PRACTICAL EXAMPLES FROM PRIMARY,
SECONDARY AND SPECIAL SCHOOLS
PROMOTING UNDERSTANDING
AND COMBATING SECTARIANISM
COUNT US
Harry Hutton, aged 10
Mearns Primary School
Overall winner of Action on Sectarianism competition, February 2007
PRACTICAL EXAMPLES FROM PRIMARY,
SECONDARY AND SPECIAL SCHOOLS
PROMOTING UNDERSTANDING
AND COMBATING SECTARIANISM
COUNT US
© Crown copyright 2007
ISBN: 978-0-7053-1117-5
HM Inspectorate of Education
Denholm House
Almondvale Business Park
Almondvale Way
Livingston
EH54 6GA
Tel:
01506 600 200
Fax: 01506 600 337
E-mail: enquiries@hmie.gsi.gov.uk
Produced for HMIE by RR Donnelley B51172 09/07
Published by HMIE, September 2007
This material may be copied without further permission by education authorities and education
institutions in Scotland for use in self-evaluation and planning.
The report may be produced in part, except for commercial purposes, or in connection with a
prospectus or advertisement, provided that the source and date therefore are stated.
The text pages of this document are printed on recycled paper and are 100% recyclable.
Contents
ii/iii
Foreword ............................................................................................... iv
Introduction .......................................................................................... 2
Dimension 1: Learning ....................................................................... 5
Dimension 4: Leadership ................................................................. 11
Dimension 5: Partnership ................................................................ 16
Dimension 9: Well-being ................................................................. 25
Appendix ............................................................................................. 31
COUNT US IN
PROMOTING UNDERSTANDING AND COMBATING SECTARIANISM
Page
Foreword
Count Us In: Promoting understanding and combating
sectarianism aims to promote inclusive practices. The booklet
brings together some examples of successful practice in
promoting mutual understanding and combating sectarianism.
Some schools and authorities are carrying out interesting
work in related contexts, such as celebrating ethnic and
religious diversity. We have made references to this broader
work, where it is relevant. The booklet includes examples of
initiatives that aim to bring communities together and
broaden the experiences of children and young people.
Sectarianism, racism and social exclusion of various kinds are not
peculiar to Scotland. Across the world and throughout history,
groups have been stereotyped and excluded. Children have been
encouraged to treat with suspicion people and practices outwith
their own immediate experience, whether religious, geographical
or cultural. Often religious prejudice and racial prejudice occur
together, for example, when faith communities and ethnic
communities generally coincide. The result of sectarianism, racism
and social exclusion can be that young people develop limited
ways of thinking which narrows their view of the world and
damages their relationships with others. In the worst cases, such
prejudice has led to deliberate and devastating attacks. We also
have those who stand up to intimidation, who protect their
fellows and those from different communities, sometimes at
significant personal cost.
Graham Donaldson
iv/v
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This booklet does not attempt to address all aspects of social
exclusion.The interesting practices and activities described in
this booklet are intended to stimulate reflection and
improvement. New and innovative approaches may soon
overtake them. The purpose of this booklet is to raise
awareness of some current anti-sectarian activities across
Scotland and suggest some promising ideas which authorities,
schools and practitioners can consider, and adopt or adapt to
meet the needs of their own pupils.
PRACTICAL EXAMPLES FROM PRIMARY,
SECONDARY AND SPECIAL SCHOOLS
PROMOTING UNDERSTANDING
AND COMBATING SECTARIANISM
COUNT US
Introduction
HM Inspectorate of Education takes a broad view of inclusion
and diversity, and relates them to the wider issues of equity in
education. Count Us In 1 helped to reach towards a pragmatic
definition of inclusion and focused on success for all. Our more
recent report, Missing Out 2, summarised the barriers facing
learners and continued to examine an operational definition
of inclusion. It also looked at approaches aimed at reducing
barriers and ensuring success for all, in particular looking at
what works. Our ‘state of the nation’ report, Improving
Scottish Education 3, stressed the need for us to achieve
success for all. As part of HMIE’s follow-through work to
Improving Scottish Education, we have developed How good
is our school? The Journey to Excellence, to take forward this
same theme of success for all. HMIE is also monitoring the
implementation of the Additional Support for Learning Act.
To reach a better understanding of the barriers faced by particular
groups of young people, and to tune teachers and managers into
the various issues, we have developed an approach that focuses on
why specific groups of young people miss out. This approach also
helps us to develop a better understanding of equity, that is, success
in learning that is independent of one’s background and context.
We know that those learners who are not in education, employment
or training after they leave school are not the same group as the
lowest performing 20% of young people. Neither of these groups is
a homogeneous group, so our focus on particular groups and issues
or particular risks for young people helps us to gain a better
understanding of these constituencies. For all these reasons, HMIE is
pleased to introduce this new series of short publications and
booklets on specific aspects of equality, inclusion and diversity.
1
2
3
Count Us In: Achieving Inclusion in Scottish Schools, HM Inspectorate of Education, 2002
Missing Out, HM Inspectorate of Education, 2006
Improving Scottish Education, HM Inspectorate of Education, 2006
In The Journey to Excellence, excellent schools are described as
those in which the school community as a whole is involved in
developing, sharing and living a common vision. Such schools
have strong leadership at all levels, in particular, leadership for
learning. They work with other agencies, the community and
parents to enable young people to be successful in their learning.
02/03
In an excellent school, sectarianism is not tolerated and
diversity is valued.
There are no shortcuts to excellence, unfortunately, but it can
be achieved by all. The Journey to Excellence describes some
of the routes which have proved successful for others.
4
How good is our school? The Journey to Excellence, page 21
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Excellent schools expect all staff to reflect on the quality of
education they provide, and to respond positively to challenge
from within and beyond the school. Such schools value their
staff and pupils, providing them with the support they need,
while also empowering them to make decisions about, and
take responsibility for, improving learning. Excellent schools
treat children and young people with respect and entrust
them with active roles in decision-making. They care for young
people, and for the staff who support and teach them, and
do all they can to assure their health and well being.
Fundamental to all this is a school culture which values and
promotes the highest levels of ambition and achievement.4
Promoting understanding and combating sectarianism
highlights key features of successful practice in promoting
diversity, equality and inclusion and tackling sectarianism in
Scottish education. This practice is linked to four of the ten
dimensions of excellence from The Journey to Excellence and
also to the quality indicators which schools can use to
establish their starting points.
The examples included were gathered during visits to
education authorities and schools in Scotland, and also from
reports of inspections across a range of sectors. The schools
and authorities featured in this booklet are among those
which have carried out some promising work on combating
sectarianism and encouraging mutual understanding among
diverse groups. The impact of these initiatives has, in most
cases, not yet been formally evaluated by the establishments
involved. Using relevant indicators such as QI 2.1 Learners’
experiences, schools can begin to evaluate the success of their
anti-sectarian activities. They might look at aspects such as
reductions in the use of sectarian language or sectarian
bullying, or the extent of ongoing positive relationships or
friendships between pupils from denominational and
non-denominational schools, particularly those which endure
beyond particular projects and activities. Useful sources of
evidence could include ‘before and after’ surveys of pupils’
views, direct observation of their behaviour and attitudes and
analysis of logs of bullying incidents and records of
commendations for positive behaviour.
Dimension 1
Engages young people in the highest quality learning activities
Dimension 1
• Learning as personal development – meaningful in the lives of children and young people
• Promotion of active learning
• Meeting children’s learning needs
DEVELOPS A
CULTURE OF
AMBITION AND
ACHIEVEMENT
REFLECTS ON ITS
OWN WORK
AND THRIVES
ON CHALLENGE
ND TEA
CH
ING A
RN
IN
A
G
E
ENGAGES YOUNG
PEOPLE IN THE HIGHEST
QUALITY LEARNING ACTIVITIES
SUCCESSFUL
LEARNERS
CONFIDENT
INDIVIDUALS
EFFECTIVE
CONTRIBUTORS
RESPONSIBLE
CITIZENS
FOCUSES ON OUTCOMES AND
MAXIMISES SUCCESS FOR
ALL LEARNERS
LE
04/05
DEVELOPS A
COMMON VISION
AMONG CHILDREN
AND YOUNG PEOPLE,
PARENTS AND STAFF
FOSTERS HIGH
QUALITY
LEADERSHIP AT ALL
LEVELS
AR
NG
HI
N IN
G A ND TEAC
WORKS TOGETHER
WITH PARENTS TO
IMPROVE LEARNING
WORKS IN
PARTNERSHIPS WITH
OTHER AGENCIES
AND ITS COMMUNITY
“Success is about developing creative skills: in problem-solving,
in technical activities, in music, art, design, media and drama.
It is about being enterprising, about becoming productive. It is
about learning to work effectively on your own or with others
in groups. Success is also about learning to express yourself,
becoming confident and assured, believing that the
contribution you make to society is valuable and will be
valued. It is about making thoughtful decisions and choices.
It is about feeling included and responsible for yourself and for
others and about learning to care about other people. It is
about learning to care about the world and wanting to make
it a better place now and for future generations.”5
5
How good is our school? The Journey to Excellence, page 11.
COUNT US IN
PROMOTING UNDERSTANDING AND COMBATING SECTARIANISM
VALUES AND
EMPOWERS ITS
STAFF AND YOUNG
PEOPLE
L
PROMOTES
WELL-BEING
AND RESPECT
Relevant quality indicator: QI 5.2 Teaching for
effective learning
Five keys to success for Human Rights Education:
>
Educational policies should promote a rights-based
approach
>
Policy implementation should be consistent and
regularly monitored
>
The learning environment should enable the practice of
human rights in the whole school community
>
Teaching and learning should be holistic and reflect
human rights values
>
Education and training of school personnel should
allow them to transmit human rights values.
UNESCO, 2006
Schools adopt a range of approaches to anti-sectarian
education which contribute to successful learning.
Promotion of active learning
Stewarton Academy in East Ayrshire organised a Peace and
Justice Week which included an extensive range of events,
visits, assemblies and presentations by pupils and others.
The school worked in partnership with local businesses and
charities to promote equal opportunity and a sense of
fairness. The school’s campaigning groups, the School
Co-operative Group and Young Amnesty International Group,
participated in assemblies during the week. A Peace and
Justice Week promoted discussion of equity issues at a local,
national and international level. Workshops and talks from
Islamic Relief, Glasgow’s Buddhist Centre, the Iona
Community and Christian Aid helped to promote positive
attitudes to religious diversity.
S3 pupils visited Glasgow’s St Mungo’s Museum of Religious
Life and Art and a Hindu Temple. S4 pupils participated in
presentations by Nil By Mouth which considered the use of
sectarian words, attitudes and actions in Scotland today. Nil
By Mouth established a set of ground rules for safe discussion
of sectarian language. The group defined sectarianism as
“narrow-minded beliefs that lead to prejudice, discrimination,
malice and ill-will towards members or presumed members of
06/07
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PROMOTING UNDERSTANDING AND COMBATING SECTARIANISM
In a number of schools and classrooms visited by HM Inspectors,
young people were actively involved in considering how to deal
with negative attitudes. They did this through identifying and
discussing with others, views and language which were
sectarian or which promoted religious intolerance. In such work,
the schools were taking forward aspects of a Curriculum for
Excellence through applying some its principles, including those
of challenge and enjoyment and relevance to children and
young people. Pupils found their learning challenging, engaging
and motivating and they saw the value of what they were
learning and its relevance to their lives, present and future.
another denomination”. Almost all young people were aware
of the list of sectarian terms, though a few had had no direct
experience of hearing them used. Some pupils were not
aware of the historical sources of such terms and some were
only aware of them in the context of football in the west of
Scotland. Pupils came up with a number of suggestions of the
best ways to challenge sectarianism.
Two neighbouring primary schools in Glasgow, St Mirin’s
Primary and Croftfoot Primary, one denominational and one
non-denominational, collaborated very successfully in a
cross-curricular topic entitled Sense Over Sectarianism. The topic
was used as a context for developing pupils’ literacy skills and
addressed important aspects of enterprise and citizenship.
During the project, pupils took part in the same lessons and
benefited from a number of visits to the wider community in
west central Scotland. In both schools, P7 pupils were involved in
co-operative learning6. Together, they took part in drama lessons
which considered attitudes relating to bigotry and sectarianism,
and they visited a local theatre company to develop their ideas
into a play. Through studying the novel The Divided City by
6
Cooperative learning is a teaching strategy in which pupils work together in groups comprising different levels
of ability in order to improve their understanding of a topic. Each group member is responsible not only for
learning what is taught but also for helping other group members learn.
St Michael’s Primary School and St Joseph’s College, Dumfries
and Galloway, a non-denominational and a denominational
school, were actively involved in working with the Centre for
Education for Racial Equality in Scotland (CERES). They studied
a topic which took into account aspects of bigotry and
sectarianism. Through the use of drama, pupils considered
how specific language is linked with bullying behaviour and
how pupils can sometimes seek to hurt and exclude others.
In St Michael’s, P6 pupils were actively involved in leading
discussions about what football meant to them. They talked
fluently about football allegiance and rivalry and wrote
imaginatively on a football-related topic. With the help of a
drama teacher from Education for Racial Equality in Scotland
(CERES) pupils performed various scenes and raps about
anti-sectarianism. They then shared their learning with the rest
of the school at assembly. In St Joseph’s College, S2 pupils were
involved in a series of challenging and enjoyable lessons which
used drama to promote anti-racism and anti-sectarianism. They
were of the view that it was better to learn about bullying this
way rather than through a set of worksheets in their personal
and social education lessons. Pupils also delivered an assembly
to the whole school on aspects of their work.
08/09
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PROMOTING UNDERSTANDING AND COMBATING SECTARIANISM
Theresa Breslin they explored issues of sectarianism and racism
in Glasgow. The author worked with pupils on analysing
characters in the novel and on improving aspects of their writing
skills. Pupils participated in visits to St Mungo’s Museum and the
study centres at Celtic and Rangers Football Clubs. At the end of
the topic, pupils from both schools performed their play for
parents from both schools. They produced posters, badges and
slogans on an anti-sectarian theme and a series of podcasts
about the project. In the podcasts, pupils questioned the then
First Minister and also one of the city’s MSPs. Pupils said that
they thought all pupils in Scotland should carry out this type of
work in class.
“In responding to everyday bigotry we can
Speak up when we hear or see bigotry
Question and identify bias when we see it
Be mindful of our own behaviours
Promote and appeal to higher principles
Set limits on what is said or done around us
Seek help and help others to work against bigotry; and
Remain vigilant and persistent.”
Speak Up for tolerance.org
Issues to consider
>
Are pupils confident that they can always speak out safely?
>
Are the conditions in the school right for this to happen?
Signposts for improvement
Engages young people in the highest quality learning activities.
>
Engage young people in cross-curricular events or special
days or themed weeks and extend the range of learning
experiences.
>
Collaborate in curricular work with other schools,
particularly those from other faith communities, and
enhance learning through visits, drama and active learning.
>
Use motivating contexts with relevance, challenge and
enjoyment for pupils, such as challenging sectarianism or
football.
Dimension 4
Fosters high quality leadership at all levels
DEVELOPS A
CULTURE OF
AMBITION AND
ACHIEVEMENT
REFLECTS ON ITS
OWN WORK
AND THRIVES
ON CHALLENGE
ND TEA
CH
ING A
RN
IN
G
EA
ENGAGES YOUNG
PEOPLE IN THE HIGHEST
QUALITY LEARNING ACTIVITIES
SUCCESSFUL
LEARNERS
CONFIDENT
INDIVIDUALS
EFFECTIVE
CONTRIBUTORS
RESPONSIBLE
CITIZENS
FOCUSES ON OUTCOMES AND
MAXIMISES SUCCESS FOR
ALL LEARNERS
LE
DEVELOPS A
COMMON VISION
AMONG CHILDREN
AND YOUNG PEOPLE,
PARENTS AND STAFF
FOSTERS HIGH
QUALITY
LEADERSHIP AT ALL
LEVELS
AR
NG
HI
N IN
G A ND TEAC
WORKS TOGETHER
WITH PARENTS TO
IMPROVE LEARNING
WORKS IN
PARTNERSHIPS WITH
OTHER AGENCIES
AND ITS
COMMUNITY
Dimension 4
• Leading learning
• Building leadership at all levels
• Leading the school community
• Guiding change
“Excellent leadership is inclusive. It involves a wide range
of people within the school, including pupils, who lead
on different aspects of the school’s work. The most
effective leadership will always focus on improving
children’s learning as its key priority.”7
7
How good is our school? The Journey to Excellence, page 56
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PROMOTING UNDERSTANDING AND COMBATING SECTARIANISM
VALUES AND
EMPOWERS ITS
STAFF AND YOUNG
PEOPLE
L
PROMOTES WELLBEING AND RESPECT
Relevant quality indicators: QI 9.2 Leadership and direction
and QI 9.4 Leadership of improvement and change
“I have a dream. I have a dream that my four little
children will one day live in a nation where they will not
be judged by the colour of their skin but by the content
of their character.
I have a dream today.”
Martin Luther King, 28th August 1963, Washington, USA.
Leadership for learning operates at a number of different
levels within Scottish education.
Leading learning: education authorities
HMIE identified some examples of very good practice within
education authorities in promoting diversity and tackling
aspects of sectarianism.
As a result of research into sectarianism, the Chief Executive
of Glasgow City Council was involved in setting up a
multi-agency group to manage the project Sense Over
Sectarianism. A key responsibility of Sense Over Sectarianism
was to distribute lottery funding among projects challenging
racism and sectarianism in the Glasgow area. The
management group included representatives from the City
Council, the two main football clubs, the Church of Scotland,
the Catholic Church and Nil By Mouth.
In 2004, Glasgow City Council with the support of the
Scottish Executive, appointed the coordinator of Sense Over
Sectarianism to a post within Education Services. She was
responsible for providing professional development on
approaches to combating sectarianism to over 400
headteachers. The coordinator worked closely with a number
of schools to support their work in challenging sectarianism.
Sense Over Sectarianism coordinated the development of
resources by providing literacy packs for primary and
secondary schools. The coordinator had strong links with
several local and national organisations which she helped to
plan, develop and deliver anti-sectarian strategies. These
activities enabled staff in schools to develop their confidence
in taking forward innovative practice in promoting diversity.
North Lanarkshire Council has carried out an audit of practice
in anti-sectarianism across schools with the aim of identifying
the range of practice across the authority and strengths and
areas for development in the approaches adopted. The Equal
Opportunities Support Officer in South Lanarkshire Council
offered a Challenging Sectarianism session as part of staff’s
continuing professional development. She organised witness
sessions drawn from best practice in the authority to promote
approaches to anti-sectarianism.
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HMIE’s report on the education functions of Glasgow City
Council noted the strong lead the council had given in
supporting and celebrating diversity and in addressing priorities
in promoting racial equality. School inspection evidence has
indicated that primary pupils, in particular, have responded
positively to imaginative initiatives aimed at reducing racism
and sectarianism.
Leading learning: schools
In Glendale Primary School, Glasgow, senior managers played
a key role in fostering the warm and welcoming atmosphere.
The headteacher actively promoted a strong ethos of
achievement for all pupils. She had led the development of
the anti-racist policy which ensured that the promotion of
racial equality was integrated into all aspects of the
curriculum. The school’s anti-racist programme was used
by the education authority as an example of best practice.
A strong sense of equality and fairness permeated all aspects
of the school’s work. Assemblies were used very effectively
both for religious observance and to celebrate religious
diversity. They were also used to develop pupils’ citizenship
skills. All teachers, pupil support assistants, visiting teachers
and senior managers displayed a very strong commitment to
improving pupils’ learning experiences and ensuring that they
contributed to their development as responsible citizens.
Pupils at P4 to P7 confidently identified examples of the ways
in which human rights can be infringed. By P7, pupils had a
well-developed understanding of racism and were able to
identify ways in which they could combat discrimination in
their everyday experiences. The school had been very
successful in establishing an inclusive ethos based on the
values of equal opportunities for all.
St Michael’s Primary School, Dumfries and Galloway, included
its work on anti-sectarianism in the school improvement plan
and linked it both to improving behaviour and to celebrating
the diversity of its pupils. At every stage in the development,
staff informed the School Board and parents of improvements
in equality and fairness and support for behaviour. Their work
was included in the don’t give it, don’t take it resource.8
8
Learning and Teaching Scotland – http://www.ltscotland.org.uk/antisectarian/
“If you can learn a simple trick, Scout, you’ll get along
a lot better with all kinds of folks. You never really
understand a person until you consider things from his
point of view… until you climb into his skin and walk
around in it.”
Harper Lee To Kill A Mockingbird
Robert Burns To A Louse
Issues to consider
>
Who are the people best placed to lead anti-sectarianism in
your school and authority?
>
How are anti-sectarian activities linked to the broad range
of action on inclusion and diversity?
Signposts for improvement
Fosters high quality leadership at all levels.
>
Work with the education authority to promote teachers’
confidence in promoting diversity and combating racism
and sectarianism and seek their support to plan, develop
and deliver a strategy to promote diversity.
>
Attend appropriate continuing professional development
opportunities.
>
Draw upon external speakers from relevant agencies.
>
Audit practice in combating racism and sectarianism.
>
Include promoting diversity and combating racism and
sectarianism as a priority in the school improvement plan.
>
Develop an anti-racism and anti-sectarism policy, ensure
that it is delivered in practice and evaluate its impact.
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“Oh wad some power the giftie gie us
To see oursels as ithers see us!
It wad frae monie a blunder free us,
An foolish notion…“
Dimension 5
Works in partnerships with other agencies and its
community
VALUES AND
EMPOWERS ITS
STAFF AND YOUNG
PEOPLE
REFLECTS ON ITS
OWN WORK
AND THRIVES
ON CHALLENGE
L
PROMOTES WELLBEING AND RESPECT
DEVELOPS A
CULTURE OF
AMBITION AND
ACHIEVEMENT
ND TEA
CH
ING A
RN
IN
A
G
E
ENGAGES YOUNG
PEOPLE IN THE HIGHEST
QUALITY LEARNING ACTIVITIES
SUCCESSFUL
LEARNERS
CONFIDENT
INDIVIDUALS
EFFECTIVE
CONTRIBUTORS
RESPONSIBLE
CITIZENS
FOCUSES ON OUTCOMES AND
MAXIMISES SUCCESS FOR
ALL LEARNERS
LE
DEVELOPS A
COMMON VISION
AMONG CHILDREN
AND YOUNG PEOPLE,
PARENTS AND STAFF
FOSTERS HIGH
QUALITY
LEADERSHIP AT ALL
LEVELS
AR
NG
HI
N IN
G A ND TEAC
WORKS TOGETHER
WITH PARENTS TO
IMPROVE LEARNING
WORKS IN
PARTNERSHIPS WITH
OTHER AGENCIES
AND ITS
COMMUNITY
Dimension 5
• The school in its community
• Working with partners to meet the needs of all children and young people
• Multi-agency approaches to improve learning
• Leadership and coordination
“No school operates in isolation. Children learn within,
through and about the community in which they live.
Wider links broaden their horizons even further. Many
people touch the lives of young people.”9
Relevant quality indicator: QI 8.1 Partnership with the
community, educational establishments, agencies and
employers
Some schools worked very well with a number of agencies
and organisations to promote diversity and extend the
environment for learning.10
9
10
How good is our school? The Journey to Excellence, page 66.
See also Dimension 1 Engages young people in the highest quality learning activities on page 5, for examples of
joint working and collaboration
Combating sectarianism through community activity
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Pupils in local schools benefited from a wide range of
activities to promote diversity and equality of opportunity,
organised by learners at Forth Valley College. A very active
equal opportunities committee led this work, which was
reflected in policies and implementation plans, and in related
activities within teaching units. Students on drama and leisure
industries programmes presented a series of anti-sectarianism
events involving local primary schools and well-known
professional footballers. The project culminated in a football
tournament for primary school teams, organised by the
students. The college displayed posters promoting
achievements of learners from minority groups within the
college in prominent public locations. The equal opportunities
committee distributed information on the ethnic composition
of the surrounding community and the coverage of issues
relating to diversity in college programmes to all teaching
units. This information ensured that the college’s policies and
actions to support learners from minority groups were set
within a clear understanding of the local context. All these
activities helped to embed the principles of equality, diversity
and inclusiveness widely across the college and within their
links with local schools and other organisations.
In the Larkhall area of South Lanarkshire, community and
learning development staff have considerable experience of
working closely with learners from the Gypsy Traveller
community through a range of approaches, including
innovative use of multi-media and information and
communications technology. They have made a good start
to responding to issues of sectarianism identified by local
residents. They have also promoted anti-sectarianism
programmes for young people in local secondary schools,
drawing on sports programmes and other youth work.
The Village Storytelling Centre in the Pollok area of Glasgow,
is a community-managed project supported by the Church of
Scotland. A Storyteller in Schools uses a community of
enquiry11 approach to stimulate thinking and citizenship skills
in local primary school pupils. Through partnership projects,
the Centre has published collections of traditional stories from
around the world and creative writing produced by local
people and asylum seekers, and circulated them to all
Glasgow schools. They have also addressed aspects of
sectarianism. The work of the Village Storytelling Centre has
resulted in a significant growth in self-confidence and
self-awareness among volunteers and participants. Their
understanding of racism and sectarianism and their capacity
to challenge these attitudes has also increased.
11
The ‘community of enquiry’ approach is designed to teach learners to think critically and creatively through
philosophical dialogue. It encourages them to ask questions, to listen and speak carefully, to accept and respect
differences of opinion, to be willing to change their minds, and to use a range of thinking skills.
The school in its community: using resources in the
local community
The school in its community: using football to combat
sectarianism
Glasgow City Council has worked very closely with its two
main football clubs, Celtic and Rangers, to develop an
extensive set of programmes, some of which focused on
challenging sectarianism. In recent years, both clubs have
been active in this area. Under the leadership of its current
Chairman, Rangers has distanced itself from discriminatory
practices. In 1996, Celtic launched its Social Charter which laid
out a set of principles for promoting diversity and challenging
racism and sectarianism. Since 2000, Rangers, in partnership
with Glasgow City Council, has operated a Study Centre
which has actively promoted diversity and opposition to
sectarianism. The Clubs have sought to increase the
involvement of Scottish Asian players in football and have
specifically welcomed young people from asylum seeker
families to their stadiums. Overall, both clubs provide an
extensive set of programmes to support pupils’ learning,
promote diversity and challenge sectarianism.
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St Mungo’s Museum of Religious Life and Art, Glasgow City
Council, provided a programme entitled Bigot Busters. This
programme examined different forms of sectarianism around
the world as exemplified by artefacts and images. The rivalry
between Celtic and Rangers and the attitudes it fosters were
an area of focus. The programme confronted the prejudice
demonstrated by supporters of each football team. Discussion
was supported by a clear set of grounds rules which enabled
pupils to report safely on examples of bigotry, prejudice and
sectarianism. After discussion, staff challenged the use of
bigoted terms. Pupils reflected on the harm caused by using
them and how they led to exclusion and bullying. Bigot
Busters was very effective in promoting diversity and
challenging bigoted attitudes.
The Old Firm Alliance has also been set up, with the support
of the Scottish Executive. Community coaches from both clubs
work with pupils on football skills over a ten-session
programme. Pupils from a number of schools, denominational
and non-denominational, have participated in such lessons
and found them very enjoyable. The final session involves
pupils from several schools coming together with their
coaches to consider aspects of health and well-being and
personal development. Coaches promote healthy eating by
describing the diets necessary for professional footballers.
Pupils also learn about effective teamworking by taking part
in a range of collaborative activities.
Both clubs now operate well-resourced study centres within their
stadiums, which young people have found highly motivating.
They offer shared programmes for pupils from neighbouring
primary schools, which include sessions on sectarianism. Old Firm
United, a programme organised by Glasgow City Council, involves
schools visiting both stadiums for a tour of the football grounds
in the week of a Celtic-Rangers fixture. On the day of the game,
the pupils assemble at the stadium hosting the fixture. They
participate in a series of events before the game which include
learning how to oppose sectarianism. The pupils then watch the
game together within the study centre. Pupils, such as those at
Greenview School, a special school for pupils with social and
emotional difficulties, have displayed high levels of interest
and enjoyment. They have taken part in football skills training
and anti-sectarian activities with the Old Firm Alliance.
Leadership and coordination: twinning arrangements
In North Lanarkshire, the education authority supported a
wide range of twinning arrangements. Woodlands Primary
School and St Margaret of Scotland Primary School enhanced
their existing links by developing a programme for P7 pupils
from both schools designed to counter sectarian attitudes.
The programme used drama and co-operative learning
approaches. Pupils met socially and enjoyed snack and interval
time as a group.
“Each of us is responsible for distancing ourselves from
bigotry, prejudice and intolerant attitudes… I encourage
all schools to ensure that their annual development
plans, standards and quality reports pay due recognition
to their efforts to develop… effective partnerships.”
Cardinal Keith O’Brien, May 2006
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A number of schools have been involved in very successful
twinning arrangements which promoted cooperation and
collaboration. In each case, a denominational school is
twinned with a non-denominational school. In Gourock,
St Columba’s High School and Gourock High School came
together with local churches to form Gourock Schools
Community Partnership. Headteachers and chaplains met
regularly and the group shared aspects of religious
observance and took part in events in each other’s schools.
In each school, pupils in Social and Vocational Studies classes
shared responsibilities for organising an annual concert for
senior citizens. Pupils demonstrated their enterprise skills by
selling tickets for the event and providing cakes and tea for
senior citizens.
Pupils from five secondary schools in Coatbridge, North
Lanarkshire, both denominational and non-denominational,
participated in a youth conference which focused on
challenging religious and racial intolerance, stimulating
discussion among young people and promoting respect for
diversity. The Religious Intolerance Youth Conference was
organised jointly by the Healthy Lifestyle Project, Sense Over
Sectarianism and the Global Education Centre. The conference
included around 30 pupils from Coatbridge schools, some of
whom also led sessions. Pupils led active discussions of
diversity issues. An extensive set of partners, including local
politicians, supported the conference. The conference
participants visited Auschwitz-Birkenau concentration camp in
Poland. Some pupils said that they came to realise that the
atrocities were undertaken by “ordinary people like you and
me”. Conference organisers produced recommendations for
developing and widening participation by pupils in considering
issues of religious intolerance in Scotland.
“Did I ask too much
More than a lot
You gave me nothing
Now it’s all I got
We’re one
But we’re not the same
Well we
Hurt each other
Then we do it again.”
One, U2
Leadership and coordination: shared campuses
Broomhouse Primary School and St Joseph’s Primary School,
also in Edinburgh, have begun to work together in a number of
ways following their move to a new building. Examples include
the Broomhouse Saints football team, a shared breakfast club,
and other events such as joint invitations to school visitors and
Eco School work such as the environmental garden. Easter
services are led jointly by the local minister and priest.
Cumbernauld Primary School and St Andrew’s Primary School share
a campus and continue to develop their twinning arrangements.
The schools come together for joint activities with the common
purpose of promoting the concept of good citizenship. Pupils
benefit from community-based after-school clubs shared between
the two schools. The schools also have a joint football team.
Senior managers work closely together and have developed a set
of shared aims. The schools have some shared targets in their
improvement plans. Pupils have participated in anti-sectarianism
work with Strathclyde Police and the Old Firm Alliance12. School
chaplains work closely together and have developed joint
approaches. End of term assemblies are held jointly.
“We realised that it was ordinary people like you and me
who did these things.”
Secondary pupils after a visit to a concentration camp
12
See Page 20 for information about the Old Firm Alliance
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Campuses shared between pairs of denominational and
non-denominational schools have been in place in Scotland for
some time now. In Edinburgh, Fox Covert RC Primary School
and Fox Covert Primary School, have shared their campus for
over 40 years. The schools operate separately but have some
joint policies, for example, for promoting positive behaviour
and anti-bullying. The schools share a number of teaching
areas and the dining hall, and pupils engaged in joint activities.
They jointly participated in a workshop for Show Racism the
Red Card, and the Active Schools coordinators planned
together with the headteachers to develop common events.
Issues to consider
>
How can you work with local schools, other educational
establishments and partner organisations to combat
sectarianism?
>
What partnership arrangements would enable and support
this work?
Signposts for improvement
Works in partnership with other agencies and its
community.
>
Extend and enhance the environment for learning through
working with organisations and agencies such as football
clubs, St Mungo’s Museum of Religious Life and Art and
Nil By Mouth.
>
Ensure more effective collaboration and cooperation by
developing and extending twinning arrangements between
neighbouring denominational and non-denominational schools.
>
In shared campuses, work together to extend effective
forms of twinning to promote forms of joint working and
help to combat sectarianism, and, where possible, share
targets in the improvement plan.
Dimension 9
Promotes well-being and respect
Dimension 9
• Promoting positive relationships within a learning, caring and inclusive school community
• Supporting children and young people
• Providing the whole school community with positive experiences that promote and
protect their health
• Promoting positive healthy attitudes and behaviours
24/25
VALUES AND
EMPOWERS ITS
STAFF AND YOUNG
PEOPLE
REFLECTS ON ITS
OWN WORK
AND THRIVES
ON CHALLENGE
L
PROMOTES WELLBEING AND RESPECT
ND TEA
CH
ING A
RN
IN
G
EA
ENGAGES YOUNG
PEOPLE IN THE HIGHEST
QUALITY LEARNING ACTIVITIES
SUCCESSFUL
LEARNERS
CONFIDENT
INDIVIDUALS
EFFECTIVE
CONTRIBUTORS
RESPONSIBLE
CITIZENS
FOCUSES ON OUTCOMES AND
MAXIMISES SUCCESS FOR
ALL LEARNERS
LE
DEVELOPS A
COMMON VISION
AMONG CHILDREN
AND YOUNG PEOPLE,
PARENTS AND STAFF
FOSTERS HIGH
QUALITY
LEADERSHIP AT ALL
LEVELS
AR
NG
HI
N IN
G A ND TEAC
WORKS TOGETHER
WITH PARENTS TO
IMPROVE LEARNING
WORKS IN
PARTNERSHIPS WITH
OTHER AGENCIES
AND ITS
COMMUNITY
Relevant quality indicator: QI 5.6 Equality and fairness
“Mental, physical and emotional well-being of young
people are essential preconditions for successful learning.
These qualities cannot be developed for individuals in
isolation from the health and well-being of the school
community as a whole.”13
13
How good is our school? The Journey to Excellence, page 102
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DEVELOPS A
CULTURE OF
AMBITION AND
ACHIEVEMENT
”It is necessary to dare to say that racism is a curable
disease. It is necessary to dare to speak of difference as a
value and to say that it is possible to find unity in diversity.”
Dancing with bigotry D Macedo and L Bartoleme
“Nothing is more terrible than to see ignorance in action.”
Goethe
Improving Scottish Education identified strengths across Scottish
education in terms of ethos, relationships and equality and
fairness. It notes that in recent years, schools have increased their
emphasis on citizenship and involving young people in decision
making. Some have used curriculum inserts to explore issues such
as citizenship and the law or anti-racism. However, practice is
uneven within and across schools. Pupils need to have sufficient
knowledge and well-developed thinking skills to develop a deep
understanding of issues relating to values and citizenship.
26/27
Successful promotion of inclusion, diversity and equality depends
on schools having whole-school approaches which in turn have
an anti-sectarian dimension. Hill’s Trust Primary School, Glasgow
City Council, and Edinbarnet Primary School, West
Dunbartonshire Council, are both examples of schools which
have promoted equality and fairness, including race equality and
anti-sectarianism through classroom experiences, extra-curricular
activities and specific projects. Teachers actively promoted racial
and religious equality and celebrated the diversity in pupils’
cultural backgrounds. Both schools worked with other schools
and agencies. For example, pupils from Hill’s Trust worked on an
anti-sectarian project with a local denominational school and
Edinbarnet worked with Strathclyde Police on an initiative to
combat sectarianism. In Breasclete Primary School, Eilean Siar,
equality and fairness were also key features of the school’s work
and pupils showed respect and tolerance for each other. In
particular, they had a very good understanding of anti-racism,
anti-sectarianism and respect for religious and cultural diversity.
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Promoting positive relationships within a learning, caring
and inclusive school community
Staff at Abercorn School, a special school in Glasgow, had
carried out an equality audit and identified strengths and
areas for development in preparation for their plans to extend
their work in promoting equality and fairness. The school
displayed a number of posters challenging racism and
homophobia and some pupils had been successful in the
national awards for Show Racism the Red Card.
As well as promoting positive approaches to health and
well-being, schools encouraged pupils’ involvement in wider
issues and engaged with campaigning and charitable work
linked to equality, diversity and fairness.
St Michael’s Primary School in Parkhead in Glasgow had
worked successfully in developing pupils’ understanding of
equality issues, including race equality. Its approaches included
discussions about fair trade, work on anti-sectarianism and
fund-raising for charities at home and abroad. In Greenfield
Primary School in Govan, pupils in P7 had been involved in a
project with Strathclyde Police about anti-sectarianism. They
responded well to this project and had developed a good
understanding of the problem of sectarianism in football.
In the services linked to Fallside School, North Lanarkshire
staff promoted a strong sense of equality and fairness and
took steps to promote racial equality through discussion and
displaying posters. The personal and social education
programme covered issues of tolerance and respect, as well
as bullying and sectarianism. Staff ensured that any
inappropriate remarks were picked up, challenged and
discussed with the pupils to develop better social skills.
The religious and moral education course developed pupils’
awareness of the diversity of beliefs and practices in the
world, and pupils were encouraged to discuss issues and
develop their own values.
Issues to consider
>
How does anti-sectarianism feature across the whole
curriculum in your school?
>
What different elements are needed to support, reinforce
and promote diversity?
28/29
Promotes well-being and respect
>
Promote inclusion, diversity and equality across the school,
not only in classroom experiences but also through linked
projects or campaigns against racism.
>
Ensure pupils develop very good understanding of the
harmful effects of sectarianism, racism and bullying and
actively work to place value on the right and
responsibilities of individuals.
>
Develop programmes that include the effective promotion
of pupils’ well-being and respect and in their personal
development cover issues of tolerance, respect and social
and emotional well-being.
>
Have high expectations for mutual respect and tolerance
among staff and pupils and ensure all work to develop
very good relationships.
>
Develop pupils’ confidence and self-esteem and encourage
pupils to be considerate towards others.
>
Within an effective set of programmes and approaches to
promote pupils’ personal development give appropriate
emphasis to valuing religious belief in various traditions
and cultures over time and to combating racism and
sectarianism.
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Signposts for improvement
30/31
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APPENDIX
Appendix 1 Summary of key features of successful
practice in combating sectarianism
Each of the key features of successful practice identified below
is linked to a specific dimension of excellence. They provide
examples of the kinds of actions you could consider when
planning for improvements in relation to anti-sectarianism.
For each dimension, we have also noted the relevant quality
indicators from How good is our school?. You can use these
quality indicators to evaluate the quality of your current
practice in combating sectarianism.
Dimension 1 Engages young people in the highest
quality learning activities
>
Engage young people in cross-curricular events or special
days or themed weeks and extend the range of learning
experiences.
>
Collaborate in curricular work with other schools,
particularly those from other faith communities, and
enhance learning through visits, drama and active learning.
>
Use motivating contexts with relevance, challenge and
enjoyment for pupils.
Evaluate your current practice using QI 5.2 Teaching for
effective learning.
Dimension 4 Fosters high quality leadership at all levels
>
Work with the education authority to promote teachers’
confidence in promoting diversity and combating racism
and sectarianism and seek their support to plan, develop
and deliver a strategy to promote diversity.
>
Attend appropriate continuing professional development
opportunities.
>
Draw upon external speakers from relevant agencies.
32/33
>
Audit practice in combating racism and sectarianism.
>
Include promoting diversity and combating racism and
sectarianism as a priority in the school improvement plan.
>
Develop an anti-racism and anti-sectarism policy, ensure
that it is delivered in practice and evaluate its impact.
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Evaluate your current practice using QI 9.2 Leadership and
direction and QI 9.4 Leadership of improvement and change.
Dimension 5 Works in partnership with other agencies
and its community
>
Extend and enhance the environment for learning through
working with organisations and agencies such as football
clubs, St Mungo’s Museum of Religious Life and Art and
Nil By Mouth.
>
Ensure more effective collaboration and cooperation by
developing and extending twinning arrangements between
neighbouring denominational and non-denominational
schools.
>
In shared campuses, work together to extend effective
forms of twinning to promote forms of joint working and
help to combat sectarianism, and consider sharing targets
in the improvement plan.
Evaluate your current practice using QI 8.1: Partnerships with the
community, educational establishments, agencies and employers.
Dimension 9 Promotes well-being and respect
>
Promote inclusion, diversity and equality across the school,
not only in classroom experiences but also through linked
projects or campaigns against racism.
>
Ensure pupils develop a very good understanding of the
harmful effects of sectarianism, racism and bullying and
actively work to place value on the right and responsibilities
of individuals.
>
Develop programmes that include the effective promotion
of pupils’ well-being and respect and in their personal
development cover issues of tolerance, respect and social
and emotional well-being.
>
Have high expectations for mutual respect and tolerance
among staff and pupils and ensure all work to develop
very good relationships.
>
Develop pupils confidence and self-esteem and encourage
pupils to be considerate towards others.
>
Within an effective set of programmes and approaches to
promote pupils’ personal development give appropriate
emphasis to combating racism and sectarianism.
Evaluate your current practice using QI 5.6 Equality and fairness.
Appendix 2 Education authorities, schools and other
organisations visited
HM Inspectors of Education would like to thank the following
education authorities, schools and organisations for their
cooperation.
Schools
Anderston Primary School and St Patrick’s Primary School,
Glasgow
>
Forrester High School, City of Edinburgh
>
Fox Covert RC Primary School and Fox Covert Primary
School, City of Edinburgh
>
Glassford Primary School, South Lanarkshire
>
Gourock High School and St Columba’s High School,
Inverclyde
>
James Gillespie’s High School, City of Edinburgh
>
Larkhall Academy, South Lanarkshire
>
Loch Primary School, South Lanarkshire
>
Pirniehall Primary School, City of Edinburgh
>
St Andrew’s Primary School and Cumbernauld Primary
School, North Lanarkshire
>
St Andrews Secondary School and Lochend Secondary
School, Glasgow
>
St Augustine’s High School, City of Edinburgh
>
St Joseph’s College, Dumfries and Galloway
>
St Joseph’s Primary School and Broomhouse Primary
School, City of Edinburgh
>
St Michael’s Primary School, Dumfries and Galloway
>
St Mirin’s Primary School and Croftfoot Primary School,
Glasgow
>
Smithycroft Secondary School, Glasgow
>
Stewarton Academy, East Ayrshire
34/35
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>
Education authorities
>
Glasgow City Council
>
North Lanarkshire Council
>
South Lanarkshire Council
>
City of Edinburgh Council
>
Dumfries and Galloway Council
>
Inverclyde Council
Agencies and other organisations
>
Nil By Mouth
>
Polmont Young Offenders Institution
>
Celtic Football Club
>
Rangers Football Club
>
The Centre for Education in Race Equality in Scotland
>
St Mungo’s Museum of Religious Life and Art
>
Sense Over Sectarianism
>
The Mark Scott Foundation
A good range of resources to support anti-sectarianism can be
found on the don’t give it, don’t take it website at
www.ltscotland.org/antisectarian.
www.hmie.gov.uk
£10.00
© Crown copyright 2007
RR Donnelley B51172 09-07
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www.hmie.gov.uk
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