Our SettingChelmsford, EssexCombined Church of England and Roman

Catholic Primary school.326 Children12 classes41 Free School Meals19 Languages spoken (14% not English)20 Nationalities

The immediate impact of the conference

Becoming very aware of the language we use and the language of others.

Ensuring we are not portraying the single story and encouraging stereotypes.

Looking at the opportunities – perceived and real – for both genders and all races.

Being aware the resources we use and looking for opportunities to resource more widely and internationalise learning.

A greater confidence to approach and discuss ‘difficult’ issues.

Key areas for developmentP4C – to take what we had learnt and

introduce it as an approach; to discuss a variety of issues and encourage deeper thought and questioning.

Identity - to start to develop and explore the children’s sense of identity. To use P4C and secondary resources as well as activities and discussion.

Finding our base – identity homework

Year 1 - drew and wrote about 3 things that are special and said something about who they are.

Items included: rosary, lehenga, school uniform, christening bracelets, books given as presents, school ties and family members.

Some children found it hard to give reasons but all could select things that were important.

Year 6 – identity boxes

Thought of things that represented their inner and outer self.

The children found it very hard to express their reasons and go deeper.

The activities highlighted that this was an area we wanted to develop.

P4CWe started to use the model practised on the

conference and used our partnership to discuss how to adapt it for year 1.

The children, both Year 1 and 6, found it difficult to deepen questioning and posed superficial questions; they needed leading.

Course in January by Jason Buckley for the whole school, refreshed our ideas and encouraged all staff.

With practise the children are now leading sessions more and asking deeper questions to discuss more ‘difficult’ issues.

P4C Observation Year 1 – Amazing Grace

Children were able to take discussions deeper than other sessions.

Concerned about how Grace was treated, thought it was unfair.

Wanted Grace to play Peter Pan so focussed on how they could do this. They wanted her to be as close to the pictures as possible. (Single story)

Discussed discrimination by eye, hair and skin colour.

Children changed ideas and openly discussed issues.

Discussions mainly at a story level.

Year 6 - Amazing GraceLed the discussions themselves and focussed on

the colour of your skin not being a barrier to being able to do whatever you want in life.

Interesting discussions about Martin Luther King, the limitations we all have and discrimination in everyday life against all races.

Some children taken aback by the use of the word ‘black.’

Gender equality raised as a topic to explore further.

Discussions mainly at everyday level and not linked back to the story.

What is ‘British’?Activity to sort pictures into what is British

and what isn’t?40+ photographsGroups of 5 or 6 childrenNo right or wrong answersEncouraged discussion about choices.

Year 1 thoughts and quotesThought if they’d seen it or eaten it, it was

British.They struggled with race – but they don’t yet

identify their own colour or differentiate between races.

‘I saw one of those walking past my school’ – what were they talking about?

‘I seen that down the road’ – Niagra FallsMy Mum dresses like that – lady wearing a

Sari – but still didn’t relate to it.

This group weren’t sure so they placed some on the rim.

Year 6 thoughts and quotes‘The apple isn’t British, it makes me think of America

and the Big Apple.’‘That’s Morris dancing,… No it’s not British’ and

laughed.Is tea British? Discussion about where it was grown.

Discussions led by Britain being famous for.

Food – they knew they originated from other countries and classified them as such.

Some groups then applied this to people – supported by some discussions about their own cultural identity.

This group only placed the white people in ‘British’ despite being racially mixed.Children added: rain, pubs, London landmarks, TV, pop stars.

One group split children by the clothes they wore rather than skin colour.

The progress made so farChildren are listening to the opinions of others

more.Going deeper in discussions.Children are thinking and questioning more.Children are starting to consider their own

identity.Greater confidence in sharing their thoughts.Year 1 jumping in to evaluate every story we read!Starting to share our learning with other staff.Starting to use Global Citizenship criteria to

inform PSHCE.

The next steps…Share our work so far with teaching staff, especially

the single story and finding common ground.Develop our associate teacher work.Continue to develop identity, expanding to gender

and stereotypes in particular.Start to include other citizenship stands into

sessions.Develop the use of Global Citizenship criteria to

inform PSHCE.Continue to resource activities to support staff in

internationalising learning.Class 2 class?

The Rocky Road!Christmas – a HUGE event in our school and

took a lot of time out of weeks.Different break and lunchtimes – We haven’t

seen each other for informal chats and to spread the gossip!

Release time – difficult to get although we’ve become creative!

Teacher 2 TeacherYear 1 and Year 6 great year groups to

experiment with and can influence the rest!Good working relationship – non threatening

and equally supportive.Sharing thoughts and ideas.Talking through perceived difficulties.An extra pair of ears and hands when starting

to run activities and sessions.Double the enthusiasm!

Final thoughts…We thought we were already internationalising

learning with out current projects but this process has opened our eyes further.

We are taking internationalising learning wider and deeper to the benefit of all.

We are committed to changing the way in which we work and learn.