Accrington Stanley Community Trust Respect Workshop This interactive workshop will help young people aged between 8 and 11 learn important skills such as teamwork and citizenship ‐ and understand how these apply to football and other areas of their life. The workshop consists of a 60 minute classroom session followed by a 45 minute practical session in which we will demonstrate as a group what we have learnt about respect and put it into practice. Lesson Plan on Respect Key Stage 2 Aims  To identify unacceptable behaviour and its effects on others  To develop an understanding of respect and how this can be implemented in daily life  To see situations from other people’s perspective PSHE & Citizenship Links  2C – To realise the consequences of anti‐social and aggressive behaviours such as bullying and racism on individuals and communities  4A – To acknowledge that their actions affect themselves and others, to care about others’ feelings and to try and see events from their points of view  4D – To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and to develop appropriate skills Learning Outcomes  Can understand the consequences of my conduct on others and know that certain types of behaviour are wrong  Appreciate that how I behave affects not only me but others at school, at home and in the community; show caring about others’ feelings and opinions  I understand that certain behaviour may harm and hurt others; I can show that I respect everyone Resources  DVD player and screen for video clip – examples of unacceptable behaviour e.g. Enjoy the Match  Flip chart sheet, with grid written on  Post its  Marker pens/pencils  Teachers pack for own use  Teachers evaluation form  Teachers pack to leave behind  Copy of evaluation and feedback summary sheet to note children’s answers in the plenary session 5 Minutes Introduction  Introduce yourself and fellow colleagues/volunteers  Outline why you are here: Accrington Stanley Community Trust are delivering a brand new respect workshop at your school Key Messages  Briefly explain that this session is to raise the profile of respect, to generate ideas about it and to discuss how children can be respectful in everyday situations  Give children time to tell their partner what they think it means to show respect or to be respectful (e.g. ‘Can you think of another word that means the same thing?’ ‘Can you give examples of how you are respectful?’  Hear their suggestions and elicit from their answers/clarify that it is an attitude of consideration or politeness towards others. 10 Minutes Video Clip and Development Activity 1  Explain that you are now going to show the children a short sketch (‘Enjoy the Match’ clip) and you want them to consider while they’re watching:  Is the man being respectful?  How do you know?  Watch the clip and briefly conclude that No, the man was not respectful and his behaviour demonstrated this.  Invite pairs to jot responses down on post‐it to the question  What does being disrespectful look and sound like?  After a few minutes, invite the children to come and put their post‐it on the flipchart grid in the appropriate column (labelled disrespect) Examples
Disrespect 
Read a selection out and summarise the key point that being disrespectful makes people and situations unpleasant – even unsafe Respect 5 Minutes Development and Activity 2  Ask the children to think about other day‐to‐day situations where they might have experienced or witnessed similar behaviours themselves.  Give pairs a few moments to jot ideas down on post‐it e.g. In cars, school playground, in class towards the teacher, watching football matches, playing in a team.  Ask them to place their post‐it on the flipchart grid. Read out their answers, finishing with football. 10 Minutes Development and Activity 3  Explain that in your job you have witnessed that similar examples of disrespect can lead to inappropriate behaviour, often resulting in upset and even harm towards others. That is why you are entering schools to raise the profile of respectful behaviour. Point out that, as seen today, our behaviour affects others and part of being respectful is being aware of that and responding appropriately.  Return to the last column of the grid: Respect. Remind children of their answers for what disrespect looks like and ask what might we expect to see and hear someone is being disrespectful? E.g. if abusive, angry words when listed in the disrespect column, perhaps we can expect calm, polite words used for the respectful person… If aggressive gestures and name‐calling were used with disrespect, then controlled, appropriate tones might be used as the respectful alternative…  Pairs to make post‐it of answers and add to the final column in the grid  Read through at the end to reinforce the message of what respect is 15‐20 Minutes Development and Activity 4  Explain that you would like the children to show their understanding of this message and demonstrate what respect and disrespect looks like  Say that you want them to create a freeze frame in groups of 4 or 5 i.e. a still ‘photo shoot’ of one of the everyday situations listed in column 2 on the flipchart grid  Ask the children to think about: What might be happening here? Who is involved? Who is being respectful / disrespectful? How do we know? How are they feeling? How is this shown?  Give the groups a few minutes to discuss a situation, characters, intentions and expressions / gestures – then ‘hold’ the scene  In turn go round the groups and tap one character on the shoulder – this is the cue for them to ‘come alive’ and answer your questions. E.g. Who are you? What are you doing? What has happened? How are you feeling? Why are you doing that? Coaches’ note: There are alternative options for this section of the workshop provided on the next page. You should select the most appropriate option dependent upon the time available and type of audience you are working with. 5 Minutes Plenary  Ask the children to sit back down in their seats  Thank them or allowing you to come and visit and that you’ve enjoyed meeting them  Explain that it would help you to know what they now understand about respect and say you have some quick questions for them before you go. Invite a simple show of yes/no hands to:  1 – Should you respect everyone?  2 – Can being disrespectful cause harm to others?  3 – Do you know ways of being respectful in everyday life? You may wish to reiterate any comments from the pupils with the following principles of respect:  Be polite – use ‘please’ and ‘thank‐you’  Be considerate – always think before you speak and be a good listener  Be positive – Compliment and congratulate others. Don’t embarrass, insult or make fun of others – even if they didn’t score a goal or pass you the ball.  Keep calm – Explain rather than accuse. You can effectively put your point across by communicating sensibly, rather than resorting to name‐
calling or other negative behaviours.  Respect others – This includes your family, friends, class‐mates and team‐mates – as well as any opponents or people you may not know. They all have feelings and the right to an opinion. Treat people according to who they are and not what they look like or where they come from.  Respect yourself – The combination of self‐respect and showing respect to others will result in others showing respect towards you! Finish with saying that you will look forward to taking the class outside for a practical session to carry on the respect workshop. 15‐20 Minutes Alternative option for Activity 4 Create a banner or poster promoting the Respect message  Explain that you would like to find ways of promoting respect and stopping the abuse and aggression that is evident, not just in football but in everyday situations. One idea you have thought of is to create banners or posters that reinforce the messages we have talked about today e.g. respect for all; keep calm and be polite; no foul language; abuse won’t be tolerated.  Ask for ideas of short, snappy messages and record suggestions on flipchart.  Provide the task of designing and drawing a banner or poster promoting the message of respect – say you can use one of the suggestions on the list or another one of your own that you prefer. Children can design it in the lesson and complete later if they do not finish in time. Coaches’ note: You could ask the school to place all posters in the corridor or classroom and send the best one to Accrington Stanley Community Trust.