Teaching Respectful Relationships: Primary and Secondary Curriculum Training Module
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September 2020
ADAPT THIS FOR YOUR OWN PRESENTATION
Training module
Part of: Relationships education (primary)
Relationships and sex education (secondary)
[YOUR NAME, YOUR SCHOOL]
Primary
Secondary
Contents
2
3
About this training module
5
Teaching the new curriculum
14
Safeguarding
17
Ground rules
2
0
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1
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69
Examples of good practice
75
Activities and templates for trainers
About this training module
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Schools can choose whether and how to follow or adapt this training
module and should refer to the
Early Career Framework
for
pedagogical guidance.
3
What you get out of today
By the end of this training you should:
●
know what is included in the statutory guidance
●
know some key knowledge and facts to cover as part of this topic
●
have strategies to deal with questions that come up in class
●
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4
Teaching the new curriculum
5
Closely related topics
Respectful relationships is related to the modules:
●
online relationships
●
mental wellbeing
●
being safe
●
intimate and sexual relationships (secondary only)
●
caring friendships
●
families and people who care for me
Therefore you should:
●
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6
Related guidance
Schools may also want to refer to the following related guidance
when planning to teach this subject:
●
Guidance for schools on preventing and responding to bullying
(including cyberbullying)
●
Teaching online safety in school
7
Relationships support at
[school name]
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[Names, contact details of
relationships support
]
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[Add details - e.g. school policy on
bullying
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8
Teaching about respectful relationships at
[school
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[add details]
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9
Taking a whole school approach
The importance of respectful relationships should be:
●
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Many of the points within this module can be illustrated and
discussed in class using case studies or examples from film or
literature.
10
Primary and secondary teaching
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(
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Using your knowledge of your pupils and school community you can:
●
introduce secondary content in primary with pupils who need it and
are ready
●
teach the primary content in early secondary lessons to pupils who
need to build knowledge before secondary content is taught
11
LGBT needs and inclusion
Primary schools are enabled and encouraged to cover LGBT
(lesbian, gay, bisexual and transgender) content if they consider it
age appropriate to do so. Secondary schools should include LGBT
content.
When doing so, schools should ensure:
●
LGBT-relevant knowledge and examples are included
throughout programmes of study (not one-off teaching)
●
inclusive language is used, considering how individual pupils
may relate to particular topics
12
Pupils with SEND
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You might want to link lesson outcomes with statutory ‘preparing for
adulthood’ outcomes for those with an education, health and care (EHC)
plan. (See
SEND code of practice
, section 8.)
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In special schools and for some SEND pupils in mainstream schools there may
be a need to tailor content and teaching to meet the specific needs of pupils at
different developmental stages. As with all teaching for these subjects, schools
should ensure that their teaching is sensitive, age-appropriate, developmentally
appropriate and delivered with reference to the law. (p15)
13
Safeguarding
14
Safeguarding (1)
Pupils may be affected by issues discussed in lessons.
Let your designated safeguarding lead or deputy and any other relevant
staff, such as pastoral leads, know what you are teaching. This will enable
them to identify and speak to relevant pupils, especially those who they
know may have been directly impacted by issues covered in the lessons and
those with adverse childhood experiences.
Teachers may need to deal with disclosures/concerns (e.g. of abuse or
offending behaviour) in a way that safeguards pupils in line with school
policies, especially the child protection policy.
15
Trusted adults
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A trusted adult will generally be someone who children feel comfortable to
turn to for help. Obvious examples include family members, teachers and
doctors.
It will be important when teaching this topic, and any other relevant topics,
that teachers explore this concept. Pupils should be comfortable and
capable of identifying who their trusted adults could be, both within their
families and wider circles.
16
Ground rules
17
Create class ground rules
Clear class ground rules can help when teaching about sensitive
topics. They also support confidentiality and safeguarding of pupils.
Good practice is for ground rules to be:
●
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18
Example ground rules
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19
Primary curriculum
20
The importance of respect
Primary
Explain that respect means being considerate of the
wishes, feelings and needs of another person.
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Explain to pupils that in school and in wider society it is
important to show respect and feel respected by others.
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f
r
e
s
p
e
c
t
i
n
g
o
t
h
e
r
s
,
e
v
e
n
w
h
e
n
t
h
e
y
a
r
e
v
e
r
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
e
m
(
f
o
r
e
x
a
m
p
l
e
,
p
h
y
s
i
c
a
l
l
y
,
i
n
c
h
a
r
a
c
t
e
r
,
p
e
r
s
o
n
a
l
i
t
y
o
r
b
a
c
k
g
r
o
u
n
d
s
)
,
o
r
m
a
k
e
d
i
f
f
e
r
e
n
t
c
h
o
i
c
e
s
o
r
h
a
v
e
d
i
f
f
e
r
e
n
t
p
r
e
f
e
r
e
n
c
e
s
o
r
b
e
l
i
e
f
s
.
21
Boundaries and personal space
Primary
T
e
a
c
h
t
h
a
t
a
k
e
y
p
a
r
t
o
f
a
h
e
a
l
t
h
y
r
e
l
a
t
i
o
n
s
h
i
p
i
s
t
o
r
e
s
p
e
c
t
e
a
c
h
o
t
h
e
r
’
s
p
e
r
s
o
n
a
l
s
p
a
c
e
a
n
d
b
o
u
n
d
a
r
i
e
s
.
Explain that everyone has the right to have their own
boundaries, for example:
●
to share some of their toys, but not all of them
●
to choose how much physical contact they have,
e.g. some people like to hug, but other people
prefer to just wave
E
x
p
l
a
i
n
t
h
e
d
i
f
f
e
r
e
n
c
e
s
b
e
t
w
e
e
n
a
p
p
r
o
p
r
i
a
t
e
a
n
d
i
n
a
p
p
r
o
p
r
i
a
t
e
o
r
u
n
s
a
f
e
c
o
n
t
a
c
t
(
i
n
b
o
t
h
p
h
y
s
i
c
a
l
a
n
d
i
n
o
t
h
e
r
c
o
n
t
e
x
t
s
,
e
.
g
.
o
n
l
i
n
e
)
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
r
e
s
p
e
c
t
i
n
g
o
t
h
e
r
s
,
e
v
e
n
w
h
e
n
t
h
e
y
a
r
e
v
e
r
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
e
m
(
f
o
r
e
x
a
m
p
l
e
,
p
h
y
s
i
c
a
l
l
y
,
i
n
c
h
a
r
a
c
t
e
r
,
p
e
r
s
o
n
a
l
i
t
y
o
r
b
a
c
k
g
r
o
u
n
d
s
)
,
o
r
m
a
k
e
d
i
f
f
e
r
e
n
t
c
h
o
i
c
e
s
o
r
h
a
v
e
d
i
f
f
e
r
e
n
t
p
r
e
f
e
r
e
n
c
e
s
o
r
b
e
l
i
e
f
s
.
22
Respecting difference
Primary
Teach that everybody is unique. For example, people:
●
l
o
o
k
d
i
f
f
e
r
e
n
t
f
r
o
m
e
a
c
h
o
t
h
e
r
●
l
i
k
e
a
n
d
d
i
s
l
i
k
e
d
i
f
f
e
r
e
n
t
t
h
i
n
g
s
●
m
i
g
h
t
h
a
v
e
d
i
f
f
e
r
e
n
t
b
e
l
i
e
f
s
o
r
c
u
s
t
o
m
s
E
x
p
l
a
i
n
t
h
a
t
e
v
e
r
y
o
n
e
n
e
e
d
s
t
o
s
h
o
w
t
h
e
s
a
m
e
r
e
s
p
e
c
t
t
o
o
t
h
e
r
s
,
r
e
g
a
r
d
l
e
s
s
o
f
h
o
w
d
i
f
f
e
r
e
n
t
t
h
e
y
a
r
e
t
o
t
h
e
m
.
Explain that targeting someone simply because you
disagree with them is a form of bullying and not
acceptable.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
r
e
s
p
e
c
t
i
n
g
o
t
h
e
r
s
,
e
v
e
n
w
h
e
n
t
h
e
y
a
r
e
v
e
r
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
e
m
(
f
o
r
e
x
a
m
p
l
e
,
p
h
y
s
i
c
a
l
l
y
,
i
n
c
h
a
r
a
c
t
e
r
,
p
e
r
s
o
n
a
l
i
t
y
o
r
b
a
c
k
g
r
o
u
n
d
s
)
,
o
r
m
a
k
e
d
i
f
f
e
r
e
n
t
c
h
o
i
c
e
s
o
r
h
a
v
e
d
i
f
f
e
r
e
n
t
p
r
e
f
e
r
e
n
c
e
s
o
r
b
e
l
i
e
f
s
.
23
Self-respect and happiness
Primary
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
a
t
s
e
l
f
-
r
e
s
p
e
c
t
m
e
a
n
s
v
a
l
u
i
n
g
t
h
e
i
r
o
w
n
w
o
r
t
h
,
n
e
e
d
s
a
n
d
w
i
s
h
e
s
.
T
h
e
s
e
a
r
e
o
f
e
q
u
a
l
v
a
l
u
e
t
o
a
n
y
b
o
d
y
e
l
s
e
’
s
.
H
a
v
i
n
g
s
e
l
f
-
r
e
s
p
e
c
t
a
n
d
s
e
l
f
-
w
o
r
t
h
c
a
n
h
e
l
p
t
h
e
m
t
o
:
●
be confident and happy
●
feel that they matter
●
empathise with others
●
achieve personal goals
●
be resilient
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
s
e
l
f
-
r
e
s
p
e
c
t
a
n
d
h
o
w
t
h
i
s
l
i
n
k
s
t
o
t
h
e
i
r
o
w
n
h
a
p
p
i
n
e
s
s
.
24
Respect for ourselves and others
Primary
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
a
t
p
r
a
c
t
i
s
i
n
g
r
e
s
p
e
c
t
f
o
r
o
u
r
s
e
l
v
e
s
a
n
d
o
t
h
e
r
s
a
l
s
o
m
e
a
n
s
s
h
o
w
i
n
g
o
t
h
e
r
q
u
a
l
i
t
i
e
s
s
u
c
h
a
s
h
o
n
e
s
t
y
,
e
m
p
a
t
h
y
,
i
n
t
e
g
r
i
t
y
,
c
o
u
r
a
g
e
,
h
u
m
i
l
i
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
t
r
u
s
t
w
o
r
t
h
i
n
e
s
s
,
t
o
l
e
r
a
n
c
e
a
n
d
f
a
i
r
n
e
s
s
.
E
x
p
l
a
i
n
e
a
c
h
o
f
t
h
e
s
e
q
u
a
l
i
t
i
e
s
t
o
p
u
p
i
l
s
a
n
d
e
n
c
o
u
r
a
g
e
a
c
t
i
v
e
d
e
m
o
n
s
t
r
a
t
i
o
n
o
f
t
h
e
s
e
b
e
h
a
v
i
o
u
r
s
t
h
r
o
u
g
h
o
u
t
t
h
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
.
T
e
a
c
h
t
h
a
t
t
h
e
y
c
a
n
d
e
v
e
l
o
p
t
h
e
s
e
q
u
a
l
i
t
i
e
s
b
y
t
a
k
i
n
g
p
a
r
t
i
n
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
h
e
l
p
i
n
g
o
t
h
e
r
s
a
n
d
v
o
l
u
n
t
e
e
r
i
n
g
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
s
e
l
f
-
r
e
s
p
e
c
t
a
n
d
h
o
w
t
h
i
s
l
i
n
k
s
t
o
t
h
e
i
r
o
w
n
h
a
p
p
i
n
e
s
s
.
25
Respecting people in authority
Primary
E
x
p
l
a
i
n
t
h
a
t
a
l
l
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
n
e
f
i
t
w
h
e
n
r
e
s
p
e
c
t
i
s
m
u
t
u
a
l
a
n
d
r
e
c
i
p
r
o
c
a
l
.
T
e
a
c
h
p
u
p
i
l
s
t
h
a
t
i
t
i
s
c
o
u
r
t
e
o
u
s
t
o
r
e
s
p
e
c
t
t
h
o
s
e
i
n
p
o
s
i
t
i
o
n
s
o
f
a
u
t
h
o
r
i
t
y
.
E
x
p
l
a
i
n
t
h
a
t
t
h
e
p
e
o
p
l
e
w
i
t
h
i
n
t
h
e
s
e
j
o
b
s
o
f
t
e
n
h
a
v
e
a
r
e
s
p
o
n
s
i
b
i
l
i
t
y
t
o
m
a
k
e
o
t
h
e
r
p
e
o
p
l
e
’
s
l
i
v
e
s
s
a
f
e
a
n
d
s
e
c
u
r
e
.
T
e
a
c
h
t
h
a
t
b
y
r
e
s
p
e
c
t
i
n
g
t
h
o
s
e
p
o
s
i
t
i
o
n
s
w
e
e
n
a
b
l
e
t
h
e
m
t
o
d
o
t
h
i
s
p
r
o
p
e
r
l
y
.
Give some examples of people in such positions and
explain why respect for them and the job they do is
important.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
a
t
i
n
s
c
h
o
o
l
a
n
d
i
n
w
i
d
e
r
s
o
c
i
e
t
y
t
h
e
y
c
a
n
e
x
p
e
c
t
t
o
b
e
t
r
e
a
t
e
d
w
i
t
h
r
e
s
p
e
c
t
b
y
o
t
h
e
r
s
,
a
n
d
t
h
a
t
i
n
t
u
r
n
t
h
e
y
s
h
o
u
l
d
s
h
o
w
d
u
e
r
e
s
p
e
c
t
t
o
o
t
h
e
r
s
,
i
n
c
l
u
d
i
n
g
t
h
o
s
e
i
n
p
o
s
i
t
i
o
n
s
o
f
a
u
t
h
o
r
i
t
y
.
26
Improving relationships
Primary
Teach pupils that all relationships (e.g. friends, family,
online) can be supported by:
●
b
e
i
n
g
k
i
n
d
,
c
o
n
s
i
d
e
r
a
t
e
a
n
d
r
e
s
p
e
c
t
f
u
l
●
b
e
i
n
g
h
o
n
e
s
t
●
l
i
s
t
e
n
i
n
g
t
o
e
a
c
h
o
t
h
e
r
●
r
e
s
p
e
c
t
i
n
g
p
e
r
s
o
n
a
l
s
p
a
c
e
,
p
r
i
v
a
c
y
a
n
d
b
o
u
n
d
a
r
i
e
s
●
a
c
c
e
p
t
i
n
g
e
a
c
h
o
t
h
e
r
’
s
d
i
f
f
e
r
e
n
c
e
s
●
f
o
c
u
s
s
i
n
g
o
n
t
h
e
g
o
o
d
t
h
i
n
g
s
i
n
e
a
c
h
o
t
h
e
r
●
p
r
a
i
s
i
n
g
e
a
c
h
o
t
h
e
r
o
n
t
h
e
i
r
a
c
h
i
e
v
e
m
e
n
t
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
p
r
a
c
t
i
c
a
l
s
t
e
p
s
t
h
e
y
c
a
n
t
a
k
e
i
n
a
r
a
n
g
e
o
f
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
t
o
i
m
p
r
o
v
e
o
r
s
u
p
p
o
r
t
r
e
s
p
e
c
t
f
u
l
r
e
l
a
t
i
o
n
s
h
i
p
s
.
27
Supporting relationships
Primary
Explain to pupils that when relationships have problems
it may help them to:
●
n
e
g
o
t
i
a
t
e
t
o
g
e
t
h
e
r
a
n
d
c
o
m
p
r
o
m
i
s
e
●
n
o
t
p
r
e
s
s
u
r
e
e
a
c
h
o
t
h
e
r
t
o
t
h
i
n
k
o
r
d
o
s
o
m
e
t
h
i
n
g
●
a
c
k
n
o
w
l
e
d
g
e
w
h
e
n
s
o
m
e
o
n
e
h
a
s
d
o
n
e
s
o
m
e
t
h
i
n
g
w
r
o
n
g
(
i
n
c
l
u
d
i
n
g
o
u
r
s
e
l
v
e
s
)
a
n
d
s
a
y
s
o
r
r
y
T
e
a
c
h
p
u
p
i
l
s
t
h
a
t
m
u
t
u
a
l
r
e
s
p
e
c
t
d
o
e
s
n
o
t
m
e
a
n
h
a
v
i
n
g
t
o
a
g
r
e
e
w
i
t
h
s
o
m
e
o
n
e
a
n
d
t
h
a
t
t
h
e
i
r
o
w
n
n
e
e
d
s
a
r
e
j
u
s
t
a
s
i
m
p
o
r
t
a
n
t
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
p
r
a
c
t
i
c
a
l
s
t
e
p
s
t
h
e
y
c
a
n
t
a
k
e
i
n
a
r
a
n
g
e
o
f
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
t
o
i
m
p
r
o
v
e
o
r
s
u
p
p
o
r
t
r
e
s
p
e
c
t
f
u
l
r
e
l
a
t
i
o
n
s
h
i
p
s
.
28
Courtesy and good manners (1)
Primary
Teach pupils that there are conventions which are
considered to be courteous and respectful, for example:
●
s
a
y
i
n
g
p
l
e
a
s
e
a
n
d
t
h
a
n
k
y
o
u
●
b
e
i
n
g
o
n
t
i
m
e
,
e
.
g
.
w
h
e
n
m
e
e
t
i
n
g
p
e
o
p
l
e
●
t
a
k
i
n
g
t
u
r
n
s
,
e
.
g
.
w
a
i
t
i
n
g
f
o
r
t
h
e
i
r
t
u
r
n
t
o
p
l
a
y
w
i
t
h
a
t
o
y
●
n
o
t
t
a
l
k
i
n
g
o
v
e
r
o
r
i
n
t
e
r
r
u
p
t
i
n
g
o
t
h
e
r
p
e
o
p
l
e
●
l
i
s
t
e
n
i
n
g
a
t
t
e
n
t
i
v
e
l
y
w
h
e
n
o
t
h
e
r
s
a
r
e
s
p
e
a
k
i
n
g
●
u
s
i
n
g
r
e
s
p
e
c
t
f
u
l
l
a
n
g
u
a
g
e
,
e
.
g
.
n
o
t
c
a
l
l
i
n
g
n
a
m
e
s
●
b
e
i
n
g
c
o
n
s
i
d
e
r
a
t
e
o
f
p
e
r
s
o
n
a
l
s
p
a
c
e
a
n
d
b
o
u
n
d
a
r
i
e
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
o
n
v
e
n
t
i
o
n
s
o
f
c
o
u
r
t
e
s
y
a
n
d
m
a
n
n
e
r
s
.
29
Courtesy and good manners (2)
Primary
●
a
l
l
o
w
i
n
g
o
t
h
e
r
p
e
o
p
l
e
t
o
g
o
f
i
r
s
t
,
e
.
g
.
t
h
r
o
u
g
h
d
o
o
r
s
●
o
f
f
e
r
i
n
g
t
o
h
e
l
p
p
e
o
p
l
e
w
h
e
r
e
t
h
e
y
c
a
n
●
g
r
e
e
t
i
n
g
p
e
o
p
l
e
w
h
e
n
t
h
e
y
s
e
e
t
h
e
m
(
e
.
g
.
g
o
o
d
m
o
r
n
i
n
g
)
a
n
d
u
s
i
n
g
t
h
e
i
r
n
a
m
e
●
a
s
k
i
n
g
f
o
r
p
e
r
m
i
s
s
i
o
n
,
e
.
g
.
‘
w
o
u
l
d
y
o
u
m
i
n
d
i
f
I
…
?
’
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
o
n
v
e
n
t
i
o
n
s
o
f
c
o
u
r
t
e
s
y
a
n
d
m
a
n
n
e
r
s
.
30
Bullying
Primary
Teach that bullying is behaviour:
●
b
y
a
n
i
n
d
i
v
i
d
u
a
l
o
r
g
r
o
u
p
●
r
e
p
e
a
t
e
d
o
v
e
r
t
i
m
e
●
w
h
i
c
h
i
n
t
e
n
t
i
o
n
a
l
l
y
h
u
r
t
s
a
n
o
t
h
e
r
i
n
d
i
v
i
d
u
a
l
o
r
g
r
o
u
p
●
w
h
i
c
h
c
a
n
b
e
e
i
t
h
e
r
p
h
y
s
i
c
a
l
a
n
d
/
o
r
e
m
o
t
i
o
n
a
l
T
e
a
c
h
t
h
a
t
b
u
l
l
y
i
n
g
i
s
n
o
t
t
h
e
s
a
m
e
a
s
a
r
g
u
i
n
g
w
i
t
h
f
r
i
e
n
d
s
.
E
x
p
l
a
i
n
t
h
a
t
b
u
l
l
y
i
n
g
m
i
g
h
t
b
e
m
o
t
i
v
a
t
e
d
b
y
a
c
t
u
a
l
d
i
f
f
e
r
e
n
c
e
s
b
e
t
w
e
e
n
c
h
i
l
d
r
e
n
,
o
r
p
e
r
c
e
i
v
e
d
d
i
f
f
e
r
e
n
c
e
s
.
Teachers should read the guidance on
preventing and
tackling bullying
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
(
p
r
i
m
a
r
i
l
y
r
e
p
o
r
t
i
n
g
b
u
l
l
y
i
n
g
t
o
a
n
a
d
u
l
t
)
a
n
d
h
o
w
t
o
g
e
t
h
e
l
p
.
31
Types of bullying
Primary
Explain bullying can take many forms, such as:
●
p
h
y
s
i
c
a
l
,
e
.
g
.
p
i
n
c
h
i
n
g
,
h
i
t
t
i
n
g
,
p
u
s
h
i
n
g
●
v
e
r
b
a
l
,
e
.
g
.
n
a
m
e
c
a
l
l
i
n
g
,
s
p
r
e
a
d
i
n
g
r
u
m
o
u
r
s
●
n
o
n
-
v
e
r
b
a
l
,
e
.
g
.
s
t
a
r
i
n
g
a
t
s
o
m
e
o
n
e
,
m
a
k
i
n
g
f
a
c
e
s
●
p
s
y
c
h
o
l
o
g
i
c
a
l
,
e
.
g
.
m
a
k
i
n
g
s
o
m
e
o
n
e
f
e
e
l
b
a
d
a
b
o
u
t
t
h
e
m
s
e
l
v
e
s
,
t
r
y
i
n
g
t
o
c
o
n
t
r
o
l
w
h
a
t
s
o
m
e
o
n
e
d
o
e
s
o
r
s
a
y
s
,
r
e
g
u
l
a
r
l
y
e
x
c
l
u
d
i
n
g
s
o
m
e
o
n
e
Teach that it is not always possible to tell if someone is
hurt by bullying, for example, they may laugh or smile.
Explain that bullying is always harmful.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
(
p
r
i
m
a
r
i
l
y
r
e
p
o
r
t
i
n
g
b
u
l
l
y
i
n
g
t
o
a
n
a
d
u
l
t
)
a
n
d
h
o
w
t
o
g
e
t
h
e
l
p
.
32
Cyberbullying
Primary
E
x
p
l
a
i
n
t
h
a
t
c
y
b
e
r
b
u
l
l
y
i
n
g
i
s
b
u
l
l
y
i
n
g
w
h
i
c
h
t
a
k
e
s
p
l
a
c
e
o
n
l
i
n
e
,
e
.
g
.
s
o
c
i
a
l
m
e
d
i
a
,
t
e
x
t
s
,
e
m
a
i
l
s
o
r
i
n
o
n
l
i
n
e
g
a
m
e
s
.
B
u
l
l
y
i
n
g
o
n
l
i
n
e
i
s
j
u
s
t
a
s
s
e
r
i
o
u
s
a
s
b
u
l
l
y
i
n
g
o
f
f
l
i
n
e
.
Explain that someone can be cyberbullied by people
they know or don’t know, including people who are
anonymous.
Cyberbullying includes:
●
s
h
a
r
i
n
g
o
r
m
a
k
i
n
g
o
f
f
e
n
s
i
v
e
o
r
h
u
r
t
f
u
l
c
o
m
m
e
n
t
s
●
p
r
e
s
s
u
r
i
n
g
s
o
m
e
o
n
e
i
n
t
o
d
o
i
n
g
s
o
m
e
t
h
i
n
g
●
s
h
a
r
i
n
g
s
o
m
e
o
n
e
e
l
s
e
’
s
p
r
i
v
a
t
e
m
e
s
s
a
g
e
s
o
r
i
m
a
g
e
s
w
i
t
h
o
u
t
t
h
e
i
r
c
o
n
s
e
n
t
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
(
p
r
i
m
a
r
i
l
y
r
e
p
o
r
t
i
n
g
b
u
l
l
y
i
n
g
t
o
a
n
a
d
u
l
t
)
a
n
d
h
o
w
t
o
g
e
t
h
e
l
p
.
33
The impact of bullying
Primary
T
e
a
c
h
t
h
a
t
a
l
l
f
o
r
m
s
o
f
b
u
l
l
y
i
n
g
a
r
e
h
a
r
m
f
u
l
,
a
n
d
c
a
n
m
a
k
e
t
h
o
s
e
t
a
r
g
e
t
e
d
:
●
feel humiliated and ash
amed
●
feel scared, sad
and alone
●
feel like they want to hurt themselves or other
people
●
lose confidence in themselves
●
miss school and other opportunities
●
feel bad
long after
the bullying
happen
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
(
p
r
i
m
a
r
i
l
y
r
e
p
o
r
t
i
n
g
b
u
l
l
y
i
n
g
t
o
a
n
a
d
u
l
t
)
a
n
d
h
o
w
t
o
g
e
t
h
e
l
p
.
34
Responsibilities of bystanders
Primary
T
e
a
c
h
t
h
a
t
a
‘
b
y
s
t
a
n
d
e
r
’
i
s
s
o
m
e
o
n
e
w
h
o
w
i
t
n
e
s
s
e
s
b
u
l
l
y
i
n
g
,
b
u
t
i
s
n
o
t
i
n
v
o
l
v
e
d
.
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
e
y
c
a
n
b
e
a
n
a
c
t
i
v
e
b
y
s
t
a
n
d
e
r
o
r
a
p
a
s
s
i
v
e
b
y
s
t
a
n
d
e
r
.
W
o
r
k
w
i
t
h
p
u
p
i
l
s
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
w
a
y
s
t
h
e
y
c
a
n
s
a
f
e
l
y
b
e
a
n
a
c
t
i
v
e
b
y
s
t
a
n
d
e
r
,
f
o
r
e
x
a
m
p
l
e
:
●
privately asking the victim if they're okay
●
reporting it to a teacher (discuss the school's
reporting procedure)
●
telling a trusted adult
●
encouraging the victim to contact an organisation
like
Childline
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
(
p
r
i
m
a
r
i
l
y
r
e
p
o
r
t
i
n
g
b
u
l
l
y
i
n
g
t
o
a
n
a
d
u
l
t
)
a
n
d
h
o
w
t
o
g
e
t
h
e
l
p
.
35
Help for tackling bullying
Primary
Explain your school’s safeguarding, anti-bullying and
behaviour policies.
T
e
a
c
h
p
u
p
i
l
s
t
h
a
t
t
h
e
y
c
a
n
s
p
e
a
k
t
o
a
t
r
u
s
t
e
d
a
d
u
l
t
,
o
r
o
r
g
a
n
i
s
a
t
i
o
n
s
s
u
c
h
a
s
C
h
i
l
d
l
i
n
e
o
r
C
E
O
P
.
Explain that online bullying by a pupil at the same
school can be reported to the school.
Also discuss:
●
d
i
g
i
t
a
l
r
e
p
o
r
t
i
n
g
t
o
o
l
s
t
o
r
e
m
o
v
e
c
o
n
t
e
n
t
●
b
l
o
c
k
i
n
g
c
e
r
t
a
i
n
u
s
e
r
s
●
t
a
k
i
n
g
a
b
r
e
a
k
f
r
o
m
o
n
l
i
n
e
p
l
a
t
f
o
r
m
s
●
t
a
k
i
n
g
e
v
i
d
e
n
c
e
,
f
o
r
e
x
a
m
p
l
e
,
s
c
r
e
e
n
s
h
o
t
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
p
r
a
c
t
i
c
a
l
s
t
e
p
s
t
h
e
y
c
a
n
t
a
k
e
i
n
a
r
a
n
g
e
o
f
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
t
o
i
m
p
r
o
v
e
o
r
s
u
p
p
o
r
t
r
e
s
p
e
c
t
f
u
l
r
e
l
a
t
i
o
n
s
h
i
p
s
.
36
Understanding stereotypes
Primary
T
e
a
c
h
t
h
a
t
a
s
t
e
r
e
o
t
y
p
e
i
s
a
n
o
v
e
r
l
y
s
i
m
p
l
i
f
i
e
d
,
o
f
t
e
n
u
n
t
r
u
e
,
f
i
x
e
d
i
d
e
a
a
b
o
u
t
a
g
r
o
u
p
o
f
p
e
o
p
l
e
.
Explain that a stereotype is a belief that someone's
character, preferences, attributes or abilities can be
automatically inferred from a group that they may
happen to be a part of.
For example, their gender or ethnic background.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
w
h
a
t
a
s
t
e
r
e
o
t
y
p
e
i
s
,
a
n
d
h
o
w
s
t
e
r
e
o
t
y
p
e
s
c
a
n
b
e
u
n
f
a
i
r
,
n
e
g
a
t
i
v
e
o
r
d
e
s
t
r
u
c
t
i
v
e
.
37
How stereotypes can damage
Primary
Teach that stereotypes are damaging for anyone in
those groups as they:
●
affect how people think about and behave towards
them
●
mean they are judged on assumptions about them
rather than their own achievements and qualities
●
make people look for behaviour in them that
reinforces the stereotype of that group
Teach that stereotypes are damaging and unfair
whether they are applied to a group that is in the
majority or the minority.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
w
h
a
t
a
s
t
e
r
e
o
t
y
p
e
i
s
,
a
n
d
h
o
w
s
t
e
r
e
o
t
y
p
e
s
c
a
n
b
e
u
n
f
a
i
r
,
n
e
g
a
t
i
v
e
o
r
d
e
s
t
r
u
c
t
i
v
e
.
38
Seeking permission
Primary
D
i
s
c
u
s
s
w
i
t
h
p
u
p
i
l
s
w
h
e
n
p
e
o
p
l
e
n
e
e
d
t
o
s
e
e
k
p
e
r
m
i
s
s
i
o
n
f
r
o
m
s
o
m
e
o
n
e
e
l
s
e
,
e
.
g
.
b
o
r
r
o
w
i
n
g
p
r
o
p
e
r
t
y
,
j
o
i
n
i
n
g
s
o
m
e
o
n
e
e
l
s
e
’
s
g
a
m
e
.
Discuss with pupils:
●
what they should do if permission is unclear
●
other ways that people say ‘no’, for example, ‘maybe
later’ or ‘I don’t know’
●
n
o
n
-
v
e
r
b
a
l
c
u
e
s
,
f
o
r
e
x
a
m
p
l
e
,
p
e
o
p
l
e
s
h
a
k
i
n
g
t
h
e
i
r
h
e
a
d
,
o
r
s
a
y
i
n
g
n
o
t
h
i
n
g
T
e
a
c
h
p
u
p
i
l
s
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
b
e
i
n
g
c
l
e
a
r
w
h
e
n
s
e
e
k
i
n
g
p
e
r
m
i
s
s
i
o
n
,
f
o
r
e
x
a
m
p
l
e
,
b
y
a
s
k
i
n
g
a
d
i
r
e
c
t
q
u
e
s
t
i
o
n
.
39
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
p
e
r
m
i
s
s
i
o
n
-
s
e
e
k
i
n
g
a
n
d
g
i
v
i
n
g
i
n
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
f
r
i
e
n
d
s
,
p
e
e
r
s
a
n
d
a
d
u
l
t
s
.
Giving permission
Primary
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
a
t
p
a
r
t
o
f
s
e
l
f
-
r
e
s
p
e
c
t
i
s
k
n
o
w
i
n
g
w
h
e
n
t
h
e
y
w
a
n
t
t
o
d
o
s
o
m
e
t
h
i
n
g
o
r
n
o
t
.
D
i
s
c
u
s
s
w
a
y
s
t
h
e
y
c
a
n
e
x
p
r
e
s
s
t
h
i
s
w
i
t
h
c
o
n
f
i
d
e
n
c
e
a
n
d
k
i
n
d
n
e
s
s
.
Teach pupils that:
●
not giving permission does not make them a bad
friend
●
giving permission does not make them a good friend
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
p
e
r
m
i
s
s
i
o
n
-
s
e
e
k
i
n
g
a
n
d
g
i
v
i
n
g
i
n
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
f
r
i
e
n
d
s
,
p
e
e
r
s
a
n
d
a
d
u
l
t
s
.
40
Secondary curriculum
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
S
c
h
o
o
l
s
s
h
o
u
l
d
c
o
n
t
i
n
u
e
t
o
d
e
v
e
l
o
p
k
n
o
w
l
e
d
g
e
o
n
t
o
p
i
c
s
s
p
e
c
i
f
i
e
d
f
o
r
p
r
i
m
a
r
y
a
s
r
e
q
u
i
r
e
d
a
n
d
i
n
a
d
d
i
t
i
o
n
c
o
v
e
r
t
h
e
f
o
l
l
o
w
i
n
g
c
o
n
t
e
n
t
b
y
t
h
e
e
n
d
o
f
s
e
c
o
n
d
a
r
y
.
(
p
3
6
)
41
Positive and healthy friendships
B
u
i
l
d
i
n
g
o
n
w
h
a
t
i
s
t
a
u
g
h
t
i
n
p
r
i
m
a
r
y
,
t
e
a
c
h
t
h
a
t
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
m
a
k
e
p
e
o
p
l
e
f
e
e
l
h
a
p
p
y
,
c
o
n
f
i
d
e
n
t
,
s
a
f
e
,
a
n
d
p
o
s
i
t
i
v
e
a
b
o
u
t
t
h
e
m
s
e
l
v
e
s
.
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
a
t
t
h
i
s
a
p
p
l
i
e
s
t
o
r
e
l
a
t
i
o
n
s
h
i
p
s
i
n
p
e
r
s
o
n
a
n
d
o
n
l
i
n
e
.
E
x
p
l
o
r
e
,
i
n
b
o
t
h
c
o
n
t
e
x
t
s
,
w
h
a
t
p
u
p
i
l
s
c
a
n
d
o
i
f
t
h
e
y
a
r
e
i
n
a
r
e
l
a
t
i
o
n
s
h
i
p
t
h
a
t
d
o
e
s
n
o
t
m
a
k
e
t
h
e
m
f
e
e
l
t
h
i
s
w
a
y
,
f
o
r
e
x
a
m
p
l
e
,
t
e
l
l
a
t
r
u
s
t
e
d
a
d
u
l
t
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
p
o
s
i
t
i
v
e
a
n
d
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
(
i
n
a
l
l
c
o
n
t
e
x
t
s
,
i
n
c
l
u
d
i
n
g
o
n
l
i
n
e
)
i
n
c
l
u
d
i
n
g
:
t
r
u
s
t
,
r
e
s
p
e
c
t
,
h
o
n
e
s
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
b
o
u
n
d
a
r
i
e
s
,
p
r
i
v
a
c
y
,
c
o
n
s
e
n
t
a
n
d
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
c
o
n
f
l
i
c
t
,
r
e
c
o
n
c
i
l
i
a
t
i
o
n
a
n
d
e
n
d
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
i
s
i
n
c
l
u
d
e
s
d
i
f
f
e
r
e
n
t
(
n
o
n
-
s
e
x
u
a
l
)
t
y
p
e
s
o
f
r
e
l
a
t
i
o
n
s
h
i
p
.
Secondary
42
Positive and healthy friendships (1)
In a positive and healthy friendship both people:
●
a
r
e
k
i
n
d
,
c
o
n
s
i
d
e
r
a
t
e
a
n
d
r
e
s
p
e
c
t
f
u
l
t
o
e
a
c
h
o
t
h
e
r
●
a
r
e
h
o
n
e
s
t
w
i
t
h
e
a
c
h
o
t
h
e
r
●
l
i
s
t
e
n
t
o
e
a
c
h
o
t
h
e
r
●
r
e
s
p
e
c
t
e
a
c
h
o
t
h
e
r
s
p
e
r
s
o
n
a
l
s
p
a
c
e
,
p
r
i
v
a
c
y
a
n
d
b
o
u
n
d
a
r
i
e
s
●
a
c
c
e
p
t
e
a
c
h
o
t
h
e
r
’
s
d
i
f
f
e
r
e
n
c
e
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
p
o
s
i
t
i
v
e
a
n
d
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
(
i
n
a
l
l
c
o
n
t
e
x
t
s
,
i
n
c
l
u
d
i
n
g
o
n
l
i
n
e
)
i
n
c
l
u
d
i
n
g
:
t
r
u
s
t
,
r
e
s
p
e
c
t
,
h
o
n
e
s
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
b
o
u
n
d
a
r
i
e
s
,
p
r
i
v
a
c
y
,
c
o
n
s
e
n
t
a
n
d
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
c
o
n
f
l
i
c
t
,
r
e
c
o
n
c
i
l
i
a
t
i
o
n
a
n
d
e
n
d
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
i
s
i
n
c
l
u
d
e
s
d
i
f
f
e
r
e
n
t
(
n
o
n
-
s
e
x
u
a
l
)
t
y
p
e
s
o
f
r
e
l
a
t
i
o
n
s
h
i
p
.
Secondary
43
Respect
Explain that in a respectful relationship they should be
able to:
●
e
x
p
r
e
s
s
t
h
e
i
r
f
e
e
l
i
n
g
s
a
n
d
o
p
i
n
i
o
n
s
w
i
t
h
o
u
t
b
e
i
n
g
m
a
d
e
t
o
f
e
e
l
s
t
u
p
i
d
,
s
c
a
r
e
d
,
o
r
e
m
b
a
r
r
a
s
s
e
d
●
l
i
s
t
e
n
t
o
a
n
d
g
e
n
u
i
n
e
l
y
v
a
l
u
e
t
h
e
o
t
h
e
r
p
e
r
s
o
n
’
s
f
e
e
l
i
n
g
s
a
n
d
o
p
i
n
i
o
n
s
●
b
e
a
b
l
e
t
o
d
i
s
a
g
r
e
e
w
i
t
h
o
u
t
c
a
u
s
i
n
g
a
f
i
g
h
t
o
r
s
o
m
e
o
n
e
s
a
y
i
n
g
h
u
r
t
f
u
l
t
h
i
n
g
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
p
o
s
i
t
i
v
e
a
n
d
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
(
i
n
a
l
l
c
o
n
t
e
x
t
s
,
i
n
c
l
u
d
i
n
g
o
n
l
i
n
e
)
i
n
c
l
u
d
i
n
g
:
t
r
u
s
t
,
r
e
s
p
e
c
t
,
h
o
n
e
s
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
b
o
u
n
d
a
r
i
e
s
,
p
r
i
v
a
c
y
,
c
o
n
s
e
n
t
a
n
d
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
c
o
n
f
l
i
c
t
,
r
e
c
o
n
c
i
l
i
a
t
i
o
n
a
n
d
e
n
d
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
i
s
i
n
c
l
u
d
e
s
d
i
f
f
e
r
e
n
t
(
n
o
n
-
s
e
x
u
a
l
)
t
y
p
e
s
o
f
r
e
l
a
t
i
o
n
s
h
i
p
.
Secondary
44
Respecting difference (1)
B
u
i
l
d
i
n
g
o
n
t
h
e
p
r
i
m
a
r
y
c
u
r
r
i
c
u
l
u
m
,
r
e
i
n
f
o
r
c
e
t
h
a
t
e
v
e
r
y
o
n
e
n
e
e
d
s
t
o
s
h
o
w
t
h
e
s
a
m
e
r
e
s
p
e
c
t
t
o
o
t
h
e
r
s
r
e
g
a
r
d
l
e
s
s
o
f
h
o
w
d
i
f
f
e
r
e
n
t
t
h
e
y
a
r
e
t
o
t
h
e
m
.
Explain the harm caused by ‘cancel culture’ and the
importance of freedom of speech and freedom of
association to a tolerant and free society.
Teach that censorship and ‘no platforming’ are harmful
and damaging.
Explain that seeking to get people ‘cancelled’ (e.g.
having them removed from their position of authority or
job) simply because you disagree with them, is a form
of bullying and is not acceptable.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
r
e
s
p
e
c
t
i
n
g
o
t
h
e
r
s
,
e
v
e
n
w
h
e
n
t
h
e
y
a
r
e
v
e
r
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
e
m
(
f
o
r
e
x
a
m
p
l
e
p
h
y
s
i
c
a
l
l
y
,
i
n
c
h
a
r
a
c
t
e
r
,
p
e
r
s
o
n
a
l
i
t
y
o
r
b
a
c
k
g
r
o
u
n
d
)
,
o
r
m
a
k
e
d
i
f
f
e
r
e
n
t
c
h
o
i
c
e
s
o
r
h
a
v
e
d
i
f
f
e
r
e
n
t
p
r
e
f
e
r
e
n
c
e
s
o
r
b
e
l
i
e
f
s
.
Secondary
45
Boundaries, privacy, consent
Teach that even within the closest friendships, people
appreciate and expect to:
●
h
a
v
e
t
h
e
i
r
p
r
i
v
a
c
y
r
e
s
p
e
c
t
e
d
,
e
.
g
.
t
r
u
s
t
t
h
a
t
t
h
e
i
r
f
r
i
e
n
d
s
w
i
l
l
n
o
t
a
c
c
e
s
s
t
h
e
i
r
p
h
o
n
e
w
i
t
h
o
u
t
p
e
r
m
i
s
s
i
o
n
●
h
a
v
e
t
h
e
i
r
b
o
u
n
d
a
r
i
e
s
r
e
s
p
e
c
t
e
d
,
e
.
g
.
h
o
w
c
l
o
s
e
l
y
t
h
e
y
i
n
t
e
r
a
c
t
w
i
t
h
p
e
o
p
l
e
,
p
h
y
s
i
c
a
l
l
y
o
r
o
t
h
e
r
w
i
s
e
●
b
e
a
b
l
e
t
o
c
h
o
o
s
e
w
h
e
n
t
o
g
i
v
e
a
n
d
w
i
t
h
d
r
a
w
c
o
n
s
e
n
t
,
e
.
g
.
c
h
a
n
g
e
t
h
e
i
r
m
i
n
d
Explain that this applies to all relationships, e.g. family,
friends or other’s they regularly interact with.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
p
o
s
i
t
i
v
e
a
n
d
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
(
i
n
a
l
l
c
o
n
t
e
x
t
s
,
i
n
c
l
u
d
i
n
g
o
n
l
i
n
e
)
i
n
c
l
u
d
i
n
g
:
t
r
u
s
t
,
r
e
s
p
e
c
t
,
h
o
n
e
s
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
b
o
u
n
d
a
r
i
e
s
,
p
r
i
v
a
c
y
,
c
o
n
s
e
n
t
a
n
d
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
c
o
n
f
l
i
c
t
,
r
e
c
o
n
c
i
l
i
a
t
i
o
n
a
n
d
e
n
d
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
i
s
i
n
c
l
u
d
e
s
d
i
f
f
e
r
e
n
t
(
n
o
n
-
s
e
x
u
a
l
)
t
y
p
e
s
o
f
r
e
l
a
t
i
o
n
s
h
i
p
.
Secondary
46
Conflict and reconciliation
Teach that when there is conflict in relationships it can
help to:
●
a
p
o
l
o
g
i
s
e
i
f
t
h
e
y
a
r
e
i
n
t
h
e
w
r
o
n
g
●
d
i
s
c
u
s
s
w
a
y
s
t
o
d
e
-
e
s
c
a
l
a
t
e
c
o
n
f
l
i
c
t
●
l
i
s
t
e
n
a
n
d
a
c
k
n
o
w
l
e
d
g
e
e
a
c
h
o
t
h
e
r
’
s
v
i
e
w
p
o
i
n
t
s
●
c
l
a
r
i
f
y
v
i
e
w
s
a
n
d
o
p
i
n
i
o
n
s
●
a
c
c
e
p
t
t
h
e
c
o
n
s
e
q
u
e
n
c
e
s
o
f
t
h
e
i
r
a
c
t
i
o
n
s
E
x
p
l
a
i
n
t
h
a
t
a
s
u
c
c
e
s
s
f
u
l
l
y
r
e
s
o
l
v
e
d
c
o
n
f
l
i
c
t
c
a
n
s
t
r
e
n
g
t
h
e
n
a
r
e
l
a
t
i
o
n
s
h
i
p
a
s
t
h
e
p
a
r
t
i
e
s
u
n
d
e
r
s
t
a
n
d
m
o
r
e
a
b
o
u
t
t
h
e
o
t
h
e
r
p
e
r
s
o
n
a
n
d
t
h
e
m
s
e
l
v
e
s
a
s
a
r
e
s
u
l
t
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
p
r
a
c
t
i
c
a
l
s
t
e
p
s
t
h
e
y
c
a
n
t
a
k
e
i
n
a
r
a
n
g
e
o
f
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
t
o
i
m
p
r
o
v
e
o
r
s
u
p
p
o
r
t
r
e
s
p
e
c
t
f
u
l
r
e
l
a
t
i
o
n
s
h
i
p
s
.
Secondary
47
Ending relationships
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
p
o
s
i
t
i
v
e
a
n
d
h
e
a
l
t
h
y
f
r
i
e
n
d
s
h
i
p
s
(
i
n
a
l
l
c
o
n
t
e
x
t
s
,
i
n
c
l
u
d
i
n
g
o
n
l
i
n
e
)
i
n
c
l
u
d
i
n
g
:
t
r
u
s
t
,
r
e
s
p
e
c
t
,
h
o
n
e
s
t
y
,
k
i
n
d
n
e
s
s
,
g
e
n
e
r
o
s
i
t
y
,
b
o
u
n
d
a
r
i
e
s
,
p
r
i
v
a
c
y
,
c
o
n
s
e
n
t
a
n
d
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
c
o
n
f
l
i
c
t
,
r
e
c
o
n
c
i
l
i
a
t
i
o
n
a
n
d
e
n
d
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
i
s
i
n
c
l
u
d
e
s
d
i
f
f
e
r
e
n
t
(
n
o
n
-
s
e
x
u
a
l
)
t
y
p
e
s
o
f
r
e
l
a
t
i
o
n
s
h
i
p
.
Teach that friendships can end for different reasons:
●
t
h
e
y
c
a
n
e
n
d
s
u
d
d
e
n
l
y
,
e
.
g
.
w
i
t
h
a
d
i
s
a
g
r
e
e
m
e
n
t
●
p
e
o
p
l
e
c
a
n
g
r
o
w
a
p
a
r
t
g
r
a
d
u
a
l
l
y
a
s
t
h
e
y
d
e
v
e
l
o
p
d
i
f
f
e
r
e
n
t
i
n
t
e
r
e
s
t
s
o
r
p
r
i
o
r
i
t
i
e
s
Explain that all people make and end relationships
throughout their lives. After a relationship ends:
●
l
e
a
r
n
i
n
g
t
o
m
o
v
e
o
n
w
i
t
h
o
u
t
i
l
l
-
f
e
e
l
i
n
g
i
s
p
a
r
t
o
f
a
m
a
t
u
r
e
r
e
s
p
o
n
s
e
t
o
t
h
e
s
e
n
o
r
m
a
l
l
i
f
e
e
v
e
n
t
s
●
t
r
y
i
n
g
t
o
m
a
i
n
t
a
i
n
a
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
s
o
m
e
o
n
e
w
h
o
d
o
e
s
n
o
t
w
a
n
t
t
o
c
a
n
b
e
d
a
m
a
g
i
n
g
f
o
r
b
o
t
h
p
e
o
p
l
e
Secondary
48
B
u
i
l
d
i
n
g
o
n
w
h
a
t
i
s
t
a
u
g
h
t
i
n
p
r
i
m
a
r
y
s
c
h
o
o
l
,
t
e
a
c
h
t
h
a
t
s
t
e
r
e
o
t
y
p
e
s
a
r
e
u
n
f
a
i
r
,
a
n
d
c
a
n
b
e
l
i
m
i
t
i
n
g
f
o
r
t
h
e
i
n
d
i
v
i
d
u
a
l
a
n
d
f
o
r
o
u
r
s
o
c
i
e
t
y
.
These include stereotypes based on:
●
sex
●
gender
●
disability
●
race
●
religion
●
sexual orientation
●
gender reassignment
●
background
Stereotypes damage individuals
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
s
t
e
r
e
o
t
y
p
e
s
,
i
n
p
a
r
t
i
c
u
l
a
r
s
t
e
r
e
o
t
y
p
e
s
b
a
s
e
d
o
n
s
e
x
,
g
e
n
d
e
r
,
r
a
c
e
,
r
e
l
i
g
i
o
n
,
s
e
x
u
a
l
o
r
i
e
n
t
a
t
i
o
n
o
r
d
i
s
a
b
i
l
i
t
y
,
c
a
n
c
a
u
s
e
d
a
m
a
g
e
(
e
.
g
.
h
o
w
t
h
e
y
m
i
g
h
t
n
o
r
m
a
l
i
s
e
n
o
n
-
c
o
n
s
e
n
s
u
a
l
b
e
h
a
v
i
o
u
r
o
r
e
n
c
o
u
r
a
g
e
p
r
e
j
u
d
i
c
e
)
.
Secondary
49
T
e
a
c
h
t
h
a
t
s
t
e
r
e
o
t
y
p
e
s
a
r
e
u
n
f
a
i
r
b
e
c
a
u
s
e
p
e
o
p
l
e
d
o
n
o
t
a
l
w
a
y
s
f
i
t
i
n
t
o
t
h
e
i
d
e
a
t
h
a
t
o
t
h
e
r
s
m
a
y
h
a
v
e
o
f
t
h
e
m
.
E
x
p
l
a
i
n
t
h
a
t
a
l
o
t
o
f
p
o
t
e
n
t
i
a
l
i
s
w
a
s
t
e
d
i
f
p
e
o
p
l
e
b
a
s
e
t
h
e
i
r
d
e
c
i
s
i
o
n
s
o
n
s
t
e
r
e
o
t
y
p
e
s
r
a
t
h
e
r
t
h
a
n
o
n
a
n
i
n
d
i
v
i
d
u
a
l
'
s
s
t
r
e
n
g
t
h
s
.
E
x
p
l
a
i
n
t
h
a
t
i
t
s
h
o
w
s
g
r
e
a
t
e
r
i
n
t
e
g
r
i
t
y
t
o
r
e
s
p
e
c
t
p
e
o
p
l
e
’
s
i
n
d
i
v
i
d
u
a
l
i
t
y
r
a
t
h
e
r
t
h
a
n
h
a
v
i
n
g
p
r
e
c
o
n
c
e
p
t
i
o
n
s
a
b
o
u
t
t
h
e
m
.
Teach that stereotypes are damaging and unfair
whether they are applied to a group that is in the
majority or the minority
.
Stereotypes damage individuals (2)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
s
t
e
r
e
o
t
y
p
e
s
,
i
n
p
a
r
t
i
c
u
l
a
r
s
t
e
r
e
o
t
y
p
e
s
b
a
s
e
d
o
n
s
e
x
,
g
e
n
d
e
r
,
r
a
c
e
,
r
e
l
i
g
i
o
n
,
s
e
x
u
a
l
o
r
i
e
n
t
a
t
i
o
n
o
r
d
i
s
a
b
i
l
i
t
y
,
c
a
n
c
a
u
s
e
d
a
m
a
g
e
(
e
.
g
.
h
o
w
t
h
e
y
m
i
g
h
t
n
o
r
m
a
l
i
s
e
n
o
n
-
c
o
n
s
e
n
s
u
a
l
b
e
h
a
v
i
o
u
r
o
r
e
n
c
o
u
r
a
g
e
p
r
e
j
u
d
i
c
e
)
.
Secondary
50
T
e
a
c
h
t
h
a
t
s
t
e
r
e
o
t
y
p
e
s
e
n
c
o
u
r
a
g
e
p
r
e
j
u
d
i
c
e
a
n
d
c
a
n
n
o
r
m
a
l
i
s
e
n
o
n
-
c
o
n
s
e
n
s
u
a
l
b
e
h
a
v
i
o
u
r
.
For example, the stereotypes of femininity and
masculinity may:
●
make people think certain careers are for men and
others are for women, limiting the types of jobs
people think they can do
●
contribute to the idea that one party has fewer rights
in a relationship than the other
Stereotypes encourage prejudice
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
s
t
e
r
e
o
t
y
p
e
s
,
i
n
p
a
r
t
i
c
u
l
a
r
s
t
e
r
e
o
t
y
p
e
s
b
a
s
e
d
o
n
s
e
x
,
g
e
n
d
e
r
,
r
a
c
e
,
r
e
l
i
g
i
o
n
,
s
e
x
u
a
l
o
r
i
e
n
t
a
t
i
o
n
o
r
d
i
s
a
b
i
l
i
t
y
,
c
a
n
c
a
u
s
e
d
a
m
a
g
e
(
e
.
g
.
h
o
w
t
h
e
y
m
i
g
h
t
n
o
r
m
a
l
i
s
e
n
o
n
-
c
o
n
s
e
n
s
u
a
l
b
e
h
a
v
i
o
u
r
o
r
e
n
c
o
u
r
a
g
e
p
r
e
j
u
d
i
c
e
)
.
Secondary
51
Respect and tolerance
T
e
a
c
h
t
h
a
t
e
v
e
r
y
o
n
e
i
s
e
n
t
i
t
l
e
d
t
o
b
e
r
e
s
p
e
c
t
e
d
.
E
x
p
l
a
i
n
t
h
a
t
a
s
w
e
l
i
v
e
i
n
a
s
o
c
i
e
t
y
,
w
e
a
r
e
a
l
l
o
b
l
i
g
e
d
f
o
r
e
v
e
r
y
o
n
e
'
s
b
e
n
e
f
i
t
t
o
s
h
o
w
r
e
s
p
e
c
t
a
n
d
t
o
l
e
r
a
n
c
e
.
I
d
e
n
t
i
f
y
k
e
y
r
o
l
e
s
i
n
s
o
c
i
e
t
y
t
h
a
t
a
r
e
n
e
e
d
e
d
t
o
e
n
s
u
r
e
s
o
c
i
e
t
y
w
o
r
k
s
a
n
d
i
s
f
a
i
r
a
n
d
j
u
s
t
,
e
.
g
.
t
h
e
p
o
l
i
c
e
,
j
u
d
g
e
s
,
g
o
v
e
r
n
m
e
n
t
.
D
i
s
c
u
s
s
t
h
e
c
o
n
s
e
q
u
e
n
c
e
s
o
f
u
n
d
e
r
m
i
n
i
n
g
t
h
e
s
e
r
o
l
e
s
t
h
r
o
u
g
h
d
i
s
r
e
s
p
e
c
t
.
D
i
s
c
u
s
s
t
h
e
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
f
a
i
r
a
n
d
e
v
i
d
e
n
c
e
-
b
a
s
e
d
c
h
a
l
l
e
n
g
e
t
o
a
u
t
h
o
r
i
t
y
(
e
.
g
.
w
h
i
s
t
l
e
b
l
o
w
i
n
g
)
v
e
r
s
u
s
a
b
u
s
i
v
e
,
p
e
r
s
o
n
a
l
a
t
t
a
c
k
s
,
s
l
a
n
d
e
r
a
n
d
l
i
b
e
l
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
a
t
i
n
s
c
h
o
o
l
a
n
d
i
n
w
i
d
e
r
s
o
c
i
e
t
y
t
h
e
y
c
a
n
e
x
p
e
c
t
t
o
b
e
t
r
e
a
t
e
d
w
i
t
h
r
e
s
p
e
c
t
b
y
o
t
h
e
r
s
,
a
n
d
t
h
a
t
i
n
t
u
r
n
t
h
e
y
s
h
o
u
l
d
s
h
o
w
d
u
e
r
e
s
p
e
c
t
t
o
o
t
h
e
r
s
,
i
n
c
l
u
d
i
n
g
p
e
o
p
l
e
i
n
p
o
s
i
t
i
o
n
s
o
f
a
u
t
h
o
r
i
t
y
a
n
d
d
u
e
t
o
l
e
r
a
n
c
e
o
f
o
t
h
e
r
p
e
o
p
l
e
’
s
b
e
l
i
e
f
s
.
Secondary
52
Types of bullying (1)
Building on what is taught in primary, discuss with
pupils the types of bullying they may encounter, e.g.:
●
p
h
y
s
i
c
a
l
,
e
.
g
.
p
u
n
c
h
i
n
g
o
r
k
i
c
k
i
n
g
s
o
m
e
o
n
e
●
v
e
r
b
a
l
,
e
.
g
.
s
p
r
e
a
d
i
n
g
r
u
m
o
u
r
s
,
u
s
i
n
g
r
a
c
i
a
l
,
s
e
x
i
s
t
,
o
r
h
o
m
o
p
h
o
b
i
c
s
l
u
r
s
●
n
o
n
-
v
e
r
b
a
l
,
e
.
g
.
i
n
t
i
m
i
d
a
t
i
n
g
s
o
m
e
o
n
e
b
y
s
t
a
r
i
n
g
a
t
t
h
e
m
,
b
l
o
c
k
i
n
g
s
o
m
e
o
n
e
’
s
p
a
t
h
●
p
s
y
c
h
o
l
o
g
i
c
a
l
,
e
.
g
.
‘
g
a
s
l
i
g
h
t
i
n
g
’
,
p
u
t
t
i
n
g
s
o
m
e
o
n
e
d
o
w
n
,
h
u
m
i
l
i
a
t
i
n
g
t
h
e
m
,
o
r
e
x
c
l
u
d
i
n
g
t
h
e
m
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
53
Cyberbullying (1)
Building on what is taught in primary, explain that all the
following behaviours constitute cyberbullying:
●
p
u
b
l
i
s
h
i
n
g
s
o
m
e
o
n
e
’
s
p
e
r
s
o
n
a
l
i
n
f
o
r
m
a
t
i
o
n
o
r
i
m
a
g
e
s
w
i
t
h
o
u
t
t
h
e
i
r
c
o
n
s
e
n
t
,
e
.
g
.
d
e
l
i
b
e
r
a
t
e
l
y
t
r
y
i
n
g
t
o
h
u
m
i
l
i
a
t
e
t
h
e
m
b
y
s
h
a
r
i
n
g
t
h
e
i
r
p
r
i
v
a
t
e
m
e
s
s
a
g
e
s
●
i
n
t
i
m
i
d
a
t
i
n
g
o
r
t
h
r
e
a
t
e
n
i
n
g
s
o
m
e
o
n
e
,
e
.
g
.
w
i
t
h
t
h
r
e
a
t
s
o
f
v
i
o
l
e
n
c
e
,
o
r
r
e
v
e
a
l
i
n
g
p
r
i
v
a
t
e
i
n
f
o
r
m
a
t
i
o
n
●
h
a
r
a
s
s
i
n
g
o
r
s
t
a
l
k
i
n
g
s
o
m
e
o
n
e
,
e
.
g
.
r
e
p
e
a
t
e
d
l
y
s
e
n
d
i
n
g
u
n
w
a
n
t
e
d
m
e
s
s
a
g
e
s
,
e
i
t
h
e
r
p
r
i
v
a
t
e
l
y
o
r
p
u
b
l
i
c
l
y
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
54
Cyberbullying (2)
●
v
i
l
i
f
y
i
n
g
o
r
d
e
f
a
m
i
n
g
s
o
m
e
o
n
e
,
e
.
g
.
p
o
s
t
i
n
g
u
p
s
e
t
t
i
n
g
o
r
d
e
f
a
m
a
t
o
r
y
r
e
m
a
r
k
s
a
b
o
u
t
t
h
e
m
o
n
l
i
n
e
●
e
x
c
l
u
d
i
n
g
s
o
m
e
o
n
e
,
e
.
g
.
s
e
t
t
i
n
g
u
p
c
l
o
s
e
d
g
r
o
u
p
s
o
r
‘
b
l
o
c
k
i
n
g
’
t
h
e
m
●
i
m
p
e
r
s
o
n
a
t
i
n
g
s
o
m
e
o
n
e
,
e
.
g
.
i
d
e
n
t
i
t
y
t
h
e
f
t
,
c
a
r
r
y
i
n
g
o
u
t
a
c
t
s
o
n
l
i
n
e
o
r
p
o
s
t
i
n
g
m
e
s
s
a
g
e
s
w
h
i
l
e
p
r
e
t
e
n
d
i
n
g
t
o
b
e
t
h
a
t
p
e
r
s
o
n
T
e
a
c
h
t
h
a
t
c
y
b
e
r
b
u
l
l
y
i
n
g
c
a
n
b
e
e
x
t
r
e
m
e
l
y
h
u
r
t
f
u
l
a
n
d
d
a
m
a
g
i
n
g
.
Explain that cyberbullying can be hard to escape and
particularly hurtful because of the ‘large audience’
online.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
55
Impact of bullying
Teach that all forms of bullying, including cyberbullying,
are harmful. Bullying can:
●
m
a
k
e
s
o
m
e
o
n
e
w
a
n
t
t
o
h
u
r
t
t
h
e
m
s
e
l
v
e
s
●
m
a
k
e
s
o
m
e
o
n
e
w
a
n
t
t
o
h
u
r
t
o
t
h
e
r
p
e
o
p
l
e
●
h
a
v
e
a
n
e
g
a
t
i
v
e
i
m
p
a
c
t
o
n
m
e
n
t
a
l
h
e
a
l
t
h
a
n
d
w
e
l
l
b
e
i
n
g
,
e
.
g
.
d
e
p
r
e
s
s
i
o
n
,
s
o
c
i
a
l
w
i
t
h
d
r
a
w
a
l
●
affect someone long afterwards
●
m
a
k
e
s
o
m
e
o
n
e
m
i
s
s
s
c
h
o
o
l
Teach that someone might be affected by bullying even
if they appear otherwise. Unexplained changes in their
behaviour might be a sign of this.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
56
Bystander intervention
B
u
i
l
d
o
n
w
h
a
t
i
s
t
a
u
g
h
t
i
n
p
r
i
m
a
r
y
.
R
e
m
i
n
d
p
u
p
i
l
s
w
h
a
t
a
c
t
i
v
e
a
n
d
p
a
s
s
i
v
e
b
y
s
t
a
n
d
e
r
s
a
r
e
a
n
d
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
b
y
s
t
a
n
d
e
r
i
n
t
e
r
v
e
n
t
i
o
n
.
Teach to pupils the ways that they can become an
active bystander including:
●
d
i
f
f
u
s
i
n
g
t
h
e
s
i
t
u
a
t
i
o
n
i
f
t
h
e
y
a
r
e
a
b
l
e
t
o
d
o
s
o
●
p
r
i
v
a
t
e
l
y
a
s
k
i
n
g
t
h
e
v
i
c
t
i
m
i
f
t
h
e
y
'
r
e
o
k
a
y
,
g
i
v
i
n
g
r
e
a
s
s
u
r
a
n
c
e
,
s
o
l
i
d
a
r
i
t
y
a
n
d
o
f
f
e
r
i
n
g
t
h
e
h
a
n
d
o
f
f
r
i
e
n
d
s
h
i
p
●
r
e
p
o
r
t
i
n
g
t
h
e
b
u
l
l
y
i
n
g
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
57
Help for bullying victims
Explain your school’s safeguarding, anti-bullying and
behaviour policies with regards to bullying.
T
e
a
c
h
t
h
a
t
p
u
p
i
l
s
c
a
n
s
p
e
a
k
t
o
a
t
r
u
s
t
e
d
a
d
u
l
t
,
o
r
a
n
o
r
g
a
n
i
s
a
t
i
o
n
s
u
c
h
a
s
C
h
i
l
d
l
i
n
e
.
E
x
p
l
a
i
n
t
h
a
t
o
n
l
i
n
e
b
u
l
l
y
i
n
g
b
y
a
p
u
p
i
l
a
t
t
h
e
s
a
m
e
s
c
h
o
o
l
c
a
n
b
e
r
e
p
o
r
t
e
d
t
o
t
h
e
s
c
h
o
o
l
.
Discuss:
●
d
i
g
i
t
a
l
r
e
p
o
r
t
i
n
g
t
o
o
l
s
t
o
r
e
m
o
v
e
c
o
n
t
e
n
t
●
b
l
o
c
k
i
n
g
c
e
r
t
a
i
n
u
s
e
r
s
●
t
a
k
i
n
g
a
b
r
e
a
k
f
r
o
m
o
n
l
i
n
e
p
l
a
t
f
o
r
m
s
●
t
a
k
i
n
g
e
v
i
d
e
n
c
e
,
f
o
r
e
x
a
m
p
l
e
,
s
c
r
e
e
n
s
h
o
t
s
Find more help and tools at
www.childline.org.uk
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
a
b
o
u
t
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
c
y
b
e
r
b
u
l
l
y
i
n
g
)
,
t
h
e
i
m
p
a
c
t
o
f
b
u
l
l
y
i
n
g
,
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
b
y
s
t
a
n
d
e
r
s
t
o
r
e
p
o
r
t
b
u
l
l
y
i
n
g
a
n
d
h
o
w
a
n
d
w
h
e
r
e
t
o
g
e
t
h
e
l
p
.
Secondary
58
Criminal behaviour (1)
Explain that c
riminal behaviour in a relationship can
include
:
●
a
s
s
a
u
l
t
-
a
p
h
y
s
i
c
a
l
a
t
t
a
c
k
o
r
u
n
w
a
n
t
e
d
p
h
y
s
i
c
a
l
c
o
n
t
a
c
t
o
n
a
p
e
r
s
o
n
;
t
h
e
r
e
a
r
e
d
e
g
r
e
e
s
o
f
a
s
s
a
u
l
t
f
r
o
m
b
a
t
t
e
r
y
(
e
.
g
.
p
u
s
h
i
n
g
)
t
o
g
r
i
e
v
o
u
s
b
o
d
i
l
y
h
a
r
m
(
e
.
g
.
s
t
a
b
b
i
n
g
s
o
m
e
o
n
e
)
●
s
e
x
u
a
l
a
s
s
a
u
l
t
-
i
n
t
e
n
t
i
o
n
a
l
l
y
t
o
u
c
h
i
n
g
a
n
o
t
h
e
r
p
e
r
s
o
n
s
e
x
u
a
l
l
y
w
i
t
h
o
u
t
t
h
e
i
r
c
o
n
s
e
n
t
;
t
h
e
r
e
a
r
e
d
i
f
f
e
r
e
n
t
f
o
r
m
s
o
f
s
e
x
u
a
l
a
s
s
a
u
l
t
(
e
.
g
.
f
o
r
c
i
n
g
s
o
m
e
o
n
e
t
o
p
e
r
f
o
r
m
s
e
x
u
a
l
a
c
t
s
,
r
a
p
e
)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
a
t
s
o
m
e
t
y
p
e
s
o
f
b
e
h
a
v
i
o
u
r
w
i
t
h
i
n
r
e
l
a
t
i
o
n
s
h
i
p
s
a
r
e
c
r
i
m
i
n
a
l
,
i
n
c
l
u
d
i
n
g
v
i
o
l
e
n
t
b
e
h
a
v
i
o
u
r
a
n
d
c
o
e
r
c
i
v
e
c
o
n
t
r
o
l
.
Secondary
59
Criminal behaviour (2)
●
s
t
a
l
k
i
n
g
a
n
d
h
a
r
a
s
s
m
e
n
t
-
a
p
a
t
t
e
r
n
o
f
f
i
x
a
t
e
d
a
n
d
o
b
s
e
s
s
i
v
e
b
e
h
a
v
i
o
u
r
w
h
i
c
h
i
s
r
e
p
e
a
t
e
d
,
p
e
r
s
i
s
t
e
n
t
,
i
n
t
r
u
s
i
v
e
a
n
d
c
a
u
s
e
s
f
e
a
r
o
f
v
i
o
l
e
n
c
e
o
r
e
n
g
e
n
d
e
r
s
a
l
a
r
m
a
n
d
d
i
s
t
r
e
s
s
i
n
t
h
e
v
i
c
t
i
m
(
e
.
g
.
f
o
l
l
o
w
i
n
g
s
o
m
e
o
n
e
,
w
a
t
c
h
i
n
g
o
r
s
p
y
i
n
g
o
n
t
h
e
m
,
r
e
p
e
a
t
e
d
o
f
f
e
n
s
i
v
e
c
o
m
m
e
n
t
s
o
n
s
o
m
e
o
n
e
’
s
s
o
c
i
a
l
m
e
d
i
a
)
●
c
o
e
r
c
i
v
e
a
n
d
/
o
r
c
o
n
t
r
o
l
l
i
n
g
b
e
h
a
v
i
o
u
r
(
s
e
e
d
e
d
i
c
a
t
e
d
s
l
i
d
e
s
)
●
b
l
a
c
k
m
a
i
l
-
t
h
r
e
a
t
e
n
t
o
r
e
v
e
a
l
e
m
b
a
r
r
a
s
s
i
n
g
,
c
o
m
p
r
o
m
i
s
i
n
g
o
r
d
a
m
a
g
i
n
g
i
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
s
o
m
e
o
n
e
u
n
l
e
s
s
t
h
e
y
m
a
k
e
a
p
a
y
m
e
n
t
o
r
f
o
l
l
o
w
o
t
h
e
r
d
e
m
a
n
d
s
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
a
t
s
o
m
e
t
y
p
e
s
o
f
b
e
h
a
v
i
o
u
r
w
i
t
h
i
n
r
e
l
a
t
i
o
n
s
h
i
p
s
a
r
e
c
r
i
m
i
n
a
l
,
i
n
c
l
u
d
i
n
g
v
i
o
l
e
n
t
b
e
h
a
v
i
o
u
r
a
n
d
c
o
e
r
c
i
v
e
c
o
n
t
r
o
l
.
Secondary
60
Criminal behaviour (3)
Teach that pupils should report any of these behaviours
to the police or a trusted adult, or can also contact
Childline
. When reporting, pupils should be clear that it
is criminal behaviour.
R
e
l
a
t
e
d
m
o
d
u
l
e
:
b
e
i
n
g
s
a
f
e
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
t
h
a
t
s
o
m
e
t
y
p
e
s
o
f
b
e
h
a
v
i
o
u
r
w
i
t
h
i
n
r
e
l
a
t
i
o
n
s
h
i
p
s
a
r
e
c
r
i
m
i
n
a
l
,
i
n
c
l
u
d
i
n
g
v
i
o
l
e
n
t
b
e
h
a
v
i
o
u
r
a
n
d
c
o
e
r
c
i
v
e
c
o
n
t
r
o
l
.
Secondary
61
Controlling behaviour
E
x
p
l
a
i
n
t
h
a
t
c
o
n
t
r
o
l
l
i
n
g
b
e
h
a
v
i
o
u
r
i
s
a
f
o
r
m
o
f
h
a
r
m
f
u
l
b
e
h
a
v
i
o
u
r
i
n
a
r
e
l
a
t
i
o
n
s
h
i
p
a
i
m
e
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.
For example by:
●
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e
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r
e
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a
t
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n
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.
Secondary
62
Coercive control
D
e
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e
c
o
e
r
c
i
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b
e
h
a
v
i
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n
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f
a
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c
h
a
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u
l
t
s
,
t
h
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t
s
,
h
u
m
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l
i
a
t
i
o
n
a
n
d
i
n
t
i
m
i
d
a
t
i
o
n
,
u
s
e
d
t
o
h
a
r
m
,
p
u
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i
s
h
,
o
r
f
r
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t
e
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s
o
m
e
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e
.
T
e
a
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d
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e
.
Explain that abusive behaviour in relationships,
including criminal behaviour, can be subtle and may be
justified as being about love or care.
R
e
m
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d
p
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p
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l
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t
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p
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.
S
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d
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c
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n
t
r
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l
.
Secondary
63
Sexual harassment
D
e
f
i
n
e
s
e
x
u
a
l
h
a
r
a
s
s
m
e
n
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a
s
‘
u
n
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a
n
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d
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d
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a
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r
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f
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’
s
d
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n
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,
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,
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t
f
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r
t
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m
.
’
Illustrate how sexual harassment can happen in
different contexts, for example:
●
at school, e.g. unwanted touching, sexual comments
●
online, e.g. unwanted sharing of naked photographs
●
in the workplace, e.g. displaying sexual images
●
in public, e.g. ‘catcalls’, wolf-whistles
R
e
l
a
t
e
d
m
o
d
u
l
e
:
b
e
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n
g
s
a
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S
T
A
T
U
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R
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U
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D
A
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n
o
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w
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a
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a
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w
a
y
s
u
n
a
c
c
e
p
t
a
b
l
e
.
Secondary
64
Sexual violence
Teach pupils that sexual violence is a broad term which
can:
●
d
e
s
c
r
i
b
e
a
s
e
x
u
a
l
a
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t
w
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r
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,
e
.
g
.
p
h
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s
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c
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f
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,
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y
c
h
o
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c
a
l
i
n
t
i
m
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d
a
t
i
o
n
,
b
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a
c
k
m
a
i
l
●
i
n
v
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l
v
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s
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.
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U
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U
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n
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.
Secondary
65
The Equality Act 2010
E
x
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.
Teach that discrimination is when people are treated
unfavourably on the basis of a protected characteristic
such as race or gender.
T
h
e
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q
u
a
l
i
t
y
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2
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1
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n
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q
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a
n
d
e
q
u
a
l
.
Secondary
66
The protected characteristics
Teach that the Equality Act 2010 lists nine ‘protected
characteristics’.
Explain that, in many situations, it is unlawful to
discriminate against anyone on the basis of these. This
applies regardless of whether or not the person with
that characteristic is in the majority or the minority.
The protected characteristics are age, disability, race,
religion or belief, sex, sexual orientation, gender
reassignment, marriage and civil partnership,
pregnancy and maternity.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
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a
r
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q
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a
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t
y
(
p
a
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s
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n
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q
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n
d
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q
u
a
l
.
Secondary
67
Where discrimination is unlawful
Explain to pupils that the Equality Act 2010 provides
protection from discrimination, harassment and
victimisation in a number of scenarios, such as:
●
in the workplace
●
in relation to access to education
●
using public services (e.g. NHS)
●
using businesses that provide services and goods
●
joining a club or association
Explain that anyone unlawfully discriminated against
can make a claim in civil court. Visit the
Equality and
Human Rights Commission
for more detail.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
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r
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p
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.
Secondary
68
Examples of good practice
69
Good practice
The following are just some of the approaches you might consider
when preparing to teach about respectful relationships.
You will need to adapt these approaches to ensure they are age
appropriate and developmentally appropriate for your pupils.
G
o
o
d
p
r
a
c
t
i
c
e
70
Good practice approaches (1)
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Good practice approaches (2)
Ensure that information on age-appropriate support services is
available for different groups.
For example, signpost to
services for:
●
women/girls:
Rape Crisis
,
national domestic abuse helpline
●
men/boys:
Survivors UK
●
LGBT people, e.g.
GALOP
●
perpetrators, e.g.
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●
friendships, bullying, and other concerns, e.g.
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72
Good practice approaches (3)
When teaching about relationships:
●
help pupils practice respect in relationships and to demonstrate
how they already treat each other with respect (refer to ground
rules)
●
d
o not
assume
that all pupils have experienced positive
relationships, such as
friendships with peers
, or
relationships
with any family members
●
refrain from activities where pupils are asked to name the
positive or negative qualities of their own relationships, as this
can be very exposing, instead use case studies, characters or
examples (e.g. from literature or film) to identify relationship
qualities
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73
Responding to questions about suicide
If raised in class, it is important to talk about suicide as pupils will
know about news stories, TV storylines, or may have personal
experience of suicide.
However, when teaching about suicide or self-harm it is important not
to glamorise, or give methods which may encourage suicide ideation.
Teaching about suicide should be preventative, signposting pupils to
support networks and helping them to identify signs of someone at
risk.
Find more information and resources at:
●
minded.org.uk
●
papyrus-uk.org
G
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74
Activities and templates for trainers
75
About these activities and templates
Subject leads can use the following templates and training activities
to plan training on teaching the new curriculum topics.
You can:
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76
Training activity:
Rate your confidence
77
Rate your confidence (trainer notes)
Ask your colleagues to rate confidence before and after topic training
using the slides in this deck.
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If teachers still rate confidence as low, discuss ways you can develop
their subject knowledge, offer peer support etc.
78
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Training activity:
Dealing with difficult questions
81
Dealing with difficult questions (trainer notes)
Use the following slides in your training to help teachers:
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Dealing with difficult questions (1)
[Prepare ‘difficult’ questions to discuss in training or give
teachers a blank version to fill with their own questions]
What would
you say?
What wouldn’t you
say?
Follow up
83
Dealing with difficult questions (2)
Pupils may well ask questions because they:
●
want information
●
are seeking permission - “Is it OK if I …?”
●
are trying to shock or get attention
●
have related personal beliefs
Remember:
●
don’t feel pressured or that you have to answer straight away
●
don’t disclose personal information - use third-person examples,
say ‘some people...’
●
seek advice if you need it
84
Training activity:
How will I teach this?
85
How will I teach this? (trainer notes)
Use the following slides in your training to help teachers:
●
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How will I teach this?
87
Additional slides for structuring training
88
Any concerns?
ADAPT THIS FOR YOUR OWN PRESENTATION
Any questions?
What support do you need?
89
XX%
ADAPT THIS FOR YOUR OWN PRESENTATION
[Use this format to present your own key facts and statistics - e.g. from your local
authority or own monitoring. Include the source.]
90
This training module focuses on teaching respectful relationships, including friendships, for primary and secondary school students. It covers key knowledge, strategies for handling class discussions, and ways to link topics across the curriculum. Schools can adapt this non-statutory guidance to complement statutory teaching on respectful relationships. Consideration of related topics and guidance on bullying prevention and online safety are also provided.
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ADAPT THIS FOR YOUR OWN PRESENTATION Training module Teaching respectful relationships (primary), respectful relationships including friendships (secondary) Part of: Relationships education (primary) Relationships and sex education (secondary) [YOUR NAME, YOUR SCHOOL] Primary Secondary September 2020
Contents 3 About this training module 5 Teaching the new curriculum 14 Safeguarding 17 Ground rules 20 Primary curriculum 41 Secondary curriculum 69 Examples of good practice 75 Activities and templates for trainers 2
About this training module Subject leads can use the adaptable slides and activities and templates for trainers section at the end of this module to help shape training sessions for teachers. This non-statutory training module supplements the statutory guidance on teaching about respectful relationships, which schools should read in full. Schools can choose whether and how to follow or adapt this training module and should refer to the Early Career Framework for pedagogical guidance. 3
What you get out of today By the end of this training you should: know what is included in the statutory guidance know some key knowledge and facts to cover as part of this topic have strategies to deal with questions that come up in class feel more confident teaching about respectful relationships 4
Closely related topics Respectful relationships is related to the modules: online relationships mental wellbeing being safe intimate and sexual relationships (secondary only) caring friendships families and people who care for me Therefore you should: consider thematic links across key topics and the whole school when planning and delivering lessons find ways to link knowledge and vocabulary across topics 6
Related guidance Schools may also want to refer to the following related guidance when planning to teach this subject: Guidance for schools on preventing and responding to bullying (including cyberbullying) Teaching online safety in school 7
Relationships support at [school name] Our leads [Names, contact details of relationships support] Our policies [Add details - e.g. school policy on bullying] Specialist support [Add details - e.g. providers school already works with] Other information [Add resources] 8
Teaching about respectful relationships at [school name] Ways in which we already teach about respectful relationships at our school: [add details] [add details] [add details] 9
Taking a whole school approach The importance of respectful relationships should be: incorporated within the school s behaviour policy championed by teachers and everyone at the school a central part of the school's culture, ethos and expectations modelled in all interactions and reflected in relevant policy documents Many of the points within this module can be illustrated and discussed in class using case studies or examples from film or literature. 10
Primary and secondary teaching Some slides in this training have a Primary or Secondary label to indicate that the material is usually first introduced in that phase. STATUTORY GUIDANCE Schools have flexibility to design and plan age-appropriate subject content. (p31) Using your knowledge of your pupils and school community you can: introduce secondary content in primary with pupils who need it and are ready teach the primary content in early secondary lessons to pupils who need to build knowledge before secondary content is taught 11
LGBT needs and inclusion Primary schools are enabled and encouraged to cover LGBT (lesbian, gay, bisexual and transgender) content if they consider it age appropriate to do so. Secondary schools should include LGBT content. When doing so, schools should ensure: LGBT-relevant knowledge and examples are included throughout programmes of study (not one-off teaching) inclusive language is used, considering how individual pupils may relate to particular topics 12
Pupils with SEND You will need to plan lessons to allow all pupils to access and practise the core knowledge, using your expertise as you normally would. You might want to link lesson outcomes with statutory preparing for adulthood outcomes for those with an education, health and care (EHC) plan. (See SEND code of practice, section 8.) STATUTORY GUIDANCE In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law. (p15) 13
Safeguarding 14
Safeguarding (1) Pupils may be affected by issues discussed in lessons. Let your designated safeguarding lead or deputy and any other relevant staff, such as pastoral leads, know what you are teaching. This will enable them to identify and speak to relevant pupils, especially those who they know may have been directly impacted by issues covered in the lessons and those with adverse childhood experiences. Teachers may need to deal with disclosures/concerns (e.g. of abuse or offending behaviour) in a way that safeguards pupils in line with school policies, especially the child protection policy. 15
Trusted adults Within this module we have used the term trusted adult. A trusted adult will generally be someone who children feel comfortable to turn to for help. Obvious examples include family members, teachers and doctors. It will be important when teaching this topic, and any other relevant topics, that teachers explore this concept. Pupils should be comfortable and capable of identifying who their trusted adults could be, both within their families and wider circles. 16
Ground rules 17
Create class ground rules Clear class ground rules can help when teaching about sensitive topics. They also support confidentiality and safeguarding of pupils. Good practice is for ground rules to be: discussed and understood by all clear and practical modelled by the teacher followed consistently and enforced updated when needed visible in lessons (for example, posters) 18
Example ground rules Respect privacy. We can discuss examples but do not use names or descriptions that identify anyone, including ourselves. Listen to others. It is okay to disagree with each other, but we should listen properly before making assumptions or deciding how to respond. When disagreeing, challenge the statement not the person. No judgement. We can explore beliefs and misunderstandings about a topic without fear of being judged. Choose level of participation. Everyone has the right to choose not to answer a question or join discussion. We never put anyone on the spot (no personal questions or pressure to answer). 19
The importance of respect STATUTORY GUIDANCE Know the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. Explain that respect means being considerate of the wishes, feelings and needs of another person. Teach that mutual respect is fundamental to building all healthy friendships and relationships. Discuss some characteristics of a positive: friendship, e.g. enjoying time together family relationship, e.g. love and trust relationship with someone else, e.g. feeling supported by a teacher Explain to pupils that in school and in wider society it is important to show respect and feel respected by others. Primary 21
Boundaries and personal space STATUTORY GUIDANCE Know the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. Teach that a key part of a healthy relationship is to respect each other s personal space and boundaries. Explain that everyone has the right to have their own boundaries, for example: to share some of their toys, but not all of them to choose how much physical contact they have, e.g. some people like to hug, but other people prefer to just wave Explain the differences between appropriate and inappropriate or unsafe contact (in both physical and in other contexts, e.g. online). Primary 22
Respecting difference STATUTORY GUIDANCE Know the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. Teach that everybody is unique. For example, people: look different from each other like and dislike different things might have different beliefs or customs Explain that everyone needs to show the same respect to others, regardless of how different they are to them. Explain that targeting someone simply because you disagree with them is a form of bullying and not acceptable. Primary 23
STATUTORY GUIDANCE Know the importance of self-respect and how this links to their own happiness. Self-respect and happiness Explain to pupils that self-respect means valuing their own worth, needs and wishes. These are of equal value to anybody else s. Having self-respect and self-worth can help them to: be confident and happy feel that they matter empathise with others achieve personal goals be resilient Primary 24
STATUTORY GUIDANCE Know the importance of self-respect and how this links to their own happiness. Respect for ourselves and others Explain to pupils that practising respect for ourselves and others also means showing other qualities such as honesty, empathy, integrity, courage, humility, kindness, generosity, trustworthiness, tolerance and fairness. Explain each of these qualities to pupils and encourage active demonstration of these behaviours throughout the school community. Teach that they can develop these qualities by taking part in activities such as helping others and volunteering. Primary 25
Respecting people in authority STATUTORY GUIDANCE Know that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. Explain that all relationships benefit when respect is mutual and reciprocal. Teach pupils that it is courteous to respect those in positions of authority. Explain that the people within these jobs often have a responsibility to make other people s lives safe and secure. Teach that by respecting those positions we enable them to do this properly. Give some examples of people in such positions and explain why respect for them and the job they do is important. Primary 26
Improving relationships STATUTORY GUIDANCE Know practical steps they can take in a range of different contexts to improve or support respectful relationships. Teach pupils that all relationships (e.g. friends, family, online) can be supported by: being kind, considerate and respectful being honest listening to each other respecting personal space, privacy and boundaries accepting each other s differences focussing on the good things in each other praising each other on their achievements Primary 27
Supporting relationships STATUTORY GUIDANCE Know practical steps they can take in a range of different contexts to improve or support respectful relationships. Explain to pupils that when relationships have problems it may help them to: negotiate together and compromise not pressure each other to think or do something acknowledge when someone has done something wrong (including ourselves) and say sorry Teach pupils that mutual respect does not mean having to agree with someone and that their own needs are just as important. Primary 28
Courtesy and good manners (1) STATUTORY GUIDANCE Know the conventions of courtesy and manners. Teach pupils that there are conventions which are considered to be courteous and respectful, for example: saying please and thank you being on time, e.g. when meeting people taking turns, e.g. waiting for their turn to play with a toy not talking over or interrupting other people listening attentively when others are speaking using respectful language, e.g. not calling names being considerate of personal space and boundaries Primary 29
Courtesy and good manners (2) STATUTORY GUIDANCE Know the conventions of courtesy and manners. allowing other people to go first, e.g. through doors offering to help people where they can greeting people when they see them (e.g. good morning) and using their name asking for permission, e.g. would you mind if I ? Primary 30
Bullying STATUTORY GUIDANCE Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. Teach that bullying is behaviour: by an individual or group repeated over time which intentionally hurts another individual or group which can be either physical and/or emotional Teach that bullying is not the same as arguing with friends. Explain that bullying might be motivated by actual differences between children, or perceived differences. Teachers should read the guidance on preventing and tackling bullying. Primary 31
Types of bullying STATUTORY GUIDANCE Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. Explain bullying can take many forms, such as: physical, e.g. pinching, hitting, pushing verbal, e.g. name calling, spreading rumours non-verbal, e.g. staring at someone, making faces psychological, e.g. making someone feel bad about themselves, trying to control what someone does or says, regularly excluding someone Teach that it is not always possible to tell if someone is hurt by bullying, for example, they may laugh or smile. Explain that bullying is always harmful. Primary 32
Cyberbullying STATUTORY GUIDANCE Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. Explain that cyberbullying is bullying which takes place online, e.g. social media, texts, emails or in online games. Bullying online is just as serious as bullying offline. Explain that someone can be cyberbullied by people they know or don t know, including people who are anonymous. Cyberbullying includes: sharing or making offensive or hurtful comments pressuring someone into doing something sharing someone else s private messages or images without their consent Primary 33
The impact of bullying STATUTORY GUIDANCE Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. Teach that all forms of bullying are harmful, and can make those targeted: feel humiliated and ashamed feel scared, sad and alone feel like they want to hurt themselves or other people lose confidence in themselves miss school and other opportunities feel bad long after the bullying happens Primary 34
Responsibilities of bystanders STATUTORY GUIDANCE Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. Teach that a bystander is someone who witnesses bullying, but is not involved. Explain to pupils they can be an active bystander or a passive bystander. Work with pupils to understand the ways they can safely be an active bystander, for example: privately asking the victim if they're okay reporting it to a teacher (discuss the school's reporting procedure) telling a trusted adult encouraging the victim to contact an organisation like Childline Primary 35
Help for tackling bullying STATUTORY GUIDANCE Know practical steps they can take in a range of different contexts to improve or support respectful relationships. Explain your school s safeguarding, anti-bullying and behaviour policies. Teach pupils that they can speak to a trusted adult, or organisations such as Childline or CEOP. Explain that online bullying by a pupil at the same school can be reported to the school. Also discuss: digital reporting tools to remove content blocking certain users taking a break from online platforms taking evidence, for example, screenshots Primary 36
Understanding stereotypes STATUTORY GUIDANCE Know what a stereotype is, and how stereotypes can be unfair, negative or destructive. Teach that a stereotype is an overly simplified, often untrue, fixed idea about a group of people. Explain that a stereotype is a belief that someone's character, preferences, attributes or abilities can be automatically inferred from a group that they may happen to be a part of. For example, their gender or ethnic background. Primary 37
How stereotypes can damage STATUTORY GUIDANCE Know what a stereotype is, and how stereotypes can be unfair, negative or destructive. Teach that stereotypes are damaging for anyone in those groups as they: affect how people think about and behave towards them mean they are judged on assumptions about them rather than their own achievements and qualities make people look for behaviour in them that reinforces the stereotype of that group Teach that stereotypes are damaging and unfair whether they are applied to a group that is in the majority or the minority. Primary 38
Seeking permission STATUTORY GUIDANCE Know the importance of permission-seeking and giving in relationships with friends, peers and adults. Discuss with pupils when people need to seek permission from someone else, e.g. borrowing property, joining someone else s game. Discuss with pupils: what they should do if permission is unclear other ways that people say no , for example, maybe later or I don t know non-verbal cues, for example, people shaking their head, or saying nothing Teach pupils the importance of being clear when seeking permission, for example, by asking a direct question. Primary 39
Giving permission STATUTORY GUIDANCE Know the importance of permission-seeking and giving in relationships with friends, peers and adults. Explain to pupils that part of self-respect is knowing when they want to do something or not. Discuss ways they can express this with confidence and kindness. Teach pupils that: not giving permission does not make them a bad friend giving permission does not make them a good friend Primary 40
Secondary curriculum STATUTORY GUIDANCE Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary. (p36) 41
Positive and healthy friendships STATUTORY GUIDANCE Know the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. Building on what is taught in primary, teach that healthy friendships make people feel happy, confident, safe, and positive about themselves. Explain to pupils that this applies to relationships in person and online. Explore, in both contexts, what pupils can do if they are in a relationship that does not make them feel this way, for example, tell a trusted adult. Secondary 42
Positive and healthy friendships (1) STATUTORY GUIDANCE Know the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. In a positive and healthy friendship both people: are kind, considerate and respectful to each other are honest with each other listen to each other respect each others personal space, privacy and boundaries accept each other s differences Secondary 43
Respect STATUTORY GUIDANCE Know the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. Explain that in a respectful relationship they should be able to: express their feelings and opinions without being made to feel stupid, scared, or embarrassed listen to and genuinely value the other person s feelings and opinions be able to disagree without causing a fight or someone saying hurtful things Secondary 44
Respecting difference (1) STATUTORY GUIDANCE Know the importance of respecting others, even when they are very different from them (for example physically, in character, personality or background), or make different choices or have different preferences or beliefs. Building on the primary curriculum, reinforce that everyone needs to show the same respect to others regardless of how different they are to them. Explain the harm caused by cancel culture and the importance of freedom of speech and freedom of association to a tolerant and free society. Teach that censorship and no platforming are harmful and damaging. Explain that seeking to get people cancelled (e.g. having them removed from their position of authority or job) simply because you disagree with them, is a form of bullying and is not acceptable. Secondary 45
Boundaries, privacy, consent STATUTORY GUIDANCE Know the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. Teach that even within the closest friendships, people appreciate and expect to: have their privacy respected, e.g. trust that their friends will not access their phone without permission have their boundaries respected, e.g. how closely they interact with people, physically or otherwise be able to choose when to give and withdraw consent, e.g. change their mind Explain that this applies to all relationships, e.g. family, friends or other s they regularly interact with. Secondary 46
Conflict and reconciliation STATUTORY GUIDANCE Know practical steps they can take in a range of different contexts to improve or support respectful relationships. Teach that when there is conflict in relationships it can help to: apologise if they are in the wrong discuss ways to de-escalate conflict listen and acknowledge each other s viewpoints clarify views and opinions accept the consequences of their actions Explain that a successfully resolved conflict can strengthen a relationship as the parties understand more about the other person and themselves as a result. Secondary 47
Ending relationships STATUTORY GUIDANCE Know the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. Teach that friendships can end for different reasons: they can end suddenly, e.g. with a disagreement people can grow apart gradually as they develop different interests or priorities Explain that all people make and end relationships throughout their lives. After a relationship ends: learning to move on without ill-feeling is part of a mature response to these normal life events trying to maintain a relationship with someone who does not want to can be damaging for both people Secondary 48
Stereotypes damage individuals STATUTORY GUIDANCE Know how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non- consensual behaviour or encourage prejudice). Building on what is taught in primary school, teach that stereotypes are unfair, and can be limiting for the individual and for our society. These include stereotypes based on: sex gender disability race religion sexual orientation gender reassignment background Secondary 49
Stereotypes damage individuals (2) STATUTORY GUIDANCE Know how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non- consensual behaviour or encourage prejudice). Teach that stereotypes are unfair because people do not always fit into the idea that others may have of them. Explain that a lot of potential is wasted if people base their decisions on stereotypes rather than on an individual's strengths. Explain that it shows greater integrity to respect people s individuality rather than having preconceptions about them. Teach that stereotypes are damaging and unfair whether they are applied to a group that is in the majority or the minority. Secondary 50
