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Key Stage 2. Lesson Resource Pack Created by Helen Lambie 2014 Contact a Family. What makes people different?. What is bullying?. Anti Bullying Alliance. Activity C. Activity D. Activity F.
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Key Stage 2 Lesson Resource Pack Created by Helen Lambie 2014 Contact a Family
DisabilityYou’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?
Physical Some 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 this might affect how people speak, and they might use an aid to support them with this Sometimes people with physical disabilities may use aids and equipment to help them move around, or to do every day activities. Sometimes this may affect how people look
Sensory Some children may be disabled because of their senses. Our senses include how we see, and hear Sometimes children who have a sensory impairment can use aids to help them – some people may wear glasses, or use a hearing aid. Some people are blind where they are not able to see at all, or only see shades. Some people are deaf, where they cannot hear at all. Some people who are deaf may use aids to help them hear, but some people do not, and use “sign language” to communicate rather than spoken language.
Learning Some children learn differently from others, and sometimes this can cause them some difficulties. Sometimes, with just a little bit of help (for example having things on a differentcolouredpaper, or written in a certain way) this may stop learning being hard for them For some it can be more difficult, and 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 children in their class.
Medical conditions • Some children may have a particular medical condition that might not affect them all of the time, but might affect them at specific times. • Some children may have to take medication regularly to make sure they feel well. • Some children may only need to take medication when they are unwell and need it. • Some children with medical conditions might be disabled, and some may not.
Communication Some children may have conditions that mean it is harder for them to understand communication, and to be able to communicate in the same way as others generally do. This can make their lives very challenging as they have to work very hard to make sense of what is happening around them. Sometimes it may mean that they find it hard to communicate with others, or to communicate in the same ways that others do, so it makes them stand out more. Because this can be so hard, sometimes children may also get frustrated and angry or frightened.
Activity G https://www.youtube.com/watch?v=ArQUBmHqKaI
Activity G • What made Craig different? • Was it obvious from the video? • Was his disability/special need something you could see? • What might his difference/difficulty be? • Was what happened in the video bullying?
Language http://www.anti-bullyingalliance.org.uk/send-resources/use-of-language.aspx
Activity I Write either a letter to the bullies or a diary extract explaining how Craig might have felt.
Activity J Write a persuasive letter to the person at the back to explain what they should do in a situation, e.g. tell someone, say to the group that they should leave Craig alone, go over to Craig and check he is ok, ask Craig to play/join in, ask Craig what he likes to do or why he doesn’t like to join in.
Activity L 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!
Thinking for 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?
Our class charter . We will stop bullying by: Signed by:
SEND: Developing Effective Anti-Bullying Practice • From 2013 – 2015 the Anti-Bullying Alliance (ABA) will be working in partnership with AfA3As, 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 s; • 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.
