SLDay 2019 case studies

Use our selection of case studies from schools around the country to inspire your school based planning.

The activities that schools participated in around Stephen Lawrence Day linked directly to aspects of the 2019 Ofsted Education Inspection Framework – Read more.

Coop Academy, Leeds

Pupils from Co-op Academy Leeds celebrated Stephen Lawrence Day with a range of activities organised by the pupil-led Stephen Lawrence Committee. Students enjoyed a lecture from a University of Leeds lecturer, and trustee of Racial Justice Network and participated in a workshop led by West Yorkshire Police and ex-offenders.

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Edward Betham CE Primary School, West London

During collective worship at Edward Betham Primary School, the children were introduced to Stephen’s story. Each class teacher’s English lesson and circle time focused on relevant themes. The school had purchased some recommended books from the booklist on the Stephen Lawrence website, which teachers and pupils enjoyed reading together.

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James Allen Girls’ School, South London

James Allen Girls’ School embarked on a cross-curricula themed week, based on the life of Stephen. There were special visitors, including Baroness Lawrence, and a Criminal Barrister. Pupils were invited to wear something ‘orange’ to remember Stephen, and students and staff joined together to walk a mile in Stephen’s memory.

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Rocklands Special School, West Midlands

The goals and curriculum themes in the Stephen Lawrence Schools’ Information Booklet, resonated with the vision of Rocklands Special School. This led to a week of themed community activities, and visits from Olympic gymnast, Korben Fellows, Baroness Lawrence and others, who each inspired pupils to live their own best lives.

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Harrow Gate Primary Academy, Stockton-on-Tees

Harrow Gate Primary Academy used the Stephen Lawrence Day Assembly materials to walk Year 5 and 6 pupils through the key events in Stephen’s life. When the children went back to class, they reflected on what they had learned and wrote about what inspired them most about Stephen and his family.

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Risley Avenue Primary School, North London

During Assembly at Risley Avenue Primary School, pupils were introduced to Stephen’s story. Pupils suggested ways to remember Stephen, including having a competition during Black History Month. This led to a partnership between the school and a local Sixth Form College to design a sculpture in memory of Stephen.

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Royal Hospital School, Ipswich

The Royal Hospital School considered Stephen’s life and legacy within the context of GCSE Religious Studies and A-level Sociology. Pupils looked at Stephen’s life as a ‘case study’. His story exposed them to issues they might not otherwise face. The pupils also enjoyed a visit and presentation from Stuart Lawrence.

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St. John Baptist CE Primary School, South East London

Baroness Lawrence spoke of her campaigning work when she visited St. John Baptist School. She also announced a competition, where all children in Key Stage 2 were asked to write 100 words describing their vision, entitled “My England”. The infants participated as part of a whole class discussion.

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The activities that schools participated in around Stephen Lawrence Day linked directly to aspects of the 2019 Ofsted Education Inspection Framework in relation to:
  • Curriculum intent: a school’s curriculum should be rooted in the solid consensus of the school’s leaders about the knowledge and skills that pupils need in order to take advantage of opportunities, responsibilities and experiences of later life. In this way, it can powerfully address social disadvantage.
    • School leaders embraced the vision of SLD and enabled and encouraged staff and pupils to participate in SLD, including planning activities within the wider community.
    • Subject planning by participating schools in core and foundation subjects took account of the need for pupils to understand their own and diverse British identities.
  • Curriculum implementation: The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.
    • Many participating schools discussed issues such as ‘truly British’; the use of symbolism associated with ethnic identity in literature.
    • Tailored lessons were structured so that pupils could conceive a timeline of settlement in England and UK and the different waves of immigrants and consider concepts of racism located in history linked to slavery.
  • Curriculum impact: all learning builds towards an end point. Learners are being prepared for their next stage of education, training or employment at each stage of their learning. Inspectors will consider whether pupils are ready for the next stage by the point they leave the school or provision that they attend.
    • Pupils were inspired to “Live their best life” through learning about Stephen’s life and legacy, including changes to the law in Britain, which had been achieved through the campaigning work of Baroness Lawrence.
    • Pupils focused on celebrating diversity and difference. Activities were planned to promote awareness on the impact of discrimination, sometimes linked to events that may have taken place in their own communities. Pupils were provided with ethical dilemmas to enable them to consider attitudes and choices they will face inside and outside the school.