Rules to Protect Yourself: Erin's Law Lesson

Developed by school counselors, this lesson teaches second graders about personal safety, boundaries, and recognizing unsafe touches. Children learn to identify trusted adults, say no to uncomfortable situations, and understand the importance of speaking up. The content covers topics like safe touches, stranger safety, and the importance of not keeping unsafe touches a secret.

• Personal safety
• Child protection
• Safety lesson
• Recognizing signs
• Trusted adults

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1. What Should Geography Teach about Humanity and the Future? Alex Standish, UCL Institute of Education Rosamonde Birch, teacher, blogger, artist, author David Alcock, Bradford Grammar School Leyla and Romana, GCSE Students

2. Background to this curriculum conversation Hans Rosling (2018)/Gapminder, deficit in ps knowledge about history of development, progress humanity has made and is continuing to make. David 2019 GA presentation geography can be all doom and gloom about the world Research on development education celebrating small scale, labour intensive, low technology, rather than industrialisation and transformation (Standish, 2017; Lambert and Morgan, 2011)

3. Generation Z: Growing up in an Anxious Age Generation Terror , have grown up with: [A]irport security, metro lockdowns and constant warnings to report suspicious behaviour. They have grown up with images of mass murder in universities, nightclubs, army barracks, trains, buses, museums, caf s, beaches and city streets and therefore have everywhere to fear. (Lyons, 2016) Reports of eco-anxiety (Hickman, 2019) School Strikes for climate change in 2020.

4. Why? A diminished horizon of expectation. In the era of globalisation, nations lack: foundation meaning the basic principles on which a collective project depends; unity meaning that world images are collected into a coherent plan of the whole; and end or final goal , meaning projection towards an elsewhere that is deemed to be better. (La di, 1998, p. 1).

5. Educations inward or therapeutic turn Promotion of self-esteem, well-bring and happiness as educational goals (Smeyers, Smith and Standish, 2007) The Dangerous Rise of Therapeutic Education (Ecclestone and Hayes, 2009) how children feel rather than what they know and think.

6. What about hope and optimism? Education can have a role to play in creating tomorrow s optimism in the context of today s pessimism. (Bernstein, 2000). How can teachers do this?

7. Bernstein, B. (2000) Pedagogu, Symbolic Control and Identity. Roman & Littlefield. Eccelstone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education (London, Routledge). Hickman, C. (2019) Rise of Eco-anxiety affecting more and more Children says Bath Climate Psychologist. Accessed: 8 Jan 2021 https://www.bath.ac.uk/announcements/rise-of-eco-anxiety-affecting-more-and-more- children-says-bath-climate-psychologist/ La di, Z. (1998) A World Without Meaning: The Crisis of Meaning in International Politics (London, Routledge). Lambert, D. and Morgan, J. (2011) Geography and Development: Development education in schools and the part played by geography teachers, Development Education Research Centre, Research Paper No.3. Lyons, K. (2016) Generation Y, Curling or Maybe: What the World Calls Millennials, The Guardian, March 8th. Accessed: 8 Jan 2021 https://www.theguardian.com/world/2016/mar/08/generation-y-curling-or-maybe-what- the-world-calls-millennials Rosling, H., Rosling, O. and Rosling R nnlund, A. (2018) Factfulness: Ten Reasons We re Wrong about the World and Why Things are Better than you Think (London, Hodder and Stoughton). Smeyers, P., Smith, R. and Standish, P. (2007) The Therapy of Education (Hampshire, Palgrave Macmillan). Standish, A. (2017) Teaching about development in a post-development society: the case of geography, International Research in Geographical and Environmental Education, 27(3), pp. 199-215, doi: 10.1080/10382046.2017.1367539

8. Grounds for Hope 8 Dec 2020 Year 10 students David Alcock Geography Teacher, Bradford Grammar School (@DavidAlcock1) @HopefulEd dga@bradfordgrammar.com www.alcock.blog Photo: @LukeEllisCraven

9. Grounds for Hope Before the day: GAWK (Global Awareness and World Knowledge survey) On the day: In main hall, discuss GAWK results, worldviews, influences, branching future timeline ( feared futures ) In form groups: Carousel: Standing on the Shoulders of Giants / Magic Washing Machine / Hope and the Arts In main hall, Future Histories, return to branching timeline ( hoped- for futures & steps to action ), then making hope personal After the day: GAWK rerun with extra space for extended feedback about fears and hopes Self-selected pupils joined discussion groups to dissect notions further e.g. progress and how to measure it

10. 93 Year 10 students at Bradford Grammar School, 1 Dec 2020 Conducted using MS Forms

11. Framing the future Future timelines (Hicks, 2007: Lessons for the future: A geographical contribution Geography 92(3): 179-188 A more hopeful framing?

12. One week before Grounds for Hope Day Two days after Grounds for Hope Day 86 Year 10 students at Bradford Grammar School, 10 Dec 2020 via MS Forms Photo: @LukeEllisCraven

13. Hopeful Education David Alcock Geography Teacher, Bradford Grammar School - @DavidAlcock1 @HopefulEd dga@bradfordgrammar.com www.alcock.blog Photo: @LukeEllisCraven