Living, Working and Learning 

in Lincolnshire 

A Resource Pack for Supporting Community Cohesion in Schools 

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This resource has been produced to support  

The British DVD sponsored by Lincolnshire Criminal Justice Board. 

 

 

 

 

 

 

Living, Working and Learning Together in Lincolnshire: A resource pack for supporting Community Cohesion 

Ethnic Minority Achievement Support (EMAS) Service, Participation and Inclusion, Lincolnshire County Council 2009 

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You can find more 

information about 

community cohesion 

from these websites: 

 

 

Guidance on the duty to 

promote community 

cohesion 

www.teachernet.gov.uk/

publications 

 

Institute of Community 

Cohesion – resources, 

research and case 

studies 

www.coventry.ac.uk/res

earchnet/icoco 

 

Inspecting maintained 

schools’ duty to promote 

community cohesion 

guidance for inspectors 

www.ofsted.gov.uk 

 

 

 

 

 

 

Living, Working and Learning             together in Lincolnshire 

 

Community Cohesion   What is it?  The Department of Children, Schools and Families define it as:   a common vision and sense of belonging amongst all

communities the appreciation and value of the diversity of people’s

backgrounds and circumstances the availability of similar life opportunities for all the existence of strong and positive relationships in

schools and the wider community In an ideal community there would be: an absence of tension and harassment between people

of different cultures, race, ages, faith and lifestyles a mutual understanding and respect between people of

different cultures, race, ages, faith and lifestyles positive inter-personal contact and engagement within

daily life between different groups of people some shared values between different groups about

behaviour and attitudes while still respecting diversity within the community

From September 2007 all maintained schools have had a duty to promote community cohesion. and schools will need to report on their contribution to community cohesion to OfSTED when inspected. 

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  The ‘Who do we think 

we are’ website 

explores  identity and 

diversity. You can find 

out more on  

www.wdwtwa.org.uk 

 

 

http://www.globallink.o

rg.uk/  links together 

community cohesion, 

global dimension and 

sustainable 

development. 

  

 

www.multiverse.ac.uk  

teaching and learning 

aobut community 

cohesion and refugees 

 

 

www.qcda.gov.uk link to 

resources and advice on 

the importance of racial 

equality. Respect for All 

toolikit for downloading 

 

 

 

 

Living, Working and Learning together in Lincolnshire 

 

Introducing children to community cohesion 

It is not possible to teach community cohesion; it is a concept that needs to be experienced, understood and shared. A lot of friction between communities is due to lack of awareness and understanding of what is important to people. Lincolnshire is diverse in age and social lifestyles but it has only recently become a more ethnically diverse county. Lincolnshire welcomes new communities but it is understandable that along with this comes fear of the unknown. It is important that schools take every opportunity to build the principles of community cohesion into the curriculum, and other activities. Here are some examples of the activities that have taken place with pupils in schools in Lincolnshire which support community cohesion.

1. How global are we? Pupils analyse the clothes they wear, the music they listen to, the sport they watch etc. to realise the influence of other countries on their lifestyles.

2. Who do we think you are? Following the principles behind the TV programme, pupils look at their heritage and discover the diversity of their own backgrounds.

3. 11 Million Take over day? Children take this opportunity to take over the work of someone from a different ethnic background reinforcing the similarities in people’s lives and enjoying the differences.

4. Myth busting debate – pupils are asked to put forward convincing arguments based on facts about migrant workers.

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You can find more 

information about  

Benjamin Zephaniah 

from his website: 

www.benjaminzephaniah.c

om 

 

You can find more 

information about Colin 

McFarlane from this 

website: 

www.colinmcfarlane.tv 

 

The Black History 

website provides profiles 

of historical and 

contemporary black 

achievers. Black History 

month is celebrated in 

October 

www.black‐history‐

month.co.uk 

 

 

 

 

 

 

 

 

 

 Learning Together: learning resources to support community cohesion in Lincolnshire 

 

The British DVD  The British DVD, produced by the Lincolnshire Criminal ustice Board, begins to explore the diversity of British 

n. Jpeople and the principals behind community cohesio It features a poem used by many schools called ‘The British’ by Dr Benjamin Zephaniah.  The poem allows oung people to reflect on the history behind the multi‐ycultural Britain that they live in.  The poem is presented by Colin McFarlane.  Colin has appeared in two Batman movies including ‘The Dark night’ and has acted in a number of television dramas. He K

has also directed a number of theatre productions.   oth Colin McFarlane and Benjamin Zephaniah have lived Bin Lincolnshire.  The DVD also shows the issues that some of our most ecent arrivals in Lincolnshire have faced when starting a ew school in a strange country. rn Lesson Plans and Teaching Materials  To support the DVD, the Ethnic Minority Achievement Support (EMAS) Service have produced a number of esson plans and teaching materials. The lessons cover the olllf 

owing areas: 

Exploring the diversity of Britain – using the DVD the pupils begin to understand how ethnically diverse Britain and Lincolnshire is. 

 

 

Exploring migration in British history – pupils become aware that migration is not just a recent event. 

People of Lincolnshire – pupils get to know a little about people who have moved to Lincolnshire from other countries 

Racism – pupils begin to understand what racism is and the impact  it has on individuals and communities 

 

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You will need: 

‐ the British DVD ‐ the timeline statements (e.g. provided) ‐ a timeline  1. There are 35  

nationalities in the 

poem. 

2. All of these 

nationalities live in the 

UK. 

3. Those arriving 

predominantly from 

Eastern Europe – Polish, 

Russian, Latvian, 

Lithuanian, Romanian, 

Slovakian.  Portuguese 

and other European 

nationalities have also 

arrived..  

4. All of these 

nationalities live in 

Lincolnshire. 

5. This is an opportunity 

for pupils to get to know 

their school and the 

community. 

Information on 

immigration to the Uk 

can be found on 

www.headsup.org.uk 

www.britkid.org.uk 

(under serious issues) 

Moving to Lincolnshire: Lesson Plan 1  

Objectives  To develop an awareness of the wide range of

nationalities living within the UK and Lincolnshire.

To understand the history of immigration within Lincolnshire and create an immigration time-line.

STARTER ACTIVITY 1 Students watch the DVD and discuss in pairs/groups what the poem is describing. Pupils give feedback.

ACTIVITY 2 Students watch the DVD again and are given the following questions to consider:

1. How many nationalities are mentioned in the poem?

2. How many of these nationalities do you think live in the UK?

3. What are the nationalities that are new to the UK and are not mentioned on the DVD?

4. How many of these nationalities live in Lincolnshire?

5. How many of these attend/work in your school?

ACTIVITY 3 Students work in groups to match the statements to the time-line (worksheet 1.1). Correct the answers as a class.  

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The British 

 

Take some Picts, Celts and Silures And let them settle,

Then overrun them with Roman conquerors.

Remove the Romans after approximately 400 years Add lots of Norman French to some

Angles, Saxons, Jutes and Vikings, then stir vigorously.

Mix some hot Chileans, cool Jamaicans, Dominicans, Trinidadians and Bajans with some Ethiopians, Chinese,

Vietnamese and Sudanese.

Then take a blend of Somalians, Sri Lankans, Nigerians And Pakistanis,

Combine with some Guyanese And turn up the heat.

Sprinkle some fresh Indians, Malaysians, Bosnians,

Iraqis and Bangladeshis together with some Afghans, Spanish, Turkish, Kurdish, Japanese

And Palestinians Then add to the melting pot.

Leave the ingredients to simmer.

As they mix and blend allow their languages to flourish

Binding them together with English.

Allow time to be cool.

Add some unity, understanding, and respect for the future, Serve with justice

And enjoy.

Note: All the ingredients are equally important. Treating one ingredient better than another will leave a bitter unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give

justice and equality to all.

Benjamin Zephaniah

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Worksheet 1.1 TIME LINE STATEMENTS

First Britons in the UK

Early settlers and traders arrive

Roman Britain – cultural influences from Europe

After the Romans – Anglo-Saxon invaders until the Norman Conquest

Trading links with other nations develop bringing in people from Italy, Holland, Germany, Roma Gypsies from Ireland and eastern Europe.

First black slaves and numbers slowly increase up to mid 18th century

Seamen from Asia and India arrive, sailors from China and West Africa come to England due to the work demands of the trading empire

The first of over 20,000 refugees from France arrive and settle in England

Thousands of Irish labourers come to work on the construction industry in England

Chinese communities settle

An estimated 1 in 5 Irish flee to the UK due to the potato famine

A mass exodus of Jews from Russia and eastern Europe arrive

Large numbers of Caribbean nationals arrive in Britain to help rebuild it after WW1

Britain recruits fighter pilots from the Caribbean, South Africa, Eastern Europe and India

Displaced people after WWII settle in the UK

The partition of India brings a high influx to the UK in the next 20 yrs

28,000 Ugandans are admitted after expulsion from their home land

Somali refugees arrive

European immigration of Eastern Europeans

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Answer sheet 1.1 TIME LINE STATEMENTS

First Britons in the UK 10,000BC

Early settlers and traders arrive 1600BC

Roman Britain – cultural influences from Europe 43

After the Romans – Anglo-Saxon invaders to the Norman Conquest 1066

Trading links with other nations develop bringing in people from Italy, Holland, Germany, Roma Gypsies from Ireland and eastern Europe.

1300+

First black slaves and numbers slowly increase up to mid 18th century 1555

Seamen from Asia and India arrive, sailors from China and West Africa come to England due to the work demands of the trading empire

1650

The first of over 20,000 refugees from France arrive and settle in England 1685

Thousands of Irish labourers come to work on the construction industry in England

1750

Chinese communities settle 1820

An estimated 1 in 5 Irish flee to the UK due to the potato famine 1845

A mass exodus of Jews from Russia and eastern Europe arrive 1881

Large numbers of Caribbean nationals arrive in Britain to help rebuild it after WW1

1916

Britain recruits fighter pilots from the Caribbean, South Africa, Eastern Europe and India

1940

Displaced people after WWII settle in the UK 1946+

The partition of India brings a high influx to the UK in the next 20 yrs 1947

28,000 Ugandans are admitted after expulsion from their home land 1972

Somali refugees arrive 1990

European immigration of Eastern Europeans 2000+

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Why move to Lincolnshire?: Lesson Plan 2  

Students need to know 

that terms and concepts 

are not fixed and 

certain but are 

continually changing. 

They need to be aware 

that this language is 

sensitive and can cause 

offence. They should 

also be encouraged to 

take part in an open 

discussion on the 

implications of sensitive 

language leading on to 

non –acceptable terms 

and the implications on 

the individual and their 

community. 

www.teachernet.gov.uk

/racistbullying  provides 

some useful guidelines 

and case studies 

The case studies are 

based on real interviews 

with three people who 

now live in Lincolnshire.  

Football role models can 

be found on the 

www.srtrc.org 

Objectives  To understand why migration occurs To consider experiences within Lincolnshire To become familiar with a set of useful terms

and definitions

STARTER ACTIVITY 1 Students match the definitions to the terms (worksheet 1.2 Definitions)

ACTIVITY 2 Students brainstorm ideas as to why people come to the UK/Lincolnshire.  ACTIVITY 3 Students read the case studies relating to individuals experiences of coming to live in Lincolnshire. Students list the positive and negative points raised.

 ACTIVITY 4 Students make a list of 5 people who have moved to live in the UK/Lincolnshire. Students carry out investigations to find out why these people moved here. Students should be encouraged to find out about a range of people including those who live in the local community and those who are national role models.

(Show racism  the red 

card) 

More information on the  history of migration can 

be found on 

www.movinghere.org.uk 

Worksheet 1.2 DEFINITIONS

Immigrant A person who leaves one country to settle in another

Immigration To enter and settle in a country or region to which one is not native

Asylum Protection from arrest and extradition given to political refugees by a country or by an embassy that has diplomatic immunity.

Community cohesion A common vision and sense of belonging amongst all communities

Racism Discriminate against a person because of their race/colour/culture/ethnic origin

Culture The ideas, beliefs and customs of a group of people

Ethnic Minority Group of people who make up a smaller number of the population

Prejudice Making a judgement about a person based on their race, religion, class etc

Stereotyping Making a generalized perception about someone/something

Refugee A person who leaves one's native land either because of expulsion or to escape persecution

Multiculturalism A belief that society should focus on the positive strengths that living in a diverse culture brings

Mixed heritage Term to describe people whose parents are from different ‘racial’ backgrounds

Discrimination Treating a person or a group of people less fairly because of their race/ religion / gender /sexuality etc

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WORKSHEET 1.3 People Profiles

Rohina

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Why did you come to Lincolnshire?

I came with my husband because he got a job as a doctor in hospital

Why do you think a lot of people from the Middle East come to England?

I think they want to get more experience in their profession or study at university.

How does life in Lincolnshire compare with life in Egypt?

It’s not as exiting here as it is in Egypt. I also used to live in London and that was lots of fun because it was so multicultural.

Do you visit your home country very often?

I go to Egypt very year.

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What do you miss about Egypt?

There are very few people in my town here in England who are not white. People consider you as a stranger because you look different. I miss my family and friends and the respect we have for one another.

Do you feel part of your community?

No, I like it here but I prefer my own country as people here consider me as a foreigner.

How do think your community contribute to the society you live in?

I don’t know about others but for me I try to attend meetings, volunteer in some activities and talk to others to improve community cohesion

How would you describe your identity?

I came here from Egypt but hold a British passport. I don’t feel however that anyone would consider me as British.

Tahara

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How long have you lived in the UK?

I was born in Lincoln in 1981 and lived in England until I was 11; after I moved to Bangladesh. I moved back when I was 15.

Why did you come to Lincolnshire?

My father opened an Indian restaurant in Lincoln and later one in Skegness.

Why do you think people come to the UK?

Mainly for financial reasons and a good education; to better their own life as well as their family back in their home country.

How would you describe yourself?

I am a British Bengali Muslim; in order of importance I would change this to Muslim British Bengali.

How does life here compare with life in Bangladesh?

The two places are completely different. Sylhet is a very vibrant town which never sleeps. Life in Lincolnshire is much quieter with less to do. The quality of life however is much better for most people.

Do you feel part of the Lincolnshire community?

I’ve lived here for a long time and I feel very much part of the community due to friends I have here as well as my family. My job also leads me to feel this way. I feel valued and needed.

How to you feel people from your ethnic background have contributed to the society.

The majority of first and second generation Bengalis contributed through business namely Indian restaurants. My generation are now going onto higher education and are going into other areas such as medicine, engineering, education and law

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Kristof

How does life here compare with life in Poland?

Actually it has been a lot harder here than I thought it would be. The education system is different here so I have had to do some more training. I am now working as a teaching assistant but I intend to apply for teaching jobs soon. My wife isn’t working yet, I think her English needs to be a bit better so she is attending classes.

Why did you come to Lincolnshire?

I’m a teacher and my wife is a chemist so we were hoping we could find better paid work here. Also I come from the countryside in Poland and Lincolnshire is quite similar to my home town.

How long have you lived in Lincolnshire?

I’ve been here about 2 years.

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What do you miss about Poland?

Lots of things really; My family and friends and the food! I also miss the position I held within the community, I was a teacher and a member of the town council. I’m not anyone here, yet.

Do you feel part of the community here?

In some ways I do, my neighbours are really nice and my daughter goes to the school. I meet other Polish people on Sundays at church which we really look forward to. It’s like moving anywhere new, it takes time to settle in.

How do you feel people from your country have contributed towards British society?

We have a range of skills like any other nationalities. There are lots of Europeans migrating in search of a better life, There have also been Polish here for many years so we have already contributed in many ways.

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Understanding and Dealing with Racism: Lesson plan 3 

 

Objectives 

The Stephen Lawrence 

Inquiry Report defines a 

racist incident as  

To understand types of racism Any incident which is 

perceived to be racist  To begin to understand why racism exists

To create a common set of values to support cohesion within the community

STARTER ACTIVITY 1 ‘What is racism?’ Students work in small groups to come up with a range of actions they would consider as racist.

Students write down their definition of a racist incident.

ACTIVITY 2- ‘Why are people racist?

by the victim or any 

other person. 

 

A list of racist actions 

can be found in;  

 Dealing with and reporting Racist Incident in Lincolnshire handbook, Lincolnshire County 

Students suggest reasons for racism Council a) in the past b) in Lincolnshire c) in sport etc

ACTIVITY 3 -.The facts Students refer to leaflets ‘Myth busting about migrant workers or Gypsy, Roma and Travellers. Students take part in a ‘controlled’ debate to raise the issues addressing the myths.

 

Myths and Truths about 

Gypsy, Roma and 

Travelling communities 

can be found on 

grthm.co.uk under the 

heading of 

‘understanding’ 

Words mentioned in the DVD are; 

 ACTIVITY 4 - What ingredients are needed? Respect Equality 

Students watch DVD again and listen for key words that are suggested to ensure cohesion with our communities.

Activity 5 – Our values

Students write a set of values related to racist bullying and discrimination. An agreed charter is produced and displayed around the school.

Justice Unity Understanding Enjoyment  Students may come up with some of their own 

Community Cohesion:  Activities to support the teaching, learning and curriculum  aspects  

Aspect of school to consider. 

Do our learners experience the following learning? 

Activities in Community Cohesion pack 

How could this be covered in our setting? 

AWARENESS OF SCHOOL VALUES Become familiar with the schools’ vision of a diverse, inclusive, tolerant and equitable society. 

Understanding and Dealing with Racism‐ Writing a Charter 

Participation in new policy/mission statements Collecting data on diversity of local community Clear guidelines on behaviour towards others in school and in the community Understanding the impact of inequality – Show Racism the Red card, Holocaust centre Anti‐bullying week (Oct) 

AWARENESS OF OWN IDENTITY Develop an interest and pride in, and deeper knowledge of, their family roots and their emerging cultural allegiances and, for some, their religious or spiritual identity.  

  Reflection time on ‘who am I’ What have I got in common with those in my school, where do we differ? Involvement with community representatives. ‘Who do you think I am’ month (June) Black History month (Oct) Family trees History of British migration Importance of religion as part of identity 

EXPRESSING OWN IDENTITY Find new ways to express their emerging and changing identities in positive and creative ways that encourage interaction with others  

Why move to Lincolnshire – interviewing community members 

Discovery that everyone has an identity/culture (not just migrants, Travellers etc) Identifying role models in school and in the community – Black Achievers 

APPRECIATING OTHERS’ LIVES Develop empathy and insight into the lives of people from different backgrounds – through literature, 

Why move to Lincolnshire‐ reference to Myth or Truth documents 

Myth busting Interviewing ‘real’ people Exploring similarities and differences  

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other media and personal contacts  

RESPECT FOR DIFFERENT VIEWPOINTS Be encouraged to recognise and respect how people see things from different viewpoints  

Why move to Lincolnshire – people profiles 

Exploring stereotypes/ judgements by discussing decisions/dilemmas of people in challenging circumstances  

CONTROVERSIAL ISSUES Opportunities to discuss sensitive and controversial issues with staff who have the confidence to guide the debate and develop appropriate thinking skills.  

Understanding and D ealing with Racism –  Why does racism exist? 

Guidance on teaching controversial issues available on www.oxfam.org.uk/education/teachersupport/cpd/controversial/ 

CULTURAL APPRECIATION Have opportunities to enjoy cultural and creative experiences that reflect and celebrate UK’s increasing diversity  

   

RECOGNISING COMMONALITIES Learn about cultural and religious diversity with an underpinning theme exploring commonalities and respecting differences  

Why move to Lincolnshire? – people profiles 

 

UK CULTURE  (more appropriate upper KS2 and older) Find out about the diverse roots and sources of modern UK culture including the ways that English language has borrowed from other languages  

Moving to Lincolnshire – The British DVD, migration history 

 

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MIGRATION HISTORIES (more appropriate upper KS2 and older) Learn how migrations throughout history have helped to shape our society  

Moving to Lincolnshire – timeline 

 

Why move to Lincolnshire – people profiles 

FUNDAMENTAL EQUALITY PRINCIPLES 

Moving to Lincolnshire – The British dvd 

 

Learn the significance of basic principles of equal opportunities, justice and human rights as they apply to their own daily lives and to wider community and global issues. They become increasingly aware (when this is consistent with their other areas of knowledge) of the significance of these principles to citizenship and democracy 

 Understanding and dealing with racism – key principles for effective community cohesion 

 

 ADVOCACY SKILLS  Understanding and dealing with racism – debate related to myths and truths 

Gain the skills and confidence to enable them to apply human rights to situations they encounter, to recognise and challenge abuses, discrimination and injustice and to advocate and claim their own human rights whilst fulfilling their associated responsibilities.  

REGULAR WORK WITH DIFFERENT PEOPLE 

Moving to Lincolnshire – interviewing community members 

 

Learn through close and structured collaboration in many different working groups, requiring them to encounter different styles of thinking 

Taking part in 11 million take over day 

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and to develop flexible interactive skills. Some of these groups include differing ages, genders and backgrounds.  

TEAM AND COMMUNICATION SKILLS     Develop collaborative team skills and associated communication skills through planned activities that progress year on year through the curriculum.  

PEER LEARNING, LEADERSHIP AND RESPONSIBILITY Develop the skills and confidence to recognise when their peers need help or support, to take on roles of mentor, coach or mediator for others and understand the skills required to assume peer leadership in a variety of settings (e.g. sports, reading support, student councils, community service) 

   

DEMOCRATIC DECISION MAKING     Gain experience and understanding of democratic decision‐making and recognise its significance in British society.  

A SHARE IN POWER     Gain understanding that, in a working democracy, people have a share in power that can influence the decisions which affect them and the people around them. 

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SOCIAL CHANGE IS POSSIBLE Realise that change and improvement can come about through human collective efforts guided by a shared vision of well‐considered goals.  

Understanding and dealing with racism – production of school charter 

 

PROFESSIONAL DEVELOPMENT The school has identified the areas of professional development needed by their workforce to improve the teaching and learning for the promotion of community cohesion and has plans in place to provide it.  

   

STUDENT VOICE Students develop the skills to contribute to the evaluation and improvement of teaching, learning and the curriculum. Their contributions are welcomed and acted upon.