1. Key Stage 3 and 4 Activities 1-3 Lesson Resource Pack Created by Marius Frank Achievement for All and Helen Lambie Contact a Family 2014

2. 1. Bullying- The Hard Facts

3. 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?

4. 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?

5. 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?

6. 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?

7. SO YOU THINK YOU KNOW ABOUT BULLYING? STOP THINK STOP THINK 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?

8. What can I do about bullying? What can we do about bullying? STOP THINK STOP THINK

9. 2. Looking at bullying through someone else’s eyes

10. 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?

11. 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

12. https://www.youtube.com/watch?v=ArQUBmHqKaI Clip 1

13. 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”?

14. Clip 2 https://www.youtube.com/watch?v=iYKGwZE7wEo

15. 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.

16. Clip 3 https://www.youtube.com/watch?v=YYi9S7pcEHY

17. 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?

18. Clip 4 https://www.youtube.com/watch?v=fL3-RIli97c

19. 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

20. 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 STOP THINK STOP THINK

21. http://www.youtube.com/watch?v=Cw0VrC5ODKA&sns=em This video takes 5 mins to view Make them go away

22. 3. What does “disability” mean?

23. 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.Equality Act 2010

24. What is the difference between an impairment and being disabled?

25. ImpairmentDisabled 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.

26. Physical Some 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

27. 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.

28. Learning Some 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.

29. 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.

30. Communication Some 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.

31. STOP THINK STOP THINK 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?

32. What if….

33. STOP THINK STOP THINK 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?

34. 4. “Let’s stop bullying for all” What can we do about it?

35. Pupil Voice: what should the school be doing to help Stop Bullying for All

36. Make them go away A message to bystanders https://www.youtube.com/watch?v=E27Y5TG2 oYI&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.

37. 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”.

38. Diamond Nine Activity- CARDS 1 ‘WORRY ‘or ANTI-BULLYING BOX reporting by letter/email A confidential way of reporting incidents of bullying, whether you have been bullied or whether you have witnessed bullying. PLEDGE SCHEME Everyone 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 MEDIATORS Pupils 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 HEREBUDDY SYSTEM Older 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 DIFFERENCE Positive images of impairment and disability, like the Paralympics, showing what people can do despite disability or impairment. CIRCLE OF FRIENDS Groups 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 BULLYING Support, guidance and help for young people who are bullying to help them change their behaviours towards others.

39. Diamond Nine Activity- CARDS 2 WEEKLY / MONTHLY CELEBRATION EVENTS Where 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 GROUP As 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 BULLYING Helping 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 BULLIED Every 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

40. 5. “Let’s stop bullying for all” A class or whole school charter

41. 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.

42. 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?

43. 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?

44. 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?

45. 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?

46. We will stop bullying by: Signed by: Our class charter

47. 6. “Let’s stop bullying for all” Communicating about bullying

48. “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.

49. 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

50. 7. Short films about bullying to make you think

51. 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=PLD 891E15E627F4CF3&index=3 A message to bullies https://www.youtube.com/watch?v=iuoVa_DsaHg&index=2 &list=PLD891E15E627F4CF3

52. Make them go away From people who have been bullied https://www.youtube.com/watch?v=X oEIRTA1l5w&index=4&list=PLD891E15 E627F4CF3 How bullying makes you feel https://www.youtube.com/watch?v=tkeLP48B Um4&index=5&list=PLD891E15E627F4CF3 https://www.youtube.com/watch?v=tkeLP48B Um4&index=5&list=PLD891E15E627F4CF3 https://www.youtube.com/watch?v=E27Y5TG2 oYI&list=PLD891E15E627F4CF3&index=6 A message to those who are being bullied A message to bystanders

53. 8. Young people’s focus group Let’s stop bullying for all

54. 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=P LD891E15E627F4CF3

55. 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=P LD891E15E627F4CF3

56. 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=P LD891E15E627F4CF3

57. 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.