PSHE
In PSHE this Black History Month we will be engaging with the notion of Saying Something.
In Lesson 1 we will:- •Think about the ways in which views are conveyed. •Debate examples of people being antiracists. •Design a piece to represent our school’s commitment to antiracism, that will created in your zone. In Lesson 2 we will:- •Think about what systemic racism means, and how it takes place in education. •Consider the impacts colonial vs decolonised ways of thinking about education. •Suggest ways embedding Tallis Character into our learning to decolonise our education system. |
Art and Photography
KS3: Students will be looking at the work of Charmaine Watkiss - a local artists. Students will also be looking at the work of Barbara Walker, a Birmingham-based artist's exhibition 'Vanishing Point' which addresses the underrepresentation of black figures in Western history Considering the contextual element and lack of BAME artist in the canon of art.
KS4: Teachers will also curate and post students, from all years work in response to "This Is Us". Students may also begin work on 100 Great Black Britons piece.
KS5: In art/photography we have looked at a number of BAME artists and used their work in our SOW's and using more issues representing artists of different cultures. We are explicitly talking about the photographs that we use in the lesson. We are also hosting sessions on Instagram where we invite past students from the BAME community to contacting. Post 16 students will be invited to participate in Tallis Arts Instagram Take over. 'This Is Us.' #bame #bhm #blackhistorymonth #tallisfamily #talliscommunity #tallisart #tallisphotography
#thisisus #weareone #tallisartstakeover. |
Graphics
English and Philosophy
KS3: called 'A Change is Gonna Come'. The book contains a mixture of short stories and poems from a wide variety of diverse perspectives. We introduce the text by discussing a range of moments in black history (MLK, BLM, The toppling of the Edward Colston statue), we also look at a range of people from both BAME backgrounds and other groups who experience prejudice, that were first/ground breakers in their field) and write poetry about this. Year 8: In the Spring Term we study Noughts & Crosses as a play and in the second half of the term we look at Black Voices and Poetic Form. Our independent learning focuses on identity literature.
Year 9: In the Autumn Term classes are reading Purple Hibiscus by Chimamand Ngozi Adichie; this includes looking at her TED talk 'The Danger of a Single Story' as well as gaining an understanding of Nigeria's colonial past. In the Spring Term we continue to look at a range of different voices through the lense of immigration to America, including the work of Langston Hughes and Childish Gambino. In the Summer Term we read 'The Tempest' by Shakespeare and explore what colonialism was/is and why the notion of the 'Age of Discovery' is problematic. |
Year 12: Literature: will be looking in detail at the 'Southern Black Gothic' texts including an analysis of the film 'Get Out' in relation to race in the modern anglosphere. Yr 13 Literature: The Comparative and Contextual Study, we have chosen the Gothic option, it was obvious that we needed to start with the two comparative texts, where we have up until now chosen to teach Dracula and The Bloody Chamber. It is worth pointing out that we do not teach these canonical white texts uncritically - we begin by and continue to approach Dracula through a postcolonial lens, focusing on a critique of Stoker’s positioning of the reader to view the events of the novel through white Western Imperialist eyes, and Harker’s Othering of the East. This has always been front and centre in terms of our approach to the novel. We are now replacing The Bloody Chamber with Toni Morrison's Beloved. Having probably the most pre-eminent black female writer of the 20th century at the centre of our study in the Gothic is a statement of our commitment to offering a diverse curriculum as possible. We have also included a range of other texts by Black authors for the unseen element, such as Helen Oyeyemi, Maryse Conde and Jewelle Gomez in the suggested reading list for the topic. We recognise this through the critical approaches we take to exploring canonical texts, having added (two years ago) postcolonial and Queer theory to the Marxist and feminist critical lenses we have taught explicitly in the past. Yr 12 and 13 English Language: We are updating and liaising with OCR for current, up date lists of linguistic theorists to study in relation to the topics of study in the A Level. We have a new list and are compiling more up to date texts from women and black and ethnic minority writers for students to use as examples. Yr 13 Philosophy - A lesson will be devised looking at the philosophical underpinning of racial identity (focus on work of Kwame Appiah). |
Food and Nutrition
KS3: Practical recipes will link to BAME dishes. Independent Learning - researching BAME chefs
KS4: Encouraging students to link Practical recipes to BAME culture/showcasing BAME students dishes on social media and classroom displays.
KS4: Encouraging students to link Practical recipes to BAME culture/showcasing BAME students dishes on social media and classroom displays.
Science
Focussing on people through history who have made significant contributions to Science.
https://sciencetallis.weebly.com/black-history-month-in-science-2020.html |
Health and Social Care
History
All details we be available via the History Website.
KS3: In Year 7 and 8, students will be exploring the exciting history of the Ipswich Man, exploring both the importance of the discovery of this Tunisian man in Medieval Britain, and what that means for our understanding of medieval society, and the significance that learning about Black history can have on Black students. For this section of the lesson, we will hear from expert David Olusoga about his own experiences of learning History at school, and question why the History curriculum has sometimes been exclusive rather than inclusive of different stories. We hope at Tallis we can provide History for all, and that such experiences will become history in themselves!
Year 9: Year 9 will be learning about the importance of a monk called Constantine, who was fundamental in bringing back lost knowledge and information from ancient times to Western Europe. The works of Hippocrates and Galen had been lost after the collapse of the Roman Empire, but a Tunisian monk questioned why this knowledge was lost, joined a team of translators in Italy, and translated these works into Latin from Greek and Arabic to make sure the knowledge was rediscovered! They heavily influenced Medieval England's approach to medicine.
Year 10: Year 10 will be broadening their knowledge of Elizabethan England to learn about everyday people in society, as well as the elite. We will be exploring the lives of a number of Black people living in Tudor England, and their significant impacts on the country. We will also question why these stories have not always been told, and aspire to pass on their legacy.
Year 11: Year 11 will be exploring the actions of Weimar and Nazi Germany not only in Europe but further afield in their African colonies. We will consider some hard questions about the attempted genocide that took place in Namibia and link it to our studies of the Holocaust later this year. We believe it is important to acknowledge the atrocities committed by colonial powers - sometimes addressing our uncomfortable past can help people to heal. On a more positive note, we will also return to Elizabethan/Medieval England to revise by exploring the Year 10/9 lessons as well.
KS5: Our sixth form historians have been encouraged to engage with a range of online lectures that will give them contextual knowledge of our 17th century British course. We will be watching a lecture on Slavery and the City of London, as well as considering a talk given by David Olusoga at the British Library to broaden our understanding of the economic growth that happened during the 1600s, and reassess the way in which the exam board and textbooks have chosen to present slavery.
Computing
In Computing, we will be looking at the role of three women who themselves were classified as computers because of the speed at which they could make complex calculations. Their acheivments were made famous through the film Hidden figures. In class we will look at the contributions of Mary Jackson, Dorothy Vaughan and Katherine Johnson in more detail. |