Resources

Community Cohesion and Prevention of Violent Extremism

A list of resources for teachers to use in the classroom

 

Primary Resources
 

Resource Title and Guidance Material
 
Description
 
 

This case study and PowerPoint presentation explore a journey made by five schools in Wigan who, inspired by a visit to a gallery, return to school and create a collaborative installation. They explore the possibility that 'conversations' are needed in order to know more about themselves and others. The work is an exploration of inner feelings and values - the process of creating the work is a metaphor for deeper understanding between people.
Resources: Who Do We Think We Are? Case Study; Images and Reflections from the Drumcroon Gallery Artists in Schools Project; Image
KS 1&2

 
 

This project, co-ordinated by Making it Work and The Hampshire Traveller Education Service, identifies the barriers and challenges faced by Traveller children and also strategies to embed and share a better understanding of Traveller culture in the classroom and playground. The case study focuses on the role of craft to explore cultural diversity across the whole school community and involves head teachers, teachers, parents and pupils in order to work to a clear mutual agenda to raise a positive awareness of similarities and differences of the Traveller culture.
Resources: Making it Work and Hampshire Travellers Education Case Study; Images
KS 1&2

 
 

Drawing upon the diversity of populations evident in Newham Primary schools, London, this project looked at four migrating groups of people who for different reasons lived at the one address. This project can easily be carried out and adapted by other schools across the country, whereby teachers work with local museums and local community groups, and utilise these website and pdf resources provided. Through engaging pupils with the issues of faith, migration and identity, they can reflect on their own experiences or those of people around them and develop empathy with groups, historical and present, and identify links with their own communities.
See http://www.movinghere.org.uk
Resources: Images
KS 2

 
 

For this project, an art gallery became a 'neutral' place where schools could meet, share and exchange ideas and understanding about identity and diversity. Pairs of contrasting schools attended practical creative workshops, which are outlined in the Session Plan. Pupils explore culture and heritage though object handling, making, sharing, exchanging and working together and have developed a greater understanding of differences and formed strong attachments to their project partners.
Resources: Session plan; Images
KS 2

 

Secondary Resources
 

Resource Title and Guidance Material
 
Description
 
 

In this case study, cross-curricular links and collaborative teaching methods enable Year 7 students to research and represent individual, local and national identity. The pupils work collaboratively to create their artworks, in which the learning approach was to provide opportunity for personalisation and for problem solving. In the Teachers TV video, which follows the second part of this project, students continue to work in groups to further explore issues of identity, community and nationality.
See http://www.teachers.tv/video/28215
Resources: Dear Alien... Case Study
KS 3

 
 

Offscreen Education Programme encourages cultural understanding through creative experiences, particularly between the UK, Middle East and wider Islamic world. The collaborative process between Offscreen, the British Museum and a London school in this particular project, encouraged both teacher and students to explore their own and others' perceptions of Islamic and Middle Eastern culture and foster cross-cultural understanding.
See http://www.offscreened.com/programme
and http://www.britishmuseum.org/learning
Resources: KS 3&4 and above

 
 

The Identity Box project was designed to question the notion of a 'fixed identity', to which teachers and students can examine the use of the box and through the process of layering and use of symbolism, can question the term identity. The process of construction is documented in the 'Stages of Making' pdf, which will enable teachers to demonstrate how students can create their own Identity Box. Through the process of making and presenting, students are asked to change their perspective in order to understand the complex nature of each individual and learn beyond the image.
See http://www.8020.ie
Resources: Identity Box Constructions
KS 3&4 and above

 
 

In this case study, a mix of gifted & talented and disaffected learners interview a Polish WWII survivor, in which the seriousness and scale of suffering in the Holocaust is captured by the students who work together to make a DVD film. By working collaboratively and through student 'voice', the young people involved helped each other find confidence and help realise that everyone’s ideas are valued. It was this engagement, empathy and understanding, as well as skills and knowledge, which gave students a wider cultural appreciation and personalised learning experience.
See http://www.nsead.org/cpd (Case study #7)
and http://www.nsead.org/ict
KS 3&4 and above