Media (P. Gibson) - Fm4 Japanese cinema, FM1 Hollywood vs. UK cinema RE (HM) - Pupils are open to Nepal exchange MFL (SS): Pupil Voice (WM) ideas from other cultures and Extension work - Nepalese Life skills (KG) - Diversity integrate them into their thought discussions and resources; Prevent; RE(HM): Part E process on cultural and moral send my friend to challenging racial and now removed Are pupils open to issues. Assessment KS4 (part school events other stereotypes new ideas and e) have both DOY (SDS) - Assemblies – willing to modify facilitated this. English (CR) - SOWs such as slavery, holocaust Yes cultural values in those mentioned above, often the light of begin with a discussion which experience? explores attitudes, the pupils’ end of the SOW has a similar discussion where we consider if, how and why our views may have changed. DOY (SDS) - Assemblies slavery, History (PG) - SOW Empire MFL (SS) - The teaching of – holocaust and Slavery. Lesson obs MFL should negate some (legacy of empire). xenophobic attitudes. RE (HM) - Religions and RE(HM): (KS4 cultures are looked at in a Equality Religion culturally sensitive and tolerant and community way that promotes students cohesion) being respectful. In particular, Do we accord different ideas regarding dignity and equality and treating others respect to other fairly are discussed and have values an impact on their views to people’s and beliefs, racism. SOW KS3 (Christian Yes thereby Ways of Life) Assessment (KS4 challenging Equality) racism and Geography (CP) In watching – valuing race videos on some cultures and equality? places such as migration from Eastern Europe to Poland in year 10 and year 12 students are encouraged to challenge the diversity and the prejudice discussed. Teachers ensure students gain a balanced view of migration as on SoW, Lesson plans.
Media (P. Gibson) - Fm4 Japanese cinema, FM1 Hollywood vs. UK cinema Are pupils open to new ideas and willing to modify cultural values in the light of experience? Yes RE (HM) - Pupils are open to ideas from other cultures and integrate them into their thought process on cultural and moral issues. Assessment KS4 (part e) English (CR) - SOWs such as those mentioned above, often begin with a discussion which explores pupils’ attitudes, the end of the SOW has a similar discussion where we consider if, how and why our views may have changed. Nepal exchange Life skills (KG) - Diversity resources; Prevent; challenging racial and other stereotypes DOY (SDS) - Assemblies – slavery, holocaust MFL (SS): Extension work RE(HM): Part E now removed Pupil Voice (WM) - Nepalese discussions and send my friend to school events have both facilitated this. Do we accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality? Yes MFL (SS) - The teaching of MFL should negate some xenophobic attitudes. RE (HM) - Religions and cultures are looked at in a culturally sensitive and tolerant way that promotes students being respectful. In particular, different ideas regarding equality and treating others fairly are discussed and have an impact on their views to racism. SOW KS3 (Christian Ways of Life) Assessment (KS4 Equality) Geography (CP) – In watching videos on some cultures and places such as migration from Eastern Europe to Poland in year 10 and year 12 students are encouraged to challenge the diversity and the prejudice discussed. Teachers ensure students gain a balanced view of migration as on SoW, Lesson plans. DOY (SDS) - Assemblies – slavery, holocaust History (PG) - SOW Empire and Slavery. Lesson obs (legacy of empire). RE(HM): (KS4 Equality Religion and community cohesion)
813CA7F6518A3EF64E762F60DA2D457A.docx