Stephen Lawrence C T



STEPHEN LAWRENCE DAY: LIVE OUR BEST LIFEKEY STAGE 5ASSEMBLY SCRIPTPlease be advised that the content of the assembly makes reference to Stephen's death in an age appropriate way. Headteachers may decide to share the content with parents and carers in advance of the assembly in line with their usual practice.STEPHEN LAWRENCE DAY: LIVE OUR BEST LIFEUPPER SECONDARY KEY STAGE 5AIMThe Annual National Stephen Lawrence Day is intended to:Provide every school-age student with age and contextually appropriate opportunities to learn about Stephen Lawrence, his life and legacy.Celebrate and teach students the importance of respect for diversity, equality and inclusion.Reinforce the skills that students need in order to challenge discrimination and racism.Reflect on how we can Live Our Best Life.ASSEMBLY THEME(S)The narrative around Stephen’s story can be linked to one or more of the following core themes. These themes can be further explored in follow-up lessons, activities and deeper curricular studies related to, for example, history, law, politics and citizenship. Headteachers and teachers will know how best to link these to age curricular and school context appropriate activities:The relationships that shape our world: exploring identity, British history, and families in multi-cultural Britain.Working together to make a better world: seeking justice and the power of community.Changing the narrative of our world: challenging racism and discrimination in all its forms.Finding our place in the world: recognising and standing up for what is right through political, social and other legitimate action, and developing skills, including emotional resilience.Building a better world: achieving our aspirations and living our best life.ASSEMBLY SCRIPT(Suggested time: 20 minutes)[PPT Slide 1]Introduction:If I were to say to you, “I want you to live your best life”, what would you think? (Optional think, pair, share for 30 seconds).Would it mean that you would be the best of some kind? Perhaps the best athlete, the best scientist, the best performer? Would it mean that you would choose the best job, live in the best country, have the best home, car or other material possessions?What does it mean to Live Our Best Life? To help us think about this question, I am going to tell you three stories. [PPT Slide 2]The first is about Nelson Mandela, someone you may already know. As a black man, living in South Africa in the 1950s and 60s, Nelson Mandela, like all black people, was treated as a second-class citizen. He was not allowed the same rights as white people. Like all black South Africans, he was excluded from certain jobs; and he was not permitted to sit in certain places. He was subject to discriminatory rule and laws and was deprived of a vast range of other opportunities and privileges which white people considered “normal”. This system, known as Apartheid, was deeply, horribly and clearly racist. The people with power were all white. They ran all social institutions, including hospitals, schools, theatres, and arts establishments, from which black Africans were fully or partially excluded. They also owned the land and controlled the majority of businesses. They were exclusively, Presidents, politicians and political and cultural leaders. Mandela, and his fellow country-men and women were excluded and discriminated against in every sphere of life, simply because of their skin colour. Any challenges to the status quo by black South Africans, resulted in violence and further oppression. In fact, in 1962, Nelson Mandela was arrested for protesting and organising to overthrow Apartheid and was sentenced to life imprisonment. Let’s go back to those words at the start Live Our Best Life. You might think that life imprisonment meant that Nelson Mandela’s life was taken away. But he fought on. He continued to criticize Apartheid from prison; to inspire others to fight it, and to show how unjust it was. As a man who stood up for what was right, he lived his best life. Through his relentless fight for justice for all, and because of his desire to ensure that all people are treated as equals, Apartheid ended in 1994. Mandela became the first black President of South Africa. Today he is seen as one of the most inspirational people of modern times. It was not the life he would have chosen, but he lived it to his best. [PPT Slide 3]The second story is about a man called Stephen Lawrence. In 1993, Stephen was 18. Like you, he was on the cusp of adulthood, and had his whole life ahead of him. He loved music, running and wanted to be an architect one day. On the evening of the 22 April 1993 Stephen was walking down a street in south London, with his friend, Duwayne. Racial abuse was shouted at Stephen and Duwayne and then Stephen was attacked by a gang of up to six white males. The attack lasted seconds but in that short time, Stephen sustained two fatal stab wounds. The gang ran off. Stephen managed to run a short distance before he collapsed and was pronounced dead later in hospital. It was a terrible, tragic, racist murder. He was not able to live his best life. These stories are linked because Stephen, like Mandela, suffered because of horrendous racism. Although the UK did not have a system of Apartheid, nonetheless a young man could still be murdered because of the colour of his skin. Furthermore, the investigation into Stephen’s death revealed institutionalism within the police itself.[PPT Slide 4]The stories are also linked in a positive way, because in May 1993, following Stephen’s murder, Nelson Mandela met Stephen’s family. He did so to highlight that Stephen’s murder was racist, but also to add his voice to those of Stephen’s family, who were working to bring about justice for Stephen. The kind of injustice that Nelson Mandela had faced, because he was black, was now being faced by the Lawrence family. [PPT Slide 5]This brings me to my third story, which is about Stephen’s family and particularly his mother, Doreen. How did the family respond to the murder of their son? They made sure everyone knew what had happened. They campaigned for justice for Stephen. They made it unacceptable that a racist murder could take place and those responsible could get away with it. The family also challenged the police and uncovered institutional racism within the police itself. Their efforts led to an Inquiry into Stephen’s murder and a review of the investigation undertaken by the police. This was led by Sir William Macpherson, a retired High Court Judge. The Macpherson report uncovered racist behaviour by members the police force, during the murder investigation. It identified a pervasive culture of institutional racism. Eventually, many years after Stephen’s death, two of the suspects were finally charged with his murder and given long sentences in 2012.The Macpherson report was a landmark event because it led to an overhaul of Britain’s Race Relation Legislation, which created the strongest anti-discrimination powers in Western Europe. It was a catalyst for permanent and irrevocable change across the Public Service and the whole of society. Jack Straw, the politician who fought to instigate the Macpherson Inquiry, suggested that the Inquiry into Stephen Lawrence’s death changed the deep-seated cultural attitudes towards race in Britain.“The pervasive, open racism of the 50s and 60s and the pernicious, sniggering racism of the 70s, 80s and 90s, is gone. For that, we have to thank Doreen and Neville Lawrence, above all others.” [PPT Slide 6]After many years of campaigning, Doreen Lawrence was elevated to the House of Lords, as Baroness Lawrence of Clarendon, OBE, one of the highest honours a person can achieve in Britain, because of the long campaign for her son. It is not the life Doreen Lawrence would have chosen, but despite her loss and grief, she lives the best life she can in tragic circumstances. She continues to campaign on the issues that matter to her, like modern slavery and “stop and search”. She is one of the most inspirational people in Britain today, helping others to take up their own campaigns for what is right. [PPT Slide 7]Finally, let us go back to the phrase: Live Our Best Life.Both Nelson Mandela and Doreen Lawrence are inspirational people because they saw that to live their best life, they would have to stand up for what was right and in doing so overcame enormous obstacles and oppression. Stephen was prevented from living his best life.Where does that leave us?You are on the cusp of adulthood, with your own life ahead of you. You will already be thinking about the person you want to be as an adult. You are forming the characteristics that will define you and guide you. What actions can you take to ensure that you live your best life? What are your study and career goals? What are your priorities in life?As young adults you will experience the pressure of a “pervasive culture” to do with “expected” ways to behave and “things” to have and own; things to experiment with, including drugs and alcohol and possibly gangs and possibly knife crime. How will you make choices that keep you and others safe? Who will you help along the way? Who will you inspire to Live Your Best Life?RELATED LESSONS & ACTIVITIES (Further information and resources are available at the De Montfort Research Centre)EnglishExplore how media influences and shapes opinions, individually and within society, in relation to racism, including gender, identity and immigration.Draw on the Stephen Lawrence Research Centre & Archive located at De Montfort University, and perhaps visit the display, to understand how visual and written modes are increasingly influencing cultural representations, including those related to racism, diversity and inclusion.Use appropriate texts (novel, poetry, drama and film) to exemplify and link to themes associated with race, identity and difference.Health and Well-BeingTo live our best life, we must be healthy and happy. Explore the following, for example:Staying mentally healthy: explore the features of mental wellbeing.Staying healthy in relation to diet, exercise and sleep.Staying healthy and safe in relation to internet games (including gambling related risks associated with purchasing to play games) and phone usage.Run a mile for Stephen.Being safe, including risks associated with adopting safe behaviours. Think about friends and company outside of school [some students might be susceptible to gangs and/or risky behaviour]. Schools will be familiar with their statutory responsibilities relating to CEOP.History, Politics and LawUse the Stephen Lawrence Research Centre & Archive to access a wide body of resources, including personal items belonging to Stephen and his family, legal manuscripts, historical archive material and academic resources. These can be used as source material to examine topics related to institutional racism from historical, political or legal perspectives, including the important changes to the law related to “double jeopardy”. Explore people who have lived their best life and serve as an inspiration or personal “hero”, including a range of black, Asian and other inspirational people. Stephen’s family fought to challenge the way in which institutionalised racism impacted on the investigation of Stephen’s murder. Their efforts resulted in changes to the school curriculum to include Citizenship in all. Students could undertake reading political reports, including Macpherson Report.Explore key historical curricular topics and themes which link to a deeper study of racism, institutional racism and discrimination, and which can be read from multiple and dominant perspectives. For example,Colonisation and slavery.Women’s rights and position in society over time, including fighting for justice: historical figures who have fought for and inspired equality, fairness and justice. Built EnvironmentStephen dreamed of being an architect and part of his work experience at secondary school was related to the regeneration of Deptford and Lewisham, nearby to where he lived. The Stephen Lawrence Charitable Trust offers career support to aspiring and young architects.Planners and developers are increasingly thinking about the ways in which the built environment supports students and families to Live Our Best Life through parks, gardens, road plans, regeneration and environmentally sustainable buildings. Class or group activities could include designing solutions to local planning and / or regeneration projects, which could enable students to Live Our Best Life. Themes might include futuristic designs of eco-friendly and environmentally sustainable buildings / solutions. For example, reducing rubbish to reduce land-fill.See links to London Marathon and designing the “mile marker”: students could undertake a similar task or project through technology/art/design related projects [architectural student designs are available on the Stephen Lawrence Charitable Trust website].PSHE/Citizenship/RSLink to prejudice and discrimination, racism and diversity themes. Explore stereotypes related to racism, sexism, gender, disability, age, sexual orientation and identity.Use Stephen’s story and the failures of the justice system to link to religious studies.Examine differing views about the use of conscience as a guide to moral decision-making. Explore knowledge and understanding of religious, philosophical and / or ethical thought and teaching. Use the ethical dilemma lesson plans, provided by the Philosophy Foundation.Art and DesignUse photography, paintings, and sculpture as powerful means of communicating messages related to racism, discrimination, tolerance and inclusion.Visit the Stephen Lawrence Research Centre & Archive to understand and appreciate how the combination of the visual and written texts have been curated to inform a powerful representation of Stephen’s life and legacy.Student VoiceStephen lost his voice when he was murdered at the young age of 18 because of the colour of his skin. Stephen’s Charity is passionate about supporting and promoting young people to develop their own voices to speak out for what is fair and just, whilst at the same time staying safe. These skills might begin with lessons and activities such as “say no to bullying” or “racism”. They could develop into more formal debates and / or presenting their own views, on ideological and ethical dilemmas associated with the language, attitudes and actions of racism and discrimination. Students could on to practice and rehearse these skills, in order to build their confidence and resilience in preparation for university and the workplace.Explore how students can use their voice to say “no” or seek help if vulnerable to risky behaviour. For example, gang related behaviour, knife crime, etc.Assertiveness training for students where the threat and occurrence of violence is very real in their lives, may also support skill development as a proactive strategy. Students could lead assemblies on related topics, with student’s presenting their views to the School Council on ways to improve respect, diversity and inclusion in our school. ADDITIONAL SCHOOL ACTIVITIESParents, staff and students: “Run a mile for Stephen” (to link with London Marathon). Raise money for a charity of choice or the Stephen Lawrence Charity.Older students could undertake or lead activities that build their confidence, leadership skills and community action by working with local community groups, such as primary school aged sports groups, clubs and charitable organisations that work with older and vulnerable people.Whole school art and design activities related to the theme of Live Our Best Life or “Stand Up To Racism”.Engage staff in workshops around racism, diversity and inclusion.Audit your school’s register of racist incidents and reporting of these.Examine your school’s culture and actions at every level in order to tackle racism, support diversity, inclusion and enable the success for every. This could be linked to post-school destinations, and representation of diversity in curriculum materials and career advice and choices.PARENTS, COMMUNITY & FUNDRAISINGExplore with parents, for example:Through a workshop or newsletter, how their own language, actions and attitudes influence and shape their children’s language, actions and attitudes.Engage communities in positive actions to eliminate racism and discrimination in all its forms. For example:Join together for a community project to build cohesion and respect, such as volunteering, or visits from a diverse range of speakers from the community to inspire career choices.Encourage parents, staff and students to take part in a fundraising event. For example:Run a Mile for Stephen (to link with his love of running), where funds could be raised for your favourite charity, or the Stephen Lawrence Charitable Trust.RESOURCESSupporting resources are available at: . These include:PowerPoints to support Assemblies;Extended annotated reading list, and Lesson plans.Additional resources can be found at:Child Exploitation and Online Protection Command (CEOP Command): Show Racism the Red Card: Contains a comprehensive set of resources including lessons, videos, research and teacher training materials. County Lines and the associated risks to vulnerable young people: Trust: Gambling and young people Report (2018): ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download