Community Cohesion @ Thomas Tallis

Follow this link to see our developing work with our International Communities.

http://tallisinternational.weebly.com/

We are hoping to be successful in our application to be awarded with Full International School Status. We will know mid January.

We have a parent panel here at Thomas Tallis. We consider ourselves as a ‘think tank’. We are currently discussing Home Learning. Would you like to contribute to this discussion?

History:

We have already revisited the focus of the topic for the Controlled Assessment. We felt that broadening out from a study of the Impact of WWII on Women to considering the impact of war on British Civilians would increase the appeal of the topic, particularly for the WBRI male cohort. It is also a great case study and vehicle for exploring notions of cohesive identity and belonging through experience. The concept of ‘Blitz Spirit’opens up opportunities for students to evaluate media and government representations of community cohesion and issues of ownership and control in representation.

Given that an area of interest for sociologists is social class, as is research methods, perhaps there are avenues for the students to facilitate data collection and analysis, especially with regards to achievement of specific social groups.

With regards to extending out external community cohesion maybe we can aim to establish links with school’s in other countries, thereby giving our students the ability to recognise their shared identity, whilst at the same time respecting and learning about cultural differentiation.

PE intervention: To increase participation of disaffected pupils at Key Stage 4.

• To meet early with potential non-participants.
• Discuss their likes and dislikes.
• Possibly set up alternative group of similar minded pupils with a less vigourous programme.

Whole School intervention: To improve provision for practical learners.

• Provide where possible practical theory for all subject areas.
• Use of visual demontrations.
• Similarities and links accross the subjects.

There needs to be:

1. A whole school approach to de-escalation techniques in and out of the classroom
2. A whole school approach to using appropriate language to engage student co-operation

With particular reference to white working class boys:

There is evidence to suggest that as schools are dominated by middle-class values of attainment & culture a whole-school approach is needed to change perceptions of and thereby raise ‘attainment’.

At present aspects of white working class culture are demonised (eg patriotism & St Georges flag) and some pathways (academic) are seen as successful and desirable while others are stigmatised with failure and/or 2nd best (eg the trades & vocational education - which can be alienating for children with parents/carers in those jobs!).

I believe those schools that have changed their ‘mind-set’ have increased engagement and improved attainment for this cohort in both vocational AND academic pathways.

As a school there a number of areas we could ‘manage’ more effectively including:

vocational/alternate pathways at KS3

promote pathways as having equal value for those in them (horses for courses)

dispel myths about university as the ultimate goal & source of ‘success’

promote enterprise - the sole trader - and the capacity to earn as well as learn from education

Teachers can reflect - as we do - on appropriate differentiation in the classroom BUT management must have the vision and build the organisational structures to deliver relevant and resourced education in an appropriate physicational & emotional environment.

We think more should be done to tackle illiteracy through small group work and 1:1. This would take the weight off teachers’ differentiation and preparation further on in the student’s career - as well as raise the student’s self esteem etc.

Introducing successful global British companies and famous business women and men, including discussions about their history and theory and their impact on global business and culture.