Whether the school is contributing to community cohesion will depend on the purpose and nature of these links; for example, whether they provide opportunities for interaction between pupils from different backgrounds (especially in respect of ethnic, religious and socio-economic diversity), whether the relationships are mutually supportive, and whether the links lead to work that benefits pupils in each school and/or the wider community. We need to redouble our efforts to monitor incidents of prejudice, bullying and harassment. They are also required to prepare and publish specific and measurable equality objectives. By community cohesion, we mean working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people's backgrounds and. The government, in the Diversity and Citizenship Curriculum Review, stated: 'We passionately believe that it is the duty of all schools to address issues of "how we live together" and "dealing with difference", however controversial and difficult they may seem. ' The possession of civil, political and social rights and responsibilities. Learning and teaching. Further, they emphasise the importance of a common vision, shared values based on democracy, equality, diversity, tolerance, fairness and justice and creating a sense of belonging. There is a duty for schools to promote community cohesion under the Education and Inspections Act 2006. Interacting with others, building trust and respect and active citizenship. The location of the school – for instance whether it serves a rural or urban area and the level of ethnic, faith and socio-economic diversity in that area.
The Oldham project As a result of serious social and racial unrest in 2001, Oldham council developed several projects to promote community cohesion throughout its services. We need to ensure: - Lessons across the curriculum that promote common values and help pupils to value differences and to challenge prejudice and stereotyping – for example, opportunities in citizenship classes for pupils to discuss issues of identity and diversity and what it means 'to live together in the UK'. This may include lessons across the curriculum which promotes common values and challenges prejudice and stereotyping. The school might want to use some of the resources and sources of support listed at the end of this booklet to establish how this might be done most effectively. For example, links and partnerships can provide opportunities to pool ideas and resources, including knowledge and expertise. We shall look either locally or further afield and the means of developing the relationship may be through exchange visits or more likely through the internet. For example, they link to the school's ethos, to issues related to behaviour, wellbeing and safety, and to the school's relationship with parents and the wider community. The Chair of the Curriculum Committee will monitor the application of this Policy and take appropriate steps to ensure that it is operating effectively. · Consider how aspects of our work already supports integration and community harmony. There are many benefits from linking and working collaboratively and cooperatively with other schools.
The Big Green Money Show. 1] Protected characteristics apply to age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. Partner organisations may provide significant opportunities to develop the curriculum in new and innovative ways that are supportive of the objective of community cohesion. Unions have a critical role to play in empowering both individuals and groups and the NASUWT is committed to supporting teachers and school leaders to promote community cohesion. The school might use fieldwork or projects to encourage pupils to engage with important issues affecting the community or society more generally. Every school - whatever its intake and wherever it is located - is responsible for educating children and young people who will live and work in a country which is diverse in terms of culture, faith, ethnicity and social backgrounds. We should continue to focus on securing high standards of attainment for all pupils from all ethnic backgrounds and of different socio-economic statuses, ensuring that pupils are treated with respect and supported to achieve their full potential. Forms for new pupil entry. Community cohesion lies at the heart of what makes a strong and safe community. Achievement Archive.
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Our school admissions criteria emphasises the importance of admission arrangements that promote community cohesion and social equity. The school should consider how external services and partnerships might help it to develop their relationships with families and the wider community. School to school: We shall seek to broaden the ways that we work in partnership with other schools. There is a strong recognition of the contribution of those who have lived in an area for a long time and also those who are newly arrived, with a specific focus on what they have in common rather than differences. Early years – Nursery and Reception Provision. Effectively delivering community cohesion also tackles the fractures in a society which can lead to conflict, and ensures that the gains that cohesive communities bring are a source of strength to local areas.
The duty to promote community cohesion is explicitly placed on the governing body of a school. Calculations Policy. · Analysing and comparing of data with other similar data nationwide; this would facilitate our understanding of success and areas for development for our school in the overall field of Community Cohesion. A society at ease with itself, with a real sense of security, welcome and belonging. In conclusion Primary schools are important agents in promoting community cohesion; they are often the only venue in some rural communities and sometimes the haven of stability in some inner-city areas. The Equality Act 2010 provides protection against discrimination to those with a protected characteristic. Assess how well the school's aims, values and ethos support community cohesion. The school should also establish how other schools and organisations can contribute to staff training and development and provide ongoing support to staff. The school should consult and involve recognised school workforce unions in discussions and decisions about work within the community. Things to think about: - Make sure governors are fully aware of the responsibility of the governing body to develop community cohesion. How We Teach Phonics.
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Community cohesion and the curriculum. Just as each school is different, each school's contribution to community cohesion will be different and will need to develop by reflecting: - the nature of the school's population – whether it serves pupils drawn predominantly from one or a small number of faiths, ethnic or socio-economic groups or from a broader cross-section of the population, or whether it selects by ability from across a wider area. Each school should review its activities within the school, with other schools, with parents, with the local and wider community and with any international partner schools. They also provide opportunities for pupils to interact and work with children from different backgrounds to their own. Every primary school should consider the nature of its school population and the local community it serves. All schools serve varying communities and are responsible for educating children who will live and work in a country which is becoming more diverse in terms of culture, faith, ethnicity and social backgrounds. · Engagement and extended services: providing opportunities for children, young people and their families to interact with others from different backgrounds. 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. For schools, the term 'community' has a number of dimensions including: - the school community – the pupils it serves, their families and the school's staff; - the community within which the school is located – the school in its geographical community and the people who live or work in that area; - the community of Britain - all schools are by definition part of this community; - The global community – formed by EU and international links.
For example, teachers and support staff may be able to share their knowledge and expertise with other staff within the school. Privacy Notice Regarding Pupils/Parents/Carers. Guidance produced by EqualiTeach CIC in partnership with the NASUWT with the aim of equipping schools to respond in a cohesive fashion to the new requirement to actively promote Fundamental British Values. A cookie is used to store your cookie preferences for this website. This includes practical guidance on curriculum design, practical activities and case studies to illustrate how schools have approached community cohesion. This applies not just to the immediate neighbourhood but also to the town or local authority area within which a school is located; · The UK community - all schools are by definition part of this community; · The global community - formed by EU and international links. The lead partners were Oldham Athletic FC, and the police and fire services who organised and hosted a variety of sporting- and art-based activities, which invited schools from very different cultural and economic backgrounds to work together. Engagement and extended services. It will also need to examine other information such as that relating to the curriculum.
Our Equality Objectives 2022/23. Most schools are already carrying out the role of being a key player in every local community. Such links may provide substantial opportunities and benefits for both schools. The Schools Linking Network (SLN) provides guidance and support to schools on equality, diversity, identity and community cohesion. This means that there is also a need to address the relationships between individuals and groups within institutions and society. This includes case studies of work that schools have done to address community cohesion. Some cookies are necessary in order to make this website function correctly. Cookies that are not necessary to make the website work, but which enable additional. An 'awsUploads' object is used to facilitate file uploads.
These approaches encourage schools to think about cross-curriculum themes in a coherent and strategic way. These include the individual school community and the community within which the school is located, as well as the UK and global communities. It must be delivered locally through creating strong networks, based on principles of trust, and respect for local diversity, and nurturing a sense of belonging and confidence in our local community. School to parents and the community: Good partnership activities with the local and wider community might include: - Working together with community representatives, for example through mentoring schemes or bringing community representatives into school to work with the pupils, ensuring that the pupil voice is heard and able to effect change. Equality of access, equality of outcome, rights and responsibilities. The school will need to examine data on the attainment and progress of different groups of pupils, the number and nature of any bullying and prejudice-related incidents and pupil behaviour, including rates of exclusion. Establish what is meant by 'community'.
We believe that it is the duty of all schools to address issues of 'how we live together' and 'dealing with difference' however controversial and difficult they might sometimes seem. All schools have a key role to play in ensuring every pupil achieves as well they can. A booklet which explores the problem of Islamophobia and provides advice and guidance on what schools and colleges can do to tackle it. Sharing facilities also provides a means for pupils to interact, as do opportunities for meaningful intercultural activities such as sport and drama. The Equality Act 2010.
Damon tries to distract Rebekah. He also tells Stefan that it's pretty obvious that John is Elena's father. The two of them start making out, but then Damon slams her down and threatens her, telling her to stay the hell away from Elena. The Vampire Diaries serves up a biting mix of exclusive tracks unavailable elsewhere—including songs by Smashing Pumpkins and Gorillaz—plus favorites from season one of the hit TV show, including "Sleep Alone" by Bat for Lashes and "Running Up That Hill" by Placebo. We are not affiliated with any of the programs featured or their creators or their networks. The Vampire Diaries Soundtrack Season 4 Episode 15 Stand by Me Song: "Family" Artist: Noah Gundersen Music moment: Ele... Tuesday, 26 February 2013. Head Over Heels - Digital Daggers. Media is copyright to their respective owners and no copyright infringement is intended or implied.
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Animals and Pets Anime Art Cars and Motor Vehicles Crafts and DIY Culture, Race, and Ethnicity Ethics and Philosophy Fashion Food and Drink History Hobbies Law Learning and Education Military Movies Music Place Podcasts and Streamers Politics Programming Reading, Writing, and Literature Religion and Spirituality Science Tabletop Games Technology Travel. Bonnie calls Matt and tells him to meet her at his truck. Popular songs from Season 3. You do not come into my town and threaten people I care about. Amazon and the Amazon logo are trademarks of, Inc. or its previews provided courtesy of iTunes. As Damon promises never to leave her again, he hears Stefan behind him. Vampire Diaries 1x07 - The Weight of Us (Sanders Bohlke). Niklaus Mikaelson Hayley The Originals Season 3 Season finale The Vampire Diaries, Season 3, television, social Group png. Some of these songs are at the wrong timestamp with wrong links so when I try to edit them I can't save the changes? Looking at Stefan, he tells him that Bonnie has 20 minutes to find a solution. Because it sends a message.
Want music sountracks were always at hand? Nina Dobrev Elena Gilbert The Vampire Diaries Model, pierce, celebrities, girl png. John goes to the house Isobel is staying at to find a female and male both compelled to do whatever Isobel wants, which doesn't sit well with John, since he hates everything vampire related. She tells him how much she regrets wanting to become a vampire. No registration, easy navigation in the catalog, you can listen music samples. Damon questions what she's doing with John, and she says she dated him a bit when they were teenagers. The Vampire Diaries - Passion and Danger (Season 2 - Music Score). My Hero Academia, Vol. Rebecca interrupts and seems to take pleasure in telling him that if Bonnie doesn't find a solution, he will die. Isobel is the twenty-first episode of the first season. He tells Klaus that Michael knows where he is.
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Originals Season 3 png images. Bonnie walks in and sees Elena looking upset, but doesn't approach her when she sees Stefan. Damon talks to Rebekah. The Fellowship - Smashing Pumpkins. You leave her alone or I'll rip you to bits, because I do believe in killing the messenger.
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Running Up That Hill - Placebo. Soon, he hears something in one of the classrooms. Turning around, Klaus sees Damon standing there. Asking him why he was there?
Beauty of the Dark - Mads Langer. Stefan tells them both that he lives there and Klaus wanted him to stay and be Elena's protector. They explain to Matt that since they were all finally seniors, they needed to participate in Senior Prank Night. Niklaus Mikaelson Television show Fernsehserie Drama Original Vampires, Vampire, television, drama png. Following the clothes, he finds himself at the pool.