key stage 3 and 4 activities 1-3 lesson resource pack created by marius frank achievement for all...
TRANSCRIPT
Key Stage 3 and 4Activities 1-3
Lesson Resource PackCreated by Marius Frank Achievement for All and Helen Lambie Contact a Family 2014
1. Bullying- The Hard Facts
SO YOU THINK YOU KNOW ABOUT BULLYING?
3,600 young people were surveyed by the charity “Ditch the Label” in April 2014. What proportion said that they had experienced bullying before the age of 18?
a)36%b)45%c)59%
b) 45% If this percentage is applied to all the young people across the country, that amounts to quarter of a million within your Year Group alone!
Does that surprise you?
SO YOU THINK YOU KNOW ABOUT BULLYING?
Of the young people who have been bullied, what percentage said that they have not told anyone (parents, teachers, even friends) about it?
a)5%b)20%c)39%
c) 39% An extraordinary number of young people choose to suffer in silence
WHY?
SO YOU THINK YOU KNOW ABOUT BULLYING?
What percentage of young people with a physical disability had been bullied?
a)50%b)57%c)63%
c) 63% Young people with disabilities are bullied more than any other group of young people
WHY?
SO YOU THINK YOU KNOW ABOUT BULLYING?
41% of respondents who were not bullied attained high grades in GCSE English. What proportion of young people who were being bullied attained the same grades?a)38%b)35%c)26%
c) 26% The impact on performance is hugely significant, and this is echoed across the ability range
HOW CAN THIS BE?Why does bullying have such a big impact on learning and achievement?
SO YOU THINK YOU KNOW ABOUT BULLYING?
STOPTHINKSTOPTHINK
• Given these statistics, is bullying happening more than you think it is?
• Is some bullying probably happening in our school, but is going unreported?
• Is bullying happening out of school, and is that having an effect on learning in school?
• We have made progress with racist, sexist and gender-based bullying. But why are young people with special needs and disabilities still bullied more than other groups of young people?
What can I do about bullying?
What can we do about bullying?
STOPTHINKSTOPTHINK
2. Looking at bullying through someone else’s
eyes
Warm up activity
Have you got a nickname that your Parents or Carers used when you were young (mum, dad, uncles, aunties, grandparents)?
Would you feel embarrassed if your friends used this nickname now, in school?
Have you been called a name (just “for fun”, a “bit of joshing about” or “banter” with your friends) that has really upset you?
You are now going to watch a sequence of four short video clips, featuring a boy with a physical impairment and who has problems learning.
When you watch the video, imagine you are Craig, and substitute the word he is being called with a word that really upsets you.
Warm up activity
Clip 1
The word “spastic” is being used in the playground between friends as a bit of name-calling, a bit of “banter”, a bit of fun. The word or phrase could be “Catch that ball you spaz!”, or “retard”, “mong”, “divvie”Is this acceptable language to be used between friends?
The teacher, when he hears the word being used, doesn’t say anything. Should this teacher do more?
What is different about the use of the word when directed towards Craig?
Should there be a difference between the use of language “between friends” and “directed towards Craig”?
Clip 2
Why do some adults not take “name-calling” very seriously? Why do they say things like “Toughen up” and “It’s only words, get over it”?Is this acceptable?
Craig finds school difficult, and he sometimes gets into trouble for not paying attention or disrupting lessons. Does that explain why some teachers are hard on him?What would you do if you were Craig’s teacher?
Craig is now “keeping his head down”, and he is isolating himself. Does this help? Explain and discuss your answer.
Clip 3
What combination of things is making it difficult for Craig to concentrate in class? How does this make Craig feel about himself?
Craig is being set up by his classmates so that he gets into trouble for what the class is doing rather than them.Is this bullying, or “just having a laugh”?
Name-calling… a learning impairment… distraction in class… teachers getting cross with him, unfairly… no one listening…How does this all impact on Craig’s learning? How do all these things make Craig feel about himself?
Clip 4
What caused Craig to snap? How does this make Craig feel about himself?
If the teacher witnessed the incident from a distance, and the teacher didn’t know Craig, what would they be thinking?Who does the teacher think is “the bully”?
Is it right that Craig has been excluded from school “on health and safety grounds”?What impact will exclusion have on Craig’s sense of well-being?Is what you have just seen “fair”? Discuss
What could have been done to make things better and fairer for Craig?
In the playground
By adults in school
In the classroom
When an incident occurs
STOPTHINKSTOPTHINK
http://www.youtube.com/watch?v=Cw0VrC5ODKA&sns=em
This video takes 5 mins to view
Make them go away
3. What does “disability” mean?
Disability
You’re disabled under the Equality Act 2010 if you have:
a physical or mental impairment that has a ‘substantial’ and ‘long-term’
negative effect on your ability to do normal daily activities.
What is the difference between
an impairment and being disabled?
Impairment Disabled
Individual young people have differences that may affect them – these may be physical differences, differences in the way they learn, or communicate, or think about things, or in the way they see or hear.
Often it is not the impairment that “disables” individuals, but the environment that they live in. If you use a wheelchair, what might disable you is if the building you are trying to get into has stairs. If you have a communication impairment you are disabled if those around you don’t know how to communicate with you or have the equipment you may need.
PhysicalSome young people may be born with, or develop impairments
which affect their body and may affect
the way they move or how parts of their
body work.
Sometimes young people with physical disabilities may use aids and equipment to help them move around, or to do every day activities.
Sometimes this might affect how young people speak, and they might use an aid to support them with this
Sometimes this may affect how young people look
Sensory
Some young people may be disabled because of their senses. Our senses include how we see, and hear
Sometimes those with a sensory impairment can use aids to help them – some people may wear glasses, or use a hearing aid.
Some young people are blind where they are not able to see at all, or only see shades.
Some young people are deaf, where they cannot hear at all. They may use aids to help them hear, but some do not, and use “sign language” to communicate rather than spoken language.
LearningSome young people
learn differently from others, and
sometimes this can cause them difficulties.
Sometimes, with just a little bit of help (for example having things on a different coloured
paper, or written in a certain way) this may stop learning
being hard for them
For some, the way in which they understand things is different, and that can make it hard for them to learn in the same ways as
other young people in their class.
Medical conditions• Some young people may have a particular
medical condition that might not affect them all of the time, but might affect them at specific times.
• Some young people may have to take medication regularly to make sure they feel well.
• Some young people may only need to take medication when they are unwell and need it.
• Some young people with medical conditions might be disabled, and some may not.
CommunicationSome young people may
have conditions that mean it is harder for them to
communicate in the same way as others generally do
(listen, understand, respond as quickly, etc.).
This can make life very challenging as
they have to work very hard to make sense of what is
happening around them.
Communication issues can make someone
stand out, because of the way some young
people talk or respond
Because this can be so hard,
young people may also get
frustrated and angry or
frightened.
STOPTHINKSTOPTHINK
What if….
Think about two things that you do everyday, for yourself… things that you take for granted.
Now, think about two situations that happen everyday where your eyes or ears are vital to complete the task.
What if you woke up tomorrow, and could not do those things without a lot of help from other people?
What if….
STOPTHINKSTOPTHINK
What if….
What if you woke up tomorrow, and could not do those things without a lot of help from other people?
What other related tasks would you struggle to do?
Who would help you?
Why would they want to help you?
What would you do if there was no one there to help you?
4. “Let’s stop bullying for all”
What can we do about it?
Pupil Voice: what should the school be doing to help
Stop Bullying for All
Make them go awayA message to bystanders
https://www.youtube.com/watch?v=E27Y5TG2oYI&list=PLD891E15E627F4CF3&index=6
David Roberts is a Paralympics hero. He has won eleven gold medals.
He was bullied at school because of his physical impairments.
Hear what he (and others) have to say about the role everyone can play in reducing bullying in schools, in society.
Diamond Nine Activity
The cards describe various ways schools can reduce bullying because of difference. Arrange them in a “diamond nine”, with the activities you think will make the most difference at the top.
You will have to prioritise and choose, even though you might feel all the cards are important.
Share your thinking, and try to agree a “top three”.
Diamond Nine Activity- CARDS 1
‘WORRY ‘or ANTI-BULLYING BOX reporting by letter/emailA confidential way of reporting incidents of bullying, whether you have been bullied or whether you have witnessed bullying.
PLEDGE SCHEMEEveryone agrees what words are acceptable, and what words are unacceptable. Everyone puts their signature to a pledge board, and then stop each other from using these words and phrases.
PEER MEDIATORSPupils trained to deal with minor bullying and harassment incidents between other pupils. Teachers need not get involved, but the peer mediators are supported by teachers to do the job.
WRITE YOUR IDEAS HERE BUDDY SYSTEMOlder pupils “buddied up” with younger pupils so that the younger pupils always have someone to go to if they have a problem.
ASSEMBLIES AND LESSONS THAT CELEBRATE DIFFERENCEPositive images of impairment and disability, like the Paralympics, showing what people can do despite disability or impairment.
CIRCLE OF FRIENDSGroups of young people meet regularly, and work out plans to look after each other if they have problems, arguments or issues.
BECOME A “TELLING SCHOOL”Where no one is afraid to talk about bullying, no one is afraid to report bullying, where pupils and teachers are confident about dealing effectively with bullying behaviour.
COUNSELLING FOR YOUNG PEOPLE WHO ARE BULLYINGSupport, guidance and help for young people who are bullying to help them change their behaviours towards others.
Diamond Nine Activity- CARDS 2
WEEKLY / MONTHLY CELEBRATION EVENTSWhere the school community celebrates how many times bullying has been stopped by other pupils (would need to think about how to collect the information)
YOUNG PEOPLE’S ANTI-BULLYING FOCUS GROUPAs part of School Council, young people with special needs and disabilities have an opportunity to talk about their experiences and suggest ways of improving things.
TAKE BULLYING OUT-OF-SCHOOL SERIOUSLY (includes cyber-bullying)Schools make it their business to deal with what happens on the way to and from school. The School deals with cyber-bullying incidents.
LESSONS ON DEALING WITH BULLYINGHelping to build resilience to bullying behaviours, how to say “no” to bullying, who to go to if bullying happens out of schools, where to get help.
SOMEONE TO GO TO IF YOU HAVE BEEN BULLIEDEvery pupil has a named person they can go to and report bullying confidentially, and to be taken seriously.
WRITE YOUR IDEAS HERE
At the end of the activity, your teacher or your school council rep will collect the most popular class answers
5. “Let’s stop bullying for all”
A class or whole school charter
The class should make their own charter and consider what actions
they can make, and what commitment they can make to help
stop bullying for all.If you have a charter already, you could consider
updating the charter to include reference to disablist language or bullying and difference.
Thinking about our class charter
• How does our school make sure that everyone can be included in what we do?
• How can we make sure that our environment does not make things harder for children who may have a disability?
• Are there things we need to do to make sure our class or school supports children who learn in different ways?
• What might we need to change?
• In our class, how can we make sure that everyone is included?
• In our class how can we make sure that children are not bullied?
How does our school make sure that everyone can be included in what we do?
How can we make sure that our environment does not
make things harder for children who may have a
disability?
Are there things we need to do to make sure our class or
school supports children who learn in different ways?
What might we need to change?
In our class, how can we make sure that everyone
is included?
In our class how can we make sure that children
are not bullied?
We will stop bullying by:
Signed by:
Our class charter
6. “Let’s stop bullying for all”
Communicating about bullying
“I am the person”: This film is based on a poem written by a girl called Laura
http://www.youtube.com/watch?v=8JZ-P2vcFQs&feature=player_embedded
I am the person you bullied at school,I am the person who didn’t know how to be cool,I am the person you alienated,I am the person you ridiculed and hated.I am the person who sat on her own,I am the person who walked home alone,I am the person you scared every day,I am the person who had nothing to say.I am the person with hurt in her eyes,I am the person you never saw cry,I am the person living alone with her fears,I am the person destroyed by her peers.I am the person who drowned in your scorn,I am the person who wished she hadn’t been born,I am the person you destroyed for ‘fun’,I am the person, but not the only one.I am the person whose name you don’t know,I am the person who just can’t let go,I am the person who has feelings too,And I was a person, just like you.
You could:
•Construct a wordle using words and phrases that make people think about bullying
•Write a poem/rap/story about bullying and a young person with physical impairment or learning difficulties
•Write a letter to a friend with a learning difficulty in another country who is being bullied. Give them some good advice
•Ten years have passed since you have left school. You meet someone who bullied you at school, but you are not afraid of them any more. Write down what you would say to them.
“I am the person”- communicating about bullying
7. Short films about bullying to make you
think
Make them go away
David Roberts is a Paralympics hero. He has won eleven gold medals.
He was bullied at school because of his physical impairments.
This sequence of short films gives insight, advice and guidance about what to do about bullying because of difference.
What happened https://www.youtube.com/watch?v=6L7pzDdTCnE&list=PLD891E15E627F4CF3&index=3
A message to bullies
https://www.youtube.com/watch?v=iuoVa_DsaHg&index=2&list=PLD891E15E627F4CF3
Make them go away
From people who have been bulliedhttps://www.youtube.com/watch?v=XoEIRTA1l5w&index=4&list=PLD891E15E627F4CF3
How bullying makes you feelhttps://www.youtube.com/watch?v=tkeLP48BUm4&index=5&list=PLD891E15E627F4CF3
https://www.youtube.com/watch?v=tkeLP48BUm4&index=5&list=PLD891E15E627F4CF3
https://www.youtube.com/watch?v=E27Y5TG2oYI&list=PLD891E15E627F4CF3&index=6
A message to those who are being bullied
A message to bystanders
8. Young people’s focus group
Let’s stop bullying for all
Young people’s focus group on bullying and difference
You will watch two short films about young people with physical impairments and learning needs talking about bullying, and what to do about it.
What are your feelings and thoughts about the following questions:
a)If you are bullied in or out of school, do you find it hard to talk to an adult about it?b)Are you scared of reporting bullying in case it gets worse?
http://www.youtube.com/watch?v=DbXyljItrIw
https://www.youtube.com/watch?v=tkeLP48BUm4&index=5&list=PLD891E15E627F4CF3
Young people’s focus group on bullying and difference
You will watch two short films about young people with physical impairments and learning needs talking about bullying, and what to do about it.
What are your feelings and thoughts about the following questions:
c)Do you think the person who is doing the bullying needs as much help and support as the person who is being bullied? Does punishment alone work?
http://www.youtube.com/watch?v=DbXyljItrIw
https://www.youtube.com/watch?v=tkeLP48BUm4&index=5&list=PLD891E15E627F4CF3
Young people’s focus group on bullying and difference
You will watch two short films about young people with physical impairments and learning needs talking about bullying, and what to do about it.
d)What extra things can your school do to support someone who has been bullied?e)What extra things can your school do to reduce bullying for everyone?
Put together a presentation that can be taken to the Head teacher and/or the School Governors that summarise the groups’ discussion, and how they would like things to change.
http://www.youtube.com/watch?v=DbXyljItrIw
https://www.youtube.com/watch?v=tkeLP48BUm4&index=5&list=PLD891E15E627F4CF3
SEND: Developing Effective Anti-Bullying Practice
• From 2013 – 2015 the Anti-Bullying Alliance (ABA) are working in partnership with Achievement for All, Contact a Family, Mencap and the Council for Disabled Children on an exciting new programme of work to reduce the incidence and impact of bullying on children with special educational needs (SEN) and/or disabilities in schools. We plan to do this by:
– improving practice in schools – lead by Achievement for All;
– early intervention through support for parents and carers – lead by Contact a Family and working with Mencap;
– disseminating information to the wider sector – lead by ABA; and
– ensuring our training and resources are influenced and informed by children and young people with SEND themselves – lead by Council for Disabled Children
• This project is funded by the Department for Education.