1 DIFFERENT FAMILIES, SAME LOVE When someone, with the authority of a teacher say, describes the world and you re not in it, there is a moment of psychic disequilibrium as if you looked in the mirror and saw nothing. Adrienne Rich THE IMPORTANCE OF FAMILY IN THE SPHE CURRICULUM Families are central to the formation of children s identity and are the primary lens through which they view their world. Myself and My Family is a core strand unit of the Social, Personal & Health Education (SPHE) Curriculum, as outlined by the Department of Education and Skills (DES, 1999). It is vitally important for all children to see their families represented in the course of these lessons. It is also essential to create a positive school climate that fosters respect and acceptance of all family structures. Families in Ireland today are diverse, consisting of mother- and father-headed families, single parent families, families headed by members of the extended family, step-parent families, adoptive and foster families, families headed by cohabiting couples, bereaved families, adult-only families, families from different cultures, and lesbian- and gay-headed families. However, LGBT young people and children from families with same-sex parents often experience homophobic and transphobic bullying and prejudice in their schools and communities. Addressing different families through age-appropriate discussions and activities can help promote a more respectful environment in your classroom and in your school. The poster aims to stimulate conversation about LGBT people and families in a safe learning environment and encourage correct and positive language around LGBT people and families. This teaching resource can be used by all class teachers as an additional preventative strategy to combat homophobic and transphobic bullying. WHAT DOES THE RESEARCH SAY ABOUT HOMOPHOBIC AND TRANSPHOBIC BULLYING? Homophobic and transphobic bullying has been found to be widespread in Irish schools (Minton, 2013). It affects those who are LGBT, those perceived to be LGBT, those raised in families headed by LGBT parents, those with LGBT friends or relatives, those perceived to be outside the norms that constitute feminine and masculine behaviour and those that witness the bullying as bystanders. Research has shown that bullying impacts negatively on a child's learning, their attendance at school, their mental health and their well-being (Mayock et al., 2009; Norman et al., 2006). Experiencing bullying behaviour and minority stress (experiences of stigmatisation, discrimination, social exclusion and harassment) can be attributed to the development of low selfesteem, self-harm and suicidal behaviour (Mayock et al., 2009). A clear correlation between homophobic and transphobic bullying and serious mental health difficulties was found among LGBT people to the extent that:
2 27% of LGBT people surveyed had self-harmed at least once in their life. Over 50% of LGBT people (under 25) surveyed had seriously thought of ending their lives. Just under 20% of LGBT people (under 25) surveyed had attempted suicide. (DES, 2013a, p. 35) An important finding from the Ombudsman for Children in 2012 indicated that students felt that they would have been more comfortable reporting homophobic bullying if the issue of homophobia had been discussed (DES, 2013a, p. 23). However, homophobic and transphobic bullying often goes unchallenged by teachers because of a lack of understanding about what constitutes homophobia and transphobia, and because perceptions about heterosexism and heteronormativity continue to dominate. Significantly, it has been noted by Mayock et al (2009) that the greater the support, inclusion, and equality for LGBT people, the less affected they are by minority stress. WHAT CAN TEACHERS AND SCHOOLS DO? Teachers can influence attitudes by representing different identities in a positive light through classroom discussions and activities in SPHE as well as in other curricular subjects (O Moore & Stevens, 2013, pp ). This should complement the new Anti-Bullying Procedures for Primary Schools and Post-Primary Schools, which have been designed to give direction and guidance to school personnel in preventing and tackling bullying behaviour amongst its students. In addition, Every school must document in its anti-bullying policy the specific education and preventative strategies that the school will implement. This must include documenting the measures being taken by the school to explicitly address the issues of cyber-bullying and identitybased bullying including in particular, homophobic and transphobic bullying. (DES, 2013b, p.25) Schools have to be proactive in preventing cyber-bullying, homophobic and transphobic bullying and strive to make all children and young people feel included. A zero-tolerance policy on homophobic and transphobic language should be adopted. If teachers fail to challenge homophobic or transphobic bullying, they may unwittingly contribute to a climate of fear and uncertainty in their school. DIFFERENT FAMILIES, SAME LOVE: A TOOL FOR INCLUSIVITY You do not need to be an expert on LGBT issues, homophobia or transphobia to use this poster. Your main role is to facilitate discussion and activities that celebrate and respect similarities and differences amongst your students and their families. Including all children and young people as equal members of our school community promotes the value of diversity, addresses prejudice and stereotyping, and highlights the unacceptability of bullying behaviour (DES, 2013b, p. 27). All primary schools aspire to create a safe place where their pupils feel welcome and happy. By using this poster and other LGBT resources, implementing comprehensive anti-bullying policies, and focusing on
3 inclusive language, you can help to safeguard a positive learning environment for all children in your school. As teachers and educators we want to promote an inclusive learning environment one that empowers students, teachers and staff to celebrate difference and challenge prejudice. APPROPRIATE USE OF LANGUAGE If children use the word gay in a pejorative way to call another child a name e.g. You re so gay, tell them that this is inappropriate. Explain to them that words that people use to describe themselves are acceptable (e.g. gay, lesbian, bisexual, transgender) but it is not acceptable to use these words in a derogatory way to try to hurt people. If children use the word gay in a negative way to mean that something is rubbish e.g. That s so gay, tell them that this is inappropriate. Explain to them that words that people use to describe themselves are acceptable (e.g. gay, lesbian, bisexual, transgender) but it is not acceptable to use these words in a derogatory way. This could be hurtful to gay people who hear it or to those who have a gay relative or friend. Ask them to think of a word that actually means what they intended. Discuss the importance of treating others with respect. DIVERSITY OF FAMILIES Families come in all shapes and sizes. Some families have a mother, some have a father, some have a mother and father, some have two mothers, some have two fathers, some children live with other family members like grandparents or aunts and uncles while some families have no kids (just grown-ups). Some children are born into their family while others are adopted or fostered. Sometimes families live together and sometimes they might live in different places. A family is when people love and take care of each other.
4 CREATING AN INCLUSIVE SCHOOL: GOOD PRACTICE GUIDELINES 1. An inclusive curriculum starts in Junior Infants. Ensure all types of families and relationships are represented in your class discussions, lessons and resources. 2. Check that your enrolment form caters for all types of families (for example by using the terms Parent/Guardian and Relationship to Child instead of Mother/Father ). 3. Ensure that all parents, teachers and staff members are respected, valued and welcomed in the school. 4. Be aware that children in your school come from a variety of family backgrounds including same-sex families, single parent families, grandparent-led families, foster families, adoptive families, as well as many others. 5. Ensure the school environment is rich with resources that celebrate all family types, for example, posters, displays and library books. 6. Respond effectively to homophobic or transphobic language. When pupils use phrases such as that s so gay or you re so gay they may not realise the negative impact of their language on others. It is essential for the teacher to challenge such language. Be clear that gay is not a bad word and should be used in the correct context. 7. Tackle homophobic and transphobic bullying. Implement rigorous and explicit bullying policies in accordance with the Department of Education and Skills Anti-Bullying Procedures. Ensure that you have educational and preventative strategies in place that are reviewed and updated frequently. 8. Explore the positive contributions of LGBT individuals to Irish and global society. 9. Enable the children to recognise and challenge gender stereotypes. Remind them that girls and boys can like and do many things. 10. Embrace the individuality of all children. Encourage the children to respect and celebrate the uniqueness of one another.
5 USING THE POSTER: LESSON IDEAS JUNIOR INFANTS AND SENIOR INFANTS Strand: Strand Unit: Myself and Others Myself and My Family - identify and name the people who constitute a family and appreciate that all family units are not the same (SPHE Curriculum, p. 20) KEY QUESTIONS FOR THE POSTER: - Who s in your family? - How does your family spend time with each other? - What are the families in the poster doing together? - How does your family take care of each other? - How might the families in the poster take care of each other? - Are all families the same? - What s your favourite thing about your family? LESSON IDEAS: Create a class mural of family drawings. Different Families, Same Love Family Tree: Children paint a tree and stick photos of special people in their family among the branches. Fruit salad: Children sit in a circle. Call out a statement e.g. Move if you have a pet/have a brother/your family likes to... Focus on a family in the poster. Discuss appearance, personality, activities, and composition of that family. Families can live in a house, apartment, hotel, caravan/trailer, cottage, bungalow, terraced house, accommodation centre etc. How might some of the families in the poster have decorated their home? Guess Who? Teacher says a statement e.g. It s my birthday today, I like to dig in the sand. I have two mammies, I have red hair, I have a dog who helps me. Children guess the character being described. Kim s Game: Teacher covers one of the families and the children describe the missing family. Phonics/Rhyming game: Find something in the poster that rhymes with.../begins with Encourage the children to create families out of LEGO, marla etc. Look at the babies in the poster. Can you tell if they are girls/boys? Is there such a thing as boy or girl colours? Challenge any gender stereotypes displayed by the children.
6 1ST CLASS AND SECOND CLASS Strand: Strand Unit: Myself and Others Myself and My Family - identify and talk about those who live at home and recognise that homes and families can vary (SPHE Curriculum, p. 31) KEY QUESTIONS FOR THE POSTER: - Use your senses to explore the picture. What do you see/hear/feel/taste/smell? - Focus on one family at a time. How are they the same or different to yours? - How do you help in your family? Why is your contribution important? - How might the families in the poster take care of each other? - What makes your family unique? - How might the families in the poster be unique? - Describe a special time you spent with your family. LESSON IDEAS: Make a mobile of all the people in your family. Imagine you are a reporter. In pairs/groups children role play an interview with each family. Write and illustrate the news report. Fruit salad: Teacher calls out a statement e.g. Swap seats if your family likes '. Children describe their family to a partner. The partner listens and draws what they are describing. Children look at the picture together. Repeat activity with a family from the poster. Choose a character/family from the poster. Pretend to write from their perspective e.g. my news, a holiday postcard, birthday card, shopping list, to a friend etc. Create an acrostic poem for FAMILY. Guess Who? Child comes up and says a statement e.g. There are five people in my family, I wear glasses, I have two daddies etc. Other children have to guess who the character being described is. Write an invitation for the boy s birthday party in the park. What kinds of games or toys might they play with at the party? Are there such things as boys games or girls games? Challenge any gender stereotypes displayed by the children.
7 3RD CLASS AND 4TH CLASS Strand: Strand Unit: Myself and Others Myself and My Family - explore and discuss different kinds of families recognising that families vary in structure, in the way they communicate and in the way family members spend their time (SPHE Curriculum, p. 46) KEY QUESTIONS FOR THE POSTER: - Look at poster and wonder. I wonder why/who/what... - What different family structures do you see? How are the families the same? - Focus on one family at a time. What are they doing? - How would you define family? - Why is family important? What does it mean to belong to a family? - Look at the family going to the party. Do you think the dog has a special role in that family? (Some children need assistance dogs for blindness/autistic Spectrum Disorder.) - Can you see any symbols in the poster? What do you think they signify? (The rainbow represents LGBT acceptance, the wheel is a symbol of Traveller and Roma culture, the globe could suggest a sense of belonging to more than one place or culture.) Why is it important to respect other cultures and identities? - LGBT means people who are lesbian, gay, bisexual or transgender. Can you think of positive contributions LGBT individuals make to society? (If the children struggle, remind them that LGBT people work in all spheres of society - teachers, doctors, actors, musicians, soldiers, artists, mechanics, scientists, human rights activists etc.) LESSON IDEAS: Create a mind map/spider web of your family. Draw a picture of your family inspired by a famous artist e.g. in the style of Picasso s cubist period. Discuss how parks and public spaces are used. How can they be designed so that they cater to the needs of all members of the family and community? How would you improve the park in the poster? Design your own park. Assign each student one of the families. Give them a writing task e.g. a diary entry for a day, an account of what happened to the family an hour before or an hour after their visit to the park or an to the local council with a complaint e.g. broken glass in the sandpit. Telephone conversations: The children find the people in the poster who have phones. Role play the conversation they might be having. How are the household jobs shared amongst the members of your family? How do you think household chores are divided between a family from the poster? Design a Household Chores Board to show this.
8 Choose a family and in your group role-play an interesting event in the life of that family e.g. a mysterious visitor. Create still images, use thought-tracking, hot-seating etc. Brainstorm problems that a family in the poster may encounter e.g. family dog dies, losing their luggage on holidays, moving house. Pairwork: Interviews about what happened. Media education: Discuss the portrayal of family and gender roles in computer games/movies/books/tv etc. Sometimes families don t all live in the same house/city/country. How do we connect with our families using technology? Can you see any examples of this in the poster? How can we stay safe when using technology? Create Cyber Safety posters to teach children about the importance of staying safe online. Write a recipe for a happy family.
9 5TH CLASS AND 6TH CLASS Strand: Strand Unit: Myself and Others Myself and My Family - explore and discuss families and homes and how they can vary in many ways (SPHE Curriculum, p. 61) KEY QUESTIONS FOR THE POSTER: - What does this poster portray? - What do you think the purpose of the poster is? - Why is it important to talk about and respect different family types? - What makes a family? (Refer to each family in the poster.) - How does family give you a sense of belonging? Why is this important? - Do all families have children? (There is a family of two adults on the right hand side.) - Look at poster and wonder. I wonder why/who/what... - Can you think of any gender stereotypes related to appearance/behaviour/jobs/likes/dislikes etc.? What are the benefits of countering these stereotypes? Are people free to look and act contrary to these expectations in your school/community/country? - Do you know what LGBT stands for? - Examine the school s anti-bullying policy. Highlight the words homophobic and transphobic bullying. Ask the children to explain what this means. - How can we ensure that our classroom, school and community are welcoming to all children, teenagers and families? LESSON IDEAS: What is your definition of family? Write it. Join with a partner and create a pair definition. Join another pair and come up with a group definition. As a class group agree on a definition of family. Design a poster showing the definition and display it in the classroom. Write on the board Girls can and Boys can. Ask the children to discuss. Challenge any gender stereotypes. Find the photographer that is taking photos of the families in the park. Discuss catchy captions and interesting photographs. Come up with an exciting newspaper article to accompany each family portrait. Make connections to the poster (from poster to own life, poster to other fictional contexts - TV, film, books etc. and poster to the wider world) using the phrase That family reminds me of.. Ask the children to describe the types of families they see in the media. Discuss why this might be the case. Analyse a selection of books to identify the family types represented (see link below for books that include LGBT characters). Create their own book for younger children to promote inclusion of all family types.
10 Give each group of children a selection of cards with household chores/occupations. Ask them to sort them based on their own criteria. If sorted on the basis of gender, challenge stereotypes. Create a Family Rights Charter - a list of things that all families are entitled to. Family history project: Ask the children to interview/video members of their family to create a family story - stories of their childhood, places they lived, important events in the past, how gender roles have changed (at home/school/work) since they were younger. Create a home page for the school website that illustrates that the school is welcoming to everyone regardless of difference. School Council: Selected children meet and implement ideas on how to tackle bullying including homophobic and transphobic bullying.
11 GLOSSARY OF TERMS AND CLASS-APPROPRIATE EXPLANATIONS LESBIAN GAY BISEXUAL TRANSGENDER (OR TRANS* FOR SHORT) HETEROSEXUAL (OR STRAIGHT) HOMOPHOBIC BULLYING TRANSPHOBIC BULLYING LGBT HOMOSEXUAL JUNIOR INFANTS TO 2ND CLASS A woman who loves another woman and they can be a family together. A man who loves another man and they can be a family together. A person who can love a man or a woman and form a family with a person of either gender. A girl who feels like they are a boy/a woman who feels like they are a man. A boy who feels like they are a girl/a man who feels like they are a woman. A man who loves a woman or a woman who loves a man and they can be a family together. When people are hurtful to others because they are lesbian, gay, bisexual or transgender or because people think they are. When people are hurtful to others because they are transgender or because people think they are. A short way to say lesbian, gay, bisexual, and transgender. This is another term for gay or lesbian, sometimes used by scientists or doctors. LGB people generally prefer the terms lesbian, gay or bisexual to be used. 3RD CLASS TO 6TH CLASS A woman who has or wants to have a loving relationship with another woman. A man who has or wants to have a loving relationship with another man. Sometimes this term is also used to refer to lesbians. A person who can have or wants to have a loving relationship with either a man or a woman. A person who was born with the physical characteristics of a boy/girl but deep inside they feel like they are a different gender and want to live their life as that gender. A man who has or wants to have a loving relationship with a woman or a woman who has or wants to have a loving relationship with a man. When people hurt others (verbally, psychologically, physically, cyber bullying etc.) because they are lesbian, gay, bisexual or transgender or because people think they are. When people hurt others (verbally, psychologically, physically, cyber bullying etc.) because they are transgender or because people think they are. An acronym used to refer to the lesbian, gay, bisexual, and transgender communities. This is another term for gay or lesbian, usually used in scientific or medical references. LGB people generally prefer the terms lesbian, gay or bisexual to be used.
12 ADDITIONAL RESOURCES AVAILABLE Click on the Educational Resources tab of the INTO LGBT Teachers Group webpage - English and Irish language versions of the poster for interactive whiteboards - Animated presentations of the poster - List of books to promote inclusion in classrooms - List of further useful websites REFERENCES DES. (2013a). Action Plan on Bullying: Report of the Anti-Bullying Working Group to the Minister for Education and Skills. Dublin: Department of Education & Skills. DES. (2013b). Anti-Bullying Procedures for Primary and Post-Primary Schools. Dublin: Department of Education & Skills. DES. (1999). Social, Personal & Health Education (SPHE): Primary School Curriculum. Dublin: The Stationery Office. Mayock, P., Bryan, A., Carr, N. & Kitching, K. (2009). Supporting LGBT Lives: A Study of the Mental Health and Well-Being of Lesbian, Gay, Bisexual and Transgender People. Dublin: Gay and Lesbian Equality Network (GLEN) and BeLonG To Youth Service. Minton, S.J. (2013). Homophobic Bullying in Schools in Ireland. In O Moore, A.M., & Stevens, P. (Ed.), Bullying in Irish Education. Cork: Cork University Press. Norman, J., Galvin, M., & Namara, G. (2006). Straight Talk. Researching Gay and Lesbian Issues in the School Curriculum. Dublin: Centre for Educational Evaluation, DCU. O Moore, A.M., & Stevens, P. (2013). Bullying in Irish Education. Cork: Cork University Press. The INTO LGBT Teachers Group would like to acknowledge Stonewall for permitting the use of their slogan Different Families, Same Love.
Safe schools do better. Supporting sexual diversity, intersex and gender diversity in schools. safeschoolscoalition.org.au safeschoolscoalition.org.au 1 Safe Schools Coalition Australia is proud to create
Supporting Lesbian, Gay, Bisexual and Transgender Communities Code of Practice for Community Development Projects Family Resource Centres and Urban Partnerships/Integrated Companies The Department of Community,
The Nine Grounds of Discrimination under the Equal Status Act Sexual Orientation School Ethos Donabate/Portrane Educate Together National School operates under the direct patronage of Educate Together.
Lesson Plan Ac vity 1: Only for Me is suggested for learners aged 6 9 Ac vity 2: The Big Bad Divider is suggested for learners aged 9 12 Ac vity 3: Mixing it up is suggested for learners aged 13 and above
THE HALL SCHOOL Whole School Anti-Bullying Policy AUTHOR: Paul Chapman Policy ratified by: SLT Date of publication: September 2015 Date of next review: September 2016 Governor responsible for policy: Patrick
Best Practices Creating an LGBT-inclusive School Climate A Teaching Tolerance Guide for School Leaders TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG Best Practices Creating
AN INTRODUCTION TO SUPPORTING LGBT YOUNG PEOPLE A GUIDE FOR SCHOOLS Written by Fay Bartram Designed by Lucy Ward Stonewall email@example.com www.stonewall.org.uk/get-involved/education Charity
Charles Williams Church in Wales Primary School Bullying Prevention Policy June 2014 Review date June 2016 This Bullying Prevention Policy acknowledges the Welsh Government s Respecting Others: Anti- Bullying
Sexual Orientation In inclusive organizations, individuals who are gay, lesbian, bisexual and transgender are able to be themselves, without fear of discrimination or recrimination. They bring their full
Anti-Bullying Week 2014: Lesson activities guidance notes Key stage 2 The Anti-Bullying Alliance has designed this lesson activity to support your involvement in Anti-Bullying Week 2014. Please be aware
EDUCATION GUIDES Primary best practice guide How primary schools are celebrating difference and tackling homophobia Stonewall firstname.lastname@example.org www.stonewallscotland.org.uk/scotland/at_school/
KNOW YOUR RIGHTS KNOW YOUR RIGHTS A Guide for Trans and Gender Nonconforming Students KNOW YOUR RIGHTS: A GUIDE FOR TRANS AND GENDER NONCONFORMING STUDENTS Whether you re a girl who doesn t act like one,
Getting started A toolkit for preventing and tackling homophobic, biphobic and transphobic bullying in primary schools Written by Francesca Hall Designed by Lucy Ward Stonewall 2016 email@example.com
Adoption Awareness in School Assignments A Guide for Parents and Educators Written by Christine Mitchell author and illustrator of Welcome Home, Forever Child: A Celebration of Children Adopted as Toddlers,
Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department
PSHE - Bullying PSHE KS3 About the unit This unit will address the issues of friendship, co-operation and bullying. It will enable to pupils to reflect on the friends that they have and how they keep their
Stonewall Healthcare Equality Index 2015 Improving the health of lesbian, gay and bisexual people SOME PEOPLE MAE RHAI AREGAY. POBL YN HOYW. GET FFAITH! OVER IT! 3 2 Stonewall Healthcare Equality Index
1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW
Equality and Diversity UK Ltd Six Strands of Equality and Diversity Activity Pack EDUK 2008 Contents Introduction About the Activities 4 Introduction Activity Descriptions 5 Introduction Where does equality
Crown Prosecution Service SCHOOLS PROJECT Classroom activities and guidance for teachers HOW TO USE THIS DVD This DVD disk contains the PowerPoints for the CPS LGBT Hate Crime Pack and a PDF of the entire
Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools toolkit contents Dealing
November 2014 March 2015 April 2015 1 Executive Summary & Acknowledgements Background Aims Objectives National context Local context - Trafford School Nurse Service Methodology Project Outline Firs Primary
YORK CATHOLIC DISTRICT SCHOOL BOARD BOARD POLICY Policy Section Policy Number Students 202 Former Policy # Original Approved July 3 rd, 2001 Page 1 of 7 Subsequent Approval s October 24, 2001 January 22,
Media: Participants learn about the media s influence on our lives; participants identify how the media influences their attitudes; participants brainstorm ways to combat the media s negative influence.
St. Gregory s Catholic Primary School Behaviour Policy We believe in Jesus Christ, through him, with him, in him, anything is possible Date approved: 01/11/2015 Frequency of review: HT free to determine
YOUR SERVICES YOUR SAY LGBT PEOPLE S EXPERIENCES OF PUBLIC SERVICES IN SCOTLAND PUBLIC SECTOR CONSULTATION REPORT AND RECOMMENDATIONS FOREWORD In 2014 for the first time in Scotland, we published a detailed
STAFF TRAINING SESSION i The following are some exercises for staff to use to prepare to deliver the programme. Exercises can be used as part of an INSET/training day. You may wish to invite volunteers
Digital Citizenship Lesson Plan This course is to help people to understand how to use the Internet in a safe, productive way. Additional resources and links are available on the TechTECS website. http://techtecs.com/digital-citizenship
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
A dguide to enrolling children with same sex parents in a childcare centre Lesbian parented families have been increasing in number and visibility in recent years. As more children from lesbian parented
WORKSHEET ONE FIRST ACTIVITY Have the group brainstorm what they think it means to treat other people with. Write the answers on the whiteboard, if it helps use this list on the worksheet as a guide. List
School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines
Equality of Opportunity Reviewed and agreed by Trustees: 24/09/14 Next Review Date: September 2017 Equality of Opportunity Policy Equal opportunity is the right of everyone to equal chances, and each individual
Your guide to obtaining consent for someone appearing in a photograph or video that will be used to publicise Barnardo s. Policy statement It is Barnardo s policy that where we are planning to use an image
ST CHARLES R.C VA PRIMARY SCHOOL. A Restorative School Behaviour Policy 2014-16 Policy Author Date Published Date for Review Reviewer M Hulme Jan 2014 Jan 2016 M Hulme Signature of Chair of Governors Date:
Page 1 of 6 Literacy Stations Teaching Activities Title: Class: Duration: The Rainbow Fish Senior Infants 10/15 minutes per activity Overview of activities: A total of 5 station teaching activities and
MY FAMILY IS A PRIDE FAMILY PRESS RELEASE FOR IMMEDIATE RELEASE May 12, 2007 Contact: Steven Tesney and Grant Caplan (713) 691-4956 www.pridefamilies.com GAY DADS LAUNCH PRIDEFAMILIES.COM New website offers
Department of Education Learners first, connected and inspired Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges Department of Education Guidelines for Supporting Sexual and
LGBT How to be Friendly 30 Practical Ways to Create a Welcoming Environment for Lesbian, Gay, Bisexual and Transgender People There are approximately 57,500 people in Leicester, Leicestershire and Rutland
SCHOOL SAFETY & VIOLENCE PREVENTION FOR LESBIAN, GAY, BISEXUAL & TRANSGENDER STUDENTS: A Question & Answer Guide for California School Officials & Administrators A publication of the California Safe Schools
Addressing Homophobia Guidelines For the Youth Sector in Ireland Addressing Homophobia Guidelines For the Youth Sector in Ireland Office of the Minister for Children and Youth Affairs Foreword: Minister
OUR DAUGHTERS AND SONS: QUESTIONS AND ANSWERS FOR PARENTS OF LESBIAN, G AY, BISEXUAL AND TRANSGENDER YOUTH AND ADULTS PFLAG www.pflag.org Parents, Families and Friends of Lesbians and Gays (PFLAG) is the
lean in DISCUSSION GUIDE FOR ALL AUDIENCES Introduction We are grateful for what we have. What did past generations have to deal with that we don t have to deal with? What are you most grateful for? Men
SERVICE PROVISION TO THE LESBIAN, GAY, BISEXUAL AND TRANSGENDER COMMUNITY SERVICE PROVISION TO THE LESBIAN, GAY, BISEXUAL AND TRANSGENDER COMMUNITY 1 Introduction This fact sheet aims to provide information
Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL
Unit 1: KS2 Key Theme: Worship, Pilgrimage & Sacred Places Year 3 Autumn Term ABOUT THIS UNIT: In this unit children will have the opportunity to study the key features of worship and what worship means
Stonewall Housing s London Councils Grant Programme Survey Results 1. About Stonewall Housing Stonewall Housing provides advocacy, advice and housing support, and influences housing policy and practice,
GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Approved: 4 September 2014 Review Date: Page 1 of 7 GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Introduction Schools have a duty of care for pupils and
EDUCATION GUIDES Primary best practice guide How primary schools are celebrating difference and tackling homophobia Stonewall Education@Stonewall.org.uk www.stonewall.org.uk/atschool Charity No 1101255
6863-Child BeravementNEW 24/7/06 12:12 pm Page 1 How to explain death to children and young people......and help them cope! 6863-Child BeravementNEW 24/7/06 12:12 pm Page 2 Barnardo s Child Bereavement
The Story/Noticing Our Learning Story Rainbows, Booby Traps and Leprechauns! Tots Preschool Roseberry Hill, Newbridge Key Workers Sinead Carroll and Melissa McEvoy We had all been singing songs leading
1 REDUCING PREJUDICE IN CHILDREN -EXTENDED REPORT Research Conducted: March 2001 March 2005 Researcher directors: Dr Adam Rutland Professor Rupert Brown Principal Researcher: Lindsey Cameron Funded by:
P A R T Children s participation: the Child-to-Child learning process 1. INTRODUCTION TO ACTIVITY TOPICS Being inclusive of all children The activities in this section are intended to include all children
Behaviour Management Policy Reviewed with Staff: Autumn Term 2014 Ratified by governors: Spring Term 2015 Next review: Autumn 2018 Moulsham Junior School Behaviour Management Policy Introduction At Moulsham
THE BASICS Custody and Visitation in New York State This booklet answers common questions about custody and visitation when the parents cannot agree about who is responsible for taking care of the children.
Chapter 15, Page 10 FAMILY SUPPORT: PRECONVENTIONAL READER (AGES 3-5) Read books with appealing pictures that match their age and interests. They like books with rhythm, rhyme, and repetition. Have a cozy
The What, Whyand How of children s learning in primary school Junior and senior infants First and second classes Third and fourth classes Fifth and sixth classes Overview 1 Introduction As a parent you
The PrimarySite Essential Guide to School Websites Introduction and Contents PrimarySite is the UK s largest provider of websites to UK primary schools. Founded by a teacher in 2002, we understand schools
DUKE OF KENT SCHOOL A8 ANTI-BULLYING POLICY Aims and Objectives: Duke of Kent School values every individual in the community and believes each deserves to be treated with respect. Sensitivity to the feelings
Overexposed: Sexting and Relationships & Private Today, Public Tomorrow Grades 9-12 Essential Question: What are the risks and responsibilities when you share online in a relationship? How can you respect
1 Abuse in Same-Sex Relationships Abuse in relationships is any behavior or pattern of behavior used to coerce, dominate or isolate the other partner. It is the use of any form of power that is imposed
Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)
TEACHER S GUIDE: DIVERSITY LEARNING OBJECTIVES Students will understand that differences between people are positive. Students will learn that some people handle diversity in negative ways. Students will
Checklist for an Inclusive Classroom Community Adapted from A Guide to Effective Literacy Instruction, Grades 4 to 6 Volume Two Assessment, 2006, pp. 5 8. Be sure to take the following considerations into
Jack Hunt School Governing Body ANTI-BULLYING POLICY (To be read in conjunction with the Behaviour for Learning Policy and Rewards Policy) Page 1 of 7 POLICY 1 Introduction In keeping with the philosophy
It s My Life invites kids to share their feelings about the social, emotional, and physical issues that affect them. Show kids how to get to It s My Life from the Web site of your local PBS station. If
1 CONSULTATION ON TACKLING BULLYING IN SCHOOLS Respondent s Details Name Dr. Philip Curry Prof. Robbie Gilligan Position (if applicable): Philip Curry, Lecturer/ Research Fellow Robbie Gilligan, Professor
130 High Road, Buckhurst Hill, Essex IG9 5SD Telephone number: 0208 504 1133 WHOLE SCHOOL ANTI-BULLYING POLICY 1 Persons responsible: The Head Teacher, in consultation with the Directors, the Governing
The St James and Emmanuel Academy Trust Sex and Relationships Education Policy Didsbury CE/West Didsbury CE Sex and Relationship Education (SRE) Policy Guidance, Sept 2015 1. Introduction context Our school
HX.127.1 Equality, Diversity and Inclusion Handbook This publication is available in large print and easy read Welcome! At Calico, we are dedicated to promoting and celebrating the positive effect that
Stand Up! Awareness Week on Homophobic Bullying 5-11 March 2012 Homophobic Bullying is a Grave Violation of Human Rights and a Public Health Crisis, UN Secretary General On 14th December 2011, UN Secretary
Getting started A toolkit for preventing and tackling homophobic, biphobic and transphobic bullying in secondary schools Written by Francesca Hall Designed by Lucy Ward Stonewall 2015 firstname.lastname@example.org
I like portraits, especially the ones which reveal an aspect of someone s life. This is what I try to achieve in my photographs as well. How you go about this is important. I try to get to know a person.
St. Barnabas Church of England Aided Primary School Vision: All children are created uniquely and loved by God. We are entrusted with the privilege of nurturing and developing these children. Providing
Helping me to live my life Dedicated care and support for people living with dementia I ve always loved being outdoors, so I was worried when I moved from my own home that I would miss my garden and not
LGBTQ Youth in the California Foster Care System a Question and Answer Guide nclrights.org nclrights.org LGBTQ YOUTH IN THE CALIFORNIA FOSTER CARE SYSTEM a question and answer guide This question and answer
DDCP-YD/Sem IDAHO (2014) 2 updated 26 March 2014 Seminar Young People s responses to Homophobic and Transphobic Hate Speech In cooperation with the Council of Europe Equality Division (SOGI Unit) and the
Identity and Belonging Theme: The theme of is about children developing a positive sense of who they are, and feeling that they are valued and respected as part of a family and community. From birth, children
Out in Sport LGBT Students Experiences of Sport Contents Contents Foreword......................................................1 Introduction................................................... 3 Executive