ACfE case studies

Stewarton Academy

Report On Anti-Sectarian Good Practice AtStewartonAcademy, Stewarton,

East Ayrshire

CONTEXT

Stewarton Academy is a non-denominational high school situated in the town of that name in East Ayrshire.  It serves local villages and the surrounding rural areas which have a mixture of public and private housing.  The nearest large town is Kilmarnock; Glasgow is about 15 miles to the north.  The school accommodates approximately 850 pupils with a staffing complement of 61.4 FTE; its free school meal entitlement is considerably below the East Ayrshire and national averages.

The HMIE (Her Majesty’s Inspectorate of Education) report of October 2005 noted the school’s strengths in providing a high standard of pastoral care and in promoting enterprise and citizenship through a wide range of curricular and extra-curricular activities, and its achievements, within a good learning environment, in promoting understanding across a range of equality and diversity fields such as race, culture and gender.  Additionally, the school was considered to have good relationships with parents, the local community and neighbouring schools.

HMIE also noted the extensive recent changes in the composition of the senior management team (SMT) and the appointment of a new headteacher in late 2004–5.

TAKING AN ANTI-SECTARIAN INITIATIVE

The school’s attention to anti-sectarianism grew from its longer-term and ongoing commitment to addressing issues of social justice, equality and diversity. Though there are no recent reports of significant sectarian activity in the area, religious loyalties linked to football are widespread among pupils and it has been necessary in the past for the school management to forbid their expression in aggressive and/or discriminatory forms.  It was therefore decided to address the issue of sectarianism directly and to begin the process by making the topic a key feature of the school’s annual Peace and Justice Week in October 2004.  This event is organised by a joint pupil/staff committee in consultation with the SMT and the wider school community.

The main elements of anti-sectarian work took place through an in-school workshop run by Nil by Mouth and a workshop on Citizenship and Sectarianism conducted at St Mungo’s Museum, Glasgow; related sessions offered pupils the opportunity to consider issues of prejudice and discrimination such as racism in football and the situation of refugees and asylum seekers in Scotland.  These sessions were well attended, prompting increased interest from pupils and staff.

The key focus of this report is how the school has mainstreamed anti-sectarian education within a continually developing matrix of equality, diversity and anti-discriminatory elements, across both the formal curriculum and the wider range of activities already planned. The use of particular events to kick-start and regularly refocus attention is accompanied by ongoing study and explorations in classrooms, where the process of development feeds back into future planning and presentations.  Progressively, anti-sectarianism is being included as a cross-curricular element in an emerging Curriculum for Excellence format.

PREPARATION AND PLANNING

Prior to the 2004–5 school session, the issue of sectarianism had arisen through the formal curriculum in such subjects as Religious, Moral and Philosophical Studies (RMPS) and Personal and Social Education (PSE). However, since then, it was decided to give the topic a specific whole-school focus and to consider how this field might be mainstreamed and included in future curriculum development related to A Curriculum for Excellence (ACE).  Consultation, preparation and planning were undertaken by the school management with the active participation of the well-supported Peace and Justice and Equal Opportunities Committees.

Outside speakers and agencies were contacted for contributions, suitable materials such as films were accessed, and local religious representatives expressed their interest and support.  The focus on sectarianism was featured in an assembly and further publicised through Peace and Justice Week materials.  Information was also issued to parents; experience has shown this to be important and to result in positive outcomes, if done appropriately.  Staff were informed and consulted about the short-  and longer-term aims of the initiative which did not involve the acquisition and input of significant additional resources.

PROCESSES AND PRODUCTS

The cooperative relationship in which the school has engaged with such agencies as Nil by Mouth, St Mungo’s Museum and the Iona Community, plus the use of a wide range of relevant audio-visual resources (e.g. Hotel Rwanda, Rat-Catcher) has deepened understanding of the related fields of sectarianism and religious intolerance, which have also been directly addressed in Religious Studies via units on the nature of belief and the various Christian denominations.

Progressively, departments, where relevant and possible, are including anti-sectarianism and other equality issues in their ACE-related planning.  This process is being required, coordinated and supported by senior management.  For instance in Modern Languages information on other cultures (including religions) is embedded in the curriculum and attention is given to developing vocabulary to discuss value-based issues, with a view to enhancing mutual understanding and respect.

Increased effort is now devoted to establishing anti-sectarianism as a whole-school priority, so that its consideration spreads beyond the traditional subjects of Personal and Social Education and Religious Studies.  It is being organisationally linked, in a conscious and planned manner, with related measures to tackle bullying, racism and gender inequality and to make better provision in the disability field.

The anti-sectarian initiative has drawn attention to the need for better consultation with, and giving information to, parents who have expressed interest in being more closely involved.  The desirability of working in partnership with other schools was also highlighted as an important aspect of the process.

WHAT THE PUPILS LEARNED

Informal feedback from pupils identified the following areas where increased understanding and knowledge had occurred:

•        the history and current context of sectarianism

•        the impact of sectarianism globally and in the local community

•        the linkage between sectarianism / religious intolerance and other forms of social division and discrimination

•        their capacity to study constructively an area of great complexity and dispute

•        the ability to link their school work to an issue of local concern and importance in partnership with others

•        confidence that their work is relevant and that, as individuals, they can make a difference

•        the importance of promoting their own wellbeing and that of others.

SPECIFIC ANTI-SECTARIAN DEVELOPMENTS

Though there has been no formal impact assessment or evaluation it was felt that

·               the commitment to the school’s multi-faith approach has been enhanced and is more appreciated by students and staff

·               pupils’ interest in the origins and deeper meaning of religious and non-religious beliefs and affiliations has grown, in terms of both local and global manifestations

·               the polarised nature of sectarianism offers young people opportunities to learn more effectively about this and other related elements of individual and social identity; to get the best results, open-ended, cooperative and discursive educational approaches are required and this can be very demanding for teachers

·               combating sectarianism through education links closely with other discriminatory fields characterised by prejudice; training and classroom resources should reflect these connections

·               there appears to be, conceptually at least, a wider recognition of religious diversity and a growing commitment to countering religious bigotry; there is less confidence about developing positive inter-faith cooperation

·               an interesting observation was that, particularly through its link with Scottish football, the issue of sectarianism attracts the active interest of a significant proportion of boys

·               there is a considerable amount of assistance available from other agencies, parents and community members in tackling sectarianism

·               the commitment of the school to pursuing issues of equality, justice and diversity – in both policy and practice terms – has been a vital resource in addressing sectarianism.

MANAGEMENT AND LEADERSHIP

The success of this relatively new equalities and diversity strand has stimulated interest in mainstreaming equalities issues within the school. The process of mainstreaming anti-sectarian education required considerable preparation and planning.  With careful planning, this process has proceeded smoothly.

The committee structure already referred to allowed for significant delegation. However, the commitment of the headteacher and senior management team to lead by example was a vital component. The Religious Studies head of department, who is widely respected, has contributed both initiative and expertise in initiating and sustaining the work.

CONTRIBUTIONS TO A CURRICULUM FOR EXCELLENCE

As has also been indicated, the effort to mainstream anti-sectarianism as one interconnected element in the school’s commitment to equality and justice has been a key contribution made by Stewarton Academy. The school’s approach underscores the contribution which attention to identity, anti-discriminatory and diversity issues offers in promoting enterprising and creative pathways for enhancing confidence, success in learning, responsibility and respect for self and others.

FUTURE PLANS AND PROSPECTS / SPREADING GOOD PRACTICE

The school plans to continue embedding anti-sectarianism, as an equalities/anti-discriminatory strand, in the overall work of the school. As an element it is recognised as particularly pertinent to subject areas such as PSE, History/Modern Studies and Religious Studies. However, as all departments are progressively required to plan and deliver their contributions to A Curriculum for Excellence, they will be encouraged to include equality considerations, including anti-sectarianism, in assisting young people to develop skills and levels of maturity needed in today’s complex and diverse world.

The school continues to feature anti-sectarianism in its annual Peace and Justice week, while building on the high-quality relationships formed with partners such as Nil by Mouth. There are also plans to work collaboratively in this field within the local learning community, to develop links with interested Kilmarnock schools and progressively to build up contacts nationally and internationally as a means of comparing local anti-sectarian perspectives with experience elsewhere. A wider aim is to assist pupils to understand better the broader issue of religious intolerance, so that they may respond to it in a better informed and constructive manner.

A JOURNEY TO EXCELLENCE

In terms of A Journey to Excellence, the following key dimensions were addressed in the work undertaken, and continue to be so:

Dimension 1:       the engagement of young people in high-quality learning experiences

Dimension 4:       the fostering of leadership skills and initiative among pupils

Dimension 5:       working in partnership with other agencies and the community

Dimension 8:       valuing and empowering staff and pupils

Dimension 9:       promoting wellbeing and self-respect

Dimension 10:     providing opportunities for achievement and contribution

FOR FURTHER INFORMATION

For further information about the work of Stewarton Academy, contact the headteacher.

Stewarton Academy
Cairnduff Place
Stewarton
Kilmarnock
KA3 5QF

Headteacher:    Sandra Leslie

Telephone:        01560 482342

Email:               leslie@east-ayrshire.gov.uk