Homophobic Bullying PGCE Secondary (NQT/RQT support) Developing outstanding teachers in an outstanding partnership

Evidence for Induction Year Standards File ActivityDate Slides Having completed your reading and research at this point consider how LGBT issues will affect you in your professional life and how this links to the Teachers’ Standards. Record your thoughts in a piece of reflective writing for part 2 of the standards file. Start of induction year as NQT Slides Having read the document and watched the DVD consider the implications for you as a member of a school and as the teacher responsible for a class. Record your reflections. During term 1 Slide 123. Have a look at the subject area 'Oh no! Not the gay thing!‘ and consider how you might integrate LGBT issues into your lessons. Which of the part 1 standards might be relevant?'Oh no! Not the gay thing!‘ Each term After you complete your NQT year you should continue to review the above in relation to your post. Ensure you are familiar with school documentation and that you keep a record of any training you receive and the impact it has on your own professional development and on teaching and learning. As an RQT

The Teachers’ Standards: Part 2 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Ofsted With secondary pupils inspectors might explore ………whether: there is any homophobic bullying, anti-gay derogatory language or name calling in school or on social media sites if a gay pupil was ‘out’ in school, that pupil would feel safe from bullying they have learned about homophobic/transphobic bullying and ways to stop it happening in school they learn in school about different types of families – whether anyone is, or would be, teased about having same-sex parents. there is any homophobic bullying or derogatory language about staff someone - pupil or teacher - who thought of themselves as the opposite gender, feels safe and free from bullying at school Read and annotate the Ofsted document School's Out.School's Out

The Law Schools have the duty to prevent and tackle all forms of bullying, including homophobic bullying and they cannot discriminate on grounds of sexual orientation or perceived sexual orientation against a student or teacher Single Equality Act 2010 and Public Duty The Equality Act means that schools and other public bodies have to be more proactive and to go beyond non- discrimination by advancing equality.Equality Act Education and Inspections Act 2006 Teachers have a legal duty to ensure homophobic bullying is dealt with in schools. Under the Education and Inspections Act 2006 head teachers must, with the advice and guidance of governors and the assistance of school staff, identify and implement measures to promote good behaviour, respect for others and self discipline amongst pupils and to prevent all forms of bullyingEducation and Inspections Act 2006

How to tackle bullying? What does your school policy on bullying say? Does the policy include homophobic bullying? Who do you go to for support if you are dealing with issues of bullying? Who is the named person in your school who you must speak to about child protection issues? At what point would you need to speak to this person when dealing with any bullying incident?

Activity 1 Having completed your reading and research at this point consider how LGBT issues will affect you in your professional life and how this links to the Teachers’ Standards. Record your thoughts in a piece of reflective writing for part 2 of the standards file.

Tackling homophobia in secondary schools Download and read the document Education for allEducation for all Watch the DVD Spell it Out Task (see slide 14) Having read and watched the above consider the implications for you as a member of a school and as the teacher responsible for a class. Record your reflections.

What can you do? Challenge Language

Homophobic language The website NoHomophobes.com looks at the use of homophobic language on Twitter and has found that: ‘So gay’ is used on average over10,000 times daily ‘No homo’ is used on average over10,000 time daily ‘Faggot’ is used on average over 45,000 times daily ‘Dyke’ is used on average over 4,000 times daily Source: Stonewall Tackling Homophobic Language

Homophobic language is used in the media by celebrities outside school and you will almost certainly hear it used in your school or classroom…..and it’s never ok. Think about how you might deal with it.

What about your subject area? Have a look at the subject area 'Oh no! Not the gay thing!‘ and consider how you might integrate LGBT issues into your lessons. Which of the part 1 standards might be relevant. Write this up as activity three.'Oh no! Not the gay thing!‘

Further Reading/Resources -teachers-homophobia-stonewall-researchhttp:// -teachers-homophobia-stonewall-research