COMMUNITY Celebration Document€¦ · 06 COOPERS’ COMPANY AND COBORN SCHOOL | Love as Brethren l...

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COMMUNITY Celebration Document We are doing; we are not done

Transcript of COMMUNITY Celebration Document€¦ · 06 COOPERS’ COMPANY AND COBORN SCHOOL | Love as Brethren l...

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COMMUNITY

C e l e b r a t i o n D o c u m e n t

We are doing; we are not done

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2020 has marked itself as a significant year in the world’s position to injustices and inequalities that take place, and are experienced by so many people; people that make up our school community and beyond.

Our school is committed to the Love as Brethren motto, which perhaps is not explicit enough when dealing with matters of

prejudice that are, at times, obvious and intended, or when they are subtle and unintended. The latter should not excuse,

nor permit, prejudice and this hidden masked figure that lurks in throw away comments, jokes, ill-informed

social media posts and inherited opinions needs to be unmasked, challenged and a new image needs to be

re-born.

This re-birth is already taking place at Coopers Coborn and started when the school decided to commit to an appreciation and celebration of diversity, within its own community, that echoes the wider-world. Since 2018, the school has put in place and taken measures to recognise the efforts that the staff and student body participate in, to recognise and celebrate what makes our school an incredibly diverse place to teach and learn in.

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“Education is the most powerful weapon which you can use to change the world.”NELSON MANDELA

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WE ARE DOING: OUR CURRICULUMAt Coopers Coborn we are fully aware of the power of education to transform lives. It is only through education that prejudice can be effectively tackled, and that knowledge and understanding of the world around us can be increased. This is why we are always reflecting on, and developing, the curriculum we offer to our students. In early 2018 we began a formal review of our curriculum offer, taking into account a wide range of factors such as the demographics of both our school and our local community, the provisions within the National Curriculum and the various exam board specifications, and the belief that education should challenge prejudice, widen experiences and open minds. We are very mindful of what and whom we teach about, and the voices we give space to in our curriculum. This work is ongoing but the list below gives some idea of the topics we currently have in place (please be aware this list is not exhaustive, and is subject to change as our curriculum develops):

Geography: l Geography now includes a topic on Nigeria. This was

introduced in part because we have a number of students of Nigerian heritage and so we wanted to celebrate this with a distinct topic looking at some of the geographical issues in the most populous country in Africa.

History: l In history we cover a wide range of topics, from a wide

range of perspectives. For example, we teach the Spanish colonisation of parts of South America, the slave trade, Indian Independence, decolonisation and the transition from Empire to Commonwealth. We have units on immigration, race relations and the Windrush Generation. We are also examining other units we teach, such as the Tudors, to ensure that we cover multiculturalism and the contribution of BAME people to British history.

Music: l Music has units on polyrhythmic music from West Africa, the

blues, and world fusions such as Latin jazz and Afro-Celt.

English: l English includes the work of Nissim Ezekiel and Jackie Kay.

Alice Walker’s seminal work ‘The Color Purple’ is covered in detail, and within this, we teach African cultural heritage and the development of AAVE (African American Vernacular English). Works such as Shakespeare’s ‘Othello’ are used to examine the representation of BAME culture through history. ‘Dr Jekyll and Mr Hyde’ is used to discuss white male privilege in Victorian Britain, and leads to a discussion of outdated Victorian views linked to evolution and race. Throughout the literature covered in all year groups we teach the concept of ‘the other’, the repression of minorities and we take every opportunity to celebrate rich cultures from around the world.

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2019

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2018

September 2018: The school appointed Miss Smith as Diversity, Inclusion and Peer Mentor Coordinator.

October 2018:

The Peer Mentor programme was set up with training sixth form students in offering guidance to all students in the school, supporting those who struggle with any kind of social, academic or familial issues.

The first Black History Month event took place. Sixth form students, from the black community within the school, led assemblies to all students and form teachers, culminating in a sell-out evening event that welcomed people from outside the school community to immerse themselves in Black culture.

June 2019: For the first time, the school participated in Refugee Week (the UK’s largest festival celebrating the contribution of refugees to our country) by welcoming Kazzum Arts to the school and providing a writing workshop with Year 9 and 10 students which culminated in students writing their own pieces of poetry; some of which were read out in whole school assemblies to draw attention to what our country has to be thankful for towards immigrants and refugees - there was a particular focus on the Windrush generation as this was (and is, at time of publication) an important issue affecting many people in the UK.

Another first for the school with staff and students recognising Pride Week using the LGBTQ+ charity, Just Like Us, and their School Diversity Week activities. The school became a rainbow of appreciation for people in this community, with classroom doors decorated as a symbol of welcome to those entering their places of learning, there were rainbow cupcakes in the canteen, student participatory assemblies and a non-uniform day where staff and students are encouraged to dress as brightly as possible to show allyship to the LGBTQ+ community within our school and beyond.

September 2019: A new school year saw a heritage project launched in assemblies where members of staff were asked to complete a document that revealed the roots of their first and second generation family. Interesting stories and fascinating family histories were revealed, and this made for an engaging and revelatory assembly where the students got to know that their teaching body was more than just people from Havering!

OUR EXTRA-CURRICULAR OFFERINGCoopers wouldn’t be Coopers without an extra-curricular offering; and what an offering we have to be proud of ! Initiatives and activities outside the classroom is what makes our school that extra special place of teaching and learning, and we believe that our students get some of the best opportunities to extend their learning into a varied range of experiences that help them become well-rounded young people.

Below is an outline of the events and initiatives that have been undertaken to celebrate and educate the students, and staff, to be a force for much-needed change:

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2020

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October 2019: A new wave of Peer Mentors were recruited with increased uptake and improved pairing of mentors with students marking a 95% success rate of mentees feeling supported by their mentors.

Black History Month saw its second-coming and it was bigger and better than 2018 as, not only did it have student-led assemblies and another sell-out evening event, the whole school got the chance to experience Black Excellence at its finest. Ms Hay showed commitment to all students experiencing Black culture by giving permission for students to miss one lesson that day, with the hope that, by being immersed in this excellence, there would be a heightened appreciation for this group of students within the whole school community. There was also a display of literature in the school library of authors from a BAME background.

Stonewall, one of the UK’s most prominent LGBTQ+ charities, launched a campaign to raise awareness of the homophobia, biphobia and transphobia there is within the sporting world. With Coopers being the number one state school for sport, we were naturally invested in their rainbow laces campaign with students buying sets to wear with pride and show that there is no place for prejudice in sport towards anyone.

February 2020: Another first for the school was learning about the celebrations of Chinese New Year in an assembly, which was led by a group of KS3 students standing in front of almost 600 people educating us on the traditions of this significant religious time for millions of people around the world.

Every February is reserved for LGBTQ+ history and the school marked this with the English and History departments updating displays in their designated classrooms to highlight prominent and notable LGBTQ+ figures from history that have had an impact on our world.

May 2020: Coronavirus could have put a stop to celebrating diversity within our school but May saw the @cooperscoborncommunity Instagram and Facebook page launch. There was student and staff engagement with initiatives including the ‘Red Dot’ for Menstrual Hygiene Day and a rainbow collage created for International Day Against Homophobia, Biphobia and Transphobia. This month also saw the school educating and celebrating our students and staff on the Islamic Ramadan and Eid festivities that are so prominent for many in our school community.

June 2020: There was further social media engagement with international initiatives including Refugee Week and Pride Month, as well as the school’s Handley brothers running a marathon together to raise awareness and funds (of over £2,000!) for Black Lives Matter charities marking their commitment at standing against racism in the school.

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l A continuation of recognising cultures, festivals and initiatives that are, and not limited to:

- Pride Month - Black History Month - Refugee Week - LGBTQ+ History Month - Chinese New Year - Ramadan and Eid

l A full review of PSHE provision in the school, with links to adapting all departments’ curriculum offering in this area. This is supported by the appointment of Miss A Wood as the school’s PSHE coordinator.

l In line with the Coopers Coborn Charter being present in all form rooms, a pledge will be signed by all staff and students to promote a fair and equal place of teaching and learning that all stakeholders are expected to adhere to. This signed pledge will be displayed in all classrooms that have a form group, as well as the staffroom and other public areas. The pledge will include the following:

WE ARE NOT DONE:There has been so much activity in our school: raising awareness, promoting acceptance and celebrating the diverse group of staff and students our school is so lucky to have, but we recognise that there is still a way to go and are committed to continue our recognition and celebration of diversity.

So to pay heed to our motto on diversity, “We are doing; we are not done”, here is an outline of what is still to come in our school to show that Coopers Coborn is a place of teaching and learning that is accepting and welcoming to all and is, most importantly, anti-racist:

L Listen

A Acknowledge

S Speak Out

B Break Down Barriers

Listen to and support people who report any type of injustice. Listen to and trust those who report injustices, because equality begins with basic respect for all people. It is better to listen than to speak or react immediately; you will need time to process what someone is saying and educate yourself to find empathy with others. Taking time to reflect and respond is better than immediate retaliation.

Be mindful of the commonalities that humans share, and practise empathy. Do not fixate on difference, though it is important to be aware of it and the implications of it, particularly with regards to power and privilege that you may have over others - if you have privilege, open this up for all.

If you see something, say something. Step in when you see any injustice occurring, and disrupt it in a safe way by offering or seeking support from others around you. Challenge stereotypical assumptions by asking about supporting facts and evidence; have conversations about what led you and/or others to have these beliefs. If you find yourself making an assumption about people, places, or things, challenge yourself by asking whether you know the assumption to be true, or if it is something you have simply been taught to believe by society. Consider facts and evidence, especially those found in academic books and articles, rather than depending on hearsay.

Cross all divides by offering friendly greetings to people, regardless of race, gender, age, sexuality or ability status. Think about who you make eye contact with, nod to, or say “Hello” to while you are out in the world. If you notice a pattern of preference and exclusion, shake it up. Respectful, friendly, everyday communication is the essence of community.

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l The school is committed to teaching an even more wide-ranging curriculum that allows for an education, appreciation and celebration of diversity.

l The school library will be updated with literature - both fiction and non-fiction - that tackle issues of injustice and inequality for the BAME and LGBTQ+ communities.

l For the first time in the school’s history, the sixth form captaincy team will be extended to appoint Diversity Captains. This will ensure an even closer student and staff working relationship on all matters regarding diversity and inclusion within the school and beyond.

Despite this being a printed document, this is a working and evolving part of our school life. Should you wish for an update on what is happening at the school, or can offer suggestions in terms of diversity, please do follow the @cooperscoborncommunity Instagram / Facebook page or email Miss Smith ([email protected]).

We are doing; we are not done

#LasB

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THE COOPERS’ COMPANY AND COBORN SCHOOL

St Mary’s Lane Upminster Essex RM14 3HS

Tel: 01708 250500Fax: 01708 226109Email: [email protected]: www.cooperscoborn.org.uk

We are doing; we are not done

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