NEWS


Casey Review urges Government action to tackle school segregation


The Casey Review into boosting equal opportunity and integration has cast state-funded schools as having a major role and urged as one of its main recommendations that changes be made to education policy to tackle segregation between schools. Commenting on the Review, Accord Coalition Chair, Rabbi Dr.


Jonathan Romain, said “Promoting ethnic mixing at state funded schools is the easiest way that as a liberal democracy we can help boost integration and cohesion. The Casey Review highlights the importance of integration to both the economic and social health of the nation and highlights the key roll schools must play. We urge the Government to reappraise its current approach to faith schools policy, which is helping entrench division for future generations. All schools can and should be broadening horizons and breaking down barriers.” Last December the Accord Coalition published a ground-


breaking report 'Racial discrimination by religiously selective faith schools: a worsening problem’ which revealed how faith selection by state funded schools in England has become a major and worsening source of indirect racial discrimination in society and so is undermining Government integration and extremism strategies. Many of those being most disadvantaged were found to be Muslim families of South Asian heritage. The disadvantage is so severe that England's state-funded school system has become systemically discriminatory towards such people.


Raspberry Pi Foundation partners with FutureLearn to train teachers all over the world


Two free online CPD courses for educators around the world, focusing on teaching computing and computational thinking, are now open for registration. The 4-week Teaching Computing with Raspberry Pi and Python course will


introduce educators to physical computing, showing them how easy it is to create a system that responds to and controls the physical world, using computer programs running on the Raspberry Pi. They’ll then apply their new- found knowledge to a series of challenges, including controlling an LED with Python, using a button press to control a circuit, and making a button and LED game. The 4-week Teaching Programming in Primary Schools course will provide a


comprehensive introduction to programming, designed for primary or K-5 teachers who are not subject specialists. Primary teachers will be introduced to key programming concepts and will have the chance to apply their understanding through projects, both unplugged and on a computer, using Scratch as the programming language. They will discover how to identify common mistakes and pitfalls, and develop strategies to fix them. Teachers can sign up to courses now with the courses themselves starting in


mid-February 2017. uwww.futurelearn.com/partners/raspberry-pi


uhttp://accordcoalition.org.uk/


Lewes pupils support Moroccan student


Fundraising efforts by Lewes Old Grammar School (LOGS) have helped a young girl from rural Morocco pursue her dream of attending university. Earlier this month, Year 12 and 13 students travelled to Imsker, in the High


Atlas Mountains, to visit 22-year-old Khadija Hmed, whom they’ve sponsored to become one of the first women in her generation to gain a higher education. Since 2013, pupils have annually donated £500 to enable Khadija to stay in


a boarding house run by Moroccan NGO, Education For All (EFA), in the town of Asni. While Khadija’s home in Imsker was too far from school to travel each day, staying at the boarding house meant she could walk just five minutes to be in her classroom. Now, Khadija is set to graduate with a biology degree from Marrakech


University, and is looking to specialise in either human or animal biology. She told students that while she has to juggle a part time job in a coffee shop to afford living in the city, she is thankful to have access to new learning opportunities. “I’m so grateful for the support from Lewes Old Grammar School,” said


Khadija. “My life is totally changed. My mother wasn’t educated, or my


grandmother. I am the first. It is so amazing to come this far, to learn to be more independent and see another life.


December 2016 “Without EFA, I would have stayed in my village, married young and


probably have had a few children by now! Instead, I am pursuing my dreams and am able to give something of value back to my community. EFA has given me wings.”


uwww.efamorocco.org www.education-today.co.uk 11


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