No Outsiders We Belong Here

What does modern Britain look like and how do we prepare our children for life in an ever-changing world? We want children to be able to live and work anywhere and with anyone without fear and without judgement. Schools need a strong, confident framework where young people are taught to explore and value their own identities and the identities of others. No Outsiders is a whole school ethos teaching children that everyone is different, and everyone belongs: there are no outsiders at our school because everyone is welcome. Using this book and a common language threaded throughout the school, we can work to challenge prejudice in wider society. The book includes: 43 lesson plans and assembly ideas. A framework to deliver an inclusive curriculum built around picture books written for children aged 4-11, many of which will already be in school libraries. The stories of Head Teachers, speaking of their journeys, challenges, and successes. Innovative ways to keep parents informed and involved. Steeped in current practice and easy to implement in your school, No Outsiders: We Belong Here expands the No Outsiders collection with a wealth of new lesson plans and will be an essential resource for primary school teachers, school leaders, and teacher-training providers.

The new Ofsted framework evaluates the behaviour and safety of pupils at the school. This resource provides over 100 lesson plans promoting: recognition of different emotions and behaviours; practice in responding to those different emotions and behaviours; good behaviour towards, and respect for, other young people and adults. Each lesson plan is linked to a children's book and references SEAL. Lessons can support Literacy, PSHE and citizenship. Lesson plans are bracketed into year groups and five or six-week modules that give schools the opportunity to deliver specific projects on anti-bullying / safeguarding, pupil voice and transition. There are also modules covering emotions such as anger, loneliness, excitement, jealousy, kindness, pride and confidence. This is a comprehensive, accessible and invaluable tool for every classroom.

The No Outsiders programme promotes an ethos of inclusion and tolerance, and aims to prepare children for life in modern Britain. Expanding the scheme published in the 2015 book, No Outsiders in Our Schools, this book is designed to further support educators as they make the No Outsiders ethos part of their school culture at a time when messages of fear and division are rife. Written by a practising teacher whose work to promote equality has been globally celebrated, this book provides lesson plans for use in classes from EYFS to Year 6. Key features of the resource include: • plans for delivering the No Outsiders message through assemblies and classes, allowing for a flexible approach • recommendations for picture books that can be used to support messages of diversity and inclusion • a scheme of work designed to meet the requirements of the Equalities Act (2010) and support teachers as they prepare to implement the new Relationships Education curriculum (2020). It is the responsibility of primary schools to promote equality and diversity. This is a vital resource for all teachers and trainee teachers as they prepare children for a life where diversity is embraced and there is no fear of difference.

This brand new resource provides much needed support for every primary school in the delivery of the objectives outlined in the Equality Act 2010; and in the provision of personal, social, health and economic education (PSHE) for every child. This resource provides teachers with a curriculum that promotes equality for all sections of the community. But more than that, the resource aims to bring children and parents on board from the start so that children leave primary school happy and excited about living in a community full of difference and diversity, whether that difference is through ethnicity, gender, ability, sexual orientation, gender identity, age or religion. The resource includes 5 lesson plans for every primary school year group (EYFS- Y6) based upon a selection of 35 picture books. Issues addressed include: gender and gender identity, religion, sexual orientation, disability and age. There is an introductory chapter explaining the legal framework behind the resource, quoting Ofsted and the DfE. A second chapter focuses on creating the whole school ethos through assemblies, school displays and after school clubs. A third chapter focuses on engaging parents. Age 7+ Format 96pp, paperback (245 x 171mm) Andrew has been a full time teacher for 20 years and is currently the Assistant Head Teacher in a large primary school in inner city Birmingham.

This is the ideal guide for those studying contemporary fiction for the first time. The last twenty-five years have seen an explosion of new developments in the English language novel. Because of its enormous diversity, however, the field of contemporary fiction studies can appear complex and confusing. Jago Morrison's Contemporary Fiction provides a much-needed accessible introduction to the field. He enables readers to navigate the subject by introducing the key areas of debate and offers in-depth discussions of many of the most significant texts. Writers examined include: Ian McEwan, Maxine Hong Kingston, Jeanette Winterson, Toni Morrison, Salman Rushdie, Angela Carter, Hanif Kureishi, Buchi Emecheta and Alice Walker. Tackling issues such as history, time and narrative, the body, race and ethnicity, this represents an important contribution to the understanding of contemporary fiction.

In a world overcrowded with labels, don't allow your identity to be defined by other people. Learn how to take back your power, choose to feed the aspects of your identity that serve you, and let go of those that don't. Everyone feels like an outsider at some point in their life-when we walk into a room and think to ourselves, I don't belong here. To avoid these feelings of exclusion, many of us hide our authentic selves and allow others to define our identity. You Belong Here offers a new framework that allows each of us to define how we want to be seen, heard, and valued on our own terms so we feel a sense of belonging in any situation. Further, it serves as a launchpad for organizational leaders and culture builders to create safe spaces for individuals to show up as their authentic selves. Readers will explore our four identities: Our Lived Identity is made up of the aspects of our identity we inherit when we are born into the world. Our Learned Identity includes the parts of our identity that we've chosen or claimed as we make our way through the world. Our Lingering Identity is the identity we default to when we feel like an outsider and fall back into as a survival mechanism. Our Loved Identity is where we find our authentic selves and see ourselves through a lens of empowerment. In the journey to understand our past experiences and how society has established barriers to entry, we can design our own future, rooted in our Loved Identity. We learn to rewrite the stories that aren't serving us and embrace the ones that do. Rather than look for a seat at someone else's table, we find the tools to build our own. When we fully leverage this and live with authenticity and purpose, we can be seen, heard, and valued in a way that gives us a sense of belonging at home, at work, and in society. Belonging is realized when we understand everyone is an outsider and it's the power to create space for those differences that unite us all.

In a fascinating collection of interviews, renowned author Maxine Hong Kingston talks about her life, her writing, and the role of Asian-Americans in our history. As her books always hover along the hazy line between fiction and memoir, she clarifies the differences and exults in the difficulties of distinguishing between the remembered and the re-created.

This volume traces the formation of the Asian American literary canon and the field of Asian American Studies from 1965-1996. It is intended for an academic audience, ranging from advanced undergraduate students to scholars from a variety of disciplines, interested in the formation of Asian American literary studies from 1965-1996.