ABC OF BRENT LEARNING RESOURCE

ABC OF BRENT A LEARNING RESOURCE

1 ABC OF BRENT LEARNING RESOURCE

WELCOME

2 ABC OF BRENT LEARNING RESOURCE

Welcome to the ABC of Brent, a learning resource for schools and educational settings created by A New Direction and Brent educators for Brent 2020, Borough of Culture and beyond.

This resource includes:  Foreword 4  Introduction to Brent 2020 5  About the ABC of Brent 6  How to use the ABC of Brent 7  A is for Arts 8  B is for Brent 12  C is for Culture 22

3 ABC OF BRENT LEARNING RESOURCE FOREWORD

In 2020, Brent will be The Mayor’s Quessou, students at Alperton city becomes Metroland; where out the facts and figures that London Borough of Culture. and part of the Blueprint roads, waterways and railways have shaped our community. This borough wide programme Collective who have been an cross; where outsiders fight They also describe the people will explore the stories, art invaluable sounding board for their place. We are Jayaben who have lived over the road, next and emotions that hold life in throughout the development of Desai, George Michael, Cyrille door and around the corner from Brent together, uncovering and these resources. Thanks also Regis, Keith Moon, Rachel Yankey, us: people who have changed celebrating its untold tales and to Community Advisors Lucy Janet Kay, Twiggy, Bob Marley, history for us all and whom we are unheard voices. Fine, Dhiyandra Natalegawa, Michael Meaney and Trojan proud to call our neighbours. Amanda Epe and Errol Donald, Records. It is from this alchemy Brent has always been a place and to Schools and Settings that our year of culture comes. that sets rather than follows Representatives Keir Crawley, There are four core themes trends. As Europe’s eyes turn Wendy Kelly, Catherine Allard and that you will see us revisit to next year for the BRENT IS Chiu-Kim Lee. And a huge thank throughout 2020: Reggae, Roads, semi-finals and final of UEFA Euro MORE THAN A you to the Brent educators from Rebellion and Raheem. These 2020, we will show them a place BOROUGH OF the pupil referral unit, nurseries, themes speak to the impact our that is new, genuine and hopeful. CULTURE. IT IS primary, secondary and special community has had on music, THE BOROUGH schools across the borough who We hope you enjoy exploring on our city, on our rights and on OF CULTURES. worked with A New Direction to these resources in your the people making a home in our create the content for the ABC classrooms and look forward to borough. Brent is a place which of Brent. Their expertise and seeing you and your students makes history. From the Grunwick creativity has been invaluable. over 2020. Strikes to Amy Johnson to Lois Stonock Brent is the home of Zadie Smith, Raheem Sterling, our history and Artistic Director, Brent 2020 Young people have been with us reggae and English football. We people are bold. In 2020, we will on the Brent 2020 journey from have London’s oldest road, the sing it from the rooftops. the beginning. Special thanks biggest Hindu Temple in Europe, Charlie’s notes can be used must go to Samira Abubakar, the Kiln Theatre and Mahogany across the curriculum. They set Zeinab Abubakar and Komaxi Carnival Design. We are where

4 ABC OF BRENT LEARNING RESOURCE INTRODUCTION TO BRENT 2020

Brent 2020 is a year-long cultural Across the entire programme, Brent 2020 explores four programme exploring the past, core questions: WHERE ARE WE? present and future of one of London’s most vital yet, from WHERE HAVE WE COME FROM? the outside, unknown boroughs. HOW DO WE LIVE? The Brent 2020 programme has been shaped by the ideas and WHERE ARE WE GOING? energy of Brent’s young people in collaboration with educators, artists, filmmakers, musicians, writers, theatres, policymakers, Through the lens of these questions, Brent 2020 explores community groups, journalists and how culture is defined and valued by people in Brent. community leaders. It examines the relationship between people, power and institutions, and shows what a united and diverse community looks like and what it needs to thrive. You don’t need to be from Brent to be part of Brent 2020. We invite anyone who values the arts, culture, diversity and the power of ‘place’ to join us in celebrating these vital aspects of society. At the same time, you will also discover everything that's special, intriguing and ground- breaking about this incredible corner of London.

5 ABC OF BRENT LEARNING RESOURCE ABOUT THE ABC OF BRENT

A New Direction have produced To create the resource, Brent 2020 and A New Direction brought together Brent educators to share ideas about this resource in collaboration with how to make the Brent 2020 questions and themes come Brent 2020 and educators from to life for children and young people. Educators agreed schools and educational settings that the resource should: across Brent. It contains creative • Be open and inclusive; activities designed to help • Appeal to a wide range of educational settings; educators connect children and • Stimulate questions, discussion, creative thought and young people with their local area, activity; their heritage and their hopes for • Encourage collaboration and sharing across different the future. The resource also links educational settings; directly with the four core Brent • Make links to cultural activities which are specific to 2020 questions and with events Brent; and and activities across the Brent • Connect to wider Brent 2020 activities. 2020 programme. All activities offer starting points and prompts, rather than prescribed step-by-step lesson plans. We hope this will enable you to add detail to activities or to simplify them according to your particular setting, and to make more meaningful connections with your children and young people.

6 ABC OF BRENT LEARNING RESOURCE HOW TO USE THE ABC OF BRENT

The ‘ABC’ in the title of this resource is for Arts, Brent, Culture. Brent educators have selected The resource is organised into sections based on this title: activities in each section that may particularly suit Early Years A IS FOR ARTS B IS FOR BRENT C IS FOR Foundation Stage (EYFS) or CULTURE children/young people with The arts are at the centre of These activities are built around special educational needs these activities exploring Brent perspectives on Brent that focus This section offers a deeper and disability (SEND). These and the Brent 2020 programme. on place, stories, home and the engagement with the ideas, activities are indicated by These activities are generally future. Each perspective links history and heritage that have simple and enjoyable on their to a larger document with more shaped Brent. These activities will own, while also serving as great detailed information, and also require more time and sometimes ‘ways in’ to deeper explorations suggests connections to subject more resources, and many All activities in the ABC of of Brent 2020 themes. These areas which children may already engage with communities beyond Brent connect with one or activities may particularly be studying. Activities in this the school or educational setting. more of the core questions suit younger children, but are section generally require a bit These activities may suit some underpinning the Brent 2020 adaptable for all age groups and more time and may suit some younger children and should suit programme. A number of abilities. younger children and should suit most older children and young activities have additional steps most older children. people. and ideas entitled ‘Extra’ for anyone wanting to dig deeper into a theme. Throughout the resource you will hear lots of interesting information, facts and We invite and encourage you stats from Charlie Tims, who helped write Brent’s application to be London Borough to make this resource your own of Culture 2020. In the time since he has got to know the borough quite well. Charlie and to recombine content and refers to himself as an interested amateur rather than an expert, but like you he’s questions in ways that best suit curious about this part of London and what has happened here. the needs and interests of your children/young people.

7 A IS FOR ARTS ARTS FOR IS A abilities. adaptable for allagegroups and suit younger children butare These activities may particularly explorations of Brent 2020themes. as great ‘ways in’ to deeper on theirown whilealso serving generally simpleandenjoyable Brent 2020programme. They’re activities exploring Brent andthe areThe arts atthecentre ofthese

LEARNING RESOURCEABC OF LEARNING BRENT 8 A IS FOR• • • ARTS• ask: poster, ordrawing. You might or makingasculpture, collage, (which you could photograph), creating adramatic tableau responses by takingaselfie, young people to express their Brent 2020?Ask your children/ What does itmeanto of be part 1 ACTIVITIES responses. ideas andaddthese to their to brainstorm some playful the children/young people for someone from Brent? Ask is aLondoner, what’sthename ifsomeoneExtra: from London for you? What oneword sumsupBrent What makes Brent important? you? How doeslivinginBrent feel to • • • • You mightask: paper withapencil orcharcoal). subject andthenrubbingthe a piece ofpaper over the texture rubbinginvolves placing and/or texture rubbings(a sound recordings, drawings taking photographs andmaking to record they theart see by or local area. Encourage them your school, educationalsetting children/young people around Planawalk withthe is hidden. of thisisobvious, andsome culture intheborough. Some and celebrate and alloftheart Brent 2020isatimeto notice 2 you like to see? wouldWhat kindsofartworks into theirsurroundings? themselves orinhow they fit whether intheartworks What patterns doyou notice, environment it’sin? change thefeel ofthe youHow see doestheart works can you ofart see? How many different or artforms • • • celebrations. Consider: area oftheBrent aspart 2020 or somewhere inyour local displayed inyour school, setting about Brentart thatcould be people designanew work of Have thechildren/young 3 LEARNING RESOURCEABC OF LEARNING BRENT feature intheartwork. places andpeoplewhocould activities in‘Bisfor Brent’ for Referring to some ofthe the emerging ideas;and/or etc. –could enhance some of e.g., painting, sculpture, textile, How amixed mediaapproach – those places intheartwork; and whetherthey could include their favourite Brent places, young peopleto thinkabout Encouraging thechildren/ 9 A IS FOR• • • • ARTS• ask: drawing, collage, etc. You might in Brent usingfingerpainting, a mapoftheirfavourite place children/young people to make with ourborough. Ask the Londoners whoaren’t familiar help putBrent ‘on themap’ for The Brent 2020programme will 4 ACTIVITIES place even better? What would make your chosen Why isityour favourite place? Who doyou gothere with? How doesitmake you feel? Where isyour favourite place? • • about: even to make recordings. Think responses insound andperhaps Ask themto depict their • • • • • movement. You mightask: them to respond withdance or the music. You could also ask responses asthey listen to ask themto draw orwrite their pastorcurrent,musician, and young people asong by aBrent Brent 2020.Play thechildren/ Music iscentral to Brent, andto 5 your feelings, your interests? say aboutyou: your personality, What doyou thinkthese sounds make sounds? immediate surroundings to What could you use inyour would you sound like?’ people, ‘ifyou were asong, what Askthechildren/youngExtra: song, orthismusician? have inspired orinfluenced this How doyou thinkBrent might you of? What doesthismusicremind music? What doyou like aboutthis feel? How doesthismusicmake you • • • • might ask: perform afavourite song. You ‘found’ items. Thenuse themto recyclablesjunk, andother musical instrumentsfrom children/young people to make Brent 2020!Work withthe Create ajunkorchestra for 6 LEARNING RESOURCEABC OF LEARNING BRENT school andparents/carers. class, oreven for theentire orchestra song for another PerformExtra: your junk by aBrent musician? Can theorchestra learnasong play? home thatyou could bringinto What items doyou have at your orchestra? What instrumentsshouldbein 10 A IS FOR• • • ARTS• for.artwork You mightask: they’d like to create anew to thinkabout somewhere Ask thechildren/young people more interesting orengaging? design inorder to make them could use anew piece or ofart school oreducationalsetting Which spaces orplaces inyour 7 ACTIVITIES or setting. Consider: transform an area inyour school brief for to alocal artist createExtra: afantasy design it? happened? Whoelse mightuse it differently if your artwork now, andhow mightthey use Who uses thisspace/place people can interact with? sculpture, orsomething that imagine here: isitapainting, a can youWhat kindofartwork what would you like itto be? chosen space orplace now, and What isthefeeling inyour • • • become part of Brentbecome part 2020. add, anddiscuss how itmight to might suggestwhats/he done. You could asktheartist and discuss your briefonce it’s toAsking alocal come artist ideal area would belike; and/or other children aboutwhattheir Interviewing educators and beanbagsvhardcomfy chairs; to use thearea differently, e.g. allow thechildren/young people How your designbriefcould • • • • • Consider: about Brent withtheirfamily. people to write apoem orstory 2020, askthechildren/young themeinBrentstorytelling ofthestrongAs part 8 LEARNING RESOURCEABC OF LEARNING BRENT performances. or arap andencouraging Turning poemsinto asong songs; and/or members singingtheirfavourite Making arecording offamily them; represent/resemble ‘Brent’ to come upwiththree words that Asking family members to community; use athome, atwork andinthe languages theirfamily might people to use thedifferent Encouraging thechildren/young point; Using word gamesasastarting 11 BRENT FOR B IS

B IS FORdeeper exploration ofthatperspective. rich anddetailedinformation offering a researcher CharlieTims,whichisfullof a larger resource compiled by Brent 2020 older children. Eachperspective links to younger children andshouldsuitmost Activities inthissection may suit some place, stories, homeandthefuture. perspectives onBrent thatfocus on BRENTThese activities are builtaround LEARNING RESOURCEABC OF LEARNING BRENT 12 PLACE THIS ISOUR B IS FORTHE ROAD of theworld (EYFS). BRENTgeography, andliteracy history inthissection,orknowledge andunderstanding of interest that make Brent uniqueandinteresting. You may finduseful ways into like to those looking in? Thissection isallabout thephysical locations andthings we are. Whatdoes theworld look like whenviewed from here? Whatdowe look Brent hasn’t been here for long. MostofLondon doesn’t know about us,orwhere “ – CharlieTims English isspoken differently oneither sideofthe road.” the border between theViking andAnglo-Saxon regions. linguistsbelieve Some that to Dover. Walk andyou’ll North arrive in Holyhead.IntheMiddleAges, theroad marked which crosses theUKfrom Ifyou south west. eastto north keep walkingsouth, you get The A5runstheroute of anancientpathpaved by theRomans calledWatling Street Brondesbury andKilburnHighRoad station. Andon11July2020,Brent onthesectionit. ofitbetween 2020willstageastreet party section). Accents, TheJarrow people andsmellsmingleonit. Crusaders marched down Broadway. Theroad isthe border between Brent andCamden(and Barnetonthe north it isknown locally asEdgware Road, KilburnHighRoad, Shoot UpHillorCricklewood is straight. Thestraight sidetracks theroute oftheA5.Depending onwhere you are, The outline ofBrent looks like aslice ofcake. Onesidelooks crumbly, theotherside , DID YOU KNOW…? • • North Circular.North where theGrand UnionCanalcrosses the Brent hasanaqueductinStonebridge, other borough from apart Westminster. Brent hasmore tubestationsthanany LEARNING RESOURCEABC OF LEARNING BRENT 13 B IS FOR• BRENT• • • Consider: about theKilburnHighRoad. write a‘day inthelife’ poem Ask children/young people to 1 ACTIVITIES THIS IS OUR PLACE park. park. a local buildingorspace, e.g. a applythissameideatoExtra: on Beyonce’s albumLemonade. Shire, appeared whose poetry George thePoet, andWarsan Mehri, including Momtaza Brent poetsfor inspiration, someExploring contemporary the road; and/or depict themood(or moods)of Which colours mightbest a full24-hourcycle; thatmighthappenin Everything • • • • You mightask: create alarge, collective map. or theirfavourite places. Then spaces whichare local to them, spaces inBrent. These could be or significance ofparticular to research and/ thehistory ask thechildren/young people Individually orinsmallgroups, 2 visiting your local highroad)? add detailto your map(e.g. by How could you enhance and playground? to life intheschool hallorinthe How could you bringthemap life? movement, to bringthemapto or spoken words, oreven How could you use written sound andfeel? the way those spaces look, map, andhow dothey influence Who uses thespaces inyour • • • collective graphic. Consider: collage thenamesasalarge, ward andthendraw, write or modern personality oftheir new namesthatdescribe the live Ask in. themto create name oftheBrent ward they with researching theofficial Task thechildren/young people 3 LEARNING RESOURCEABC OF LEARNING BRENT new names. to depictoldand styles artistic Using arange ofmaterials and completed design;and/or location for displaying the buildingas a community Using theschool hallor ofyourabout thehistory ward; Speaking to alocal librarian 14 B IS FORGRUNWICK STRIKES JAYABEN DESAI &THE this section. BRENTits uniquecharacter. You may finduseful ways into literacy, in PSHEandhistory in thissection explore ourstories andthestories Brent hasbuiltupon to create past needto be told? Whohaschangedtheway we see ourselves? Theactivities enclave where new ideasandculture have formed. What stories from Brent’s Not atthecentre ofLondon yet supremely connected, Brent hasbeen arebel OUR STORIES THESE ARE “ – CharlieTims She symbolises women, migrants andBrent standing upfor itself.” social justice. Sheisfrequently included in listsofBritain’s greatest women. Today, Desaiisaniconic figure for feminists, anti-racists andallthose concerned with many withintrade unionssaw migrants asathreat to theindigenous working class. interests ofmigrants became theinterests ofallworkers andunions. Before Grunwick but for thelabour movement theevent iswidelyremembered asthepoint atwhichthe representation andracism. Thestrike wasdefeated andDesainever gotherjobback, photo processing plantinDollisHillabout working conditions, unequalpay, union 1976and1978,JayabenBetween Desai(1933-2010)ledastrike attheGrunwick

DID YOU KNOW…? • • • supermodel, grew upinNeasden. Twiggy, arguably Britain’s first 61 days. lived under aroad inacoffin inKilburn for In 1968amancalled Michael Meaney football team. herself Ray so shecould play for a(boys) , shaved herheadandcalled international RachelYankey In 1987,attheageof8,future LEARNING RESOURCEABC OF LEARNING BRENT , whoisfrom 15 B IS• • FOR• • • • • BRENT• history. You mightask: powerful momentinBrent mural commemorating another help themdesigntheirown the children/young people to Grunwick Strikes. Work with station commemorates the A mural outsideDollisHill 1 ACTIVITIES THESE AREOURSTORIES take to make ithappen? you’ve designed? Whatwould it Could you create themural to see it? located where itis? Whoislikely Why doyou thinkthe mural is mural evoke for you? What feelings orideasdoesthe might ask: visit theDollisHillmural. You considerExtra: afieldtrip to mural? Where would you place your mural grabs people’sattention? How would you make sure your stood upfor workers’ rights? for, theway Jayaben Desai What issuesdoyou standup and whatmakes themheroic? Who are your heroes inBrent, • • • • their local area. You mightask: something thathappened in involving thempersonally, or –thismightbe something story’ about aninteresting ‘Brent people interview eachother In pairs, have children/young 2 carers to view? creating for parents/ anartwork others, e.g. inanassembly orby How mightyou present thisto stories into onebigBrent story? CanyouExtra: weave allofthe through thestory? What didyou learnaboutBrent about thestory? get asmuchdetailpossible What questionscan you askto e.g. funny, silly, intense? What wasthemoodofstory, • • • • • the future. Explore: stories ofthepastandideasfor their families to share personal children/young people and carers, encouraging the withparents/in partnership writing andreading project Develop a‘MyBrent Life’ 3 LEARNING RESOURCEABC OF LEARNING BRENT Brent 2020events andideas. How thecampaign could linkto promote thecampaign; and/or Various ways you could Explore: how they came to live inBrent. to share experiences about encourages Brent residents DevelopExtra: acampaign that the project. all orselected of families aspart Filming and/or audiorecording have changed;and/or writing to reflect how times How you could present the 16 geography and/or inthissection. history and creativity. You music), mightfinduseful ways(particularly into thearts does Brent make? Theactivitiesinthissection explore ourculture, community feeling. How dodifferent communities express themselves? Whatkindofculture Brent isaborough ofmany cultures, eachwithitsown way ofthinkingand HOME THIS ISOUR B IS FORREGGAE BRENT “ – CharlieTims Lethal Bizzle, Tempa TandDizzee Rascal.” known asJungleandDrum‘n’ Bass,andhasinfluenced the contemporary Grime MCs and 4Hero combining loops ofedited breakbeats. Thismusicwould later become early 1990sReinforced Records based inDollisHillbegan to release musicby Goldie Madness, TheJam andDexy’s MidnightRunners were allshotinthe borough. Inthe first bandnearby (theaptlynamed KilburnandtheHigh Roads), andmusicvideos by also orbited Brent: TheSlitsplayed theirfirstformed his giginHarlesden, IanDury (around Wembley respectively). andinKingsbury ThepunkandNew Wave scenes – Keith Moon ofThe WhoandCharlieWatts oftheRolling Stones –grew upinBrent Brent’s musicalpedigree doesn’t stop atreggae. Two ofrock’s greatest drummers numerous new subcultures across theUKasoundtrack. 500 records. Themusicconnected theWindrushgeneration withJamaica andgave rocksteady, reggae andotherforms ofJamaican music. In1970alone, Trojan released Neasden Lane. Duringitsheyday inthelate 1960sand1970s,Trojan popularised ska, and runfrom anow-demolished warehouse onNeasden known Lane asMusic House on Trojan Records wastheborough’s mosticonic record label, founded inKilburn1968 record shops,rehearsal rooms, andrecording studiosbased intheborough. In the1960s,Brent played avitalrole inintroducing Britainto reggae musicthrough DID YOU KNOW…? • • • Records were bothfounded inBrent. musiclabelsTrojanLegendary andIsland around theworld. music inDollisHill,before exporting it Goldie learntto make drumandbass Neasden in1972. Reggae superstar BobMarley lived in LEARNING RESOURCEABC OF LEARNING BRENT 17 B IS• about: andtheir music. Think story’ tips) andlearnabout their‘Brent Charlie’s resource for some FORfamous Brent musician(see Ask children to research a 2 • • • BRENT• ask: music wasmade, etc. You might they lived orworked, whenthe musicians, where intheborough indicating thenamesof of Brent andmake atimeline research themusicalhistory the children/young people to of itsdefiningqualities. Ask Brent’s isone musicalhistory 1 ACTIVITIES THIS ISOURHOME school? Where didthey live andgoto musicians have you included? How many contemporary recordings inBrent? Which musiciansmadetheir outside ofBrent, andwhere? Which musicianswere born can youstyles find? How many different musical • • residents. Consider: performed by Brent well-known that have been madeor performance featuring songs Create amusicand/or dance 3 • • • support. promotion and/or media with costumes, tech support, can participate, e.g. by helping who are notkeen onperforming How children/young people and/orperforming; children/young peoplewhoare relate to theexperience ofthe their work, andhow thismight their lives whenthey made about andexperiencing in musicians were thinking Trying to findoutwhatthe and ifyou like them. How you feel abouttheirsongs, places referenced insongs. people from Brent, oraboutthe music? Thismightbeabout How hasBrent influenced their their life inBrent? What stories didthey tell about • • • • • theme. Explore: the Brent 2020anthemasthe Make amusicalbumusing 4 LEARNING RESOURCEABC OF LEARNING BRENT Extra: designanalbumcover!Extra: musicians. a VIPinvitation listofBrent for thealbum, including party’ How you could create a‘launch and/or advice, recording orpromotion; album, whetherthrough musical thecreationsupport ofthe might Who inthecommunity to Brent; songs to life andconnect them could bringthemessagesin How different ofmusic styles creative stimulusfor thealbum; programme you mightuse asa What aspectsoftheBrent 2020 18 B IS FORRAHEEM STERLING politics, and/orPE, geography. BRENTsection explore activismandaspiration, andyou mightuseful ways into sport/ creatively? Whoshows theway forward inthisborough? Theactivitiesinthis Can Brent be aplace where thingsare donedifferently, independently and Brent 2020islooking for signs,stories andpeople ofthefuture inBrent. Brent isalways onthemove. Building, creating, enterprising –into thefuture. FUTURE THIS ISOUR “ – CharlieTims the first step towards positive change." whichreached him, support millionswithapowerful messageofhow speaking outis of successful young blackfootball players. Nike created anadvertising campaignto abused by afan, Sterling took to social mediato criticise negative tabloidportrayals ever transfer fee paidfor anEnglishfootballer. allegedly being In2018,after racially paidLiverpool2015 Manchester City £49mfor whichatthetimewashighest him, Liverpool. Ayear later hebecame thefifth youngest player to play for England,andin estate inNeasden. Heattended local schools thearea andleft aged16to play for in Jamaica in1994,Raheememigrated to Brent agedfive andlivedSt Raphael’s on plays through hisactivismandby being astrong role model for young people. Born Raheem Sterling isabrilliantfootballer from Brent whotranscends thegamehe

DID YOU KNOW…? • • album. lyrics andwords for Beyonce’s Lemonade Shire andCarlaMarieWilliams–wrote Two women from Harlesden –Warsan an Englishfootballer. time, thehighestever transfer fee paidfor for RaheemSterling in2015 was,atthe paidLiverpoolThe £49mManchester City LEARNING RESOURCEABC OF LEARNING BRENT 19 • • • • future. You mightask: the dreams they have for their pieces ofpaper andwrite inall around theirbodies onlarge children/young people draw Working inpairs, have the 1 ACTIVITIES B IS FOR BRENTTHIS ISOURFUTURE dreams? might you needto achieve your What skills,ideasandqualities Who willyou be? Where would you like to travel? future? How willBrent feature inyour • • • • in Brent. Consider: positive future for young people about whatthey’d doto create a write andpresent aspeech of Brent for theday, andto to imaginethatthey are Mayor Ask thechildren/young people 2 your speech. campaign poster to accompany ideas. You mightalso create a 2020 website to share your Instagram stories for theBrent createExtra: aseries of of Brent. Interviewing thecurrent Mayor today inBrent? children andyoung people What issuesmostconcern better borough for everyone? people to doto make Brent a the day, whatwould you ask If you were Mayor ofBrent for • • • about: space for everyone. Think would be avibrant andcreative community centre for Brent that people withdesigningafuture future? Task thechildren/young Where willwe meetupinthe 3 LEARNING RESOURCEABC OF LEARNING BRENT change for theentire borough. play inpromoting positive What role thecentre might and/or functioning ofthecentre; influence thedesignand climate changemight How globalissuessuchas how they mightwantto use it; Who mightuse thecentre and 20 • • • • words. You mightask: it onaposter withpictures and a motto for Brent, andto design Then askthemto come upwith the children/young people. to Discuss avisitor? thiswith How would you describe Brent 4 ACTIVITIES B IS FOR BRENTTHIS ISOURFUTURE come upwiththeirown mottos. librarians, councillors, etc.) to people (family members, school assembly, orasking councillor, presenting itata your new motto to your local ConsidersendingExtra: motto? How would you display the Brent? encourage peopleto visit What peopleorplaces would What isspecialaboutBrent? • • • Consider: future ofBrent‘The is____’. people completing thephrase based onthechildren/young performance film orshort poem,Create anartwork, 5 see it. screen thefilm,and whoshould Where andhow you could help; and/or the children/young peopleto by askingothereducators or How you can editthefilm, e.g. in smallgroups; of these to work with,possibly words andselecting ahandful people brainstorm of avariety Having thechildren/young LEARNING RESOURCEABC OF LEARNING BRENT 21 CULTURE FOR C IS C IS FOR CULTURE younger children, andshouldsuitmostolderchildren andyoung people. community beyond theirschool orsetting. These activitiesmay suitsome more resources, andmany askchildren/young people to engagewiththe that have shaped Brent. These activitieswillrequire more time andsometimes This section offers adeeper andheritage engagementwiththeideas,history LEARNING RESOURCEABC OF LEARNING BRENT 22 C IS FOR CULTURE • • • • • and cooking, etc. You mightask: faith symbols,public art, food clothing andfashion, graffiti, advertising posters,hair styles, over thecourse ofaday, e.g. cultural expression they notice ofcreativeall thetypes and children/young people to list of ‘culture’ inBrent?Ask the What are themostvisiblesigns 1 ACTIVITIES Lemonade. appeared onBeyonce’s album Warsan Shire, whose poetry Mehri, George thePoet, and poets, includingMomtaza to some contemporary Brent As inspiration, read orlisten Brent 2020. the poem/rap andsending itto discovered. Considerrecording what thechildren/young people incorporating allorsome of ‘Brent culture is______’and beginning withthephrase createExtra: apoemorrap in London, oreven intheUK? that you wouldn’t findelsewhere about whatyou noticed – things What isdistinctively ‘Brent’ hadn’t noticed before? What didyou see thatyou common didyou notice? What patterns orthingsin • • • • • Think about: ‘What’s next for Brent’ survey. to develop andconduct a Ask thechildren/young people 2 the answers peopleprovide. How you could take actionon and/orthe survey; Inviting alocal MPto complete centres; libraries, shops,orcommunity and productive responses, e.g. might offer themostinteresting locationsWhich community question orstatement; selection ofresponses to a and answer, tick-boxes, ora your survey, e.g. question How you wantto structure community, online, orboth; survey, e.g. inperson inthe How you wantto conduct your • • • • tour guides.Explore: people asactors andborough setting withthechildren/young tour ofthelocal area oryour Create apromenade theatre 3 LEARNING RESOURCEABC OF LEARNING BRENT more Brent 2020events. Linking thetour withoneor or source themwithoutcost; and/ enhance thetour, andwhere to audio/visual elementsmight What props, costumes and need to conduct thetour; What permissionsyou might community; by involving members ofthe How you could enrichthetour 23 C IS FOR CULTURE • • • • Brent. Consider: resident’s stories about livingin elderly care hometo hearthe young people to visitalocal Arrange for thechildren/ 4 ACTIVITIES school oreducational setting. aloud inyourSharing astory Brent; and/or stories oflivingandworking in home to learnmore abouttheir Interviewing the staff at the care aboutthevisit; an article Inviting your local paperto write notes ordraw pictures; children/young peopleto make Recording thestories, orasking • shapes? moods, oreven colours and times ofday, people, activities, to communicate, e.g. particular the children/young people want What themesandideasmight • • might ask: children/young people. You interestof particular to the or ofotherplaces/spaces reflects theculture ofBrent, that describe aplace) that Create asoundscape (sounds 5 (possibly alocal one)? camera, orinarecording studio e.g. onasmartphone, adigital what’s discovered andcreated, How could you bestrecord used to create thesoundscape? and musical instrumentsbe How can voices, found objects represented insound? How can ‘culture’ be • • • this soundscape. section) could beenhanced by borough inthis (another activity How aguidedtour ofthe and/or mapsto life;bring particular How sound could animate or Brent’. Thinkabout: ‘A or‘Bisfor isfor Arts’ making activitiesfound in to oneofthemap- activity considerExtra: linkingthis LEARNING RESOURCEABC OF LEARNING BRENT 24 C IS FOR CULTURE • • • lesson mightconsider: theme ‘theculture ofBrent’. The young people thatexplores the lesson withthe children/an art Invite to alocal facilitate artist 6 ACTIVITIES displayed inyour community. ofBrent part 2020orotherwise could becomein thisactivity exploreExtra: created how art at culture? Brent, possiblybeyond –looks What existing –ideallyin art ‘culture’; and/or ideas helpconvey theideaof What moods,qualitiesand • • • • • • education settings. Thinkabout: from Brent schools and exhibition featuring artwork Create aBrent 2020arts 7 organisations. donated by local businesses or andwithprizeslocal artists production,artistic judgedby ceremony to celebrate the CreateExtra: anawards questions asafocal point. Using thefour Brent 2020 leaders to theexhibition; and/or business andcommunity parents/carers, orlocal Inviting theBrent 2020team, print orsocial media; exhibition through local press, How you mightpromote the intheexhibition;participate many schools aspossibleto How you mightencourage as choices? and why. What’sinforming your forms youWhat art willpresent, LEARNING RESOURCEABC OF LEARNING BRENT 25 C IS FOR CULTURE • • • community culture. Consider: that represents theirfamily or ‘biography’ ofafavourite dish young people to create the we eat’!Ask your children/ saying goes, ‘we are what us whowe are… andasthe Culture isallabout whatmakes 8 ACTIVITIES visit these shops ormarkets? your children/young people to these dishes? Canyou take Brent sell theingredients for Which shopsormarkets in members; with for themandtheirfamily memories the dish is associated into theirfamily, andwhat How thedishwasintroduced to local Brent culture; their influence and connection came to BritainandBrent, and their culture oforigin,how they history, what role they played in favourite dishes:theirbroader theoriginsoftheseExploring • • • involve parents andcarers. This mightbeanice way to actual dishescan besampled. or educational setting where the or hostanevent inyour school featuring these favourite dishes, CreateExtra: arecipe book by theirsmell? people guessingredients only seasonings: can children/young any spices and particularly ingredients infavourite dishes, Holding a‘smelltour’ ofkey can you pay themavisit? gardens?or community Ifso, these ingredients inallotments Do peopleinBrent grow any of • • • • or theborough Council.Explore: is from anew ‘Culture Minister’ to imaginethatthiscommission Brent 2020.You mightaskthem heritage guidefor visitors to people to designaculture and Commission thechildren/young 9 councillor for feedback. Brent 2020team oryour local PresentExtra: your guideto the events. synchronise withBrent 2020 How theguidemight include; and/or Which stories you’d like to a combination; e.g. film,photos, audio, or print, What mediayou’d like to use, LEARNING RESOURCEABC OF LEARNING BRENT 26 ABC OF BRENT LEARNING RESOURCE

27 ABC OF BRENT LEARNING RESOURCE

THANK YOU TO ALL THE BRENT EDUCATORS WHO GAVE THEIR TIME, ENERGY AND IDEAS TO THIS RESOURCE.

NAME ORGANISATION NAME NAME ORGANISATION NAME Alicia Marco-Agullo Willow Nursery Keir Crawley Ania McKinson Brentfield Primary School Leslie-Ann Orlans St Mary's C of E Primary School Brent Anna Mulry Princess Frederica C of E Primary School Lynne Whiteread Salusbury Primary School Bethany Gatrell Granville Plus Nursery School Marcel Rentall Harlesden Primary School Carmel Bernie-Francis Margaret O'Connor Manor School Chiu-Kim Lee Capital City Maria Demetriou The Mount Stewart Schools Chloe Villegas College Green School & Services Nawal Filali College Green School & Services Deepa Vekaria Nicola Cummings Queens Park Community School Deirdre O'Flanagan The Village School Nicole Reid Curzon Crescent Children's Centre Eileen Wilson Learning Tree Montessori Nursery Philippa Saving Newfield Primary School Ellie Burgess Convent of Jesus and Mary Language College Rebecca Heath Malorees Junior School Gemma Lewis Brent River College Simon Barr Wembley Primary School Gerda Palinda Oliver Goldsmith Primary School Sophie Peterken Barham Primary School Gidea Heaton Barham Primary School Sujata Nehru The Pavilion Nursery Jenna Pickering Wembley Primary School Vanessa Grey St Robert Southwell RC Primary School Jenny Cooper The Village School Wendy Kelly Jelli Tots Nursery Johnny Mccourt St Joseph's Catholic Primary School Yvonne J D’Souza Roe Green Junior School Julius Metson Scott Byron Court Primary School Zoe McLaren Mount Stewart Junior School

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