search.noResults

search.searching

note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
VIEWS & OPINION


After Manchester Comment by


SHIRLEY BILLAGE, Intercultural Trainer and Consultant, Cascade Cultural Solutions


Following the terrible attack in Manchester that killed 22 people and injured many more, teachers once again find themselves on the front line.


Our hearts go out to the schools and communities directly affected by the attack. But for other schools around the country, teachers face the questions and anxiety of youngsters who realise that they are vulnerable. This attack has been condemned as particularly horrific as it targeted children. In her statement after the attack, Theresa May said ‘We struggle to comprehend the warped and twisted mind that sees a room packed with young children not as a scene to cherish but an opportunity for carnage.’ Teachers tread a fine line in ensuring that children are protected but also that they do not live in fear.


The shock and horror of events like these can produce different reactions. For the vast majority of people, the response is to offer help and support and show unity. In the days following the attack, many stories emerged of how people had offered help on the scene and for as long as was needed. Friends from around the world shared positive stories on my Facebook account, showing that good news travels; news of a homeless man helping the injured, local taxi drivers giving free rides, hotels and individuals giving people refuge, free hot drinks and food being distributed, off duty medical staff going into work and people queuing up to donate blood. These acts of kindness have come from all sectors of the community. Faith based communities have come together in their condemnation of the attack and the call for unity. However, there are some who seek retaliation for the attack that took place. A few hours after the bomb, a man started a fire through the letterbox of a mosque in Oldham, which burnt down the door. Glasgow’s Central Mosque was vandalised with graffiti featuring the word ISIS enclosed in a heart. Other reports talk about individuals being spat at in the street. The challenge for teachers and school leaders is to ensure that these hate crimes do not spill over into our schools. As a former teacher working with the support services for the Local Authority in one of Britain’s most multi-cultural cities, I have seen a number of examples of good practice in creating a culture within schools that promotes tolerance and acceptance. In order to do this, we must ensure not only that each individual is valued but also that their cultural heritage and background is valued too. Promoting positive images of people from all cultures, and showing achievements of people that all pupils can relate to is fundamental. This not only helps pupils aspire to achieve more, but it also promotes positive images of other communities. Whilst all students have a cultural background, their core identity is also shaped by the culture of the school community. Schools that have worked hard to develop a strong cultural identity where each individual feels valued, and tolerance and co-operation are promoted, are far more likely to be effective in promoting harmony between community groups. As we have seen in the wake of the atrocities of terrorism, communities can come together with an identity that transcends cultural differences.


18 www.education-today.co.uk


Could Captain Underpants hold the key to a good Ofsted? The new animated movie is one of dozens to be released this summer, alongside better-known blockbusters in the Spiderman, Transformers and Pirates of Caribbean franchises fighting for the top spot at the box office. They all have one thing in common, though: a target audience that’s predominantly school age. The British Film Institute estimates that 7-24 year olds make up close to half of ticket buyers at the cinema. The rise of online streaming and movies on demand at home has done little to dent this, with the attractions of a night out with friends and popcorn remaining as strong as ever.


If only other activities outside the school were as popular. But perhaps it can help.


Extracurricular activities – whether sports, drama, science or homework clubs – make a big difference to pupils’ futures. Seven out of ten businesses say they make school leavers and graduates stand out from the crowd, and university admission officers say they’ve grown in importance in recent years. More immediately, they can help students develop self-confidence, relieve stress, and even boost academic performance.


Ofsted’s Common Inspection Framework explicitly considers outside activities and “how well the school supports the formal curriculum with extra-curricular opportunities for pupils to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting activities.” So, it’s not just the classroom that counts.


Build it and they will come?


The challenge for schools is that not all extra curricular activities prove as popular as the latest Star Wars release – or even Captain Underpants. Important subject- based activities or homework clubs can be poorly attended. And those who do attend are not always those who could benefit most. Research, as well as logic, suggests those with poor classroom attendance are less likely to participate in after-school clubs.


This is where young people’s love of cinema could come in useful. The one thing that does put young people off a night at the movies is the cost: more than seven out of ten of 16-24 year olds say it’s the most common reason for not going to the cinema.


Free tickets can therefore be a powerful motivator to boost participation in activities, reward performance, or bind teams and clubs together; after all, cinema isn’t just about the film but also a sociable experience. Outside of school peers, tickets could encourage better engagement from parents or siblings to inspire a dedicated attitude towards extracurricular activities.


As an incentive then, free tickets are particularly attractive for schools: They have broad appeal, while being less problematic than cash; they’re age- appropriate; and they deliver real value without the need for the recipient to spend more to get something worthwhile.


They’re easy to administer as well. Most schools now have some form of online portal or app for homework assignments, school news, payments and communication with parents. These can be easily harnessed to both promote the opportunity and distribute the rewards: pupils or their parents can just login to collect their e-code ticket and then book with the cinema online. For schools who are developing a strong programme of extracurricular activities, it could be the best way to ensure they get the audience they deserve.


June 2017 One to watch Comment by


CHRIS BALDWIN, Director of Consumer Programmes, Sodexo Benefits and Rewards Services


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44