Diversity, Identity & Multiculturalism: 2009

Sunday, 29 November 2009

SRI - How are ethnic groups represented in the media?

Take a look at these images and answer the questions below:

http://www.refugeecouncil.org.uk/practice/basics/truth.htm

1. In what ways have asylum seekers been portrayed in the media? Describe what these newspapers want us to believe about asylum seekers.

2. Check out this website above and find out whether these things are actually true. Write on this blog what you have found out.

You can look at other websites if yoou like. There are a couple more below to get you started.

3. What does the word stereotype mean? Can you use it in a sentence to describe what is going on here?

http://www.refugeeweek.org.uk/simple-acts/twenty-acts/find-five-facts.htm

www.homeoffice.gov.uk/rds.immigration1.html

www.refugeecouncil.org.uk/infocentre

http://www.unhcr.ch/

Tuesday, 24 November 2009

SRI - How multicultural is Britain?

How multicultural do you think Britain really is? What evidence do you see around you through the media and through your everyday experience that tells you that there are multicultural identities living in this country?

Is multiculturalism a good thing? What benefits are there to having a numbe of cultures living in the same country? What are the negative things about this?

Post your opinion here. Make sure that you have looked at both sides of the argument to give a balanced view and include a conclusion.

Tuesday, 10 November 2009

SRI What does it mean to be British?

Have a go at answering your philosophical questions from our lesson on what it means to be British.

Check out what others have said on this post and last years post to help you.

If you move to Britain from another country can you ever be really British?
Can you ever truly feel British?

What makes people British?

Can you be British but have a different culture?

Is there a God for everyone in Britain?

How do British people behave?

How can you show that you are British?

Are you a British person or a person who is British?

If you are British but your parents come from another country, are you more British or from your parent's community?

What does British mean?

What does it feel like to be British?

Diversity, Identity & Multiculturalism: Pupil Levels

Wajiya: L6c in P4C- clear, reasoned arguments communicated effectively. Responds to views that are different to her own. Now needs to make judgements with clear justification and think about local, national and global perspectives. Limited contribution to blogs. Explains views but does not justify them and lacks focus. Concept: Identity (L6c) Processes: Critical Reflection (L6b) Enquiry (L6a) = Level 6b

Saira Iqbal: L7c from Blog: clear communication of ideas and selection of evidence. Responds to views of others and clearly understands these views incorporating them in her own opinions. Lacks confidence to contribute actively in P4C which is a real shame as has some very interesting ideas. Concept: Identity (7c) Processes: Critical Reflection (6c) Enquiry (5a). Overall: Level: 6a

Tirhas Fetwi: Active involvement in P4C and can communicate own views. Struggles to listen to and incorporate the views of others. Has 'stubborn views' and reluctant to change them. Blogging restricted by use of slang! Has some excellent ideas i.e. multiculturalism does not exist. This must be developed further and explained in depth. Is a potential Level 8. Concept: Identity (6a) Processes: Critical Reflection (6a) Enquiry (6b). Overall: Level 6a

Ilyas Sadiq: An extremely confident and opinionated individual in group activites. Has awarness of contemporary events and can respond to the views of others. Uses evidence to justify opinions effectively. Now must seek to explore his ideas in written form beginning with the blogs. Concept: Identity (5a) Processes: Critical Reflection (6c) Enquiry (6c). Overall: Level 6c

Sidra Malik: you deal best with facts Sidra. You have a clear understanding of what goes where and you have started to select significant pieces of evidence. However you struggle when it comes to decisions. You must start to give you opinion in your work and select pieces of evidence in support of your argument. Concept: Identity (6c) Processes: Critical Reflection (5c) Enquiry (5c). Overall: Level 5a

Aisha Parveen: you have some good ideas and express them consistently well. This shows a good understanding of the concepts studied. You must now begin to include clearer facts and statistics in support of your arguments. Explain clearly what you mean and include actual examples of issues with multiculturalism or schemes to prevent discrimination. Concept: Identity (4a) Processes: Critical Reflection (5c) Enquiry (4a). Overall: Level 5c

Jamal Uddin: you have a satisfactory understanding of the concept of identity. However, your ideas are far too general and lack any factual information. Use the links on the blog to locate facts nto support your argument. You must also test your opinions more actively through class discussions and in the context of P4c. Concept: Identity (4b) Processes: Critical Reflection (4b) Enquiry (4b). Overall: Level 4b

Komal Mahnoor: your ideas are far too general and do not include any factual detail. Think about what we looked at in lesson and include some of the examples in your argument. Your explanations must be developed in greater depth. Always think: why???? More regular blogging and active contribution to class discussions will help. Concept: Identity (3a) Processes: Critical Reflection (4c) Enquiry (4c). Overall: 4c Level

Madhia Habib: you have a clear understanding of what identity and diversity mean for you and your community. You must now consider these concepts in a wider context i.e. Britain, Europe and the wider world. Think about issues of immigration and try to balance your ideas. You must communicate your ideas verbally in lesson. Concept: Identity (4c) Processes: Critical Reflection (4c) Enquiry (4b). Overall: Level 4c

Iqra Rehman: you have a satisfactory understanding of the main issues involved but you are restricted to what they mean to you and how they effect you. Now look at all sides and think about how issues such as racism affect all people involved. Why do people discriminate? This may be the clue to preventingit. There must be more of your opinion too but based on the fcats you have used. Concept: Identity (3a) Processes: Critical Reflection (4c) Enquiry (4c). Overall: Level 4c

Usman Ali: you make some good points but they are rarely developed in enough detail and lack any facts. Focus on one point in your argument, (i.e. how can communities let each other exist?) and explain it in as much detail as you can. You must also start to become involved in class discussions so that you can develop and test your ideas. Concept: Identity (4c) Processes: Critical Reflection (4c) Enquiry (3a). Overall: Level 4

Zehnab Rasool: excellent use of factual detail to support your argument and clearly constructed arguments. You must now focus on making judgements and considering alternative points of view in your work. Think about how to respond to people who may disagree with you and think about what your best argument would be to justify your opinions. Concept: Identity (6c) Processes: Critical Reflection (6c) Enquiry (6b). Overall: Level 6c

Hannan Butt: you communicate your ideas with confidence and have the ability to respond quickly to the views of others. Your knowledge of the key concept is limited and you must take time to incorporate factual knowledge into your arguments. Finally you must spend more time developing an dextending your written work and looking at the views of people who may disagree with you. Concept: Identity (4c) Processes: Critical Reflection (5b) Enquiry (4b). Overall: Level 4a

Khadra Mohammed: you clearly understand the issues that surround identity and diversity but you must do this in greater depth. Think about how issues like immigration may affect all people including immigrants and those who live in the country of destination. You must begin to communicate your opinions in class discussions justifying your opinions with clear examples. Concept: Identity (4c) Processes: Critical Reflection (3a) Enquiry (3a). Overall: Level 4c

Umar Ali: you raise some excellent points Umar and communicate your ideas effectively but you must begin to concentrate on specific ideas you raise. Think about one particular point and develop it further. Read through your comments and make sure that you explain everything you say. Try to think about what questions another person may ask you. More active contribution to class discussions also required. Concept: Identity (4b) Processes: Critical Reflection (4a) Enquiry (4c). Overall: Level 4b

Fozia Nazmeen: your comments and ideas are far too underdeveloped. You must look at al issues/questions from two points of view. You must have empathy for other people's views and be able to reply to them. You lack confidence and struggle to communicate your ideas. Try to create a mind map of your ideas before you explain your argument. Concept: Identity (3c) Processes: Critical Reflection (3b) Enquiry (3c). Overall: Level 3c

Aisha Mir: you develop your arguments carefully and try to look at all points of view on the issue. Make sure that you include as many factual details as possible. You lack confidence in class discussions and must be able to communicate your ideas to others. You must also include conclusions in your work and begin to make decisions that you can justify with evidence.
Concept: Identity (5a) Processes: Critical Reflection (5c) Enquiry (4a). Overall: Level 5c

Farida Ahmed: some good ideas Farida carefully expressed. Now begin to look at all of the issues that surround the idea of nationality, Britishness. At the moment your work is too clinical and must be developed. Think about all of the questions included in the big question before you write your blog. What are the most controversial questions to be answered. Concept: Identity (5a) Processes: Critical Reflection (5b) Enquiry (5b). Overall: Level 5b

Mariam Gulzar: avoid simply copying chunks of text out. Use facts and evidence only to support your opinions on the issues studied. You must ensure that you look at arguments for and against the issue you are looking at and then make a conclusion where you finally make a decision on the question. You must contribute more actively to class discussions and group activities. Concept: Identity (5c) Processes: Critical Reflection (5c) Enquiry (5c). Overall: Level 5c

Zaira Ahmed: you include some interesting points but they lack detail and are not developed. Think about all of the issues surrounding the point you make. Also imagine that you are a non specialist reading your blog. Would you understand the key terms and issues? You must also begin to communicate your ideas in class discussions in order to test an ddevelop your opinions. Concept: Identity (4c) Processes: Critical Reflection (4c) Enquiry (3a). Overall: Level 4c

Letitia Smith: an excellent effort. You clearly have very strong opinions on these issues. What you must do is look at and consider alternative views to your own and begin to respond to them. this is very difficult especially when your views are so different. Look at the issue without emotion and construct an argument based on powerful evidence. Concept: Identity (6b) Processes: Critical Reflection (6c) Enquiry (5a) Overall: Level 6c

Naomi Earlington: some really clear and passionate observations that demonstrates a good understanding of the issues surrounding identity. In order to improve start to look at all sides of the argument and think about issues of racism and other forms of dsicrimination in national and global terms. In addition think about the issues from non-personal points of view. Can we understand why racism exists? Concept: Identity: (5c) Critical Reflection (4a) Enquiry (4a). Overall: Level 5c

Haleema Khan: you raise some interesting points about identity but you do not develop these in enough detail. Think about the different ways in which discrimination may be prevented and assess their effectiveness. You must also consider in detail the reasons why people discriminate? YOu must finally participate more actively in class discussions in order to form and develop your opinions on the issues studied. You are far too quiet. Concept: identity (4c) critical reflection (4c) enquiry (4a). Overall: 4b

PSE Assessment

CONCEPT - Identity
PROCESSES: Critical Thinking & Enquiry

KEY CONCEPT

Level One: I can talk about some of the PSE concepts, i.e. healthy lifestyles, careers and Democracy, but I’m not really interested in them. I understand what some of the PSE concepts mean i.e. democracy and justice. I know some facts about some of the concepts, i.e. what healthy food look likes and who the Prime Minister is.

Level Two: I am interested in some of the PSE concepts, i.e. democracy and justice, and I begin to ask questions about them. I understand what some of the PSE concepts mean i.e. democracy and justice. I know some facts about most of the concepts, i.e. what healthy food look likes, who the Prime Minister is, and at what age a person can smoke.

Level Three: I know some facts about some of the concepts in PSE, i.e. what healthy food looks like and who the Prime Minister is. I can explain how some people and groups of people may be affected by some of the concepts in PSE, i.e. where people are not treated fairly or some people have their rights denied. I can discuss and describe some of the PSE concepts mean i.e. democracy and justice. I can identify some of the issues that are involved when looking at some of the concepts in PSE, i.e. rights and responsibilities – the denial of human rights. I know how individuals may make a difference.

Level Four: I can identify a number of issues that are involved when looking at some of the concepts in PSE, i.e. rights and responsibilities – the denial of human rights. I understand what most of the PSE concepts mean i.e. democracy and justice. I know a lot of facts about most of the concepts in PSE i.e. what healthy food look likes, who the Prime Minister is, and at what age a person can smoke. I can explain how some people and groups of people may be affected by most of the concepts in PSE, i.e. where people are not treated fairly or some people have their rights denied.

Level Five: I understand what all of the key concepts mean. I understand what all the key concepts mean in Birmingham, Britain and the wider world. For example, I know that in Africa there are a number of dictatorships. I know about and can explain a number of topical and controversial issues. When I act in school or in the local community I use the knowledge i.e. have gained from PSE. For example, I wrote a letter of complaint to the local council about graffiti in the local community.

Level Six: I can show that some of the PSE concepts are complex. For example, that the Human Rights Act is sometimes impractical. I understand what all the key concepts mean in Birmingham, Britain and the wider world. For example, I know that in Africa there are a number of dictatorships. I understand that some of the PSE concepts are linked, i.e. most democracies respect human rights, and I can explain these links. I understand how Britain is linked to Europe and the world, i.e. by a global economy. I understand that there are a wide variety of opinions on controversial issues.I can explain what factors may affect opinions, i.e. religion or nationalism.

Level Seven: I have an excellent understanding of what all the key concepts mean in Birmingham, Britain and the wider world. I understand how citizens can make a difference in society, including the UK, Europe and the wider world, and how they may not. I can decide what are good and bad actions. I understand how most of the PSE concepts are linked, i.e. most democracies respect human rights, and I can explain these links. I understand how Britain is linked to Europe and the world, i.e. by a global economy and politically through alliances. I understand that some of the key concepts are more important than others and can explain why.

Level Eight: I have detailed knowledge of topical issues, problems and events. I understand how these issues affect individuals and groups of people in Birmingham, Britain and the wider world, and how people can bring about change. I understand that the meaning of the key concepts change over time. i.e. democracy means something different now than it did in the early 20th Century when women couldn’t vote. I can think of really difficult questions to ask someone about the key concepts and processes in PSE. I understand how Britain is linked to Europe and the world, i.e. by a global economy, and understand how technology is going to affect the future of interdependence.

KEY PROCESSES

Level One: I know what I am good at and what I have done well in school. I can think of some questions about PSE concepts i.e. democracy, and I know where to the answers to these questions. I have an opinion on issues like racism and I can explain it to other people. I take part in making some decisions i.e. in group or paired tasks during lessons.

Level Two: I can explain how a person can make a difference i.e. how they can change something they don’t like or agree with in school or in Birmingham. I can think of some questions about PSE concepts and I know where to get the answers to these questions. I have an opinion on more issues like racism and terrorism and I can explain it to other people. I can discuss my achievements and successes and can identify how I could improve. I take part in making some decisions i.e. in the wider school community.

Level Three: I can find out about issues like human rights and justice using a variety of sources including the internet and newspapers. I can present my ideas to other people in small group discussions. I understand that some people might not have the same opinion as me. I can discuss my achievements and strengths and how I may improve. I can plan activities in school that may make a difference and bring about change. I take part in decision making activities in class and the wider school community.

Level Four: I can use a wide variety or sources of information including newspapers, TV, radio, the Internet and textbooks to find out about topical and controversial issues. I can explain what I think about an issue like terrorism or racism and I can spot which opinion is different to my own. I can asks questions about a concept, i.e. democracy and can choose which question is the most important and why. I can take part in debates and discussions and can work with others. I can discuss my achievements and I begin to make a plan to improve. I can use my knowledge of concepts like justice to take action, i.e. I Write a letter to Amnesty International in support of the campaign to close Guantanamo Bay.

Level Five: I can discuss and debate controversial issues, i.e. war, terrorism and racism. I know how to investigate issues using the Internet, newspapers, books and other forms of media.I have started to make conclusions and decisions about issues. I can explain my opinions on issues and can give reasons for my opinions. I understand that there are lots of different views about issues and topics. I understand what I have done well at Key Stage 3 and what I can do better and have started to set realistic targets for my progress. I actively take part in activities including, school council, local youth groups and clubs.

Level Six: I plan how to research information about an issue or topic, and think of questions that will help me understand the topic or issue.I interpret different sources of evidence and can explain what makes a source of evidence reliable and/or bias. I can explain my opinion and can show how I have included other viewpoints in my argument. For example, I can argue for or against another opinion. I work well with other people in planning and taking action, i.e. school council or school sports clubs. I always evaluate my performance and can suggest ways to improve what I do.

Level Seven: I can change and question my own opinions as a result of debate, discussion or new evidence and can explain how and why my opinions have changed. I can represent the views of others even if I don’t agree with them, i.e. representing my form as a school council representative. I am confident at planning and doing research on issues using a wide range of resources including ICT, and other forms of media. I can work with others to make a difference in my school and local communities. I can think of issues that concern me and plan and undertake activities to address these issues. I evaluate my own performance and the performance of others and can suggest strategies for improvement.

Level Eight: I can look at information from a wide variety of sources, i.e. newspapers and the internet and explain how they are similar and different. I can compare and contrast sources of evidence and explain what makes a reliable source of evidence. I can carry out research and evaluate how good this is and suggest different ways of doing it.I can evaluate my own performance and the performance of others and can suggest ways of improving what I and others do.I take a lead in working with others to make a difference in my school and local communities. I can think of issues that concern me and plan and undertake activities.

Diversity, Identity & Multiculturalism

Sunday, 29 November 2009

SRI - How are ethnic groups represented in the media?

Tuesday, 24 November 2009

SRI - How multicultural is Britain?

Tuesday, 10 November 2009

SRI What does it mean to be British?

Diversity, Identity & Multiculturalism: Pupil Levels

Blog Archive

Is multiculturalism a good thing?

In Britain people are discriminated the most because of...

Do you have to speak English to be British?

Useful Links on Diversity

PSE Assessment