Unity in the community project. The necessary cookies set on this website are as follows: Website CMS. The school could include curriculum enrichment activities, such as the visual arts, music, dance, theatre and costume design or visits to places of worship, to provide opportunities for pupils to gain some knowledge of other cultures and backgrounds and enable them to meet people from different backgrounds. All schools have a key role to play in ensuring every pupil achieves as well they can. The school should develop this role, but only as a part of its key function of high-quality teaching and learning. Can enhance the understanding for our pupils about diversity and the society in which we live, thus developing the necessary skills in order for them to become valued and valuable members of the future community in which they live. Promoting community cohesion.
Offer school support and facilities to appropriate outside groups to develop community cohesion, but this should 'support' and not replace, the key focus of the school in improving teaching and learning. Enabling pupils to meet and talk to people from different backgrounds provides a useful starting point for building trust and common understanding, but pupils are unlikely to build trust and gain a common understanding from simply meeting and talking with others. A programme of curriculum based activities whereby pupils' understanding of community and diversity is enriched through visits and meetings with members of different communities. What are the key principles? The school could approach this issue in many different ways. The school will then need to establish what more should be done to close gaps, address issues and promote community cohesion. Schools that have an integrated information management system will be better placed to monitor and track these issues. Schools in England and community cohesion. In areas where the community is less diverse, schools will need to explore and secure opportunities to enable pupils to interact with people from other backgrounds. There is a strong sense of an individual's rights and responsibilities when living in a particular place – 'everyone knows what is expected of them and what they can expect in turn'. Visits can provide opportunities for pupils to meet and interact with people from different cultures and backgrounds. The Big Green Money Show. Monitoring of whether pupils from particular groups are more likely to be excluded or disciplined than others should be accompanied by appropriate behaviour and discipline policies in place to deal with this. In addition, schools will want to consider the duty to promote well-being as some of the work and activities that support community cohesion can also contribute towards the 'Every Child Matters' outcomes of 'Making a positive contribution', 'Enjoy and achieve' and 'Achieving economic well-being'.
Preventing and Tackling Islamophobia. We need to redouble our efforts to monitor incidents of prejudice, bullying and harassment. The primary headteacher can help as a catalyst, but should not be expected to be the driving force in creating community cohesion. · Engagement and extended services: providing opportunities for children, young people and their families to interact with others from different backgrounds. Sustainability and our curriculum. Two key projects were initiated to try to create a common vision and a sense of belonging for all communities in the local area. Our school promotes community cohesion through various activities: Within the school: • Charity support. What does a primary school need to consider in promoting community cohesion? Focusing on the wider aims of education and the commitment to advancing equality, the school should look at how well the curriculum prepares pupils for the future so that they are successful learners, confident individuals, and responsible citizens who make a positive and effective contribution to society. Some schools address community cohesion through the Rights Respecting Schools Award or through work on the global dimension or sustainability. An effective approach to dealing with incidents of prejudice, bullying and cultural misunderstandings is crucial. This could be a useful focus for individual planning and review as part of teacher and headteacher performance management.
For example, there is a danger that the links could reinforce pupils' perceptions and stereotypes about people in poorer countries. This project was to counteract segregation in primary schools and to build on key community services and institutions. Catholic Social Teaching. There is also a danger that the relationship between the schools is unequal with the school in England, being seen as the source of knowledge, expertise and money.