November 2016www.t2group.co.uk
What does Global Citizenship look like in the Classroom - See inside for details
edgeachievers
edition 29
Inside This Issue
INSIDE
CALENDAR OF HEALTH & WELL-BEING
GLOBAL EVENTS
Welsh LanguageCommissioner
publishes first 5-year report
10 reasons why competition is good for young people
Not happy with something ?Let us know how we can improve !
We are always open to suggestions to how we can improve, let us know at [email protected]
Anyone’s suggestions which are implemented will receive a £20 Amazon voucher.
Head Office Melrose Hall, Cypress Drive, St Mellons, Cardiff, CF3 0EG
Tel: 02920 799 133 Fax: 02920 819 515 Email: [email protected] Web: t2group.co.uk
Role Models Wanted !t2 group strives for equality and to encourage the engagement of all learners, and to make sure we have a rich mix of learners, from as diverse a background as possible.
Some groups are more difficult to reach than others, so to help encourage engagement from them we’d like your help. If you feel you could represent any of the following groups and have a positive story you could share, please get in touch.
The Characteristics of the 9 groups are set out below:
1. Age2. Disability3. Gender reassignment4. Marriage and civil partnership5. Pregnancy and maternity6. Race7. Religion and belief8. Sex9. Sexual orientation
If you feel you’ve a story to tell, that might help others feel more motivated, then please contact us [email protected]
What’s
On? around the UK?November
1 All Saints Day5 Bridgewater Guy
Fawkes Carnival5 Under Armor Series - 6 Nations5 Wales v Australia6 F1 Mexico Grand Prix 11 Armistice Day11 Tenby Blues Festival 13 Remembrance Sunday 19 Wales v Japan - Under Armour
Series Principality Stadium19 Exeter Christmas Market24 Thanksgiving USA25 Black Friday26 Cornwall Film Festival30 NEC Wheelchair Tennis Masters,
Lee Valley Hockey and Tennis Centre - QEOP
December
1 Sean Lock Wales Millennium Centre, Cardiff
2-3 Revolution Cycling Champions League Final, Lee Valley Velopark - QEOP
25 Christmas Day31 New Year’s Eve Fireworks central
London and everywhere
January
1 New Year’s Day15 Manchester United v Liverpool
Old Trafford25 Robert Burns Night28 Chinese New Year
(Year of the Rooster)
Health & Well-being
events 2016
November
1 World Vegan Day1 World Diabetes Day2 Stress Awareness Day4 Wobbly Wednesday (eyes)5 Allergy & Free Form
Show (North)8 Cook Something Bold
and Pungent Day13 World Kindness Day16 GIANT Health Show17 TAKE a Hike Day 17 World Prematurity Day25 Flossing Day30 Computer Security Day
December
1 Human Rights Month1 Eat a Red Apple Day3 Disability Day5 Bathtub Party Day8 Brownie Day10 Human Rights Day16 Day of Reconciliation31 Make up your Mind Day
January
1 Motivation and Inspiration Day 1 Personal Trainer Awareness Day2 Weigh-in Day4 Hypnotism Day13 Aurora Cardiff19 Womens Healthy Weight Day22 Celebration of Life Day22 Beta International - NEC22 Eyecare Conference
& Exhibition
ESDGC and Equality & Diversity
events 2016
November
1 All Saints Day1 Extra Mile Day6 Orphan Sunday7 National Recycling Week9 World Freedom Day11 Armistice Day11 Remembrance Day13 World Kindness Day16 International Day of Tolerance20 Universal Children’s Day21 World Hello Day30 St Andrews Day
December
1 World Aids day1 Antarctica Day2 Day for the Abolition of Slavery3 Day of Persons with Disabilities5 World Soil Day9 LOST and FOUND Day10 Human Rights Day11 International Mountain Day16 Day of Reconcilliation18 International Migrants Day25 Christmas Day31 Hogmanay
January
4 World Braille Day5 Bird Day6 Kings Day 18 World Religion Day26 Spouses Day26 Australia Day27 National Geographic Day
Keeping Safe in the Festive Season80,000+ people need hospital treatments for incidents over the festive period
Christmas accident statistics:
• Since 1996, 31 people have died from watering their Christmas tree with the lights plugged in
• 1 in 10 people burn themselves while setting fire to Christmas pudding
• 350 people a year are hurt by Christmas tree lights• 1,000 people a year are hurt when decorating their homes• 30 people die from food poisoning each Christmas• People are 50% more likely to be in a house fire at
Christmas than at any other time of the year
Keep your house safe:
• Do not leave candles unattended• Ensure Christmas wrapping and cards are clear of
open flames• Keep clutter to a minimum to reduce the risk of falls• Beware of trailing cables – invest in a cable tidy to keep
wires to a minimum• Look out for small items e.g. cracker prizes that could cause
a choking hazard in small children• Keep scissors at hand to open any packaging, and have
screwdrivers ready to assemble toys. Do not use a knife
Fireworks: the law
You can’t buy ‘adult’ fireworks if you’re under 18, and it’s against the law for anyone to set off fireworks between 11pm and 7am, except on certain occasions.
Adult fireworks are category 2 and 3 fireworks - they don’t include things like party poppers. Category 4 fireworks can only be used by professionals. The law says you must not set off or throw fireworks (including sparklers) in the street or other public places.
You must not set off fireworks between 11pm and 7am, except for:
• Bonfire Night, when the cut-off is midnight• New Year’s Eve, Diwali & Chinese New Year, cut off is 1am
Check with your council to find out about any local rules for setting off fireworks. Get information about firework safety from The Royal Society for the Prevention of Accidents and the Health and Safety Executive.
Buying fireworks
You can only buy fireworks (including sparklers) from registered sellers for private use on these dates:
• 15 October to 10 November & 26 to 31 December• 3 days before Diwali and Chinese New Year
At other times you can only buy fireworks from licensed shops. You can be fined up to £5,000 and imprisoned for up to 6 months for selling or using fireworks illegally. You could also get an on-the-spot fine of £90.
Sources: nhs.uk, rospa.com, reviewmyclaim.co.uk & firstaidforlife.org.uk
FIREWORKSBE SAFENOT SORRYALWAYS FOLLOW THE CODE
The opportunities our fast-changing ‘globalised’ world offers young people are enormous. But so too are the challenges. Even very young children are trying to make sense of a world full of division, conflict, environmental change, and extreme inequality and poverty.
Our learners are entitled to an education that equips them with the knowledge, skills, ideas and values they need to embrace the opportunities and challenges they encounter and to create the kind of world that they would like to live in. ‘Education for global citizenship’. By definition, global citizenship involves engaging with distant places and different religions and cultures, but this is never undertaken in isolation from our own lives and communities. The focus is rather on exploring what links us to other people, places and cultures, the nature and equality of those relationships, and how we can learn from, as wel as about, those people, places and cultures.
Given the interconnected and interdependent nature of our world, ‘ global ‘ is not ‘out there’. Our links to people and places on every continent means the global is part of our everyday lives:
• Socially and culturally through the media and telecommunications, and through travel and migration
• Economically through trade and international finance
• Environmentally through sharing one planet• Politically through international relations and
systems of regulation
The Global Citizen
• Is aware of the wider world and has a good sense of their own role as a world citizen
• Respects and values diversity• Has an understanding of how the world works • Is committed to social justice• Participates in the community at a range of
levels, from the local to the global• Works with others to make the world a more
equitable and sustainable place• Takes responsibility for their actions
A new Global citizenship is a delicate concept to communicate, but can have far reaching influences over learners appreciation of their place and role in the world – the best way we find is to use a toolbox of powerful stats to help learners stop and think.
“For example nearly half the world’s population lives on less than £2 a day and 0.5% of the world’s population holds more than a third of the world wealth.” The UN has a good site with statistics on different issues.
Use the news as a platform to discuss key issuesFor example, talk about democracy with the election, or use a hurricane to talk about development, disasters and climate change.
What does
Global Citizenship look like in the Classroom
Food is an issue everyone can connect to easily Food is now a critical global issue, after decades of improvements, globally hunger is now increasing and one in eight people don’t have enough to eat. This is an issue learners can connect to easily. You can find a range of resources, for example Oxfam’s Food for Thought resource and organisations like Action Aid has good resources too. You can also find a variety of resources on food and hunger on the Guardian Teacher Network.
Learn about the Millennium Development GoalsThere were eight global poverty reduction goals agreed in 2000 to be achieved by 2015. The former prime minister was recently at a meeting in Paris to discuss what we now do from 2016 – there were some successes but many challenges and a great opportunity for debate.
Start with human rightsThe 1948 UN Declaration of Human Rights (UDHR) is a commitment to everyone sharing a set of basic fundamental rights, and young people understand this. You can bring a range of issues back to it - for example 67 million children are denied the right to education every year - a rich topic to discuss. see UNICEFs Rights Respecting Schools Award. See also these resources from Amnesty which explore human rights as a preparation for entering the Young Human Rights Reporter competition 2013 Global inequality and self-sufficient education are explored in this resource by the charity Teach a Man to Fish.
Challenge perceptions about the worldA good starting point is Miniature Earth which represents the earth if it were a village of 100 people. Maps are also useful, for example the Guardian’s climate change maps, or Oxfam’s resource about map projections.
Get learners thinking about power structures? For example with the global food system, four companies control over three quarters of global grain trade. Find out more about them in this article and this lovely infographic illustrates the degree of monopolisation in the food system. A good tool is the development compass rose which prompts thinking about the political, social, economic and environmental aspect of any issue.
Use a learn-think-act processDon’t stop at the learning, get learners thinking about their how to do something as responsible global citizens. This can include raising awareness locally, contacting their MPs, or changing their shopping habits. For more information on global citizenship go to Get Global, a great resource pack for development managers.
Use the Global Dimension as a guideThis was developed by the Department for Education as a guide to thinking about global issues with your learners, it has eight key concepts which can help to guide and organise learning.
Lastly don’t reinvent the wheel There are resources already there. Look at sites like Oxfam’s, but also the Global Dimension website – a central clearing house for ESCGC learning resources.
What does
Global Citizenship look like in the Classroom
Reference: Richard King, Oxfam, United Nations, The Guardian
Reference: Anne Josephson, The Huffington Post, www.gov.uk, The Olympic Org
Many of these benefits can also be achieved through other
means, including non-competitive sports, the arts or faith-based
activities. Nevertheless, there is no doubt that when done purposeful and developmentally appropriate manner that places the needs of young people
well ahead of winning, competitive sports can and should be a great
experience for all.
1. Competition does not have to be feared. Often people fear competition, making it into something scarier or more important than it needs to be. When they compete, they realise that it wasn’t so scary after all.
2. Competition teaches us to manage our nerves. When something is out of our comfort zone or pushes us to perform, it’s normal to feel ‘fluttery’. Competition brings those butterflies out, so we can work on managing them. A trait that we can carry with us in taking exams, interviewing for jobs and giving presentations.
3. Competition teaches us to cope when things do not go our way. Sometimes you work hard, and you still lose. Sometimes you win but still didn’t perform as you wanted to. We learn resilience and grit in these moments. Resilience and grit are two traits that most certainly are essential in adulthood.
4. Competition helps us with goal setting. While setting goals and making a plan to reach them, can be done outside of competition, competition helps provide deadlines and progress checks on our goals.
5. Competition teaches us to play by rules. Learning to operate within rules and developing strategies to use those rules to our advantage are great things competition teaches.
6. Competition helps us to learn to win and lose with grace. Nobody likes a boastful person, and nobody likes are pouter. Competition gives us the opportunities to cope with feelings of pride and disappointment and to learn to process them in healthy ways.
7. Competition can build self-esteem. Self-esteem cannot be handed to young people; they have to earn it. Competition is one way we earn self-esteem. When you develop a talent and work hard for a result, it feels great. When you fail and learn that you can bounce back, you feel more confident in yourself because you understand that you have resilience.
8. Competition causes young people to perform better whilst learning. Data shows that secondary school students who play sport are less likely to drop out of education. Furthermore, participation in sports also has been associated with completing more years of education and consistently higher grades in school. Not surprising that the discipline and goal setting that is learned in competitive sports helps in classroom.
9. Competition is fun. Most people enjoy games. They have fun playing them. Being a part of team makes us feel like we belong. Taken correctly competition is fun for everyone leading to happiness and well-being.
10. Competition gives us another community. When you are part of a team, you are in a network of peers and adults who have interests and values similar to yours. It is always great to have another village in your life.
There are the obvious and well documented health benefits of being engaged in sports, but what does it do for you as developing person?
So here are 10 reasons why experiencing competition is good for young people:
In August at the National Eisteddfod, the Welsh Language Commissioner published the first 5-year report on the position of the Welsh language.
The report’s findings are based on data and information collated from a number of sources; from the 2011 Census and the Language Use Survey to omnibus surveys and research carried out by various organisations. Here are some of the main factual findings of the report: • The percentage of children aged 5-15 who can speak Welsh has
doubled since 1981
• There has been a decrease of over 20,000 in the number of Welsh speakers between 2001 and 2011 (but an increase of 20,000 since 1971)
• The number of communities where 70% of the population can speak Welsh has fallen from 53 in 2001 to 39 by 2011
• 13% of people in Wales use Welsh on a daily basis
• 85% believe that the Welsh language is something to be proud of, & 86% believe that the language is important to Welsh culture
• A significant number of children are being educated through the medium of Welsh in schools, but there has been no real progress over the past few years
• The data suggests that there hasn’t been an increase in recent years in the number of children who receive early years education and care through the medium of Welsh, and the numbers studying through the medium of Welsh in further and higher education remain low
The Welsh Language Commissioner, Meri Huws, said:
“It is timely that this five-year report is published in the summer of 2016. We are at a half-way point between two Censuses, and it is critical to understand the reasons for the decline in the percentage of Welsh speakers between 2001 and 2011 in order to secure the aim of an increase by 2021.”
“We have collated the wealth of data, research and information available together and publish them in one place.”
“The challenge now for politicians, civil servants, organisations and societies is to consider the report and identify the opportunities and gaps. With clear strategic leadership, and with careful planning and effective implementation, I trust that it will be possible to achieve the goal of creating a Wales where the Welsh language will flourish and where it will be a completely natural part of everyday life, in all parts of the country.” The Commissioner and her officers presented the findings of the five year report in a public session in Societies tent 1 at the Eisteddfod at 2pm on Wednesday 3 August.
Of the people who told the Welsh Language Survey they could speak Welsh...
Of the 310,600 fluent Welsh speakers...
Welsh Language up-dateCommissioner publishes first 5-year report on the position of the Welsh language
Were fluent
Could speak a fair amount
Could say a little/few
words
Spoke Welsh daily
Spoke Welsh weekly
Spoke Welsh less than weekly
Spoke welsh daily
Could writeWelsh well
Almost always spoke Welsh
at home
46% 22% 32% 53% 20% 27% 84% 89% 43%
x
There are 562,000 people in Wales who can speak Welsh, representing 19% cent of the population. Approx. 700,000 across the UK and 3000 welsh speakers leave Wales every year
Find out how you can learn Welsh: www.whylearnwelsh.co.uk
Not happy with something ?Let us know how we can improve !
We are always open to suggestions to how we can improve, let us know at [email protected]
Anyone’s suggestions which are implemented will receive a £20 Amazon voucher.
/t2apprenticeships /t2apprentice
Head Office Melrose Hall, Cypress Drive, St Mellons, Cardiff, CF3 0EG
Tel: 02920 799 133 Fax: 02920 819 515 Email: [email protected] Web: t2group.co.uk
Need extra help and advice?Visit the t2knowledgebank.co.uk
knowledge bank
Your interactive resource portal
group
Role Models Wanted !t2 group strives for equality and to encourage the engagement of all learners, and to make sure we have a rich mix of learners, from as diverse a background as possible.
Some groups are more difficult to reach than others, so to help encourage engagement from them we’d like your help. If you feel you could represent any of the groups below and have a positive story you could share, please get in touch.
The Characteristics of the 9 groups are set out below:
1. Age2. Disability3. Gender reassignment4. Marriage and civil partnership5. Pregnancy and maternity6. Race7. Religion and belief8. Sex9. Sexual orientation
If you feel you’ve a story to tell, that might help others feel more motivated, then please contact us [email protected]
