moral/values education with long list
of faith-specific links (although these appear to be general rather than educationbased).
http://www.re-serve.co.uk
GENERAL RELIGIOUS EDUCATION (contd.)
The RE Directory
Links to faith sites; list of curriculum resources and links to programmes and IT
materials; list of publishers and suppliers of multi-media resources; keyword search
facility.
http://www.theredirectory.org.uk
Religious Education Exchange Service
Religious buildings: easily navigable site with sections on main religions and fairly
sophisticated quizzes on each one.
http://re-xs.ucsm.ac.uk
Religious Studies on the Web
List of suppliers and religious education publications for upper secondary students
focussing on ethical and philosophical aspects rather than individual faiths.
http://www.rsweb.org.uk
RE Site
Detailed list of links to other RE websites.
http://www.refuel.org.uk
Shap Religious Calendar
Details of publications mostly by the Shap Working Party on World Religions.
This site is where schools can find out about dates of forthcoming festivals across
Britain. It is therefore very helpful when planning the curriculum.
http://www.support4learning.org.uk/shap
Strathclyde University - Social Studies Department
Go to the Social Studies Department of the University site. Highly accessible site on
main religions for 5-14, listing topics, publications held in their library, artefacts,
glossaries and targets.
http://www.strath.ac.uk
Topmarks - for Excellence in Education
Very good and impressively long Religious education site, listing 91 other sites under
religious education. Can also used for cross-curricular work as it contains a long
subject list (e.g. multiculturalism) and search facility.
http://www.topmarks.co.uk
INDIVIDUAL RELIGIOUS EDUCATION
Buddhism
Buddhism Depot
A readable introduction to Buddhism and sections for humour, images, glossary,
resource list and links.
http://www.edepot.com/buddha.html
Christianity
Christian Education
No links but long list of resources with focus on Christianity but also other religions
and ethical issues.
http://www.christianeducation.org.uk/
Educate the Children
Lesson plans on different faiths and subjects with stories, worksheets etc.
http://www.educate.org.uk/teacher_zone/classroom/re/index.htm
Encounter Christianity
Education site with links, publications and lesson plans.
http://www.encounterchristianity.co.uk
Hinduism
Days of Diwali
2 school girls in England write about how they celebrate Diwali.
http://schoolsite.edex.net.uk/49/diwali2.htm
Explaining Hindu Dharma
Explaining Hindu Dharma: A Guide for Teachers: Information on a book for teaching
Hinduism to 14 - 18 year olds.
http://www.geocities.com/TheTropics/8444/pustak.html
Hinduism for Schools
Vivekananda School. An interactive site for teaching about Hinduism to primary and
secondary pupils, covers GCSE Hinduism.
http://www.btinternet.com/~vivekananda/schools.htm
Welcome to India
"Welcome to India". Created by Snaith Primary School in Yorkshire. For children
aged 7-9, to give them an insight into the diverse culture and landscape of India. For
each part there is a 'slide show' ... a bedtime story ... somewhere to keep 'notes' and
suggestions for other web sites to explore.
http://home.freeuk.net/elloughton13/india.htm
INDIVIDUAL RELIGIOUS EDUCATION (contd.)
Islam
Council on Islamic Education
List of 8 packs/materials produced by the CIE - history, society, gender, religion.
Specifically about religion: 'Teaching about Islam and Muslims in the Public School
Classroom' and 'Muslim holidays'.
http://www.cie.org/publications.htm
Islam at School
GCSE Topics has exam questions and intelligent discussion with references to other
sites.
http://www.islamatschool.org.uk/index.htm
Judaism
ICTeachers -Religious Education
A range of ICT resources developed by teachers to teach Jewish Festivals through
drama, assemblies and other activities.
http://www.icteachers.co.uk/resources/resources_re.htm#Judaism
Think Quest - A Bow of the Head
General information site on Judaism.
http://library.thinkquest.org/28505/judaism/intro.htm
Sikhism
BBC Religion
The BBC site on Sikhism.
http://www.bbc.co.uk/religion/religions/sikhism
Sikhism
The Sikhism Home Page. An informative and well laid out and illustrated site on all
aspects of Sikhism. Accessible for upper primary and secondary pupils.
http://www.sikhs.org/topics.htm
Sikh Network
Information on Sikhism for teachers. Links to photos, music, history. Section on
Youth has links to stories with colouring in pictures for early primary and interesting
questions and answers arranged by topic for young people. Includes pictures and
information on the Golden Temple in Amritsar.
http://www.sikhnet.com/
OTHER RESOURCES
Teaching RE: Sikhism 5-11, CEM, ISBN 185100073X. Christian Education
Movement, Royal Buildings, Victoria Street, Derby, DE1 1GW.
Touch and Learn Sikhism Pack, Christian Education Movement (see above).
Sikh Artefacts Teaching Pack, Vida Barnett. Articles of Faith Ltd. ISBN
187463002X.
______________________________
Anti-Bullying Network
Useful Scottish site for schools, pupils and parents on matters related to bullying, Has
some information about dealing with racial bullying.
http://www.antibullying.net/
Chinese New Year
Very attractive site around the teaching of Chinese New Year.
http://www.new-year.co.uk/chinese
Centre for Information on Language Teaching and Research(CILT)
Useful site with a section on community languages, faiths and cultures. For example,
there are useful teacher resource links to Chinese New Year.
http://www.cilt.org.uk/index.htm
Coming to England
One teacher's work with her P7 pupils based on the book "Coming to England" by
Floella Benjamin. Includes, compare and contrast work on the climates of Trinidad
and Britain.
http://www.sln.org.uk/geography/Documents/coming_to_england.htm
Educational Institute Scotland (EIS)
Scotland’s largest teaching union with policies and papers on race, poverty and sexual
orientation issues. The Union is active in equality work, has an Equality Officer and
provides an e-learning course, which covers equality issues.
http://www.eis.org.uk
Scottish Development Education Centre
Publications and resources (order on line), links to local Scottish DEC’s.
http://www.scotdec.org.uk
Crosspoint UK
The Crosspoint is the Net's biggest collection of links in the field of Human Rights,
Anti-Racism, Refugees, Women's rights, Anti-fascism, Shoah, etc.
http://www.magenta.nl/crosspoint/uk.html
OTHER RESOURCES (contd.)
Scottish Traveller Education Project (STEP)
Has a resource centre which holds one of the most substantial number of resources on
Gypsy/Traveller issues in Scotland. based in the Faculty of Education, University of
Edinburgh.
http://www.education.ed.ac.uk/step
Virtual Bangladesh
An informative site, which could be used with secondary pupils to explore the history,
geography, people, culture, language and literature of Bangladesh. From images and
sounds that describe the beauty of the country and loads of facts and pictures. Created
in 1994.
http://www.virtualbangladesh.com
FAITH SPECIFIC WEBSITES
Baha’I
http://www.bahai.org
Background information on the Baha’i faith but no specific educational angle.
Buddhism
http://sorrel.humboldt.edu/cgi-bin/cgiwrap~rsdia/request.cgi
Images of Buddhism
http://www.edepot.com/buddha.html
Readable introduction to Buddhism and sections for humour, images, glossary,
resource list and links.
Christianity
http://www.educate.org.uk/teacher_zone/classroom/re/index.htm
Lesson plans on different faiths and subjects with stories, worksheets etc.
http://www.christianeducation.org.uk/cep.htm
No links but long list of resources with focus on Christianity but also other religions
and ethical issues.
http://www.encounterchristianity.co.uk
Education site with links, publications and lesson plans
Hinduism
http://www.geocities.com/The Tropics/8444/pustak.html
Information about book for teaching Hinduism to pupils aged 4-18 and covering
different syllabi. Contents list appears quite detailed and topics include an
introduction for teachers and link to other topics and classroom materials.
http://www.bt.internet.com/~vivekandanda/schools1s6.html
Q and A's arranged by topic for primary and secondary pupils, GCSE information,
links.
http://www.hinduism.org/za
Extremely detailed and comprehensive site providing information on Hinduism for
adults and upper secondary pupils although (but not a teaching site).
http://www.vedanta-atlanta.org/stories/index.html
Short stories from different religious traditions for primary pupils
FAITH SPECIFIC WEBSITES (contd.)
Islam
http://www.islamatschool.org.uk/index.htm
GCSE Topics has exam questions and intelligent discussion with references to other
sites.
http://www.daralislam.org/programs/reach/ti.cfm
US site with resource list (titles and authors only) relating to Islamic teaching in
schools, history, kids, books, CD Roms, etc also list of publishers and suppliers.
http://www.cie.org/publications
List of 8 materials/packs produced by the CIE – history, society, gender, religion.
Specifically about religion: ‘Teaching about Islam and Muslims in the Public School
Classroom’ and ‘Muslim holidays’.
http://directory.google.com/Top/Society/Religion_and_Spirituality/Islam/Educati
on
List of wider Islamic resources, not just for schools.
http://www.iqratrust.org
Producers of the very usable Iqra Pack for schools containing background
information, stories, model kits etc.
Judaism
http://www.twocandles.com
Two Candles Burn has children’s songs for Jewish festivals; also links.
http://www.rossel.net/basic01.html
Accessible site with basic factual information suitable for background reading and
links to publications for children and adults.
http://www.knowledge.co.uk/cje
The Centre for Jewish Education operates resource centres and produces a teaching
pack for non-Jewish schools; also links to suppliers and resources.
Sikhism
http://www.uea.ac.uk/menu/acad-depts/edu/religion/other21.html
The Keswick Hall Centre for Religious Education website contains Teaching Primary
RE: Sikhism. Clear and well laid out background to Sikh faith and resource list for
teacher info and classroom materials.
http://www.sikhnet.com
Section on Sikhism has links to photos, music, history. Section on Youth has links to
stories with colouring in pictures for early primary and interesting questions and
answers arranged by topic for young people.
FAITH SPECIFIC WEBSITES (contd.)
Sikhism (contd.)
http://www.sikh.org
Detailed info site suitable for teachers and upper secondary pupils. Strong on links,
e.g. glossary, names, extensive history quiz, photos and film footage, virtual tour of
Golden Temple, comparative religion, prayers etc.
http://cleo.ucsm.ac.uk/content/religiouseduc/redirectory/sikhism.shtml
List of gurdwaras and contacts providing educational activities, visits, etc; list of
teaching materials on Sikhism.
GENERAL
http://www.rsweb.org.uk
List of suppliers and religious education publications for upper secondary students
focussing on ethical and philosophical aspects rather than individual faiths.
http://www.refuel.org.uk
Detailed list of links to other RE Websites
http://www.theredirectory.org.uk
Links to faith sites; list of curriculum resources and links to programmes and IT
materials; list of publishers and suppliers of multi-media resources; keyword search
facility
http://www.multifaithnet.org/
Short on educational aspects but information and reference to minority religions, e.g.
Paganism, Humanism, Zoroastrianism etc.
http://cleo.ucsm.ac.uk/teachers/religious_education
List of resources by topic, sites, faith organisations, contacts, suppliers.
http://www.bbc.co.uk/worldservice
Topical discussion of world faith issues.
http://www.bbc.co.uk/religion/religions/
Clear and accessible site which looks at aspects of Atheism, Buddhism, Christianity,
Hinduism, Islam, Judaism and Sikhism with sections on a range of subjects such as
worship, customs, history. Resources listed are general in nature, no specific focus on
education. Suitable for secondary pupils.
All website addresses were correct at time of going to print and may be subject to
change.
Conclusion
4
Conclusion
CONCLUSION
There is a great deal of information contained within the three Moray Race Equality
Files but also, hopefully everything required to assist in living up to the expectations
of the Race Relations (Amendment Act) 2000.
More importantly however, the
assistance these packs offer will also mean that our Moray schools are places in which
all pupils flourish in an inclusive atmosphere, all pupils feel equal, diversity is valued
and each individual feels free to maximise his/her attainment, fulfil his/her potential
and go on to become successful citizens in our multicultural society.
For further support and information, please contact:
Elspeth Stewart
Principal Teacher
Moray E. A. L. Service
Duffus Road
ELGIN
IV30 4NP
Tel: 01343 557921
or
John Ferguson
Community Development Manager (Strategy)
The Moray Council
Educational Services
High Street
ELGIN
IV30 1BX
Tel: 01343 563404
Acknowledgements
5
Acknowledgements
ACKNOWLEDGEMENTS
The Moray Inclusion File, Race Equality was produced using materials from a variety
of sources and in particular, material from “Educating for Race Equality – a toolkit for
Scottish teachers” produced by CERES (Centre for Education for Race Equality in
Scotland) and from CRE (Commission for Race Equality) documents as well as
“Preventing and Addressing Racism in Schools” by Berenice Miles, Policy Officer
Equalities, Ealing Council
The following groups were consulted and gave helpful and constructive advice:
Centre for Education for Racial Equality in Scotland (CERES)
Commission for Racial Equality (CRE)
Grampian Race Equality Council (GREC)
Race Relations (Amendment) Act Officers Network – run by CERES
Scottish English as an Additional Language Coordinating Council (SEALCC)
Officers from the following education authorities also contributed comments and
advice as well as materials which have been adapted for inclusion in this file:
Aberdeen City Council, City of Edinburgh Council, Dumfries and Galloway Council,
Ealing Council, Leicester City Council, the Moray Council, South Lanarkshire
Council.
In particular, thanks are owed to the following for their support, assistance, advice
and ideas:
Helen Adair, Principal Librarian, The Education Library Service, Elgin
Rowena Arshad OBE, Senior Lecturer and Director, CERES
Alan Bell, Development Officer, CERES
[email protected], in particular, Alix Marina, Garath Pitchford and
Jonathan Brentnall
Barney Crockett, Grampian Racial Equality Council
Ian Forbes, Curriculum Development Officer, Aberdeen City Council
Jean-Anne Goodbrand, Administrative Officer, Educational Services Moray
Ishbel Hardie, Head Teacher, Burghead Primary School Moray
Alex Leggatt, Support Services Manager, Educational Services Moray
John Landon, Head of Department, Educational Studies, Moray House College of
Education
Karen MacMaster, Interrupted Learners Development Officer, Highland Council
Jacqui Matheson, Area Manager Support for Learning Dumfries and Galloway
Council
Moray Council Print Services
Members of Race Equality Working Group Moray
Gordon Barron, Head Teacher, West End Primary School
Alistair Campbell, Libraries and Museums Manager
Forbes Mitchell, ex QA/CD Officer for Moray
Elspeth Stewart, Principal Teacher, Moray E.A.L. Service
Sheena Sturton, Pre-school Development Officer
Slumko Tsotsi, Principal Teacher, RE, Elgin Academy
Paul Watson, Quality Assurance/Community Development Officer
Caroline Jamieson, Moray Central Support Services assistant
Monica Lee-MacPherson, Moray Central Support Services assistant
(special mention!)
Louis Mackay, Commission for Racial Equality
Helen Milne, Clerical assistant/typist, Educational Services Moray
Laura Mitchell, Principal Officer, Equalities Education, City of Edinburgh
Council, Education Department
Angela Rendall, Moray EAL Service teacher
Jenny Sanderson, Moray Central Support Services auxiliary
Eileen Simpson, Development Officer (Secondary), English as an Additional
Language Service, City of Edinburgh Council
Kim Stokes, Central Support Services secretary (special mention!)
The following Head Teachers participated in consultation regarding the draft
version of the updated “Conducting a School Audit on Race Equality”, produced
by Laura Mitchell, Principal Officer, Equalities Education, City of Edinburgh
Council and Rowena Arshad, Director, Centre for Education for Racial Equality
in Scotland (CERES)
Andrew Simpson, Elgin High School
Ian Brodie, Kinloss Primary School
May Gilchrist, St Gerardine Primary School
The following Head Teachers were consulted on the draft version of “The Moray
Inclusion File – Race Equality”
Fiona Hewitt, Forres Academy
Alison Underwood, Lhanbryde Primary School
The following schools contributed greatly to the Good Practice section of the
Moray Inclusion File – Race Equality
Moray Primary Schools
Applegrove Primary School
Findochty Primary School
Hythehill Primary School
Keith Primary School
Mortlach Primary School
Mosstodloch Primary School
St Gerardine Primary School
West End Primary School
Moray Secondary Schools
Elgin Academy
Forres Academy
Lossiemouth High School
South Lanarkshire Primary Schools
Chartelherault Primary School
Laighstonehall Children’s Centre
St John’s Primary, Hamilton
South Lanarkshire Secondary Schools
Earnock High School, Hamilton
Stonelaw High School
Other contributions to the Good Practice section came from:
Moray EAL Service – Elspeth Stewart, Angela Rendall
Cover photographs – (with parental permission) Moray Primary and Secondary
Pupils.
The support provided for this file, from networks all over Scotland and the UK, has
been exceptional and grateful thanks are extended to all who have contributed. Thanks
are also extended to any person, group or organisation who may have been inadvertently
omitted.
Appendices
1.
“Language Line” for Moray
2.
Translated Materials –
Letters
3.
Resources – Including
Multicultural Support
Resources in Moray
6
Appendices
3. Resources – Including Multicultural
Support Resources in Moray
Appendix 1
Ref: The Moray Council Educational
Services Admin Handbook –
Race Equality Policy
(Interpreters Handbook) – SS/059/01
Appendix 2
Appendix 3
Appendix 3
3. Resources – Including Multicultural
Support Resources in Moray
Appendix 3
MULTICULTURAL SUPPORT RESOURCES IN MORAY
The information overleaf details a selective list of resources currently held within the
Education Library Service (ELS) & which are available for loan.
Please note that the range of materials we carry is constantly being updated as new
resources are added & old, damaged & lost items are removed. The new resources
which will be added include dual language material & multicultural posters. We have a
very strong commitment to promoting inclusion & to this end collections provided to
schools always contain multicultural material wherever possible.
You can check if we have available the resources you are interested in by accessing the
catalogue via The Moray Council Intranet & Internet. You searches will give you
information about both ELS & public library resources.
For further information & support please contact ELS:
How to contact ELS
Phone:
Fax:
Email:
General Enquiries: 01343 562635
Helen Adair (Principal Librarian): 01343 562611
01343 562630
General enquiries: [email protected]
Helen Adair (Principal Librarian): [email protected]
Opening hours
The Education Library Service is based in Elgin Library, Cooper Park, Elgin.
The opening hours are: Mon – Fri: 8.45am – 5.15pm
(5.15pm – 8.00pm by appointment)
Sat: by appointment between 10.00am – 4.00pm
Visits
These are welcomed from both individuals & groups. If a group visit is
required please phone to book a date & time
Appendix 3
Resources Held in ELS
Professional Development
Author
College, Ray
Farrell, Pete
Grant, Carl A.
SirajBlatchford, I
Title
Mastering world religions
Education, equality & human rights:
Equality & freedom in education
Multicultural education
Turning on learning: five approaches for
multicultural teaching plans
Reading against racism
The early years: laying foundations for
racial equality
Format
Book
Book
Book
Book
Book
Classmark
English, Language & Open University Press
Education
Trentham Books
Book
370.11
Book
370.115
Series
Ceremonies &
Celebrations
Publisher
Hodder Wayland
Format
Book
Classmark
Hodder Wayland
Book
Scholastic
Hodder Wayland
Book
Book
Fiction
(JC)
394.2
J393
Philip Green/Hope Education
Evans
Picture Pack
Book
J394.26
Dorling Kindersley
Book
J394.2
Franklin Watts
Heinemann Library
Franklin Watts
Franklin Watts
Hodder Wayland
Book
Book
Book
Book
Book
J394.2
J294.63
J394.2
J394.2
J392.12
Dragon's World
Book
J394.2
Series
Macmillan Master
Management Books
Publisher
Macmillan
RoutledgeFalmer Press
Routledge
Scholastic
John Wiley & sons
291
370.11
370.11
370.115
370.117
Festivals & Celebrations
Author
Behar, Susan
Title
Growing up
Bevan, Clare
The dragon doorway: a story about Chinese
New Year
Bright ideas for early years
Life's end
Broadbent,
Lynne
Chambers,
Catherine
Chancellor,
Deborah
Cooke, Tim
Coutts, John
Dawson, Susie
Dawson, Susie
Dineen, J
Dineen,
Jacqueline
Celebrations
Chinese New Year
Holiday!: celebration days around the world
Nigeria: its festivals & traditions
Sikh festivals
China: its festivals & traditions
India: its festivals & traditions
Births
Feasts & festivals
Ceremonies &
Celebrations
World of Festivals
Dorling Kindersley
Readers
Fiesta!
Celebrate
Fiesta!
Fiesta!
Ceremonies &
Celebrations
People & customs of
the world
J392.14
Appendix 3
Erricker, Clive
Buddhist festivals
Festivals & celebrations
Festivals & Special Days
Hirst, Mike
Chinese New Year
Hirst, Mike
Id-Ul-Fitr
Hughes, Monica My Id-Ul-Fitr
Celebrate
Celebrate
Celebrate
Little Nippers
Festivals
Celebrate
Heinemann Library
BBC Educational Publishing
J294.34
J394.2
Philip Green/Hope Education
Hodder Wayland
Hodder Wayland
Heinemann Library
Book
Video Plus
Pack
Picture Pack
Book
Book
Book
Heinemann Library
Book
J294.53
Heinemann Library
Hodder Wayland
Book
Book
J394.2
J291
Evans
Book
J297.36
J394.262
J297.36
Picturebook
Kadodwala,
Dilip
Kagda, Falaq
Kendall, Sue
Hindu festvals
Kervan,
Rosalind
Knight,
Khadijah
Maqsood,
Ruqaiyyah
Marchant,
Kerena
Marchant,
Kerena
Marchant,
Kerena
Marchant,
Kerena
Moyse, Sarah
Paul, Tessa
Paul, Tessa
Senth, Cath
Ramadan & Id-Ul-Fitr
Ceremonies &
Celebrations
World of Festivals
Celebrate Islamic festivals
Celebrate
Heinemann Library
Book
J297.36
A story at Id
Sunshine Books:
Religious Stories
Festivals
Heinemann Educational
Book
J297.36
Hodder Wayland
Book
J294.53
Ceremonies &
Celebrations
Festivals
Hodder Wayland
Book
J394.265
Hodder Wayland
Book
J297.36
Hodder Wayland
Book
Hodder Wayland
Franklin Watts
Franklin Watts
Hodder Wayland
Book
Book
Book
Book
Fiction
(JC)
J394.26
J394.2
J394.2
J294.343
Senth, Cath
My Hindu year
Hodder Wayland
Book
Senth, Cath
My Muslim year
Hodder Wayland
Book
J297.36
Sonntag, Linda
Weddings
Hodder Wayland
Book
J392.5
Festivals of the world
Pilgrimages & journeys
Diwali
Feasts & fasting
Id-ul-fitr
A present for Salima: a story about Id-ul-fitr
Chinese New Year
Israel: its festival & traditions
Russia: its festival & traditions
My Buddhist year
Festivals
Fiesta!
Fiesta!
Year of Religious
Festivals
Year of Religious
Festivals
Year of Religious
Festivals
Ceremonies &
Celebrations
Appendix 3
Steele, Philip
Thompson, Jan
Troughton,
Joanna
The worlds of festivals
Christian festivals
The Chinese new year
Celebrate
Macdonald Young Books
Heinemann Library
Cambridge University Press
Book
Book
Book
J394.26
J263
Picturebook
Appendix 3
Folktales
Author
Brett, Jan
Farris, Pamela
Greene, Ellin
Gordh, Bill
Scholey, Arthur
Troughton,
Joanna
Van Woerkom,
Dorothy
Title
The mitten: a Ukrainian folktale
Young mouse & elephant: an East African
folktale
Ling-Li & the phoenix: a Chinese folktale
Multicultural folktale fingerplays: with
cross-curricular activities
Baboushka: a traditional Russian folktale
The magic mill: a Finnish folktale
Under the storyteller's spell: an anthology of
folktales from the Caribbean
Abu Ali counts his donkeys: a folktale from
the Middle East
Publisher
Simon & Schuster
Houghton Mifflin
Format
Book
Book
Classmark
Clarion Books
Scholastic
Book
Book
Picturebook
J398.4
Lion Publishing
Blackie
Book
Book
Picturebook
Picturebook
Puffin
Book
398
Maths Together
Walker
Book
Fiction (JB)
Series
Multicultural
Cookbooks
Food & Festivals
What's Special to
Me?
Food & Festivals
Publisher
Capstone
Format
Book
Classmark
Hodder Wayland
Hodder Wayland
Book
Book
J641.594
J291.38
Hodder Wayland
Frances Lincoln
Book
Book
J641.595
J394.12
Hodder Wayland
Book
J641.567
Learning Resources
Hodder Wayland
Hodder Wayland
Hodder Wayland
Hodder Wayland
Toy/game
Book
Book
Book
Book
J641.5
J641.566
J641.567
J641.595
J641.567
Series
Folktales of the
World
Picturebook
Picturebook
Food
Author
Burckhardt,
Ann l.
Fisher, Teresa
Ganeri, Anita
Title
The people of China & their food
Hirst, Mike
Hollyer,
Beatrice
Marchant,
Kerena
A flavour of India
Let's eat: children & their food around the
world
Hindu festivals cookbook
Pirotta, Saviour
Randall, Ronne
Shui, Amy
Thompson,
Stuart
A flavour of France
Religious food
Multicultural play foods set
Christian festivals cookbook
Jewish festivals cookbook
A flavour of china
Chinese festivals cookbook
Food & Festivals
J641
Appendix 3
World Religions
Author
Breuilly,
Elizabeth
Barron, Sharon
Title
Collins religions of the world
Series
Collins fact books
Publisher
Collins
Format
Book
Classmark
Moses & Judaism
Hodder Wayland
Book
J296
Brown, Alan
Brown, Alan
The Bible & Christianity
What I believe
Buddhism
The Torah & Judaism
Christianity
My Jewish life
Hindu priest
Great Religious
Leaders
Sacred texts
Evans
Produced by ELS
Evans
Produced by ELS
Hodder Wayland
Franklin Watts
Book
Book
Artefact box
Book
Artefact box
Book
Book
J220.6
J291
Hodder Wayland
Book
J297
Granada Learning Ltd
A & C Black
Evans
CD-ROM
Book
Book
Book
J291
J294.3
J294.682
J291.13
Oxford University Press
Book
J291
Sacred Texts
Your world
explained
What's Special to
Me?
What's Special to
Me?
Sacred Texts
Evans
Marshall
Books
Book
J294.592
J291
Hodder Wayland
Book
J291.82
Hodder Wayland
Book
J291.
Evans
Bodley Head
Book
Book
J294.382
J291
Keystones
A & C Black
Produced by ELS
Collins
Artefact box
Resource
Pack
J728
Cato, Vivienne
Clark, Anne
Das,
Rasamandala
El Droubie,
Riadh
My Muslim life
Ganeri, Anita
Exploring world religions
Buddhist vihara
The Guru Granth Sahib & Sikhism
Journeys through dreamtime: stories from
the world's religions
The Oxford children's A to Z of world
religions
The Ramayana & other Hindu texts
Religions: an accessible guide that really
explains the world's faiths
Religious books
Ganeri, Anita
Religious buildings
Ganeri, Anita
Gellman, Marc
The Tipitaka & other Buddhist texts
Whose God is it anyway?: answers to the
big questions from around the world
Muslim mosque
Hinduism
Houses & places of worship
Ganeri, Anita
Ganeri, Anita
Ganeri, Anita
Ganeri, Anita
Ganeri, Anita
Ganeri, Anita
Hededus, Umar
Sacred Texts
Everyday Religion
My Life, My
Religion
Everyday Religion
Keystones
Sacred Texts
J291
J222.1
J296
J294.561
Appendix 3
Kadodwala,
Dilip
Khan, Akbar
Dad
Kaur-Singh,
Kanawaljit
Kaur-Singh,
Kanawaljit
Marchant,
Kerena
Marchant,
Kerena
Mitchell,
Pratina
Penney, Sue
Penney, Sue
The illustrated encyclopedia of world
religions
Islam
Judaism
My Hindu life
Muslim imam
My Sikh life
Sikh granthi
Krishna & Hinduism
Muhammad & Islam
The Guru's family
Christianity
Hinduism
Penney, Sue
Hinduism
Penney, Sue
Islam
Penney, Sue
Islam
Penney, Sue
Judaism
Penney, Sue
Judaism
Penney, Sue
Sikhism
Penney, Sue
Sikhism
Prior, Katherine
Places for worship
Places of worship
Christianity
Element
Book
200.3
Produced by ELS
Produced by ELS
Hodder Wayland
Artefact box
Artefact box
Book
J294.5
My Life My
Religion
Everyday Religion
Franklin Watts
Book
J297.61
Hodder Wayland
Book
J294.6
My Life My
Religion
Great Religious
Leaders
Great Religious
Leaders
Celebration Stories
Franklin Watts
Book
J294.609
Hodder Wayland
Book
J294.5
Hodder Wayland
Book
J297
Hodder Wayland
Book
Heinemann Library
Heinemann Library
Book
Book
Fiction
(JC)
J230
J294.5
Heinemann Library
Book
J294.5
Heinemann Library
Book
J297
Heinemann Library
Book
J297
Heinemann Library
Book
J296
Heinemann Library
Book
J296
Heinemann Library
Book
J294.6
Heinemann Library
Book
J294.6
BBC Education
PCET Publishing
Franklin Watts
Video Plus
Chart
Book
J726
J290.35
J230
Everyday Religion
Religions of the
World
World Beliefs &
Cultures
Religions of the
World
World Beliefs &
Cultures
Religions of the
World
World Beliefs &
Cultures
Religions of the
World
World Beliefs &
Cultures
World Religions
Appendix 3
Prior, Katherine
Rosenberg,
Laurie
Ross, Mandy
Tames, Richard
Wood, Angela
Wood, Angela
Wood, Angela
Wood, Angela
Hinduism
Jewish synagogue
World Religions
Keystones
Franklin Watts
Black
Book
Book
J294.5
J296
Jewish rabbi
My Life My
Religion
Franklin Watts
Book
J296.092
Produced by ELS
Franklin Watts
Franklin Watts
Franklin Watts
Franklin Watts
Franklin Watts
Artefact box
Book
Book
Book
Book
Book
J297
J294.5
J296
J296
J297
Sikhism
Islam
Hindu mandir
Jewish synagogue
Judaism
Muslim mosque
World Religions
Where we worship
Where we worship
World Religions
Where we worship
Appendix 3
Recommended Publishers & Suppliers of Multicultural,
Multilingual & Dual Language Material
Publisher/Supplier
Details
Mantra
Tel: 0208 445 5123
Web: www.mantralingua.com
Excellent range of high quality dual
language & multilingual stories & resource
books. Their catalogue also includes
posters, friezes & multilingual signs
PCET Publishing
Tel: 0208 567 9206
Web: www.pcet.co.uk
Posters, timelines, wallcharts & other
resources.
Articles of Faith
Tel: 0161 763 6232
Web: www.articlesoffaith.co.uk
Broad range of high quality artefacts,
posters, books, videos & cassettes relating
to the major world faiths
TTS
Tel: 0800 318686
Web: www.tts-group.co.uk
Religion in Evidence catalogue contains
several books, photopacks & artefacts
relating to the major world faiths
NES Arnold
Tel: 0870 6000 192
Web: www.nesarnold.co.uk
Good quality resources - posters, friezes,
maps & charts, dressing up clothes, dolls
& models
Hope Education
Tel: 08702 433 400
Web: www.hope-education.co.uk
Wide range of resources some of which are
very positive & represent a range of ethnic
backgrounds. Includes Philip Green
photopacks
Hodder Wayland
Tel: 0207 873 6000
Web: www.hodderheadline.co.uk
Wide range of resources which promote a
multicultural presentation. Series include
Food & Festivals
Franklin Watts
Tel: 0207 739 2929
Web: www.Wattspublishing.co.uk
Good range of resources to support
presentation of multicultural dimension.
Series include Fiesta!
Heinemann Library
Tel: 01865 888066
Web: www.heinemann.co.uk/library
Wide range of resources which promote a
multicultural presentation. Series include
Religions of the World
Appendix 3
ADDRESSING
CULTURAL DIVERSITY
AND RACISM
SUPPORT MATERIALS
PUBLISHERS AND RESOURCE LIST
LIST OF PUBLISHERS AND RESOURCES TO SUPPORT
SCHOOLS IN PROMOTING CULTURAL DIVERSITY AND
ADDRESSING RACISM
Appendix 3
SUPPORT MATERIALS
CONTENTS
Information and professional development resources for teachers
3–7
Official documents
8–9
Classroom resources
10 – 17
Refugee and development agencies
18 – 20
Websites and other resources
21 – 25
If you have additional resources or publishers which you think should be added to this list
please email them to me at [email protected]
Appendix 3
SUPPORT MATERIALS
This booklet contains a selective list of publishers and organisations who provide information
and resources to help schools promote understanding of cultural diversity, ensure race
equality and challenge racism. It is suggested that you order catalogues or visit web-sites and
draw up a list of resources to link with your schemes of work. Because of cost implications,
a possible strategy would be to liaise with other schools and share resources. Some of these
resources are simply starting points which would need to be built on and added to over time.
The following is a suggested list of ideas for long-term planning in schools:
Ø Include one multicultural/multilingual Big Book for Literacy work per half-term. Make
up a Storysack for the book including laminated pictures, toy models etc related to the
story (Primary only).
Ø Purchase a range of children’s reading books and stories drawn from other countries or
cultures and ensure that general readers reflect UK diversity in their themes and
characters.
Ø Purchase a number of information and reference books about countries around the world,
their peoples, cultures, faiths and customs. Relate this to people now living in the UK
too.
Ø Include ‘Racism’ as a topic in PSE and purchase some resources to support that work.
Ø Plan for each year group to look in detail at one country or culture and compile a ‘Culture
Box’ including artefacts, clothes, laminated pictures of people, buildings and countryside,
maps, musical instruments, toy animals, ‘toy’ fruit and vegetables, dolls or figures,
cassettes and videos, traditional stories and examples of languages used (Primary).
Ø Identify areas in subject Schemes of Work where countries and cultures outside of the UK
are referred to. Compile a bank or box of information and resources including maps,
pictures, books, videos, historical and cultural information to draw on in relevant lessons
(Secondary).
Ø Compile a ‘Faith Box’, for each of the major world religions taught in each Key Stage,
containing religious artefacts, icons, laminated pictures, religious clothing, books,
cassettes and videos. NB Be careful to ensure that sacred items e.g. holy books, are not
treated disrespectfully. Some items (such as the Quaran) may need to be kept separately
on a shelf.
Ø Purchase a festivals calendar to remind you of assembly input. (See Festivals Shop
details)
Ø Purchase a large up-to-date world map for each classroom so you can map the origins or
destinations of different things throughout the year.
Ø Purchase a set of signs for different parts of the school in a range of different languages
including Welsh and English.
Ø Purchase some posters, charts or friezes which contain positive images of people or
children from many different ethnic backgrounds to display around the school. Where
possible try and relate these to subject areas.
Appendix 3
INFORMATION AND
PROFESSIONAL DEVELOPMENT
RESOURCES FOR TEACHERS
Appendix 3
Publisher/Organisation
Details
Trentham Books Ltd
Westview House
734 London Road
Oakhill
Stoke-on-Trent
Staffordshire
England ST4 5NP
01782 745567
Wide range of books to extend your knowledge
and understanding of education, diversity and
equality issues.
www.trentham-books.co.uk
Recommended Resources
‘The Early Years:
laying the foundations for racial equality’
Very accessible and insightful book which contains much which is relevant to teachers of all age groups.
Iram Siraj-Blatchford
0 94808064 7 £11.95
‘In the Midst of the Whirlwind: a manual for helping refugee children’
Written by a child psychiatrist, this book is written for teachers, social workers and health workers.
Recommended by teachers.
Naomi Richman
1 85856 101 9 £10.95
‘Inclusive Schools, Inclusive Society’
This book is divided into lots of small sections drawing on quotations, newspaper articles, pupils’ writing and
scenarios to explore many different aspects of race and identity. Useful resource
Robin Richardson and Angela Wood
1 85856 203 1 £9.95
‘Children of Islam’
A teacher’s guide to meeting the needs of Muslim children. This is an intelligent and informative book, based
on research, which will deepen your understanding of some Muslim pupils’ lives. Useful ‘needs framework’.
Marie Parker-Jenkins
1 85856 034 9 £12.95
‘The Power to Learn: Stories of success in the education of Asian and other bilingual pupils’
This helpful book focuses on strategies and ideas developed in inner city schools. Good to dip into for
inspiration.
Terry Wrigley
1 85856 210 4 £14.95
Appendix 3
Details
Commission for Racial Equality
Catalogue from CRE London
0207 828 7022
Order from Central Books 0208 533 5821
The CRE produce a range of books, official reports
and very useful factsheets, some of which can be
down loaded fromm from their website
www.cre.gov.uk
‘ Roots of the Future’
This is an accessible and informative book about the contribution of diverse people and cultures to British
society. Essential reading for anyone wanting to broaden their knowledge of Britain’s diversity.
1 85442 179 4 £9.95
‘Learning for All: standards for racial equality in schools’
All schools in England and Wales were sent a copy of this in 2000. It is cited by Estyn, NafW, the Home
Secretary and others as an essential self-evaluation tool for schools to use in auditing Race Equality policy and
practice. Useful appendices although not up-to-date on the Race Relations Amendment Act 2000.
1 85442 223 5 £10.00
‘Code of Practice’
Available in early 2002. This is the statutory guidance which details how legislation should be complied with.
The education section is essential reading for all schools.
Details
Oxford University Press
Educational Supply
Saxon Way West
Corby
Northants
NN18 9ES
01536 741171
Oxford University Press has a huge range of
educational books of all kinds including several for
teacher’s professional development.
See also the entry under ‘Classroom Resources’.
www.oup.co.uk
‘Black and British’
Winner of two TES awards. Accessible, fascinating and enlightening reading. Suitable for teachers and
secondary school pupils.
David Bygott
0 19 913305 0 £5.99
Appendix 3
Details
EYTARN
Early Years Trainers Anti-Racist Network
PO Box 28
Wallasey
CH45 9NP
Tel: 0151 639 1778
Email: [email protected]
Short but very good list of publications. Several
publications are as applicable to KS1-4 as to Early
Years. Also produce a Newsletter for members.
‘Action for Racial Equality in the Early Years’
A practical handbook for early years workers rooted in the belief that children learn attitudes and values and the
seeds of prejudice can be proactively addressed. Positive and challenging.
Jane Lane
1 870985 45 1
‘All our children’
Information, checklists and courses of action in dealing with a wide range of equality issues including sexism,
ableism, homophobia and racism. Very useful.
Publisher/ Organisaiton
Details
NALDIC
National Association for Language Development in
the Curriculum
Contact:
Ms Susan Shaw
NALDIC Membership Secretary
c/o 17 Lacey Avenue
Old Coulsdon
Surrey
CR5 1LQ
NALDIC was the national association for
practitioners in the field of English as an
Additional Language in England and Wales before
funding was devolved to the Welsh Office/National
Assembly. They are now more representative of
England but have a wealth of knowledge and
experience at their disposal. They organise an
annual conference, produce a regular newsletter
and Papers on aspects of EAL practice.
www.naldic.org.uk
‘English as an Additional Language, Changing Perspectives’
A series of essays by practitioners and academics on current arguments about different aspects of EAL work.
Edited by Constant Leung and Carrie Cable
1 902189 00 0 £10.00
NALDIC Working Paper 5
‘The Distinctiveness of English as an Additional Language’
A handbook for all teachers which brings together theory and practice, offers sound principles for teaching and
provides a basis for developing an understanding of the field.
Free to members.
Appendix 3
Details
EALAW
English as an Additional Language Association of
Wales
Chair 2001/2002 Mark Sims
c/o Cardiff EAL Service
County Offices
Atlantic Wharf
Cardiff Bay
CF10 4UW
This is Wales’ national association for practitioners
in the field of English as an Additional Language.
They represent the profession in meetings with the
NafW, Estyn, ACCAC and other organisations.
They also organise an annual conference and
produce a bi-annual newsletter on current
developments in the field of EAL.
Newsletters
Back copies of EALAW Newsletters are available at £1.00
Details
Save the Children Publications
17 Grove Lane
London
SE5 8RD
0207 703 5400
Teacher information books, some posters and
classroom resources for KS1-3. Strong focus on
children’s rights, includes some information on
travellers, challenging!
www.savethechildren.org.uk
For further support with building race equality into your curriculum, see:
Complementing Teachers - A practical guide to Promoting Race Equality in Schools.
Includes CD-ROM with downloadable lesson plans and activities
Available from Granada Learning on 0800 216 592 or [email protected]
Or available to borrow from
Elspeth Stewart
Elgin
01343 557 921
Choose your own area of interest from the catalogue listings.
Appendix 3
OFFICIAL DOCUMENTS
Appendix 3
Details
National Assembly for Wales
Training and Education Department
National Assembly for Wales
Cathays Park, Cardiff CF10 3NQ
029 2082 5111 (Switchboard)
www.wales.gov.uk
The list of documents below are highly recommended reading.
The Welsh documents have binding relevance to our practice in
schools. The English documents are very informative. The TTA
pack is one of the best I’ve come across. Some of these
documents can be downloaded free from the respective websites.
Others may have to be ordered directly. Check first.
Estyn
Anchor Court, Keen Road, Cardiff CF24 5JW
029 20446446
ACCAC
Castle Buildings, Womanby Street
Cardiff CF10 1SX
02920 375400
www.accac.org.uk
OFSTED
Alexandra House
33 Kingsway, London WC2B 6SE
www.ofsted.gov.uk
DfES
0870 000 2288
www.dfes.gov.uk
Teacher Training Agency
TTA mailing house: 0645 6060 323
www.canteach.gov.uk//publications
Circular 3/99: Pupil Support and Social Inclusion, NafW, (1999)
Education Working Party – Draft Report on the Conclusions of the Stephen Lawrence Inquiry Report, NafW,
(2001)
Newsbrief 5/99: Guidance and advice to Independent Inspectors – Equal Opportunities, Estyn (May 1999)
Standards and Quality in Primary and Secondary Schools: Providing for pupils learning English as an
additional language, Estyn (2000)
Newsbrief 14/01: Pupil Support and Social Inclusion Estyn (April 2001)
Equal Opportunities and Diversity in the School Curriculum in Wales, ACCAC (Jan 2002)
Raising the Attainment of Minority Ethnic Pupils, OFSTED (1999)
Evaluating Education Inclusion: Guidance for Inspectors and Schools, OFSTED (2000)
Educational Inequality: Mapping race, class and gender, David Gillborn & Heidi Safia Mirza, OFSTED
(2000)
Making the Difference: Teaching and Learning Strategies in Successful Multi-Ethnic Schools, Maud Blair
and Jill Bourne, DfEE, (1998)
Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils, DfEE (2000)
Raising the Attainment of Minority Ethnic Pupils: guidance and resource materials for initial teacher
trainers, Teacher Training Agency, (Nov 2000)
Appendix 3
CLASSROOM RESOURCES
Appendix 3
Details
Mantra Publishing
5 Alexandra Grove
London
N12 8NU
0208 445 5123
Excellent range of high quality dual language and
multilingual stories and resource books. Mostly
Primary but some Secondary too. Also do posters,
friezes and multilingual signs – some of which can
be personalised to your school. Take your pick!
Suggestions include:
www.mantrapublishing.com
‘That’s my mum!’ Age 3-7 £6.99
‘Handa’s Surprise’ Age 2-7 £6.99 Everyone uses this one! Big Book available from Walker Books
‘Amazing Grace’ Age 5-10 Highly recommended.
‘Mathematics Around the World’ Age 7-11 £19.99
‘My Life story’ Age 7-14 £6.99
‘Bijlee’ Series Teenage fiction £3.50 each
Letterbox Library
71-73 Allen Library
London
N16 8RY
0207 503 48
Details
Good selection of story books, readers and resource
books for all ages, including some biographies.
www.letterboxlibrary.com
‘I love my hair’ Age 4-9 £5.99
‘Grandpa Chatterji’ Age 7-12 £3.99
‘A Child’s Book of Prayers’ Beautiful pictures and prayers from many cultures £5.99
Secondary schools can choose from a good selection of Older Readers and Resource Books.
Details
Millet Publishing Ltd
19 North End Parade
London
W14 0SJ
0207 603 5477
Multilingual stories and bilingual visual
dictionaries in several languages. Mainly Primary.
www.milet.com
‘Bilingual Visual Dictionary’
The bilingual dictionaries are fabulous and would be an excellent way for all children to see words written in
different languages. Age 4+ £19.99
‘Small World’ Series
A lovely complement to the dictionaries, these books have very positive images from around the world with
short sentences in dual language. Age 3+ £5.99
Appendix 3
Details
PCET publishing
Pictorial Charts Educational Trust
27 Kirchen Road
London
W13 0UD
020 8567 9206
Posters, timelines, wallcharts, some wordlists and
other resources. Very attractive presentation.
Some good materials on religions, art and music
from around the world. Some though not all, have
a balance of diverse people and subject matter.
www.pcet.co.uk
Choose what is appropriate for your school from the catalogue.
Details
Incentive Plus
PO Box 5220
Great Horwood
Milton Keynes
MK17 0YN
Range of posters and PSE related materials for
Primary and Secondary. Lot of photocopiable
classroom resources including some on Diversity
and Racism but some of these are American and
may need adapting for your classes.
www.incentiveplus.co.uk
‘Cultural Diversity and Identity’
One of the few available UK resources exploring these issues. A KS1 and 2 Curriculum Project by the Brighton
and Hove PSE Advisory Team. Include workshops for staff and classroom activities.
£10.00 each
Details
Learning Design
Tower Hamlets Education Directorate
The Professional Development Centre
English Street
London E3 4TA
0208 983 1944
Number of publications ranging from teacher
guidance to practical classroom resources.
www.learningdesign.org
‘Challenging Racism – Valuing Difference’
Primary School Activities Book
Though a bit dense and London-based, this has some useful information and practical activities to use in KS2
classes including a long list of people who have challenged racism in public life. Very straight.
1 873928 28 9 £7.50
‘Challenging Racism – Valuing Difference’
Secondary Activities book in process of being rewritten.
Appendix 3
Details
The Festival Shop
56 Poplar Road
Kingsheath
Birmingham
B14 7AG
0121 444 0444
The Festival’s Shop catalogue includes a wide
range of multifaith, multicultural and citizenship
resources including books, posters, games,
instruments and CDs. Definitely worth looking at.
‘The Festival Year’
Wall Poster Calendar with all the main world religious festivals and a bit of information about them. Updated
each year.
£5.95 or £7.95 (laminated)
Details
Articles of Faith Ltd
Resource House
Kay Street
Bury
BL9 6BU
0161 763 6232
Broad range of high quality artefacts relating to the
major world faiths. Also posters, books, videos
and cassettes. Good source for making up ‘faith
boxes’.
www.articlesoffaith.co.uk
Take your pick.
Details
TTS
Monk Road
Alfreton
Derbyshire
0800 318686
Some of the TTS subject catalogues contain clear
visual pictures, posters, wordlists and writing
frames which would be useful to support EAL
pupils in accessing mainstream classwork. The
Religion catalogue contains some useful resources.
www.tts-group.co.uk
Religion in Evidence Catalogue contains several books, photopacks and artefacts to help with compiling ‘faith
boxes’.
Appendix 3
Details
NES Arnold
Novara House
Excelsior Road
Ashby de la Zouch
Leicestershire
LE65 1NG
0870 6000 192
Huge education catalogue but contains many good
quality resources with a positive mix of people.
Some good posters, friezes, maps and charts. Also,
for younger children, some culturally diverse
dressing up clothes, dolls and models – but beware
of the scary dolls.
www.nesarnold.co.uk
Choose what is appropriate for your school from the catalogue.
Details
Hope Education
Hyde Buildings
Ashton Road
Hyde
Cheshire
SK14 4SH
08702 433 400
Huge education catalogue with a wide range of
resources some of which are very positive and
represent a range of ethnic backgrounds.
www.hope-education.co.uk
Geography, History, RE and Music have artefacts, photos and packs relating to the promotion of diversity.
Useful for Culture and Faith boxes.
Details
Kingscourt/McGraw-Hill
Wimbledon Bridge House
1 Hartfield Road
Wimbledon
London SW19 3RU
0800 317 457
020 8543 1234
Publishers for primary and secondary education.
Kingscourt provide resources to help teachers raise
the standards of all their children. A range of
resources for Key Stage 1, Key Stage 2 and 3
covering Literacy, Numeracy and ICT.
www.kingscourt.co.uk
‘Mathematics from Many Cultures’
Packs of Big Books, Posters and Teacher’s Guide from Foundation to Year 5, exploring the contribution
different cultures have made to the mathematics we use today.
Appendix 3
Details
ESIS
Education Support and Inspection Service
G5, Treforest Industrial Estate
Pontypridd
CF37 5YL
01443 845400
ESIS is the support service for a number of Welsh
authorities. Their RE series is highly
recommended. For other RE resources, contact
your regional SACRE.
From Start to Finish
My life as a Christian
1 85596 284 5
My life as a Jew
1 85596 282 9
My life as a Muslim
1 85596 285 3
My life as a Hindu
1 85596 286 1
My life as a Sikh
1 85596 238 7
This series has been recommended by teachers, it has excellent accompanying videos and it is Welsh!
Details
Hodder Wayland
338 Euston Road
London NW1 3BH
020 7873 6000
Hodder bought out Wayland Publishers with much
of their stock including a wide range of
Citizenship, PSE, RE, Geography and other titles
that promote diversity.
www.hodderheadline.co.uk
Around the World – Clothes, Festivals, Houses, Musical Instruments etc series £4.99 p/b (KS1)
Food and Festivals – ‘A Flavour of …’ series £4.99 each p/b (KS2)
Cultural Journeys – ‘Traditions from …’ series £5.99 each p/b (KS2)
Threatened cultures – ‘Romanichal Gypsies’ £5.99 p/b ISBN 0 7502 2825 3 (KS3/4)
I’ve also found a couple of other books on racism available through:
Multicultural Book Services, Bradford
Unit 3 Carlisle Business centre
60 Carlisle Road
Bradford
BD8 8BD
Tel/Fax: 01274 544158
Email: [email protected]
‘Racism Life Files’
pub Evans Brothers Ltd 1999
0 2375 1654 3
£7.99
‘Why are people racist’ by Cath Senker
pub. Hodder Wayland 2001
0 7502 3717 £5.99
Appendix 3
Franklin Watts Publishers
96 Leonard Street
London
EC2A 4XD
Tel: 0207 739 2929
Details
Good range of Citizenship, PSE, Geography and RE books
‘How do I feel about: Dealing with Racism’ £5.99 p/b 0 7496 2559 7 (KS1/2)
‘What do you know about racism?’ £5.99 p/b 0 7496 3738 2 (KS3)
‘Read all about it: Racism’ £11.99 h/b 0 7496 4023 5 (KS3/4)
Appendix 3
Resource Centre for
Multicultural Education
Multicultural and anti-racist
resources:
Catalogue and Order Form
2004
Your details:
NAME:
ORGANISATION:
ADDRESS:
POSTCODE:
YOUR ORDER No:
TELEPHONE No:
DATE:
Appendix 3
Qty Cost
APPROACHES TO TEACHING THE HOLOCAUST: A resource pack covering KS3, KS4 & Post 16 in the
following curriculum areas: English, History, Art, RE & Psychology. Including visiting Holocaust sites.
7.50
IMAGES OF AUSCHWITZ: an A3 pack of 13 recent photographs of Auschwitz-Birkenau with text &
questions for classroom discussion.
7.50
SHADOWS OF POLISH-JEWISH LIFE: an A3 pack of 15 recent photographs of places of Jewish
interest in Poland with text & questions for classroom discussion. To be used as a means of
exploring the remnants of a once thriving community
7.50
REDUCED PRICE £20.00 FOR ALL 3 PACKS
I WENT AWAY AND…………………………………………a workbook for a short holiday
a workbook for a long holiday
Written by practising EAL teachers & support staff, for children taking extended holidays:
PLEASE NOTE THAT THESE BOOKS ARE NOT PHOTOCOPIABLE
A discount of 10% is given on orders for 10 or more copies (either version or a mixture)
PHOCOPIABLE PACK: all the pages in the books above and more.
1.50 inc VAT
1.75 inc VAT
30.00 inc VAT
Make customised packs to suit the pupils in your school
COLLABORATIVE LEARNING ACTIVITIES IN THE CLASSROOM: designing inclusive materials for
learning and language development by Steve Cooke
£5.00
ISBN 1 902592 00 X
PLEASE SEE SEPARATE CATALOGUE FOR COLLABORATIVE LEARNING ACTIVITIES :
These activities aim to help students learn effectively through talking, listening, reading & writing, & active learning in small groups.
Resources from the Bristol EAL Team
Dress & decoration from the Punjab
2.00
Indian musical instruments
1.75
Indian animals: drawings for art & craft work
85p + 15p VAT
4.50
Baisakhi book
4.00
Eid-ul-Fitr book
3.50
Christmas book
Chinese New Year book
Buddhist Festival book
Ramayana for children
4.00
4.00
3.50
2.00
Chinese New Year Race Story
Missionary journeys of Guru Nanak
1.60
65p
CONTEXT CARDS £3.00 per set Special offer: 4 or more sets @ £2.50 set
For use by teachers & trainers to explore a variety of sensitive issues
Nursery
Equal opportunities (Travellers, SEN, race & gender)
Multi-ethnic secondary school 1
Multi-ethnic secondary school 2
Cost
2.00
Diwali book
Multi-ethnic primary school
“All-white” secondary school
Qty
75p
West Indian songs & games
“All-white” primary school
Cost
75p
Caribbean cooking workshop
West Indian songs & games: cassette
Qty
Appendix 3
CLASSROOM RESOURCES
PRICE
PER UNIT
BLACK PEOPLES OF THE AMERICAS: 16th to early 18th century. KS3 Study Unit 6
£5.00
CHINESE NEW YEAR: curriculum resources for learning about Chinese culture & celebrating this
festival. KS1 & KS2
£4.00
CHINESE NUMBERS: Cantonese and Mandarin numbers 1 to 10 on separate A4 sheets
£0.65
CHRISTMAS: materials, activities & teacher's notes on the way Christmas in celebrated in
different countries. Primary.
£5.00
EASTER: resources and classroom materials.
£1.00
EGYPT: KS2 history materials, part of which makes up into a life-size cardboard sarcophagus.
£3.00
EIGHT AFRICAN-CARIBBEAN PEOPLE IN BRITAIN: A3 monochrome posters. (Price inc VAT)
£2.35
ENGLISH LANGUAGE STARTER PACK 3rd ed: Activities & worksheets to support small
groups of early bilingual learners of secondary school age.
£2.50
EVALUATING ARTEFACTS: booklet on looking at, evaluating and using artefacts in the
classroom. Primary or secondary. ISBN 1 902592 12 3
£2.00
GUIDE TO SOUTH ASIAN & CHINESE NAMES: Explanations of the structure and usage of
names, which grew out of our work with education, health service & court workers.
£2.00
HELLO, WE SPEAK BENGALI: A3 pack about clothes & the body English/Bengali.
£3.50
HELLO, WE SPEAK MALAY: As the Bengali pack but with different illustrations.
£3.50
ISLAMIC PATTERNS PACK: Background information and design sheets for use in
maths, art, history etc. Primary & Secondary.
£2.00
LOOKING AT WAYS OF DEPICTING FACES: KS3 Art & Design. A systematic way of
analysing the depiction of faces in variety of historical & cultural contexts.
£3.00
MEHNDI PATTERNS: basic information & examples of patterns
£0.75
ONLY SKIN DEEP: an A5 booklet of poems, by Leicester children, on racism & race relations.
£1.75
RANGOLI PATTERNS: basic information & examples of these traditional South Asian patterns.
£0.75
SIGNIFICANT ACHIEVEMENTS IN HUMAN HISTORY: Black & white A3 posters, time-line and
information giving a multicultural perspective to human achievement. Primary or secondary.
£3.50
SIKHS & VAISAKHI: a pack with activities on Sikh culture. history & tradition with
emphasis on the festival of Vaisakhi.
£3.50
VAISAKHI ASSEMBLY PACK: with ohp sheets to complement the Sikhs & Vaisakhi pack.
£4.00
SIX IMPORTANT FIGURES IN CARIBBEAN HISTORY a teaching resource for secondary schools.
£3.00
WORD TREE & WORD HOUSE: collaborative activities looking at borrowed words in English.
KS2/3
£0.75
POLICY AND PRACTICE
ANTI-BULLYING PACK: Materials for students & teachers on responding to bullying, positive
self-image, identifying & understanding bullies. For KS2 & KS3.
£3.00
AIDE MEMOIR FOR MULTICULTURAL EDUCATION: A checklist of good practice in schools.
Free if other resources are ordered
ACTIVITIES FOR THE LITERACY HOUR
FREE
ACTIVITIES FOR THE NUMERACY STRATEGY
£3.00
KEY STRATEGIES FOR A SUPPORTIVE CURRICULUM
£3.00
TEACHING EAL (A short version of Key Strategies for a Supportive Curriculum)
£1.50
AFRICAN CARIBBEAN AND BLACK DUAL HERITAGE PUPILS
£1.50
DEVELOPING A WHOLE SCHOOL LANGUAGE POLICY
£1.50
£3.50
QTY
COST
Appendix 3
Publications from other LEAs and publishers:
Coventry Minority Group
Support Service
Chinese New Year Masks
Story for Holi
Festival of Holi: pupils’
materials
How a Hindu prays
Cost
Coventry Minority Group
Support Service
Gandhi (A4 posters)
Gandhi (ohp set)
Martin Luther King (ohp set)
Cost
Martin Luther King (A4
posters)
Martin Luther King (A3 b&w)
1.75
Invitation to a wedding:
1. Hindu
2. Sikh
Happy Eid (Early years)
World of Islam (ohp set)
World of Islam
(A3 b & w posters)
Life Story of Sri Guru Nanak
(A4 pictures & text)
Life Story of Sri Guru Nanak
(ohp set)
Mary Seacole: nursing
heroine (ohp set)
Mary Seacole
(A3 b & w poster set)
Nelson Mandela (OHP set)
Harriet Tubman: (ohp set)
Harriet Tubman (A3 b&w
poster)
Harriet Tubman (Pupil’s
book)
1.75
1.25
3.00
1.75
2.00
4.00
4.00
3.00
Story of Diwali (Masks)
Story of Diwali (ohp set)
Story of Diwali (Play)
Story of Diwali
(Pupils' materials)
Anansi & the alligator
(picture book)
(infant materials)
(junior materials)
Using hand puppets to teach
EAL (KS1)
Multilingual Welcome poster:
standard
“
“ laminated
2.25
The Runaway Chapati
1.00
No
1.00
2.50
1.50
1.00
1.75
1.50
4.00
3.00
1.60
4.00
4.00
3.00
TOT
Others
Cost
SHAP Calendar & booklet: Religious festivals, Aug 2003 - Dec 2004
AVAILABLE FROM SEPTEMBER 2003
£4.00
O R D E R
TOT
2.00
4.00
4.00
3.00
3.00
1.50
1.50
2.00
1.76
3.00
Qty
D E T A I L S
Cost of resources
Add 10% P & P
minimum 75p, maximum £5, free for orders over £50
Misc other (e.g. Literacy Videos see separate flyer)
Add cost of Collaborative Learning Resources
See separate catalogue
N.B: Orders for less than £10 must be accompanied by
a cheque made payable to Leicester City Council.
(Orders over £10 can be invoiced)
No
TOTAL COST
Thank you for your order
A current catalogue with up to date prices can be downloaded from our website
Please return this order form to:
Resource Centre for Multicultural Education
Forest Lodge Education Centre, Charnor Road
Leicester LE3 6LH
Tel: 0116 222 2610/11 Fax: 0116 231 1804
Email: [email protected] website: www.leicester.gov.uk/mce
TOTAL
Appendix 3
A LIST OF MULTICULTURAL RESOURCE OUTLETS
THE BANGLADESH RESOURCES & MULTICULTURAL RESOURCE CENTRE
(Everything you may need!!!) 23-25 Hassel Street, London E1 2LR. TEL: 0207 488 4243
MANTRA PUBLISHING (Dual language books and Multicultural books)
5 Alexandra Grove London N12 NU. Tel: 0208 446 7745
RDS (Dictionaries, Children’s dual language).
8 Merton Road London E17 9DE. Tel: 0208 521 6969
HODDER WAYLAND (Religions Background materials).
Hodder Headline, Bookpoint, 39 Milton Park, Abingdon, Oxon OX14 4TD
THE SCHOOL ETHOS COLLECTION (lots of information on religions)
Freephone 0800 318686
LETTERBOX LIBRARY (Multicultural books and a few dual language)
Unit 2D Leroy House, 436 Essex Road London N1 3QP. TEL: 0207 226 1633
SOMA BOOK NEWS (Background information on different cultures)
38 Kennington Lane, London SE11 4LS
RMEP (Religious background)
Chansitor Publications Ltd., FREEPOST (NC41) St Mary’s Works, St Mary’s Plain, Norwich,
Norfolk NR3 3BR. Tel: 01603 615995
WWF-UK (Background info)
Education Distribution, PO Box 963, Slough SL 3RS. Tel: 01753 643 104
BOOKS FROM INDIA (Background material)
45 Museum Street London WC1 1LR. Tel: 0207 405 7226
HEFFERS CHILDREN’S BOOKSHOP (Foreign & Dual Lang books)
20 Trinity Street Cambridge CB2 3NG. Tel: 01223 358351
OXFAM EDUCATIONAL RESOURCES FOR SCHOOLS (Age 7 plus and adult)
4th floor, 4 Bridge Place, Victoria, London SW1V 1XY. Tel: 0207 931 7660.
Appendix 3
BLACK UNICORN (Dual Lang and Multicultural)
Standingford House, 26 Cave Street Oxford OX4 1BA. Tel: 0865 202638
THE FESTIVAL SHOP (Multifath materials)
56 Poplar Road Kings Heath Birmingham B14 7AG. Tel: 0121 444 0444
COMMUNITY SPARKS (Clothes and artefacts)
486 Stratford Road Sparkhill Birmingham B11 4AE. Tel: 0121 248 8558.
CHRISTIAN AID (Background material)
PO BOX 100 London SE1 7RT
ROUTLEDGE (Spearing Todays Languages – Colloquials) (Courses in many languages)
Promotions Dept., 11 New Fetter Lane London EC4P 4EE
TIDE PUBLICATIONS (Excellent materials on Development issues)
Development Education Centre, 998 Bristol Road, Selly Oak, Birmingham B29 6LE.
ARTICLES OF FAITH (Religious artefacts)
Bury Business Centre, Kay Street, Bury, Lancs. BL9 6BU. Tel: 0161 705 1878
MAGI PUBLICATIONS (Fiction and Dual Language Books)
55 Crowland Avenue Hayes Middx. UB3 4JP
EAST-WEST PUBLICATIONS (Dolls clothes from India)
3 Keymer Gardens, Burgess Hill, Susses RH15 OAF Tel: 01444 23622
MILET CHILDREN’S BOOKS ( Dual Language and Multicultural books)
PO box 9916, London W14 0GS
LEARNING DESIGN PUBLICATIONS CATALOGUE (Books –various)
Tower Hamlets Education Directorate, The Professional Development Centre, English Street, London
E3 4TA
POSITIVE IDENTITY (Multicultural Resources for Children)
PO Box 17709
London , SE6 4ZQ Tel: 0181 314 0442
BILINGUAL SUPPLIES FOR CHILDREN ( Books and games)
PO Box 4081, Bournemouth, Dorset. BH 8 9YX
THE DOVER BOOKSHOP ( Ethnic photocopiable materials)
18 Earlham Street, London WC2H 9LN. Tel: 0171 836 2111
BURY METRO CURRICULUM & LANGUAGE ACCESS SERVICE (CLAS) (EAL classroom
resources mostly KS3/4)
Seedfield Site, Parkinson Street, Bury. Tel: 0161 253 6422/3
Appendix 3
EARLY YEARS RESOURCES LIST
Ø Trentham Books Ltd - www.trentham-books.co.uk ( Books for teachers about
education e.g. A Curriculum Development Handbook for Early Years Education)
Ø Technology Teaching System – www.tts.ca (e.g. musical sticks, rangoli
patterns, posters, misc.)
Ø NES Arnold – www.nesarnold.co.uk Ludlow Hill Road, Nottingham, NG2
6HD,Tel: 0115 971 7700 (e.g. mini wok; Eid for under fives, dolls, posters, misc.)
Ø Roy Yates (dual language books, e.g. Dear Zoo E/Bengali 1870045084; Elmer’s
Colours E/Chinese 1840590564) Smallfields Cottage - Cox Green- RudgwickHorsham, W.SussexRH12 3DE - Tel: 01403 822299/Fax: 01403 823012
Ø Articles of Faith (clothes, hats, misc.) - Resource House, Kay Street, BURY BL9
6BU – Tel:0161 763 6232/Fax: 0161 763 5366
email [email protected] Website www.articlesoffaith.co.uk
Ø Letterbox Library - www.letterboxlibrary.com (e.g. C is for China ; Handa’s
Surprise…), Unit 2D, Leroy House, 436 Essex Road London,
N1 3QP, Tel: 0171 226 1633. Specialise in non-sexist and anti-racist books for
children
Ø Institute of Education Bookshop (e.g. Before Writing)-20 Bedford Way London WC1H 0ALTel: 0207 612 6050/Fax: 0207 612 6407 [email protected]
Ø Alpha Endeavour (books e.g. A Baby Just Like Me- Kurdish Folk Tales; clothes
e.g. African fabric)
Ø Willis Toys (Puzzles) Tel: 01799 541850. Saffron Waldon, Essex
Ø Babette Brown – Tel: 020 844 670 56 (Persona Dolls, and many books)
Ø Matalan (Balti dish) – www.matalan.co.uk
Ø EYTARN ( Early Years Trainers Anti-Racism Network) (e.g. All our children)
The Lyndens, 51 Granville Road, London, N12 0JH, Tel: 0181 446 7056.
Practical publications with case studies and examples, also videos.
Ø Arnold, E J & Sons, Ltd, Parkside Lane, Dewsbury Road, Leeds, LS11 5TD.
Tel: 0532 772112.
Ø Galt Educational. Brookfield Road, Cheadle, SK8 2PN, Tel: 0161 627 0795
Ø BAAF, Skyline House, 200 Union Street, London, SE1 0LX,
Tel: 0171 593 2072 or 40 Shandwick Place, Edinburgh, EH2 4RT,
Tel: 0131-225-9285. Provide a range of publications for and about children. Their
black issues staff can also advise on resources.
Appendix 3
Ø Acorn Percussion –Unit 34, Abbey Business Centre- Ingate Place- London SW8
Tel: 020 77200 2243
Ø AMS Educational: Woodside Trading Estate- Low Lane – Leeds LLLS18 5NY
Tel: 0113 258 0309 – Range of multicultural resources
Ø Bangladeshi resource and multicultural book centre: 1st floor, 23 Hessel St,
London E1 2LR Tel: 020 7537 1199
Ø Black River Books: 113 Stokes Croft- Bristol BS1 3RW Tel: 01179423804
Ø Milet Ltd: PO Box 9916 London W140GS Tel: 020 76035477 Turkish and dual
language books
Ø Multicultural Bookshop: Rachid House- Westgate- Bradford BD1 3AA
Tel: 0127 473 1908
Ø Positive image: 196a Roundhay Rd- Leeds LS8 5AA Tel: 0113 293 5550
Ø Nothing but posters: 5 Woodcliffe Drive- Chislehurst- Kent BR7 5NT
Tel: 020 7613 0838
Ø Playing in Harmony Project, Block 1 Unit C1, Templeton Business Centre,
Glasgow, G40 1DA, Tel: 0141 554 8822. Has produced a Playing in Harmony
Resource Pack.
Ø Tamarind Books -PO Box 5 – Northwood - Middlesex HA6 1UN Tel: 020 8866 8808
Ø WGARCR (Working Group Against Racism in Children's Resources)
460 Wandsworth Road - London SW8 3LX - Tel: 020 7627 4594
Ø National Early Years Network 77 Holloway Road N7 8JZ Tel: 020 7607 9573
Minicom: Fax:020 7700 1105 Email: [email protected] Provides practical
support to all those who work with young children
Ø National Children's Bureau - Early Childhood Unit London
EC1V 7QE
8 Wakeley Street
Tel: 020 7843 6000
Ø Equality Learning Centre: Save the Children
Resources Centre
356 Holloway Road
London N7
Tel: 020 7700 8127
Early Years Primary and Secondary
ACER (African, Caribbean Resources Centre)
Wyvil Road
London SW8 2TJ
Tel: 020 8627 2662
Appendix 3
Alexandra Galleries
340 Camberwell New Road
London SE5
Tel: 020 7274 0900
The Black Cultural Archives
378 Coldharbour Lane
Brixton
London SW9 8LF
Commonwealth Institute
Kensington High Street
London W8 6NQ
Tel: 020 8602 7374
Council for Education in World Citizenship
Weddel House
13 West Smithfield
London EC1A 9HY
Tel: 020 7329 1711
Development Education Centre
Gillett Centre
998 Bristol Road
Selly Oak
Birmingham B29 6LE
Tel: 0121 472 3255
Education Materials - Oxfam
274 Banbury Road
Oxford OX2 7DZ
Equal Opportunities Commission
Overseas House
Quay Street
Manchester M3 3HN
Tel: 0161 8339244
Tel: 01865 311311
Information Section - Commission for Racial Equality
Elliot House
10/12 Allington Street
London SE1E 5EH
Tel: 020 7828 7022
Institute of Race Relations
2-6 Leeke Street
Kings Cross Road
London WC1X 9HS
Tel: 020 7837 0041
Minority Rights Group
379 Brixton Road
London SW9 7DE
Tel: 020 7978 9498
Appendix 3
New Beacon Books
76 Stroud Green Road
Finsbury Park
London N4 3EN
Tel: 020 7272 4889
Runnymede Trust
Suite 106
The London Fruit and Wool Exchange
Brushfield Street
London E1 6EP
Tel: 020 7377 9222
Soma Books Limited
38 Kennington Lane
London SE11 4LS
Tel: 020 7735 2101
WORLDAWARE The Centre for World Development Education
31-35 Kirby Street
London EC1N 8TE
Tel: 020 7831 3844
ROTA - Race on the Agenda
356 Holloway Road
Holloway
London N7 6PA
Tel: 020 7700 8135
Appendix 3
SOME USEFUL SITES
Curriculum
Ø www.qca.org.uk
Ø www.parentcentre.gov.uk has many leaflets about education in various languages.
Ø www.ngfl.gov.uk
Ø www.becta.org.uk
Inclusion
Ø www.inclusion.ngfl.gov.uk
Ø www.becta.org.uk/inclusion
Ø www.becta.org.uk/inclusion/sen/resources/travellers/directory.html
Ø www.cre.gov.uk (Commission for Racial Equality)
Ø www.bouckley.fsnet.co.uk/travellers-school/tsc-natt.html
Ø www.refugeecouncil.org.uk
Ø For translated letters to parents in 30 languages: http://www.dgteaz.org.uk
Ø www.standards.dfes.gov.uk/literacy Supporting pupils learning English as a second language
EMASS
Ø www.blss.portsmouth.sch.uk: V. good resources (inc. downloadable ones), advice and training
Ø http://homepage.ntlworld.com/gordon.ward2000/listfiles.htm Very good literature on
including all in the literacy hour, how to use first language in class, how to make games, as well as
activities, especially for beginners.
Ø www.naldic.org.uk (National Association for Language Development in the Curriculum)
Ø www.nassea.org.uk
Ø www.hants.gov.uk/education/ema/
Ø www.leicester.gov.uk/departments/page.asp?pgid=2317 Forest lodge, inc. their catalogue of
collaborative activities, and a magazine
Ø www.manchester.gov.uk/education/emas
Ø http://active.sln.org.uk/emau/ activities, recommendations
Appendix 3
Info for teachers and pupils of all stages
Ø www.bromley.gov.uk/diversity The links section has links to a multitude of sites, listing
multicultural resources, books etc.
Ø www.nightowl.org/kids illustrations (for colouring) for nursery rhymes and fairy tales
Ø www.4seasons.org.uk: 3 environmental projects: weather, seasons and energy and weather.
Notes and ideas for teachers KS1-2
Ø www.learningpage.com/free_pages subscribe for free to download books on phonics or
vocabulary. Books in Spanish too
Ø www.umass.edu/aesop/ traditional (but sometimes quite interpreted) and modern (even more)
versions of many fables, good for comparing and modelling. Some are read out, some aren’t.
Ø www.aesopfables.com 655 fables
Ø www.ancientegypt.co.uk/index.html site from the British museum, with information,
photographs, stories, activities.
Ø www.teachingideas.co.uk for KS1/2 + Early Years, on all subjects.
Ø www.assemblies.org.uk ideas and explanations including a “rapid response “ which deals with
items in the news.
Ø nrich.maths.org KS2 problems but nothing to really do online
Ø www.topmarks.co.uk lists good Websites by subject for all KS
Ø http://atschool.eduweb.co.uk/nettsch/time/tudors site on Tudors done by a primary school like
all atschool sites.
Ø www.dti.gov.uk/renewable info for 7-11 and 12-16 yr old
Ø www.nutrition.org.uk online quiz per age group, downloadable flash cards to make food
alphabet or food chains etc, downloadable posters, projects, PowerPoint presentation, etc.
Nursery- KS4
Ø www.recycle-more.co.uk activities for KS1-4 on packaging, materials and making things. Don’t
bother with the on-line games!
Ø www.spartacus.schoolnet.com lessons on all aspects of history plus links to other subjects and
Websites. KS2-4
Ø www.learningcurve.pro.gov.uk History website with questions and activities KS2-5
Ø www.vegsoc.org vegetarian nutrition and recipes
Ø yucky.kids.discovery.com Some ideas about teaching biology. USA curriculum.
Ø www.riverside.org info about animals for good readers, no pictures
Ø www.yourdictionnary.com/grammars.htlm if you are looking for information on a language,
from Ainu to Zarma
Ø www.puzzlemaker.school.discovery.com allows creating games of various sorts. You can print
them, or look at the solution on line. One level only.
Appendix 3
Info for Upper Primary/Secondary
Ø www.accessexcellence.org/ab/gg diagrams for biology, neuroscience, genetics
Ø www.autograph-maths.com 30 day free trial of program that teaches calculus, geometry,
statistics and probability
Ø www.dtonline.org information about all DT topics
Ø www.englishresources.co.uk lesson plans on selected texts
Ø www.dgs.oxon.sch.uk/depts/ go to Information Technology then GCSE revision. Useful notes.
Ø www.innerbody.com texts and pictures on anatomy KS3+
Ø www.pbrc.hawaii.edu/bemf/microangela views though a microscope of insects, parasites, cells,
etc, with text.
Ø www.colorado.edu/physics/2000 about Einstein, atomic lab, quantum mechanics, applets,
periodic tables, etc
Ø www.worldwar1.com
Ø www.afp.com news in English, Arabic, French, Russian, Spanish, German and Portuguese.
Ø www.webelements.com. You chose an element on the periodic table, it gives you its name in
quite a few languages, plus picture and text in English.
On line activities
Ø www.bbc.co.uk/schools various activities for 5-11, inc. magic key,
Ø www.bbc.co.uk/education/megamaths KS1-2 maths, for readers
Ø www.bbc.co.uk/education/numbertime/ KS1 maths games plus printable activities
Ø www.bbc.co.uk/education/wordsandpictures KS1 phonics
http://games.englishclub.com/index.html Opposites, synonyms, phrasal verbs, crosswords,
hangman.
http://a4esl.org/ Quizzes, vocabulary, homonyms, crosswords etc, including bilingual quizzes.
Ø www.thepunctuationprogram.co.uk some demo exercises
Ø www.naturegrid.org info and activities for KS1 & 2 on environment
Ø faculty.washington.edu/chudler/neurok.html Info and activities (fascinating) about the brain.
KS2 ++
Ø www.scienceweb.org.uk information, printable pages and some activities on line on several
science topics, classed by year group. KS1/2
Ø www.funbrain.com activities in many subjects for Ks1/4
Ø www.britkid.org KS2/3 site about a gang of teenagers, their languages, religions, hassles, etc.
About racism.
Appendix 3
On line activities (Contd.)
Ø www.creative-chemistry.org.uk info and online activities on chemistry KS3/4
Ø www.oup.com/uk/equipe on line activities linked to the French course L’equipe. Quizzes
feasible without the book.
Ø www.homeworkhigh.co.uk you post a question, you get an answer, or you can browse, for KS1/4
Ø www.channel4/learning primary and secondary, by subjects, for children and teachers.
Ø www.quia.com free online activities for all subjects KS1-4, possibility to create own activity, 30
days trial and subscription for more.
Ø www.its-english.com language exercises on line plus teacher activities
Ø www.rinkworks.com/brainfood/ word games and other thinking games for older pupils
Collaborative activities:
Ø www.collaborativelearning.org : some are downloadable, some are for sale, catalogue on line
Ø www.leicester.gov.uk/mce : on line catalogue of collaborative activities for sale.
Ø www.emaonline.org.uk activities, resources and advice
Languages and cultures:
Ø www.bbc.co.uk/learning/library/languages.shtml has many European languages , plus
Japanese.
Ø www.word2word.com/course.html has links to courses in many many languages.
Ø www.polyglot-learn-language.com learn a language, find a penpal
Ø www.babelfish.altavista.com translates websites and texts from and to French, Italian,
Portuguese, Spanish, German, Korean, Chinese, Russian and Japanese, not perfectly though.
Ø http://www.bfbs.org.uk/translation/freetranslation.html lists sites where you can get free
translations
Clip art
Ø www.esl-images.com has free sample downloadable images
Ø http://office.microsoft.com/clipart/default.aspx? Has many useful downloadable pictures free
for educational purposes. Searchable
Ø www.clipartconnection.com has a searchable collection, inc. science, religions…
Appendix 3
Other
Ø www.ncela.gwu.edu on line library, links to other E.S.L. sites with resources, ideas
Ø www.primary-resources.co.uk
Ø www.cedc.org publications on home-school work
Ø www.ralic.rdg.ac.uk database of publications supporting language and literacy
Ø www.tes.co.uk articles re EAL teaching, plus jobs
Ø www.english-to-go.com lessons, some free some for subscribers only.
Ø www.bl.uk British library, preparing a huge virtual tour.
Ø www.clairepublications.com free samples of her worksheets
Early Years
Ø www.oneworld.org/media/books_education.htm Save the children: booklist for 3-5 and 4-7,
very interesting titles and packs for teaching equality including resources about refugees
Ø www.gateshead.gov.uk/edic/natcont.htm list of organisations about EY
Ø www.wkac.ac.uk/departments/education/openingpage/earlyyears/WEB%20SITES%20FOR
%20EARLY%20YEARS.htm organisations about all aspects of EY education and literacy:
journals, activities etc.
Ø www.literacytrust.org.uk/database/earlynew.html Many articles regarding EY literacy; the
home page has other links Black History
Ø www.infoplease.com
Software
‘Talk Now’ by Eurotalk, builds up a bilingual dictionary
Cambridge Listen and Learn English
ORT talking books.
Clicker 4 My world
talking first word
Mailing list (emails)
[email protected] – people asking questions, giving answers, adverts for courses, new
resources etc. for and by EMASS professionals.
About.comESL – articles about teaching ESL.
Appendix 3
Some Websites
www.blss.portsmouth.sch.uk/emasinfo.shtml resources (inc. downloadable ones), advice and
training
www.oneworld.org/media/books_education.html Save the children: booklist for 3-5 and 4-7 , very
interesting titles and packs for teaching equality including resources about refugees
www.gateshead.gov.uk/edic/natcont.htm list of organisations about EY
www.wkac.ac.uk/education/OpeningPage/earlyyears/WEB%20SITES%20FOR%20EARLY%2
0YEARS.htm organisations about all aspects of EY education and literacy: journals, activities etc.
www.literacytrust.org.uk/database/earlynew.html Many articles regarding EY literacy; the home
page has other links.
www.cedc.org publications on home-school work
www.ralic.rdg.ac.uk database of publications supporting language and literacy
Source: Alix Marina Leicestershire
Notes
7

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