GREAT NEWS FOR ECIS MEMBER SCHOOLS!
To provide our schools with a starting point in their journey towards a more inclusive world, ECIS together with partners, The Global Equality Collective, have launched an app that simplifies the process of working towards equality, diversity, and inclusion. Our Member schools can download the app for a special price of £250. It which features 2 simple checkbox assessments to monitor your school’s equality and inclusion status: one checklist for the leadership team, and one for the employees. The Global Equality Collective app is available on all devices, giving you and your staff immediate access to your equality and inclusion status, easily identifying gaps, and providing you with an action plan and a kitemark. Interested? Contact GEC for more information.
SECONDARY DRAMA SCHEME OF WORK
This scheme of work addresses the issue of prejudice towards members of the Traveller community through drama, in particular how racist language can lead to tragic circumstances. The scheme of work places an emphasis on delivering the key areas of study: making, performing, responding and evaluating. It is designed with enough flexibility for it to be adapted for any secondary age group and has been trialled successfully with learners from Key Stage 3 (KS3) – Key Stage 5 (KS5). The scheme of work is intended to be taught by a secondary drama specialist and should be used whether or not Travellers are in attendance at the school. Cultural awareness support is available from the Local Authority’s Travellers Education Service. “A culturally relevant and affirming curriculum is important for all pupils. It is particularly important for children and young people from Gypsy Traveller backgrounds to see their culture, history, language and values reflected in their school experience. All schools, whether or not Gypsy Travellers are on roll, should have resources in classrooms and libraries which give a positive view of their culture and lifestyle. This adds to the quality and accuracy of knowledge for all children.“ (Aiming high: Raising the achievement of Gypsy Traveller pupils, DfES/0443/2003) Johnny Delaney was a teenager when he died. So were the boys who killed him. His story is a true story. The scheme of work provides workshop style lessons and the scope to create an entire piece of drama by the end of the scheme. There should be enough capacity within the work for all abilities to be catered for by the drama teacher. There is also a short play script included in this pack, which is suitable for assemblies and to use alongside the scheme of work. I hope that all who participate in this work are moved by Johnny’s story and are able to question their own prejudice and the prejudice of others. LEARN MORE
THE DIVERSITY COLLECTIVE
With the recruitment season on its way for the 2021-2022 school year, we are proud to introduce a recruitment platform that truly honors diversity, equity and inclusion, The Diversity Collective. It is a website that connects underrepresented minorities and LGBTQIA+ educators with schools that are seeking to diversify their faculty and leadership team members. Please join us by signing up as a school, teacher, or leader at no cost.
about Teachers or Leaders: https://www.thediversityfair.org/signup
For schools, please assign someone who will create a profile for your school. We recommend the head of school’s executive assistant, or someone in HR as the site asks for personnel and demographic information of your leadership team and faculty.
AWARDED FOR THEIR ACTIONS
This spring, the Education Collaborative for International Schools (ECIS), has awarded two scholarships (bursaries) for two university students who graduated from an ECIS member school to enable their access to higher education institutions. The recipients this academic year was Leila Belkacem, a final-year Saharawi refugee student studying at United World College in Maastricht, Netherlands, who was awarded full fees for the first year of her university course studying Civil Engineering at the University of Twente in the Netherlands. During her time at UWCM, Leila began building leadership experiences such as organising activities with orphaned children, as well as guiding visually impaired people in Italy with the association TravelEyes, before she went on to found the “Under The Sun” project with a group of friends. The objective of Leila’s project is to improve the living conditions of Sahrawi refugees in Algeri, installing air-conditioning systems to prevent heat exhaustion in the camps and replacing failing steel water tanks with cleaner cement ones. The project extended across other schools and universities such as UWC Dilijan and the University of Granada and saw seven successfully installed air-conditioning systems with a further number planned in the summer.
A runner-up award of £2,000 went to Eylul Polat, a current Biochemistry student at King’s College London, to enable her studies related to her interest in disease research, drug discovery, and drug production. Forming a part of the Diabetes Research Group at King’s, Eylul believes that the use and the development of technologies at KCL, and her participation funded by the grant, will contribute to help her further research into more user-friendly drugs. Kam Chohan, Executive Director of ECIS, commented that “our commitment at ECIS is to support students, to help them achieve their goals is of utmost importance to us. Equal access to opportunity for all students is what we strive to achieve, as shown by our recently launched mentoring scheme. We are honoured and humbled to support these two young people in their dreams to contribute to a better world”. The ECIS University Scholarship usually awards one £10,000 scholarship per year, payable directly from ECIS to the university at the beginning of the first term of yearly enrolment, as a way to employ membership funds to advance international education and uphold the organisation’s commitment to higher education access. In this academic year, two awards were funded. Learn more.