Values Versus Violence
“Empowering children every day”
Teachers Guide
Year 5 / 6
Dot Com Children’s Foundation
Registered Charity Number 1154994
1
Foreword by Sharon Evans
It’s impossible for parents or teachers to be with young people
all the time and to protect them from all the risks of 21st century
life, so it is vital that they value themselves and have the
information they need to make the right decisions about their
own safety.
My own passion for this work and my desire to help children stay safe comes
from my experiences of violence and abuse as a child. My father was
extremely violent to my mother and she tried to protect me by leaving me
with my paternal grandfather. She had no idea that when I was left alone with
him that he sexually abused me. The experiences left me unable to read in
the first two years of school, but after my mother and I escaped to a place of
safety I quickly caught up and went on to become an international
newsreader for the BBC, ITV and Sky. But the most fulfilling thing I have ever
done was give up my job as a newsreader and create the Values Versus
Violence learning programme with my husband Neil, a former Metropolitan
Police officer. We worked with children and many other professionals who
are passionate about keeping young people safe all over the country to
create the resource you see today.
“Dot Com will change the way we
communicate with children around
the world’. Nelson Mandela 2000
The programme was first endorsed internationally by Nelson Mandela, who believed passionately that children
are not ours to use and abuse, but should be loved and nurtured. He set up the Nelson Mandela Children’s
Fund donating a third of his annual income to the charity. In the UK actress Lynda Bellingham became the first
celebrity patron to support the programme which was launched by Tony Blair in his own constituency in 2003
when he was Prime Minister. His daughter Kathryn is now a trustee of the Dot Com Children’s Foundation and
she supports the charity by visiting schools and raising
public awareness of the programme. Kristina Rihannoff is
another trustee who is a professional dancer from the BBC
Strictly Come Dancing show. Kristina also suffered a
childhood blighted by the effects of violence and used
dancing to help overcome the trauma. Other trustees come
from the finance world of the Institute of Chartered
James Goodman (Trustee and Len Goodman’s son)
Paul Wright (Chair of the Charity and Director of Oxford
Football Club) Terry Rogers (Trustee and civil servant HM
Treasury) Simon Thompson (ICAEW and Oxford parent)
Neil Evans (Trustee and Chief Operating Officer Charity)
Sharon Evans (Chief Executive and former news reader)
Kathryn Blair (Trustee and Child Protection Barrister) Front row
from right : Sumita Shah (Trustee and ICAEW)
Accountants England and Wales and from the Civil Service
who have supported the development of the programme
over many years. Volunteers from the Civil Service and
ICAEW are available to visit schools and support lessons on
the ‘value of money’ and also ‘dreams and aspirations’.
2
!
!
The programme is based on the Protective Behaviours process which has at its
core two themes: ‘We all have the right to feel safe all the time’ and ‘We can
talk with someone about anything, even if it feels awful or small’. Working
through the Dot Values programme children develop an awareness of their
rights and responsibilities for themselves and to others in conjunction with
practising personal safety skills. Helping children feel empowered and
confident when communicating with adults about the most sensitive issues is
!
“The Values Versus
Violence programme is
a universal
safeguarding tool which
helps every child and
highlights those children
who need a more
targeted intervention.”
Dwynwen Stepien, Head of
Early Intervention Support
Service: Croydon
vital in terms of feeling safe and staying safe. Our specialist adviser is Sally
!
Ann Hart, endorsed PB trainer and co-founder of PBPeople and included in this
guide is an outline of the Protective Behaviours process.
In 2010 Neil and I were privileged to become part of an EU programme to help
teach values to young people. Our programme was specially chosen to help
deliver values education and we adapted the materials to focus on the
importance of learning values and demonstrating them in our daily lives.
As the parents of twins my husband and I took great comfort in this quote from
Ralph Waldo Emerson which we found in a book called Unlimited Power by the
life coach Anthony Robbins
Success
“To laugh often and much; to win the respect of intelligent people and the
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affection of children; to earn the appreciation
of critics and endure the betrayal
of false friends; to appreciate beauty, to find the best in others, to leave the
world a bit better, whether by a healthy child, a garden patch or a redeemed
social condition; to know even one life has breathed easier because you have
Below:
West Midlands Police
Sergeants Paul Street
and Tom Dobrovic
receive an award at
HM Treasury with
actress Lynda
Bellingham on behalf
of the Birmingham
Partnership for their
enormous support in
rolling out the
programme to 112
schools in Birmingham.
lived. This is to have succeeded.”
Here’s to your great success and the great success and safety of your children!
Above: Dot Com trustee Kathryn Blair
with her Dad Tony Blair (centre) and
fellow trustee Kristina Rihanoff with her
dance partner Robin Windsor with
Sharon and Neil Evans.
Left: Len Goodman and Sharon.
3
CONTENT
Introduction/Before you Start
Teacher
Guide
page
Dot
Journal
page
PSHE & Citizenship
Objectives
2,3,4,5,& 6
The characters
7,8,& 9
2&4
Introductory lesson or assembly
10 & 11
3&4
1e, 2d, 4g
What are values?
12 & 13
5-7
1b, 2d, 2e, 2i, 4b, 4f
The value of religion
14
8
1a, 2e, 2i, 4b, 4f
Rights for every child
15 - 18
9 & 10
1a, 2e, 2h, 4b
The value of love, honour and courage
19 - 20
11
1a, 1d, 4a, 4b, 4c, 4f
The value of friendship
21
12
1a, 3a, 4b, 4c, 4f
Values of being in a friendship group or gang
22
13 & 14
1a, 1c, 1d, 3f, 4b, 4c, 4f
Negative values of being in a group or gang
23 -24
15
3e, 3f, 4a, 4c, 4d, 4g, 5g
Bullying lessons
25 -28
16 -18
1a, 1b, 1c, 2c, 2e, 3e, 4a, 4d, 4g
29
19
1c, 3e, 3f, 4b, 4c, 4d, 4g
Feeling angry
30-33
20 & 21
1b, 1c, 1d, 2f, 4a, 4d, 4g
Weapons
34 - 36
22 & 23
2a, 2b, 2c, 3e, 3g
The value of life
37 -39
24
1a, 1d, 2c, 2e, 4b, 4d, 4g
The value of law - police lessons
40-45
25 & 26
2a, 2b, 2c, 2d, 2e, 4a, 4b, 4d, 4f,
4g
Team work (activity - football for tolerance)
46
27
1a, 2b, 4c
The value of the emergency services
47
28
1e, 2c, 3e, 3f, 3g, 4g
The value of 999 calls
48-49
29
2c, 3e, 3f, 3g, 4g
Who can we tell? Crimestoppers
50-51
30
2b, 2c, 2d , 4g
Doing the right thing
52
31 - 34
2d, 3e, 3f, 4a, 4d, 4g
The value of money
53
35 & 36
1f, 2d, 2e, 2j, 4a, 4b
The value of positive thinking
54
37
1c, 1d, 3e, 4f
Making decisions
55
38 & 39
1c, 2d, 3e, 3f, 5g
The values that help us to live together
56
40
2c, 2d, 4a, 4d, 4f
Making a difference
57
41
1b, 1c, 3a, 4a, 5b, 5d 5f
Unsafe behaviour of friends
Protective Behaviours information/resources
58-59
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Before you start
Before you start we suggest that you consider the following:
Involving the parents
We advise that you inform parents that you are starting a programme that teaches children how to value
themselves and others and make better life choices. The programme helps children learn valuable life skills
and develop strategies to deal with risky situations. When children feel safe and confident they can fulfil their
potential. There is a sample letter in the teacher’s download section of the missdorothy.com website,
(www.dotcomcf.org) You are welcome to copy or adapt it.
Involving local services - police, fire fighters, football coaches, sports clubs and other local
organisations
At the beginning of term contact your local police, fire service and football in the community coaches or
sports clubs directly. Ask them if they will support the lessons appropriate to them at a date and time when it
will fit best for the class. If they cannot fit into your programme schedule perhaps you could come back to
the lessons or otherwise deliver them yourself and then have the outside visitors conduct a refresher lesson
of the messages.
Before they come into the classroom, make sure that they understand the Values Versus Violence
programme and features of the main characters, and that they are familiar with the session material. Please
also take the time to highlight the non-labelling language used within the programme and encourage them to
use this.
Dealing with disclosures of abuse or domestic violence
This book is written to encourage children to express their feelings, their concerns and their issues. A child
may therefore feel it appropriate to make a disclosure to you during a lesson. This disclosure made publicly
may put the child at risk of increased vulnerability and remember that a child does not always understand
the effects and consequences of such a disclosure. Stop the child from continuing by offering a Dot minute
card and asking them to come to talk with you at the end of the teaching session. If the disclosure is very
serious you might want to take the Dot Minute immediately. In this case it is important for you to have
someone on your professional network who can supervise the rest of the group
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Role Play
The characters in the journals can be used too for role play. Invite the children to step into the shoes of the
characters and ask them to act and think like them. Ask them to explore the actions of the characters and
look at the rewards, effects and consequences of the choices they make. By promoting discussion in a onestep removed way, children can feel confident to explore options and choices.
Values Tunnel
Line up equal numbers of children facing each other, forming a tunnel shape, and ask one child to play one
of the characters and stand at the top of the tunnel and walk down. The children on one side will give positive
values and the children on the opposite side will give negative values. Make a statement or ask a question
and let the children each call out a piece of advice. At the end the character must decide how they feel. If the
child feels confused you can do the activity again and ask the rest of the class to discuss each piece of
advice, or line the children up in one long line so the advice goes from positive to negative.
Moving Values Debate
Begin with all the children standing up and make a statement, such as “Being in a gang keeps you safe”. Tell
the children that if they agree with the statement they go to one side of the room, if they disagree they go to
the opposite side and if they don’t know they stay in the middle. Then choose something as a ‘talking object’
for the children to hold when it’s their turn to voice their opinion. Explain that by only talking when holding the
object enables us to listen to what people say and this may alter our opinion so we might chose to move.
Reassure the children that you will make time for everyone to have their say and then hand the ‘talking
object’ to the first person who wants to share the reason why they chose to agree or disagree with the
statement. Once the child has finished talking, take the talking object back and see if anyone wants to move
to the other side or the middle before inviting someone else to speak and passing them the ‘talking object’.
This activity will help you understand the thinking of some of those children who don’t normally speak up in
class because, even if they have nothing to say, they will vote with their feet.
Football for Tolerance
You may want to explore the creation of good values by playing a game of football for tolerance. This is a
mixed gender match with no referee and no rules. The children have to make up the rules and decide how
the game can be played fairly.
Volunteering
Explore with the children the value of helping others and ask them to think about how they could become
involved in volunteering in their community, either now or later in life. You may even want to organize
something for them to take part in which would help others. A good tie into the book is the Nelson Mandela
Children’s Fund. You could perhaps organize some fund raising event for NMCF in Black History Month.
Outside Visitors
It’s important that the children meet people from their community when discussing values. As well as the
police, the Dot Com Children’s Foundation can arrange for volunteers from Barclays and the Government
Finance Profession to visit the school to discuss the value of money. You may have local charities or
organisations who could visit too. We are here to help and support you with outside agencies if you need it so
please don’t hesitate to email [email protected] call 0203 664 7246.
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Delivering the sessions
If you can share your own feelings with the class this will encourage their participation. Your willingness
to share your values and your moral dilemmas and show the children that you can have problems/bad
days etc., will help them feel safer and more relaxed with you, strengthening the bond of trust between
you. It has been reported by many teachers using these materials across the country that children have
become better behaved in class and teaching has become easier. It is important that we are honest with
children and they understand that nobody is perfect and all adults have problems and bad days just like
children.
Dot Minutes
The Dot Minute Card is something you can make with the children. Explain to the children that if they
have something very important they are worried about they can ask for a Dot Minute Card and you will
make a special time to speak with them, or if they are talking to you and you feel they need to have a
Dot Minute with you, then you will issue them with a card and a time and place for your private
discussion.
It is imperative that you know, understand and follow your school’s policy on safeguarding and child
protection. Any disclosure of harm, abuse or neglect should be passed to your school’s ‘Designated
Person’ for child protection immediately.
Never ignore any statement made by a child or young person that they are at risk, and take what they
are saying seriously. Always appear calm, never showing any alarm at what they are saying. Remember
they are likely to feel anxious or frightened. Tell the child that they were right to tell you and you are glad
that they did and that what has happened is not their fault. Never promise to keep their secret or tell
them that you will ‘make it better’. Reassure them and tell them what will happen next, including the fact
that you need to share the information, and who you will need to share the information with. (Being given
a choice to be present when information is shared can help children feel they have regained some
control over the situation).
Avoid asking questions and make sure questions are open-ended and only to gain basic information to
clarify details. As soon as possible make a full written record of what was said, and add the date, time
and your signature.
The Dot Journals
The journals are meant to give the children a sense of ownership, however it is vital that an adult in
school, preferably one on the child’s network, always reads them after every lesson. The children also
need to know that this will happen.
It is very important that the journals are kept in a safe place so other pupils cannot read them as children
choose to share their work if they wish with the people they feel safe with. They are not to be ‘marked’.
Get the children moving
It’s important in Dot lessons that the children understand that there are no wrong or right answers, it is
about discussion and their own personal choices. Encourage them to participate in activities that
facilitate discussion. There are many values based dilemmas in the journals and you can take any one of
these questions and make it the centre of a piece of drama or activity.
7
The Characters – based on the lives of real children
I am Dorothy Com but my friends call me Dot. I am nine years old, nearly ten,
and I think I am quite serious. I love reading and when I grow up I want to be a
news reader on TV. I like talking to people and finding out about them. I value
my friends, and I still like to be an individual. I don’t like to follow other people
without thinking about my actions and sometimes that means people bully me
and say unkind things about me if I won’t join in. I always try to do
the right thing, no matter how hard it is and I try to think really hard about how I
feel and how other people might feel about my actions. I love my Mum and
Dad, but I sometimes think I have to look after my Dad, because he’s not very
good at saying how he feels and he never stands up to his boss at work. I
don’t like it when people bully others and my red hair and glasses sometimes
mean people say unkind things about me. I don’t like confrontation, but I will
stand up for myself if people treat me or my friends badly. I care what happens
in the world and I want to make a difference by being a news reader and
telling the world about everything that is important. I do have a very
extraordinary secret though which only children can share – I can be sucked
into the internet and fall out anywhere in the world!
Nanny Com is my super cool grandmother! She says getting old is all in the
mind, so she has lots of hobbies and she is very wise. Nanny Com is a silver
surfer and is better on the computer than my Dad. She really values her health
so she keeps fit and does yoga and is really bendy for an old person! She
doesn’t like us to take too much medicine and so she makes us lots of herbal
teas and natural things that she says are good for us, but taste yuk! She really
helps me to feel safe and I love to talk with her when I have problems. Nanny
Com felt really sad when Grandad Com died, but now she’s re-married and I
call her new husband Uncle Ron.
Bill and Susie Com are my Mum and Dad. My Mum works as a volunteer for
charities. My Mum sometimes says she is not very exciting, but I don’t care
about that because she is always there for me. My Dad works for a pet food
company called Doggydo’s and his job is his world. He feels really stressed
sometimes and Mum says he forgets what is important. When he feels
stressed we take him out for a walk so he can remember that his family is
valuable too! My Dad hates new technology and feels really upset that
Doggydo’s is now on the internet!
The thing I probably value most in the world is my dog Wizard - he is my
best friend. Wizard and dogs in general have the most amazing values they love you, they are always loyal and they protect you and keep you
safe. They are so cool!
8
Bongani has Spina Bifida so he can’t walk and has to use a wheelchair.
He is a real whiz at wheelchair basketball and he does special exercises
which give him upper body strength. Bongani is really good at talking to
people and he is always chosen to show visitors around school. He was
born in Soweto in South Africa and came to England with his Mum, Rose
when she was offered a job in London. I think Bongani’s greatest value is
positive thinking. He says it’s best to talk about what you can do, not what
you can’t do.
Pearl and Slam are brother and sister and also go to my school. Slam got
his nickname because he wants to be a basketball player even though he’s
really not tall enough! Slam has what Mrs Redman calls “a natural talent
for maths” which means he hardly does any work and passes all his maths
exams! That feels so unfair because I have to study really hard for
everything. Pearl really values animals and is a vegetarian. She wants to
be a scientist or a conservationist and save animals in their natural habitat.
Pearl cares about everyone and everything, but sometimes forgets to
value herself. Pearl has tried to look after Slam and her Dad since their
Mum left home. Slam’s Dad told them both it wasn’t their fault when their
Mum left, but sometimes they feel sad and think it might have been. Pearl
and Slamʼs Dad is a fire-fighter and works really hard to keep people safe.
His friends at work from Blue Watch are called Barney and Tina and he
loves the fire dog at work called Cracker. Their Dad tries really hard to
make their house a home, but it is tough sometimes with his shift work.
Genie McTaggart is my best friend at school and she lives in my road.
She loves fashion and always seems to feel cheerful which is fun. I
sometimes have to remind her to pay attention to things that are important.
I think I look after Genie sometimes when she doesn’t think and she is
good for me because sometimes I am a bit serious! Her Mum and Dad are
both doctors, so there is no pretending to be ill for a day off school in her
house. Her Mum is from India and is a hospital consultant and her Dad is a
GP from Scotland.
Ben and Becky are in my class and they are twins. They live with their
mum and they really miss their Dad sometimes because he is in prison.
They visit their Dad in prison and he feels really sorry for the mistake that
he made. They are all counting the days until he is able to come home.
Jake goes to my school and is football crazy! His mum runs a peanut stall
in the market and Jake says one day he will take over the family business
or play for England!
Robbie, Steve and Charlie go to my school and people say they are in a
gang. Robbie is adopted, Steve lives with his foster Mum and Charlie’s
Mum died, so he now lives in a children’s home. I think they are friends in
school because they feel like they have a lot in common.
9
PC Tim Bonnett comes to my school and sometimes
he brings Bobby the police dog.
Mrs Redman is my teacher and she is really kind to all
of us. Mrs Redman is married and has two sons.
Sometimes she tells us stories about her family that I
think are funny. I like it when she shares her values
and her problems with us. She reminds us that we can
talk with her about anything even if it feels awful or
small. She also taught us that we all have the right to
feel safe all the time.
Floyd is my internet friend from Texas who looks a bit
like a young David Beckham! He loves skate-boarding
and is sometimes bullied because he is so good at it.
Sometimes people are unkind to others because they
seem to have everything. I think Floyd is really cool
and sometimes I go really red when he smiles at me, I
sooo wish I didn’t do that!
Angenelou is another friend I met through the internet
who goes to school in India. Our school twinned with
his school in his village and it was amazing when we
talked to him about his life. Angenelou was forced to
work on a farm at the age of three and he was made
to eat the same food as the cows he looked after. He
was not allowed to go to school. Some adults from a
charity linked to the United Nations rescued
Angenelou and arranged for him to be looked after
and to go to school. Angenelou now wants to be a
doctor when he grows up so he can look after other
children. He says some children don’t realise how
valuable it is to be allowed to go to school.
Uncle Matt is my favourite Uncle. He works for a
charity called Crimestoppers. The charity helps people
give information to the police about crime safely
because nobody has to tell them their name or who
they are.
Barker is Uncle Matt’s dog. He is a labra-doodle which
is half poodle and half labrador and is so lovely.
Crimestoppers made him their mascot so he wears a
special Crimestoppers collar when he goes out with
Uncle Matt.
10
Introductory Lesson
Learning Objective: By the end of this session most pupils will be able to identify people in their
community whose job it is to keep them safe and appreciate that it is also their own responsibility to keep
themselves safe.
This session links to pages 2, 3 & 4 in the journal and PSHE & Citizenship objectives 1e, 2d, 4g
Introduction
This assembly or lesson is designed to introduce pupils to the missdorothy.com programme and is a good
way for a firefighter, police officer or PCSO to meet pupils.
Introductory activity and discussion (10 - 15 mins)
As a whole school or class assembly, ask the children to consider what qualities or values someone who
works in the emergency services might have. Ask them to think about the job the visitor does. How do
they help them to stay safe?
Ask the firefighter/police officer/PCSO to introduce themselves to the children and explain that they work
for a group of people who can help them to stay safe. Ask them to explain to the children why they wanted
to become a member of the emergency services and what they value most in their lives
Main activity and discussion (25 mins)
Part one
Ask the children if they know what a firefighter/police officer/PCSO does? Expand on their answers by
explaining the basics of the job.
Can children identify, from what they know, the main dangers of the job? Describe how they think the job
is risky?
Now look at how training can help prevent some of the risks you discussed earlier by asking the following:
Would someone turn up on their first day at work as a firefighter/police officer/PCSO and just do the job?
If not, why not? What is training?
How does training help firefighters/police officers/PCSOs do their job? Do people in the emergency
services have the same values?
Now ask the children to think more about the risks they face in their own lives. Ask them to consider how
the emergency services can help them.
West Midlands Police Sergeants Paul Street and Tom Dobrovic, Kristina Rihanoff (Trustee and “Strictly Come Dancing” Dancer) Sharon Evans (Creator) with
Birmingham schools co-ordinator Rachel Turley and pupils after a presentation to police and teachers during a training event 2014
11
Part two
Introduce the missdorothy.com programme telling them the police and emergency services are friends of
Dot. Share a little about the story, introduce the characters. Pictures can be found on the
missdorothy.com website.
Hold up the journal and let the children know that they will all have their own copy. Look at specific
pages (this can be extended according to time).
Additional activity (10 mins)
Ask the children to think about cycling. Do they need a cycle helmet to ride a bike? Explain that they
don’t need the helmet to ride the bike – they can ride it just as easily without - but they need it if they fall
off.
Practical - Ask a child to stand up, point out the potential injuries they could suffer without a helmet and
discuss how helmets offer protection. Explain briefly the consequences of a fall without wearing a
helmet.
Ask the firefighter/police officer/PCSO to relate the cycle helmet to the importance of proper training and
equipment in their work to reduce risk.
Reinforce the message, highlighting to the children it’s up to them to decide whether to protect
themselves from risk and value their safety. Every action has an effect and they can choose to do the
right thing to reduce risk and harmful consequences. They are responsible for their actions.
Plenary
Round up and re-cap the key message – every action has an effect and potentially harmful
consequences. We all need to think about what we can do to reduce risk and take responsibility for our
own actions.
Use this time as a chance for children to ask questions.
12
What are values?
Learning Objective: By the end of this session most pupils will be able to identify a set of values that
are important to them and describe how some values can help keep people safe or unsafe.
This session links to pages 5, 6 & 7 in the journal and PSHE & Citizenship objectives 1b, 2d, 2e, 2i,
4b, 4f
Introduction
Values reflect a person’s sense of right and wrong or what “ought” to be. Believing people should be
treated with respect and dignity is representative of values. (It is the prevalence of the words “ought” and
“should” when talking about values that links these with the concept of ‘Unwritten Rules’ in the Protective
Behaviours process.) Our values influence our feelings, thoughts and behaviour. Although we might
believe our values are our own personal choice they are often influenced by people we love or know. It is
most common for us to gain our values from our family.
This lesson explores why we may have different beliefs and values. It asks the children to think about why
we may belong to different groups/clubs and do certain activities. It also helps them understand a family is
a group too with certain beliefs, values and behaviours. Further, it asks why some families behave in a
certain way. For example might a family who believed in God and was very religious, shout and swear
and steal?
Introductory activity (10 minutes)
Name groups/clubs/activities that you or young people belong to/attend e.g. football, dancing, biking,
praying, Cubs, Brownies, church/Sunday school, drama, choir, art club, chess, etc. Ask the children to
discuss with a partner the activities they like or the groups they belong to and what values they think they
have. Ask them to discuss activities a family with positive values might do and activities or actions that a
family with negative values might take part in.
13
Main activity (20 minutes)
Ask the children, in pairs, to place the groups/clubs/activities into the appropriate headed box that they believe
are the reasons why people join groups/clubs/activities. They may place the same group/club/activity in more
than one box. When they have finished discuss their reasons. Sometimes it can be people’s perceptions/
prejudices of groups/clubs/activities that prevent them from joining.
Has the correct image
Anyone can join / do
Some people can’t join / do
Join / do for fun
Can do the activity anywhere
Have to believe in religion
Have to have a belief
For keeping healthy and happy
Join because it is expected
Plenary (10 minutes)
Teacher led discussion summarising key points of lesson. People join groups/clubs/do activities for all
sorts of different reasons. One reason is because of beliefs and values. We may be surprised how we
share similar beliefs and values, and although we may belong to different groups/clubs/do activities, it
does not stop us from getting along with others who belong to different groups/clubs/do activities than
we do.
Invite the children to look at and complete pages 5, 6 and 7 in their journal.
Extension activity
The children could make a Values Glove. Draw around their hands, colour in the glove and write their
five values on, one on each finger, and groups they like in the centre. This could form a wall display so
they can see which values they share.
14
Value of religion
Learning Objective: By the end of this session most pupils will be able to identify some world religions and
describe the values that they have in common.
This session links to page 8 in the journal and PSHE & Citizenship objectives 1a, 2e, 2i, 4b, 4f
Introduction
This lesson explores values between the different religions and why religion might help someone to feel safe
and also unsafe.
Introductory activity (5 mins)
Explain that we are looking at values between the different religions. Ask them to name some religions.
Main activity (20 mins)
Ask the children to think about how might people who follow different religions look? How might they dress?
Could they eat different foods? Do they have different names for their notion of God? Are there different names
for their place of worship or prayers?
Nanny
Com says the golden rule of
Now ask the children how are they
similar?
List the similarities and differences?
the children
to think
about why
religionis;
might help someone feel safe?
lifeAsk
which
many
religions
share
Why might religion mean someone feels unsafe?
‘Treat others as you would like to be treated yourself’
Ask the children to discuss Nanny Com’s golden rule ‘Treat others as you would like to be treated yourself’.
What does this mean? Ask them if they think the religion they believe in supports this golden rule.
Ask the children to look at and complete page 8 of their journal underpinning six religions who have this value at
their heart: Christianity, Islam, Chinese Tradition, Judaism, Hinduism and Buddhism.
Plenary (5 mins)
People don’t have to belong to the same groups/religions to share the same values. Having different groups/
religions is interesting and gives people more choice. Just think if there was only one football club, one primary
school and one religion. It is about respecting other people’s choices.
15
Rights for every child
Learning Objective: By the end of this session most pupils will be able to understand the rights of every
child and know that with rights come responsibilities.
This session links to pages 9 & 10 in the journal and PSHE & Citizenship objectives 1a, 2b, 2d, 4b
Introduction:
This lesson focuses on feeling safe by encouraging the children to look at the rights of children especially the
right of every child to feel safe and also emphasizes that with rights comes responsibilities.
Introductory Activity (10 mins)
Ask the children how might it feel if one day I walked in and said, “I have decided that I am not going to teach
you today and maybe I'll not teach you for the remainder of the term”
After perhaps some initial euphoria, the children can be helped to realise that they have the right to be taught
and the right to an education.
Ask them in groups to decide what is meant by the word ‘right’ in this context.
Definition of a ‘right’
When the term right is used without specifying the nature of the justification, it usually means a moral right.
Some definitions: • A specific entitlement recognized by law. • That which belongs to a person by law, nature, or
tradition. • At its most fundamental, a right is a claim, on other persons... • Rights specify what is permitted,
forbidden, or required.
Main Activity (30 minutes)
Ask the children where it says they have the right to an education; who upholds the right?
Ask them to turn to pages 9 & 10 in their journals and read some of the rights of every child which Angenelou
has summarised for Dot.
Explain where these rights have come from.
16
Read the story, ‘Dot and Dom meet Angenelou’
(next page)
Which of the rights were being broken in the story?
(The right not to work, the right to go to school and the right to feel safe.)
All children have the right to feel safe all the time and this right encapsulates all the rights of the child as well
as the human rights of every person. (Link with Theme 1 in Protective Behaviours – ‘We all have the right to
feel safe all the time.’
How difficult is it to speak out for something you know is your right?
When have you had to stand up for your rights? Did you have to ask for help? Who did you turn to?
It isn't always easy to stand up for what is your 'right' when you are a child or young person.
Who stood up for Angenelou?
Ask the children what could they have done if you hadn't taught them as you had stated at the beginning of the
lesson? Who could they have turned to?
(Link with Theme 2 in Protective Behaviours – ‘We can talk with someone about anything, even if it feels awful
or small.’
How would they have felt about the incident?
Explain that with rights comes responsibility (ability to respond - the quality of being able to perform).
Explain that responsibility also brings choices, decisions and discipline. If you have the right to an education
what are your responsibilities? If you have the right to feel safe what do you think is your responsibility?
"Others have the right to feel safe with us"
Feeling safe is a right of every child, if children don't feel safe who can they turn to? Who can help children
stay safe?
What did Angenelou do to help himself to feel and be safe?
Ask the children to go back to pages 9 & 10 in their journals and make time for them to complete these.
Plenary
Children have rights and they also need respond-able adults to stand up for them. Children also have
responsibilities and they grow into these the older they get.
Eleanor Roosevelt, perhaps America's most influential First Lady who blazed paths for women and led the
battle for social justice said, "A right is not something that somebody gives you; it is something that nobody can
take away".
17
ʻDot & Dom meet Angenelouʼ
Dot and Dom were feeling very excited as the whole class had just been online chatting with a school in India.
Dom felt particularly proud because his dad was from India and he knew lots about the country. Mrs Redman
had allowed Dom to talk about everything he could remember about his holidays in India with his dad. Genie
felt a little jealous if the truth was told because her mum was from India, but they had never been on holiday to
see any of her relatives yet.
The class was doing a project about India and Dom explained how hot it is there and the different foods that
people enjoy eating like curry. They learned about the different spices like cumin and coriander that people use
to make curry sauce and it made Dot's tummy rumble because she loved curry! They also learned about some
of the amazing animals that live in India like tigers and elephants.
When they went online to talk to the children living in India they found it hard to hide their excitement even
though they found out that the children still do lessons just like British children. They have to do sums, reading,
geography and art. Dot thought it was really funny that they lived so many thousands of miles apart and yet
they all did the same things at school - maybe her Nan was right, the world is a small place. But the most
amazing thing that happened is that they were allowed to talk to Angenelou a young boy in the class who was
12. He explained that he is older than the other children but he is learning the same things because his
education started late.
Angenelou told them his story and everyone in Dot and Dom's class thought he was so brave. Angenelou was
rescued by a charity working with the United Nations because he was being forced to work to pay off money
that was borrowed by his parents. This is called bonded labour. The charity looked after him and sent him to
school. Everyone learned that when Angenelou was just three years old his parents got into debt and because
they owed the landlord money they were all forced to work on the landlord's farm to repay the debt.
Angenelou grew up working from very early in the morning when the sun comes up until very late at night on
the farm. He had to look after the cows in the field, even when the sun was very hot, and he was only given
one meal each day to eat. He said that the cows had more food than he did and as he grew up the landlord
refused to let him go to school because he always had to work.
Angenelou had only one shirt which became dirty and soon had holes in, but the landlord would not let him
have any more clothes. If Angenelou complained then the landlord would beat him and Angenelou would cry.
18
Then one day when Angenelou was feeling very sad indeed, men from the bonded labour children's charity
arrived and they managed to persuade the landlord let Angenelou go. They were very kind to him and took him
to an orphanage to live with other children. He felt so happy that they saved him and they arranged for him to
have new clothes, food to eat and time to play with new friends. Then they arranged for him to go to school
and to catch up with his reading and writing.
Hearing Angenelou's story Dot and Dom felt very sad, but he told the class that they could feel really happy for
him because he thinks he is very lucky now to go to school and have people to love him at the orphanage. He
is allowed to visit his mum and dad and they feel very proud that Angenelou now plans to work very hard at
school and become a doctor one day.
Dot and Dom and the rest of their class felt amazed that adults in some parts of the world could sometimes
stop children going to school. They all felt very glad that Angenelou had been saved and they thought he was
very, VERY brave indeed to tell them his story.
Do children have the right to go to school?
Do adults have the right to force children to work?
If Angenelou did not ever go to school what kind of life might he have?
If you did not go to school what could your life be like?
Extension activity
1. Do children have any other rights? Ask the children in groups to identify other rights a child may
have:
a. in the classroom, what responsibilities come with these?
b. at home, what responsibilities come with these?
c. in the community, what responsibilities come with these?
2. In their opinion what rights do they need to survive?
Ask the children to write down 10 rights they think they need to survive, then exclude 4 - discuss with
a partner what impact not being able to exercise those rights could have on their life. Share with the
rest of the class.
Background information
United Nations Children's Fund (formerly United Nations International Children's Emergency Fund)
UNICEF was created in December 1946 by the United Nations to provide food, clothing and health care to
European children facing famine and disease in the aftermath of the Second World War. Their mandate is to
advocate for the protection of children's rights, to help meet their basic needs and to expand their opportunities
to reach their full potential.
Explain as they go through the journal they will find references to Articles; these are the detailed information
from the Rights for Every Child.
19
The value of love,honour and courage
Learning Objective: By the end of this session most pupils will be able to define what love, honour and
courage mean, look at these from another perspective and identify how loving someone can lead to conflicting
feelings.
This session links to page 11 in the journal and PSHE & Citizenship objectives 1a, 1d, 4a, 4b, 4c, 4f
Introduction
This lesson looks at the values of love, honour and courage.
Introductory activity (10 mins)
Ask the children;
What is love, and are there different kinds of love?
Definition: “Strong sense of affection”; therefore it can apply to people as well as animals, objects and aesthetics
"
(art, music, the countryside).
What is honour? Are there different kinds of honour?
Definition: “The quality of knowing and doing what is morally right”; therefore it can be linked to safe values.
What is courage?
Definition: “The ability to do something that frightens one/ strength in the face of pain or grief”; Is it the
absence of fear? Are there different ways to look at courage? Is someone who carries a weapon courageous
or fearful?
Wolfgang and Ferracuti's thesis on the subculture of violence indicates that attitudes
and values of the subculture of violence require members to follow a machismo life
style. Members are taught that through violence they will achieve an exciting life,
wealth, pleasure, status, honour and courage.
20
Main activity (30 mins) “Being Dot”
Ask the children to imagine that they are Dot and consider how she might answer the following questions
about love. This activity could also be completed using a ‘Hot Seat’ where a child chooses to play the role of
Dot and answers the questions as they believe Dot would. When inviting someone to volunteer to do this it will
be important to let the children know what they will be volunteering for before they say ‘yes’ or ‘no’ ‘i.e. sitting
at the front of the class as Dot and answering questions that the other children ask them about Dot & love. The
teacher or teaching assistant could also take on the role of an adult on Dot’s network so that they can help
‘Dot’ if she finds some of the questions difficult.
Who does she love?
Who loves her?
How does she know they love her?
Does she love/value herself? Why?
Does she want to get married? If so why, if not why?
What would she look for in a partner that she would love and would love
her?
When the questions have finished if a child has taken on the role of Dot, take the child out of character by
asking them what they thought of Dot’s answers.
Now ask the children to form groups and give each group a set of cards with the following words;
Greedy, controlling, angry, forgiving, beautiful, happiness, sadness.
Ask the children to pick out words that mean they love and value someone and take feedback.
Ask them how important they think love is? Explain that sometimes loving someone means people feel very
happy or very sad, especially when someone we love goes away. When people we love go away they never
leave our hearts and it’s important to remember that people who have died or gone away still love us.
Sometimes people who have been ill and died have been very courageous. Sometimes people might go away
because they believe it is the honourable thing to do especially if the people they love are feeling unhappy.
Some people feel a loving spirit around them and call it God. What might people who believe in a loving spirit –
call it?
Where do they feel the presence of this most – in church, in a mosque, by a river, by a tree?
Plenary
Love is a powerful emotion that can sometimes mean we feel very happy or, if we lose someone or they go
away, it can mean we feel sad. If we love someone in the true sense of the word then that love is a positive
emotion which is unselfish and not controlling and we truly want the best for that person.
21
The value of friendship
Learning Objective: By the end of this session most pupils will be able to identify that having friends meets
one of our basic needs and that having older friends can be both positive and negative.
This session links to page 12 in the journal and PSHE & Citizenship objectives 1a, 3a, 4b, 4c, 4f
Introduction
This lesson explores what makes us similar and different and how this can influence the friendships we make.
Introductory activity (5 mins)
We are all special because we are different but we are also similar. Ask the children what are the similarities?
Do we want friends to be similar and share the same values? Ask the children to write a sentence on page 12
describing what they would most value in a friend.
Main activity (30 mins)
We are all similar because we all have needs. In pairs or groups ask the children to ‘Free-Think’* what we all
need. Group the children’s answers under the following headings (the headings are based on Maslow’s
Hierarchy of Needs*.
*Maslow's hierarchy explains human behaviour in terms of basic requirements for survival and growth. These
requirements, or needs, are arranged according to their importance for survival and their power to motivate the
individual. The most basic physical requirements, such as food, water, or oxygen, constitute the lowest level of
the need hierarchy. These needs must be satisfied before other, higher needs become important to individuals.
Needs at the higher levels of the hierarchy are less oriented towards physical survival and more toward
psychological well-being and growth. These needs have less power to motivate persons, and they are more
influenced by formal education and life experiences. The resulting hierarchy of needs is often depicted as a
pyramid, with physical survival needs located at the base of the pyramid and needs for self-actualization at the
top.
So having friends is one of our basic
needs.
Having friends helps us to feel good and
we need to make careful choices about
who our friends are.
Do our friends all need to be the same
age? If our friends are older what might be
positive about that and what might be
negative. Ask them to think about having a
little brother or sister. Would everything
they do at their age be safe for their little
brother or sister to do?
Plenary
Invite the children to complete the rest of page 12.
*Free-Thinking is an approach used in Protective Behaviours to generate ideas and problem-solve. See
appendices for more information.
22
The value of being in a group or gang
Learning Objective: By the end of this session most pupils will be able to identify the positives and negatives
of being part of a group or gang and evaluate relationships in terms of safe and unsafe.
This session links to pages 13 & 14 in the journal and PSHE & Citizenship objectives 1a, 1c, 1d, 3f, 4b,
4c, 4f
Introduction
This lesson encourages the children to look at the relationships they have with others and evaluate the
characteristics of safe and unsafe relationships. They also explore the advantages and disadvantages of being
in friendship groups or gangs and reinforce Protective Behaviours Themes 1 & 2: ‘We all have the right to feel
safe all the time,’ & ‘We can talk with someone about anything, even if it feels awful or small.
.
Introductory activity (15 mins)
Write the word FRIEND on the board (or show a card). Ask the children what is their idea of a good friend.
Record their responses.
Main activity (25 mins)
Read Dot story about Slam and Joe Bulmer – ‘My Inner Voice’. What did you learn from the story? Now explain
to the children that sometimes people form friendship groups or gangs. What is a gang? Do they know any
gangs? What are they like? Some feedback may include that they hang round together, have rules, may dress
the same, and may have sleepovers or sports sessions. Write up group/gang on board and underneath two
headings Safe and Unsafe. Ask the children why joining a group or gang can feel like a safe thing and also why
it might feel like an unsafe thing (e.g. get friends, not by yourself, belonging, feel secure, people to look out for
you, might have to do what group wants, get into trouble, hard to leave etc.)
Remind children of their Early Warning/Uh-oh signs/inner voice/conscience – What is it?
Ask the class ‘Could it be hard to go against a group or gang if you didn’t agree with what they were doing? Why
might it be hard? When we behave in accordance with our inner voice we are deciding our own behaviour. If we
ignore our inner voice.......who decides our behaviour then?’
If we allow a group to decide how we behave what might happen? Are we still responsible?
Remind them that ‘We all have the right to feel safe all the time and we have the responsibility to ensure others
feel safe with us. Also, ‘We can talk with someone about anything, even if it feels awful or small.’
Refer to pages 13 & 14 in the journal and make time for the children to complete these.
Plenary (5 mins)
Summarise what they have learned about safe and unsafe relationships. Being in a group or gang is usually a
good thing because it is safe to be in a large group and friends look out for each other. On the other hand, if you
belong to a large group there may be pressure to behave in ways you do not feel comfortable with and it is very
difficult to say “no”.
Extension Activity
Role-play someone going against a group. Role-play someone going along with the group against their better
judgement.
Make visual reminders of both the Protective Behaviours Themes for display in classrooms and around school.
23
Negative values of being in a group or gang
Learning Objective: By the end of this session most pupils will be able to describe what ‘to influence’ means
and be aware of potential unwritten rules that might influence the choices people make.
This session links to page 15 in the journal and PSHE & Citizenship objectives 3e, 3f, 4a, 4c, 4d, 4g, 5g
Introduction
This lesson looks at the influences on behaviour, known in Protective Behaviours as ‘Unwritten Rules’, and
strategies for minimising unsafe influences/unwritten rules. Unwritten rules can also be described as peer
pressure.
Introductory activity and discussion (15 mins)
Sitting in a circle, either write up the word INFLUENCE or show it written on a card. Does anyone know what it
means? Ask for a volunteer to look it up in the dictionary and write up the definition such as: to have an effect on
the character, development, or behaviour of someone or something.
Main activity (30 mins)
Read Dot story -‘What influences my behaviour?’
Share with the children a short anecdote e.g. when a little boy saw an advert on TV for a remote control car, he
wanted one – had he been influenced?
What about a little girl who sees older girls that she thinks look cool in short skirts and high heels and wants to
be like them – has she been influenced?
What about when your Mum or Dad tell you that eating sweets all day is bad for your teeth – are they
influencing you?
Write on the board or flipchart the headings: TV adverts; parents and older children and ask children for more
examples of how behavioural choices could be influenced. Ensure that every child can see at least one way in
which their behaviour could be influenced. If no-one suggests it, write up FRIENDS or CLASSMATES or
PEERS.
Explain that when people are with a group of friends the group tends to behave in the same way. Most of the
time children playing and hanging out in groups is fun and nobody gets into trouble. Being influenced by a group
can however be dangerous if some members of the group decide to do something that you do not feel
comfortable with. If this happens we need to remember to listen to our Early Warning Signs/Uh-oh signs – if
previously completed, refer to Dot sessions from Yrs 3 & 4.
What might happen if someone is influenced and follows unsafe unwritten rules and chooses to make an unsafe
choice? What might happen if a person decides not to follow the unwritten rules?
Whatever choices people make, who is responsible for the behaviour? Remind the group that:
Feelings are simply feelings, behaviour is a choice with an effect and our thinking can influence both. Suggest
an ‘event’ such as a having a party and ask the children to describe what the feelings associated with this event
might be, what the thoughts might be, (make links with any potential unwritten rules about parties like got to
wear the ‘right’ clothes, bring a present, party bags and how these can influence the feelings and thoughts).
Finally free-think the behaviour/choices/options and identify those that feel safe/comfortable for all involved.
Invite the class to complete page 15 in their journal.
Plenary (5 mins)
Summarise the lesson by confirming with the children that we all can be influenced by TV and media, groups of
friends and individuals. We must be careful that we do not lose control of our own behaviour and blame it on the
influence of other things/unwritten rules. We can ask for help if we get our early warning signs because we can
talk with someone about anything, even if it feels awful or small. And that whatever we choose to do we are
responsible for that choice.
24
ʻMy inner voiceʼ
Dot, Genie and Pearl were finished at school for the day and they walked out of the school gates heading
towards the shop. They were all deciding what they wanted to buy when they saw Slam outside talking and
laughing with Joe Bulmer and the usual gang that stayed with him all the time.
Pearl looked shocked. "What is he doing with them?" she said. "They’re always horrible to him, how come
they’re his friends all of sudden?"
"I don’t know," said Dot, "but I don’t trust them, do you? I’ve got my ‘early warning signs."
Pearl and Genie shook their heads and as they walked towards the gang of boys it all went quiet.
"Oh look, there’s your stupid sister Slam," said Joe, "with those stupid girls she hangs around with. Goody two
shoes Dot Com and the crew." There was a great burst of laughter from the boys.
Dot could feel herself going red and she couldn’t believe that Slam, who was always being bullied by these
boys, now seemed to be their new best friend and was making fun of his sister. "Don’t say anything," she
hissed at Pearl and Genie.
"If he wants to be friends with people like Joe Bulmer, that’s his choice. Just go in the shop and don’t say
anything. We’ll feel safe once we’re in there."
Once they were inside Pearl was really upset with Slam. "I don’t understand it," she said, "He feels really
scared of Joe Bulmer, so why is he in his gang now?" Dot and Genie couldn’t understand it either, but they just
wanted to get home and away from that gang as soon as possible.
The next day Pearl came to school in a real state. "I’ve found out from Slam how he has become friends with
Joe Bulmer and his gang," she said. "They said they wouldn’t bully him anymore if he joined their gang and he
really wants them to stop bullying him.”
"But I feel really scared now because they’ve told Slam that he can only join the gang if he carries out an act of
bravery. He has to steal something from the shop tonight to prove that he is one of them."
Dot and Genie looked horrified. "But you can be arrested for stealing from a shop and get a criminal record and
stuff. What are we going to do?"
"I’ve told him all that Dot but he won’t listen. He says it’s none of my business." Dot, Genie and Pearl were
feeling really worried. They didn’t know what to do.
What do you think they could do?
What do you think Slam could do?
What do you think Slam’s inner voice could tell him to do?
Is Joe Bulmer really going to be Slam’s friend if he steals
something from the shop?
What do you think might happen to Slam if he does steal
something from the shop?
What might happen if he doesn’t?
Is this a good/safe way to stop someone bullying you?
Extension activity
Role-play someone going against a group. Role-play someone going along with the group against their better
judgement.
25
Bullying - points of view
Learning Objective: By the end of these sessions most pupils will be able to understand why some people
choose to bully, how bullying affects all the people involved and identify strategies to address bullying behaviour
that respects ‘we all have the right to feel safe all the time’.
These sessions link to pages 16 -18 in the journal and PSHE & Citizenship objectives 1a, 1b, 1c, 2c, 2e,
3e, 4a, 4d, 4g
1 Bullying: from the point of view of the person doing the bullying
Introduction
This lesson is the first of three about aspects of bullying. It looks at bullying from the person who bullies point of
view and seeks to show children why people who bully do it and that we are all capable of it. It is linked to page
16 of the journal.
Introductory activity (5 mins)
Introduce the idea that we will now be spending some time looking at a really important subject, which affects
many people – bullying. Acknowledge that they may know people in school who use bullying behaviour or who
are being bullied. It’s important that people don’t mention any of them by name now, but let the children know
that you are very happy to talk about any situations that people feel worried about after the session. Highlight
that you will now be spending some time thinking about people who bully, what it feels like to be bullied and
understanding the causes.
First activity (15 mins)
Read Dot story - ‘Bullying’. Ask the children:
Who was being bullied in the story? Why do they think the bullying behaviour happened? All of us are capable
of bullying so we need to be aware of our own behaviour as well as that of others.
Second activity (20 mins)
Invite the children to look at and complete the ‘Points of View – of someone who bullies’ page in their journals.
Then, in four groups, allocate one of the categories to each group asking each group to spend about 5 minutes
sharing ideas about the category they’ve been given. Get feedback from each group and record feedback for
everyone to see.
Give out a piece of blank paper to everyone and ask people to have a go at illustrating what a person who
bullies could look like rather than a person that is identifiable. Allow about 5 minutes. Then have the class
display their pictures.
Plenary (5 mins)
Ask the class and discuss the answers: What could people who bully look like? Answer – like anyone, because
anyone is capable of bullying behaviour.
If you know that someone is bullying, what could you do?
Is it easy to confront someone who is a bully? Why? Why not?
What if there’s a gang of people bullying?
What if the person doing the bullying is an adult?
What if they are one of your favourite friends?
Conclude by saying that someone who needs to use bullying behaviour has problems of their own, and is
hurting others to feel in control. They may be being bullied themselves at home or elsewhere. They may feel
under pressure to succeed at all costs. They may just feel really bad about themselves.
This isn’t an excuse but they do need help in understanding what they are doing and how to stop.
Confirm that in the next 2 lessons we will be looking at people who experience bullying and those who witness/
see bullying going on.
26
ʻBullyingʼ
Julie Watkins, who was a very tall and strong girl for her age, was blocking the corridor – she looked intimidating
and was, as usual, surrounded by her gang of friends. As she sneered down at Narina, with her strong arms
folded defiantly across her chest, she laughed when Narina started crying.
"Why do you wear that stupid scarf then?" she said, "Are you so ugly that your Mum tries to cover up your
head?" Julie’s friends started laughing.
"It’s ....it’s ...my religion," Narina, stammered "I wear it because of my religion, like you go to church with your
family because of your religion. It’s not because I’m ugly."
"Yeah well my family don’t make me cover my head up in church in case I frighten people." There was another
great shout of laughter from the girls.
Narina’s courage was failing, she started to sob, as the girls started pulling at her head. Dot turned the corner
and froze - she saw Narina crying and Julie Watkins blocking the corridor with the gang. What could she do?
She also felt scared of Julie so how could she help Narina?
Julie looked like she was enjoying herself. She knew her size frightened people and she loved the idea of using
her height to make people feel small. She also seemed to love feeling really powerful too, watching her gang
torment people. She never did the dirty work herself of course, she was far too clever. If the teacher came along
it wouldn’t be her that got into trouble.
Julie hated Narina, with her big eyes and her pretty smile and she hated skinny girls and Narina was really
skinny. She didn’t let anyone call her big, she would flatten them, but sometimes when she was at home alone
she wished she was a bit smaller and prettier, but she wasn’t going to let other people know that though.
She was just thinking what she could do to Narina next when suddenly Mrs Redman came round the corner. It
was too late to stop, they’d been spotted. Where did she come from? She was never normally around at this
time. Julie felt furious. Someone must have told on her.
Narina is Dot’s friend and sometimes she is
bullied because she wears different clothes
so we look after each other.
27
Julie gulped, now she was feeling scared. Mrs Redman stood beside Narina and glared at Julie and the other
girls. "Can you tell me exactly what you think you are doing?"
"Well it wasn’t me miss," said Julie, "It was the other girls, they’re picking on Narina because of what’s she’s
wearing."
The other girls looked at Julie in disgust. How could she betray them like that? She was the one who started it!
Mrs Redman smiled at Julie, "Well in that case Julie, you won’t mind staying in this lunchtime and writing me a
story about why we shouldn’t bully our classmates because they are different. Then I can copy that story and
your friends can read your advice."
"Narina, come with me please," she said, as Julie’s mouth opened and closed in shock. How had that
happened?
"Be sure to come straight to me when the bell goes for lunch, won’t you dear?" she smiled as she walked
away with Narina.
That afternoon Dot’s class had a really interesting lesson on different religions around the world and how we
all need to respect each other. That way we can all feel safe. There are lots of religions where people cover
their heads out of respect. Jake told everyone his Mum wears a hat when they go to church on Sunday.
Joseph, who is Jewish, told everyone that his Dad wears a little skull cap on his head. It was really interesting.
Dot felt so glad and relieved that Mrs Redman had been around and that she had listened to her when she
asked her to help.
How many different religions can you think of?
Do you think someone could be bullied because they are different? Is this ok?
Why do you think that Julie Watkins bullies people?
What do you think Dot could do to help Narina now?
What could Julie Watkins do to help herself?
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Points of view: People who are ‘standing by’
3 Bullying: from the point of view of people who are ʻstanding byʼ.
Introduction
This lesson looks at bullying from the point of view of those who see it going on. The question is asked - whose
responsibility is it to do something?
Introductory activity (5 mins)
Remind the class of the work they’ve done on bullying so far and ask them what they can remember from the
Dot ‘Bullying’ story – re-read it to the children if that might be helpful. Say that today you’ll be looking at
something that everyone in the class could probably put their hand up for – that is being there when someone
else is bullied or being aware that someone is being bullied.
First activity (15 mins)
Ask the class: Who was being bullied in the story?
Did anyone else see what was going on?
Did they do anything?
Ask if anyone would be prepared to tell about a time when they saw bullying going on without naming any
names..
Questions for discussion:
Is there a difference if the bullying goes on in public (e.g. in the playground)
or in private (e.g. in someone’s house)?
If a person sees bullying going on in public and no-one is doing anything about it,
does that make them part of the bullying? If not, why not?
If a person ignores what they see when they see something bad going on, does that make it worse?
Second activity (20 mins)
Explain to the class that you would like them to have a go at being Agony Aunts (or Uncles!) for the next part of
the lesson. They will get a copy of an email sent to Dot and they will need to discuss it, in pairs or a three,
decide on a response and write it out on the same sheet.
Circulate copies of the following letter:
Dear Dot,
I was coming home from school the other day when I saw some girls beating up another girl. I think they were
from our school but in an older class but I donʼt think they saw me. The trouble is, the girl they were hitting lives
two houses down from me and my mum knows her mum so it will be hard for me to keep quiet about it if it gets
mentioned. What might be the best thing to do?
A worried friend
Hear as many answers as you can. Then they can be displayed in the classroom.
Plenary (5 mins)
Ask the class:
If bullying goes unchallenged, what kind of atmosphere does that create in school?
How can bullying be dealt with?
Revisit the school policy and any bullying charters which were written after the previous lesson and remind the
class that ‘We all have the right to feel safe all the time and others have a right to feel safe with us.’ And that ‘We
can talk with someone about anything, even if it feels awful or small.’ How can these two themes help us with
situations involving bullying?
.
Extension activity
Read from – or recommend for private reading - ‘Hurrah for Ethelyn’ by Babette Cole (Mammoth 1993). You
could also recommend ‘Buried Alive’ by Jacqueline Wilson (Corgi 1999) and ‘The Angel of Nitshill Road’ by Anne
Fine (Egmont Books 2002). All the stories have a bullying theme.
29
Unsafe behavior of friends
Learning Objective: By the end of this session most pupils will be able to use the strategy of one-step
removed by looking at scenarios involving characters to evaluate safe and unsafe behaviours. They will also be
able to reflect on their own responses to situations that
This session links to page 19 in the journal and PSHE & Citizenship objectives 1c, 3e, 3f, 4b, 4c, 4d, 4g
Introduction
In this lesson children have the opportunity to understand the unsafe behaviour of friends.
Introductory activity (10 mins)
Ask the children to describe what might be unsafe behaviour in a friend. Make a list on the board. Can friends
change their behaviour? Invite two children to come to the front and become a character from Dot’s world. Ask
one character to act out some unsafe behaviour and ask the other character to find a safe way to challenge that
behaviour. What can the character do? They can ask the class for advice
Main activity (30 mins)
Ask the class to discuss some of the different characters in Dot’s world and how they might answer some of the
dilemmas on page 19.
Ask the class to imagine how the characters might feel in their bodies if they were in that situation. Would they
feel afraid?
What could someone do who was asked to do something and they felt uncomfortable or afraid?
What could someone do if they felt very afraid in their own home?
Introduce the idea of ‘protectively interrupting’, which means finding a way to stop a potentially unsafe or actual
unsafe thing happening like making up an excuse to go home, talking with someone on a personal network or
walking/running to a safe place.
Link this to being able to take a Dot Minute in class and highlight that we can do this for ourselves and
someone could also do it on our behalf.
Free-think ideas.
Invite the children to complete page 19 in their journals. Be prepared with a Dot Minute card.
Plenary
Remind the class of Themes 1 & 2 in Protective Behaviours:
Theme 1 - ‘We all have the right to feel safe all the time’ therefore, others have the right to feel safe with us.
Theme 2 - ‘We can talk with someone about anything, even if it feels awful or small’.
Extension Activity
Provide the children with the opportunity to reinforce the two themes visually by designing posters for display
around the school and in the classroom.
30
Feeling angry
Learning Objective: By the end of this session most pupils will be able to say why some people feel angry and
what this could lead to as well as identify non-violent ways of resolving disputes that involve the use of
‘protective interruptions’.
This session links to pages 20 & 21 in the journal and PSHE & Citizenship objectives 1b, 1c, 1d, 2f, 4a,
4d, 4g
Introduction
This lesson explores the feeling of anger. Children are taught that other people have the right to feel safe with
them too. We explore ways of dealing with strong feelings that involve
Introductory activity and discussion (10 – 15 mins)
Remind children that feelings are neither right nor wrong, they are simply feelings. How we respond to our
feelings is shown by our behaviour. We may not be able to control our feelings but we can control our behaviour.
How could people feel unsafe with someone who is feeling angry?
Read the Dot story: ʻWhen your feelings take control.ʼ
Main activity (30 – 35 mins)
Ask the children to describe how Dot felt. Ask pupils to show how she might have looked. Invite pupils to share
examples of times when they have felt angry. Think about what they do when they feel angry – remind children
that we all have feelings and there are no right or wrong ways to feel. What we do with our feelings is called
behaviour. We can’t choose our feelings but we can choose our behaviour. Invite pupils to share how people
might behave when they are feeling angry. Ask the children if they would behave the same way in the same
situation or would they CHOOSE to behave differently?
What could we do when others feel angry? Ask the pupils to make suggestions about how we can improve our
behaviour when we feel anger, so that we do not hurt either ourselves or the other person. Remember we all
have a right to feel safe all the time and so do others around us.
Make a list of pupils’ suggestions: When people feel angry they could:
Take a deep breath and count to 10 slowly
Imagine a safe place where they feel calm and relaxed. (See Safe Place exercise in appendices)
• Say out loud “I don’t like that – please stop it”
• Walk away
• Write a letter or in a diary/their Dot journal
• Drum
• Play sport
• Do a physical activity like running or play ball to release the angry energy
• Talk with someone
We can use different strategies in different situations.
Invite children complete pages 20 and 21 in the journal.
31
Plenary (15 mins)
Role-play: several situations where a pupil feels angry. If the children are able to, encourage them to create
their own scenarios which would be more relevant for them. Ask them to suggest the appropriate response to
keep themselves and others safe.
Suggested scenarios: • Someone trips you up in class •You lose your birthday money • Your mum gives you
the wrong sandwiches for lunch •
Someone keeps following you in the school playground •Your friend
knocks an ice-cream you have just bought out of your hand •Someone keeps teasing you
Summarise what has been covered in the lesson. Display suggestions in the classroom so it is a resource that
can be used to remind children of safe behaviours.
Extension activity
Use feelings cards (these are free to download from the missdorothy.com website) to explore other choices of
behaviour to those feelings. Discuss why it is important that we say what we feel; express our feelings in other
ways; are clear about what we mean.
32
ʻWhen your feelings take controlʼ
There was a big pain in Dot’s tummy and something funny was happening in her chest. Her heart was racing
and she really wanted to lift up her hand and slap Tommy Parker really hard.
He had taken her ruler three times that day and when Mrs Redman wasn’t looking he had just pinched her hard.
She was going to do it this time, she really was going to slap him, he deserved it. But then Mrs Redman came
over and started looking at her picture and as she started talking to Mrs Redman the pain in her tummy started
to get a bit better and her heart stopped leaping around in her chest. Lucky Mrs Redman had come along or
she could have got herself in trouble and now she was feeling calmer she realised that getting into trouble by
choosing to slap Tommy Parker wasn’t the safe thing to do. But she decided she would have to talk to someone
on her network helping hand about what was happening in her body and what she had almost chosen to do.
She decided to talk to Nanny Com, because she was good at listening and helping Dot when things were going
wrong. Nanny sometimes picked her up from school when mum was busy working when she finished class.
She told Nanny Com about wanting to slap Tommy Parker and about those funny pains in her tummy and her
chest. Nanny Com listened and nodded as she and Dot sat down by the fire. It was really cold outside and the
fire was lovely. Her Nanny’s house always helped her feel warm and safe. “Right Dot Com,” said Nanny. “I want
you to shout as loud as you can for me.” Dot looked at her Nanny in amazement.
Nanny smiled encouragingly “Go on shout really loud for me.” Dot thought Nanny Com was acting a bit strange,
but she decided to risk on purpose and have a go. She took a deep breath and shouted really loud.
“Aaaagggghhhhh..,” Wizard, who was asleep in front of the fire, nearly jumped out of his skin and started
barking madly. Nanny started to laugh.
“There you are,” she said. “That is your voice Dot Com and there’s nothing wrong with it, it works really well, just
ask Wizard,” she said patting him after his fright. “That is your voice and you want to use it. When someone
takes something that belongs to you without asking first that’s when you need to use your voice and not these,”
she said waggling Dot’s fists for her.
“Those pains that you had in your body were your feelings and your feelings were starting to take control. When
you want to slap someone that’s because your feelings have taken over and are telling you what to do. You
have to listen to your feelings, but don’t let them take charge. You make sure that you are in control.
“When Tommy Parker takes your ruler next time, tell him he needs to ask if he wants to borrow it. And if he, or
anyone else for that matter, pinches or hurts you, you need to tell someone on your network helping hand.
That’s called ‘Protectively Interrupting’ as it stops people doing something that can be unsafe. Dot thought for a
moment and said
‘Of course, I wonder why I didn’t think of that at the time?’
33
Nanny Com explained that sometimes when we feel really strongly about something it can be really hard to
think
straight and that’s when remembering our safe place can help us feel calmer so we can think clearly again and
then choose to do something that keeps us and others safe. “Ah”, said Dot, “that’s why when Mrs Redman
came and spoke to me I started to feel calmer – Mrs Redman has such a soft and kind voice she reminds me of
how my Safe Place feels. So that’s why I realized that slapping Tommy would not be the safe thing to do”.
“Spot on”, said Nanny Com and explained that if you learn to listen to your early warning signs like when
something gives you a pain in your heart or your tummy then the feelings are less likely to take control. And
when you can talk about those feelings with someone it can help you to feel much better – much safer!
Dot thought about how she liked feeling safe at Nanny Com’s, warm and comfortable in the glow of the
fireplace, and decided that she would learn to use her voice. It was much better to talk with someone rather
than have feelings rushing round your body that meant you might feel like wanting to hurt someone.
Can you write or draw about your feelings? What happens in your body when your feelings take
control?
Do you want to stamp your feet or throw things?
What helps you to feel safe?
Have you ever had your feelings take control?
34
Weapons
Learning Objective: By the end of this session most pupils will be able to understand the way weapons
are portrayed on film and TV is not a true reflection on reality and also state reasons why someone might
carry a real or replica weapon. Identify who to contact if they believe someone may be carrying a replica or
real weapon.
This session links to pages 22 & 23 in the journal and PSHE & Citizenship objectives 2a, 2b, 2c, 3e,
3g
Introduction
This lesson looks at different types of weapons and discusses reasons why someone might carry a weapon.
Introductory activity and discussion (10 mins)
Free-think with the class the question: What is a weapon? (Any object used to fight).
Can children think of any? Write ideas up on the board.
Which do they think is the most dangerous weapon? Gun/bomb?
Have they ever had a toy gun?
Both boys and girls play shooting games – some very young children will even pick up a stick or join building
blocks together and pretend it’s a gun – have they ever seen this?
When people pretend to shoot someone with a toy gun or stick nobody dies. When a real gun is used
someone may die or get very badly hurt. It is very important that as children get older (your age) they know
that the reality of shooting is very different from the playing. Has anyone seen a gun? Perhaps on TV?
Ask children to describe the scenes they have seen on TV or in films. Discuss each one. Was it real? Try to
get over the idea that guns are very dangerous and that they kill people – once someone has been shot
there is no going back.
Read Dot story - ‘Weapons’.
Main activity (30 – 35 mins)
Are people allowed to carry guns in this country? Not generally – some people who may have one
legitimately by choice of career might be a farmer who may be called upon to protect the livestock, police
officers whilst they are on duty, or members of the armed services.
Free-think why someone might want to carry a gun?
Responses might include: to look ‘big’, protection, frightened of someone, going to commit a crime
During a future session we will talk more about the fact that children under 10 can’t be arrested and that
children over 10 can be. So why might someone ask a child to carry a weapon for them? (So that if the
weapon is found neither they nor the child can be arrested for possessing a firearm).
Now free-think why someone might want to threaten someone using a gun or weapon?
Responses might include: to commit a crime, to bully, feeling angry, showing off
What might happen if someone goes out carrying a real gun and starts messing about? (Someone might get
killed).
Although it is difficult to get hold of a real gun in this country it is easier to buy a replica gun. These are guns
that have parts removed to make them safer – they can’t be fired.
If someone threatened someone else with a replica gun they might likely think that it was real.
What might happen if a policeman/woman saw someone holding a replica gun? (They would think it was real
and he/she would call out the armed police to deal with the situation. If the person didn’t give up their gun
immediately they might end up getting shot).
If you have seen someone with a weapon you must tell someone you trust – someone on you network/
helping hand. (Now would also be a good time to talk about the difference between when calling 999 is the
best thing to do as well as when Crimestoppers might be most appropriate). The weapon may be illegal and
someone may end up dead because of it. Never carry a gun or other weapon even if it is a replica because
someone has asked you to.
35
Invite children to look at and complete pages 22 and 23 of their journals.
Plenary (5 mins)
Summarise the lesson by reminding the class that children as young as 10 can be arrested and get a criminal
record. Never carry a gun or other weapon because someone has asked you to. Weapons kill people. You may
want to ask any local people who have experienced weapon crime to come to talk to the children so they
understand the effects and consequences of crime in their community.
Weapons
There was a rumour going through school like wild fire. Joe Bulmer had a gun! Slam was now hopping up and
down like a kangaroo going on about it.
Dot looked at Slam like he was going mad. "Slam, will you get real? If Joe Bulmer’s got a gun, then I’m a
cowboy."
"Well you’d better get a hat," he said, “because Jake’s seen his gun.”
"Now you are making this up," she said shaking her head at how silly Slam was being.” People don’t bring guns
to school especially not when they’re ten, and Joe Bulmer is probably just showing off. He’ll say anything to try
to get people to think he’s scary.”
"Look, clever clogs you don’t know anything, Jake’s seen his gun, so there.”
"Right,” said Dot "I’m sick of this now. The best way to deal with this is just to ask him."
Dot started marching off across the playground. Genie, Slam and Pearl gulped. Dot was going to ask Joe
Bulmer if he had a gun... now she was really was going to get them in trouble.
But they were right behind her as she stomped across the playground. Pearl felt really cross with Slam, too.
"You are so stupid," she said, "You think this is funny, but guns are made to kill people you know, it’s not a
game."
"Oh, you lot are so serious," said Slam letting out a great sigh. "I think it’s cool to have a gun, everyone’s got
them on the telly."
"Yeah as cool as having the plague," said Genie "and just as likely to kill you."
"Oh you are such drama queens," snapped Slam.
Suddenly they all stopped. Dot had found Joe Bulmer and she walked right up to his gang. Slam gulped, he
didn’t think this was a good idea.
"What do you want, four eyes?" said Joe.
Dot ignored the insult. "Look, some people are saying something very serious about you, Joe. They’re saying
you’ve got a gun in school and I know it can’t be true. You can be arrested for having a gun."
Joe looked at Dot as if she had just crawled out from under a stone. "Oh, ‘girl wonder’ dares to give me advice!"
He shoved his face close to Dot’s. "Well I can tell you I have got a gun and if you tell anyone I’m going to shoot
you."
"Right. I give up," said Dot, despondently. "Some people are not made to have sensible conversations." Dot
turned and walked away asking her friends to follow. She was feeling scared but she wasn’t going to show it.
36
When they were all far enough away and felt safe again, she said to her friends, "I don’t think that was very
clever really, was it? It’s just that I thought he was trying to frighten people and I hate that. Someone has to
stand up to him."
Pearl gave Dot a hug, "Don’t worry Dot you did what you thought was right. It is scary thinking someone might
have a gun in school. What do you think we need to do now?"
"Are you all mad?" she said, "We don’t do anything, we just stay away from him." At that moment the bell went
and they started to walk into class.
The next day they were all surprised when PC Bonnett came in to give them a special talk about the dangers of
carrying any kind of weapon.
He said "I’m not going to name names, but there have been reports of people carrying guns in this school and I
need to talk to you all about how dangerous that could be if it were true and about what the law says about
guns."
Joe Bulmer looked absolutely green and Dot, Genie and Pearl sat there with their mouths hanging open. Who
had told on Joe? They looked at Slam and he just kept staring straight ahead at PC Bonnett.
At break time, Joe Bulmer wasn’t bragging to anyone about his gun and Pearl said "I wonder who told about the
gun rumour? Who would be brave enough to do that?"
Slam just smiled and said "You know what Pearl, sometimes you’ve just got to listen to the voice inside you.
Obviously someone did the right thing and after all the things PC Bonnett told us about guns I feel really
pleased and a lot safer."
Do you think it was Slam who listened to the ʻinner voiceʼ?
Do you think guns are cool?
What could you do if someone told you that someone in class had a gun?
Why might someone bring a gun to school?
What might the effects and consequences be?
REMEMBER: We all have the right to feel safe all
the time.
37
The value of life
Learning Objective: By the end of this session most pupils will be able to recognise that when someone goes
away or dies people can experience strong feelings and be aware of this in others. Understand that someone
does not stop loving them if they go away and find ways to remember people who they can no longer see.
This session links to page 24 in the journal and PSHE & Citizenship objectives 1a, 1d, 2c, 2e, 4b, 4d, 4g
Introduction
In this lesson children think about the feelings that people may have when someone dies. They reflect upon
ways that people who have been bereaved can be helped to deal with the feelings they are experiencing.
Introductory activity and discussion (5 mins)
Show the children the cut flower or leaves. Ask them why we put the flower in water. What will happen if we
don’t? What will happen in any case even if we put it in water? (Discuss leaves in autumn)
The beautiful flower will die. All living things die. Have they ever had a plant or pet that died? Discuss pets and
ask children for their experiences of pets dying. How did they feel? Explain that it might feel even more painful
if someone dies because people are breaking the law and carrying weapons.
Read Dot story ‘When Someone Goes Away’.
*You may also wish to read the story - ‘Visiting Daddy’ if you think it appropriate. This story was created by
young people placed in an offending institution and the missdorothy team to help the many children who, in
order to see a parent, have to visit them in prison and to enable other children to see that this happens,
because we all make mistakes.
First activity (20 mins)
Tell children that we are now going to talk about ALL the changes that happen in our lives.
Write the word CHANGE on the board. Ask children to suggest types of changes that might have happened to
them. Already mentioned a pet dying and also include new baby, mum or dad going away, someone dying,
new pet, starting school, changing school, moving house etc.
When no-one can think of anymore changes, move on to trying to classify these as positive or negative
changes. Point to each one and decide collectively if this change is positive or negative and indicate this on the
board – some could be both so you could then decide by voting with hands.
Give each child a piece of blank paper and describe to them how to make a time-line about changes in their
lives by drawing a line (straight or otherwise) and on this line they are going to write I WAS BORN at one end
and their age now at the other end - demonstrate on the board. Then invite them to mark in all the important
changes that have happened in their lives so far adding the positive ones above the line and the negative ones
below – important this time to let each child decide.
Go around the class as they do this and be prepared for children who might need a Dot Minute. Ask the
children to draw a circle around the most important changes and invite them to add a feelings face to show
how they felt at the time?
Second Activity (20 mins)
Now ask the children what they remember about Pearl (brother is Slam and they live with their Dad). Pearl’s
Mum has gone away – how might Pearl have felt when that change happened to her? What about Pearl’s Dad
and Slam? Do you think it might be difficult for Pearl’s Dad to manage the children by himself? Do they miss
Mum? How might Mum feel?
Share with the children that when someone you love and who loves you goes away or dies they don’t stop
loving you and you don’t stop loving them. How can we remember someone who has gone away or died?
Memory box, photographs, thinking about them, drawing, writing, talking. Encourage children to make
suggestions.
If you needed to talk with someone - can you think of people that you could talk with? Refer to their network
helping hands.
Plenary (5 mins)
Changes happen in everybody’s life. Sometimes the changes feel positive and sometimes they feel negative.
When we experience what we feel are negative changes, we can find it difficult to cope with the very sad
feelings. We might need to talk with someone on our network of adults about how we are feeling and this could
help us to feel less sad. Invite the children to look at and complete page 24 of their journal.
Extension activity
Draw a picture of Pearl or Slam feeling sad after their Mum had gone. Write down next to it what you could do
to help him/her to feel better.
38
ʻWhen someone goes awayʼ
Nanny Com popped her head round the bedroom door to say goodnight to Dot before she went home. She had
stayed for dinner at Dot’s house and now she wanted to get back to her house and take Pickles for a walk before
it was dark.
But when she saw Dot wasn’t reading, she was just lying in bed staring up at the ceiling she knew something
was wrong. Dot was always reading when she went to say goodnight, unless she was feeling really worried
about something.
Dot looked up as Nanny Com came into the room. She sat on the bed and smiled kindly at Dot. "Come on Dot,
you can’t fool your old Nanny, you know," she said. "I’ve seen that face before, it’s a worried face, what are you
feeling worried about?"
Dot propped herself up on her elbow and tried a smile, but it didn’t work very well. She gave a big sigh "I wasn’t
really feeling worried, I was just thinking about something that I feel really sad about, but I don’t think it’s
anything you can help me with.”
Nan smiled "Well why don’t you try me and see if I can lend a hand. You know there’s one good thing about
being an old lady, it means you’ve done a lot of living and a lot of worrying, so I just might have some ideas you
know."
She slipped off her shoes and sat back on the bed with Dot. "Right, I’m feeling more comfortable now," she said,
"why don’t you share it with me and we’ll see what we can come up with."
Dot loved her Nan, but she really couldn’t see how she could help her this time. She might as well tell her
anyway, it might help her feel better. She took a deep breath and started.
"Well Nan, there’s a girl in our class called Sophie Parker and she hasn’t been at school for a while and today
Mrs Redman told us that she hasn’t been at school because her Mum died." Dot gave a big sigh, "and Mrs
Redman has asked all of us to try to be really kind to her when she comes back to school tomorrow, but I just
don’t know what to say to someone when their Mum has died."
Nan gave Dot a hug because she looked so sad. "Well Dot, maybe it’s a good time for you and I to talk about
your Grandad Com." Dot looked at her Nanny in surprise, Nan didn’t very often talk about the time that Grandad
Com died. Dot was only five when it happened, so she didn’t remember much about it, but she did remember
her Grandad – she used to feel really safe with him.
Her Nan carried on, "When someone that you love dies and goes away you feel very, very sad inside Dot and
sometimes it can even mean you feel angry with them for leaving you.”
Dot felt surprised, "But how can you feel angry with them Nan, they can’t help dying?" she said.
"I know Dot and you’re right of course it’s not their fault, but you don’t always think straight when someone has
died and you have lots of different feelings at different times.”
"I know I felt really angry with Grandad for leaving me on my own, but that feeling soon goes because you know
it wasn’t their fault, that they did not choose to go. Everybody dies sometime, it’s just a natural part of life and we
have to adjust to it."
Dot shuddered, it felt horrible thinking about someone you love going away. She looked up at her Nan, "So what
did you do when he left Nan?" she said.
"Well when he died I did a lot of crying because you just can’t help that and I talked to my friends about it too
and that helped a lot. But some of my friends didn’t talk to me at all when it happened and I felt even more
upset."
39
Dot thought that was terrible – how could your friends not talk to you when something so sad had happened?
But Nanny Com said "I realise now that they didn’t call me or come and see me because they felt afraid and
they didn’t know what to say, they felt a bit like you do now." Dot nodded.
"But what I realised after a while was what is important is not to forget someone you love when they die and not
to forget all the good times you had together. When a person dies you sometimes feel scared that you’re not
going to remember what they looked like anymore.”
"So do you know what I did so I would never forget Grandad Com?" Dot shook her head. "I made a memory
box."
"You made a what?" she said.
Nan smiled, "I got a shoe box and I filled it up with some very special things that would help me remember
everything about Grandad. I found special pictures of us together, things that made me remember what he
smelt like, what he felt like and what he sounded like and things that were special to him.” "So now whenever I
feel sad about Grandad dying, or I feel scared I am forgetting him, I go and find my box and sit and look at all
the things and spend some time with him. I believe he still loves me and he still watches over me, so I still talk
to him in my head sometimes and tell him I love him before I go to sleep and it helps me feel much better.”
Nanny Com’s eyes were shiny with tears as she spoke, "I also talk about him whenever I feel like it with my
friends, remembering funny things he did and said, because he was very special to me and I think perhaps I
could try to talk about him more with you don’t you?"
Dot nodded, she had a lump in her throat because she felt like crying too, but she had a great idea so she
swallowed hard and said "I’d like to know more about Grandad, I’d like to make a memory box too. I could make
one for Grandad and maybe I could tell Sophie about memory boxes and she could make one for her Mum."
Nan smiled and hugged Dot. "I think that’s a lovely idea," she said, "but you’d better get some sleep now or you
won’t be fit for making anything and I’d better get home to Pickles or he’ll be crossing his legs!"
Sophie did think Dot’s idea for a memory box was really good and she and Dot made their memory boxes
together. They found old shoe boxes and they decorated them and then they put pictures and special things
inside. Sophie put her favourite picture of her Mum in the box, her Mum’s favourite scarf which she liked to rub
against her cheek to remember how her Mum felt and her Dad let her have a perfume bottle that her Mum had
used, so she could remember how her Mum smelt. They also put Sophie’s Mum’s favourite song inside the box
because that helped them laugh because it was such a silly song, but she had always loved it.
Everyone dies at some time and it is important to remember the special things about them when they
lived.
If someone you loved went away – what do you think you might want to put in a memory box?
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The value of Law
Learning Objective: By the end of these sessions most pupils will be able to identify different types of drugs and
theft and the age of criminal responsibility. Also, be able to explain the effects and consequences of committing
a crime.
These sessions link to pages 25 & 26 in the journal and PSHE & Citizenship objectives 2a, 2b, 2c, 2d, 2e,
4a, 4b, 4d, 4f, 4g
Police Lesson plans: DRUGS – CRIME: EFFECTS & CONSEQUENCES – GUNS/WEAPONS. They provide a
wonderful opportunity to invite your local police representative into school as the sessions are about laws that
could affect children so can therefore be delivered by the police or by you supported by the police.
Session 1: Drugs Introductory activity (5 mins)
If a member of the police service is co-delivering the session it will be important for them to be introduced to the
class and explain, if applicable, that they are going to be following up some of the issues which came out of the
‘Moving On’ work.
As a member of the police service they will need to understand the policies and values of the school and within
the classroom. Outline that during the sessions, they are especially able to advise the class on the law and what
it says about various things. Today’s focus is on drugs and the law.
Ask the class to suggest what the word ‘drug’ means. After hearing a range of ideas, write up this definition on
the board –
"A drug is a substance people take to change the way they feel, think or behave." (United Nations Office on
Drugs and Crime.)
Ask the children if they have any questions or comments on it.
First activity: Names of drugs (10 mins)
Free-think with the children the names of drugs that they have heard. Write them all on the board without
comment.
Then go through all the names and clarify with the children; which are proper (scientific) names, which are slang
names and which are names for the same substance. You may like to use coloured chalk or pens to group/
differentiate.
Second activity: Laws about drugs (25 mins)
Divide the children into five groups of about 6 (the class teacher will help you do this). Give each of them an A4
sheet of paper and a felt pen. Each group’s paper has a different substance written on it:
Alcohol/Solvents/Tobacco/Cannabis/Ecstasy
Indicate that you want the children to discuss and then write down whether they think the law says anything
about the drug on their sheet. Allow up to 10 minutes for this. Hear each group’s ideas and clarify/correct the
information. Write up the main facts on the board. Perhaps get the group to put pieces of paper into a bag
rather than just call out the names of the drugs.
Third activity: What do I need to do? (15 mins)
Working in the same groups as before, give each group a slip of paper with a scenario on it that relates to the
drug they discussed before (see scenario sheet). Allow 5 minutes for the groups to discuss their questions and
decide what they could do. Spend time hearing their ideas and make sure you reinforce safe ones and correct
any misunderstandings.
Plenary (15 mins)
Write on the board the following two headings: ‘Good/Safe ideas for dealing with difficult situations’ & ‘ Who
could help?’
Ask the class to suggest ideas which came out of discussing the scenarios and record under the appropriate
heading.
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Scenarios for discussion
Alcohol: A friend says that his older brother is buying spirits from an off-license (he’s 15 but looks older) and
lets him try it sometimes.
What advice could you give your friend and what can you tell him about the law?
Solvents: Whilst in a model shop, you see some people you know from another school buying glue. You’ve
heard that they sniff it in the park after school.
You’re concerned but you don’t know whether to do anything. What choices do you have?
Tobacco: Several of your friends have tried a cigarette but you’re not sure whether to. You think that some of
them buy single cigarettes from a newsagent up the road.
What could you do?
Cannabis: A friend tells you that she is being pressured by her older brother to run ‘errands’ for him on the
estate. She doesn’t know what’s in the packages she has to take to different places but she thinks it could be
something called hash.
How could you advise her?
Ecstasy: A boy at your school has a few tablets which he says he got from his older brother who goes clubbing.
The boy says trying one won’t do any harm.
What do you think?
Session 2: Crime and consequences
Introductory activity (5 mins)
Let the children know that today you are going to ask them some questions about crime and then explore some
examples of different types of crime.
Ask them : What is a crime? One dictionary definition is an action or omission which constitutes an offence and
is punishable by law.
Acknowledge their ideas and clarify which are correct.
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Ask them: What is a law? A dictionary definitions is a system of rules which a particular country or community
recognises as regulating the actions of its members and which it may enforce by the imposition of penalties.
Again acknowledge their ideas and clarify which are right.
Ask them to tell you different kinds of crime and write them up on the board. You will almost certainly have been
told ‘theft’ or ‘robbery’. Tell the class that you will be looking in more detail at theft and other similar offences.
First activity (15 mins)
Confirm that there are different types of theft which are covered by the Theft Act of 1968. Ask them to suggest
what they might be and write them up on the board – see ‘spider’ diagram - write Theft Act 1968 in the centre
and let them call out the offences connected with that act:
Theft person
Theft of or from motor vehicles
Burglary
Criminal damage
Deception
Blackmail
Armed robbery
Robbery
Theft shoplifting
Ensure that the class understands the differences between all these. Also explain the term ‘to permanently
deprive’.
Second activity (10 mins)
Ask the class:
At what age is a person capable of being arrested for committing a crime?
You might like to give them a choice using a quiz- type question
e.g. Is it a) 8 years old? 1b) 10 years old? c) 12 years old?
Encourage them to put their hands up for each. Confirm that the answer is b) 10 years old and that is called the
age of criminal responsibility.
The children may want to ask you some questions here. This could either be about criminal
responsibility or about the previous activity. You can divide them into pairs and give them a minute or
two to discuss and come
up with any questions. Respond to any questions.
Third activity (20 mins)
Refer back to the Theft diagram used in Activity 1.
Ask the children – are children of your age likely to be involved in any of these things?
Describe a situation where a child of their age is bullied into going into a shop and stealing a chocolate bar by a
group of kids, someone who bullies and his/her friends - need to emphasise that this is a case of shoplifting and
that someone of their age (10 or over) could be accused and found guilty of a crime and get a criminal record,
which stays with you for life and could affect your chances of education or employment in the future.
Give out copies of the Theft Quiz.
Arrange 5 or 6 groups (of 4-5 children per group) and ask each group to look at 2 questions. Give them a
maximum of 5 minutes to decide on their answers. Go through the answers with the whole class.
Refer to pages 25 & 26 in the journals and provide time for these to be completed.
Plenary (5 mins)
Review of learning outcomes. Ask the class: What have you learned today?
Refer to the learning outcomes for the lesson - Know the age of criminal responsibility, understand about
different types of theft, explain the consequences of committing a crime
Remind the children that ‘We all have the right to feel safe all the time’, and that committing a crime does not
respect this statement.
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Theft Quiz:
Consider the following circumstances.
Is it theft?
44
Bullying, hate and race crime
Introductory activity (3 - 5 mins)
Remind children of the previous lesson on crime, effects and consequences (theft). Ask them to tell you about
the different types of theft and the age of criminal responsibility.
First activity (15 mins)
Introduce the class to an activity, the purpose of which is to teach them something about groups and how they
behave. Ask the children to put up their hands if they support a particular football team. Then go round the
group asking which team they support. Choose one team mentioned and ask all those who support it to line up
either in front of the class or down one side (depending on the size of the room). Ask everyone else to line up
opposite them, i.e. down the opposite side of the room.
Ask the people in each group in turn if they have a friend in the opposite group. If so to put their hand up, then
ask those with hands up if that person or persons is still their friend. Make sure that you emphasise:
1. The ease of group formation
2. That it’s OK to have differences in likes and opinions
3. They are still friends regardless of being in differing groups
Run the activity again this time using bands/musical artists.
Second activity (10 mins)
Ask the class how it felt to do the activity. Also, how it felt to be in the ‘in group’ as in the one with lots of other
people in it, or the ‘out group’ as in where you perhaps didn’t fit in with anyone else’s views at all.
Then remind them of the bullying and friends/shoplifting scenario they looked at in the lesson on crime and
consequences.
Ask the class: How do they think people who bully might select the people they choose to bully?
Write the ideas offered on the board.
Point out that racial harassment is a crime and give examples. The children may want to tell you about their
own examples.
NB. You may also want to mention domestic violence here but be aware that there will be children in
the class who will have experience of it and that this needs to be handled sensitively. You may wish to
say that some people exert power and control over their partners and sometimes use violence - that
form of bullying is known as domestic violence. Please ensure you talk with the class teacher about
this before the lesson.
Third activity (25 mins)
In small groups of about four people, give each group a set of bullying situation cards as follows:
Calling someone hurtful names
Being teased about how they look
Being made fun of because of their clothes
Having their possessions stolen or damaged
Being hit or pushed around
Having rumours or whispers spread about them
Having people refuse to talk to them
Being chased or followed
Being treated as unwanted
Think about the person who is having the thing(s) done to them, and decide what action he or she could take.
Ask each group to make two cards with ‘Serious’ and ‘Not very serious’ on. Put these cards at opposite ends of
an imaginary line across the tables.
Ask the group to take it in turns to pick up a card and say whether they think it is ‘serious’ or ‘not very serious’ in
terms of bullying, and what they think the person being bullied could do in that situation.
They can put the card anywhere on the line. The important thing is to encourage them to say why they are
putting it in that place. The rest of the group can then offer their opinion, discuss and suggest other things that
the person being bullied could do.
You will need at least 15 minutes to do the activity.
With the whole class, go through each situation, hear what people thought and clarify what the person being
bullied/victimised in each case could do to help themselves - emphasise how they might feel.
45
Plenary (5 mins)
Ensure that the class is clear about the kinds of strategies that they could adopt if they get into any kind of
bullying situation and end up being/feeling hurt. Write up the ChildLine phone number and any other relevant
helplines/organisations including the Dot’s email. Illustrate how these can be added ‘up the sleeve’ to a Network/
Helping Hand.
Guns and weapons
Introductory activity (3 - 5 mins)
If completed, ask the children what they remember from the ‘Moving On’ lesson led by their teacher on the
theme of weapons. You may want to write up their answers on the board, in particular the reasons why people
carry weapons. If this session has not been covered, let the class know that you are going to talk about guns
and other weapons and make sure they know what the law says about them. You will also cover what they can
do if they feel worried about any guns and weapons.
First activity (10 - 15 mins)
Ask the class: What is a gun or firearm? Take some suggestions. Then tell them (write up on the board) – "A
firearm is a lethal barreled weapon of any description from which a shot, bullet or other missile can be
discharged". Then ask: “What is an imitation firearm?” Answer: “Anything that has the appearance of a firearm”.
Ask the class to put up their hands if they have any imitation firearms at home i.e. TOYS. Do these count? Could
we feel worried about them? You may want to allow time for some discussion about toy guns and whether they
are a good idea. You will probably find that there are very different ideas in the group. Ask them what they know
about guns and where they may have seen them - on TV and film, maybe in real life. Talk about air guns, guns
that farmers keep for their work, guns that people use for sport in gun clubs. Also ask them what they think/know
about knives – especially as we all have knives at home or maybe carry them round (pen knives).
Second activity (25 mins)
Divide the class into 4 groups of about 6 and describe how they are going to look at good (safe/positive) or bad
(unsafe/negative) use of knives and guns. Each group will have a card with one of the following on it:
Think of examples of the good, legitimate or safe use of guns.
Think of examples of the bad, illegitimate or unsafe use of guns.
Think of examples of the good, legitimate or safe use of knives.
Think of examples of the bad, illegitimate or unsafe use of knives
The task for each group is to come up with as many examples as they can of what is on their card. Some groups
may be unable to come up with examples which is fine – this can be part of the ensuing feedback and
discussion.
For example, a legitimate use of a gun might be to shoot tin-cans down for a prize at a fairground stall. Each
group needs to appoint a note-taker.
Allow groups about 5 minutes to do this. Then ask each group in turn to feed back their answers. Allow time for
discussion. You may want to record the answers in four columns on the board.
Ask the class do we all agree on what is safe/good/positive or unsafe/bad/negative use of weapons?
Then explain that even if we don’t agree, the law has a lot to say about their use. Try to summarise very simply
for the class what the law says. You might want to use a poster which summarises the main facts you want the
children to remember.
Third activity (10 mins)
Share with the class that you’re now going to look at what people need to do if they feel worried about a gun or
weapon-related situation, i.e. being near a weapon, threatened with one, forced to handle one etc.
Ask the class:
What might be worrying situations which people like them could get into involving guns and knives? Hear some
of their answers and then select one and write it up on the board. Invite suggestions from the group as to how
someone could get help and support if they didn’t know what to do in that situation.
Reiterate what the best strategies might be.
Invite the children to revisit pages 22 & 23 in their journals and add any further ideas
Plenary (5 mins)
Ask the children to work in pairs and to decide between them one thing they have learned from today’s lesson.
Go round the class and have one person from each pair read out their idea.
46
The value of teamwork
Learning Objective: By the end of this session most pupils will be able to describe the positive values
needed for good teamwork and say why rules are needed when playing and working together.
This session links to page 27 in the journal and PSHE & Citizenship objectives 1a, 2b, 4c
Introduction
“Football for Tolerance” is an activity which was invented in Columbia after a popular footballer was murdered.
Andrés Escobar was only 27 years old when he was murdered for scoring an own-goal in the 1994 world
championship.
Introductory activity:
Display some pictures of Olympic heroes and local football heroes. Ask the class to consider what values those
people have to be able to succeed at their favourite sport.
First Activity:
Ask the children to discuss/free-think the following questions (this could be completed in groups of 4-6 with
each group focusing on a particular question):
Why do people play football?
Passion, it’s in the genes, cheap, possible everywhere, many can participate, competition, enjoyment, fun,
action, want to win, brings people together, exercise, develop friendships
Why do people like the idea of teamwork?
Sense of belonging, team spirit, team work, team building, social, solidarity, happiness, works out rivalry, share.
What are the best ways for football/team games be played?
Whole heartedly, full energy, having fun, fairly, no one gets hurt, respecting the rules, no referee necessary,
everyone involved (no
domination)
When does it feel
fun to play football/
team games?
when it is ... inclusive,
entertaining, peaceful,
humour, winning, sake
of the play not victory,
lively, fast paced,
relaxed, works for all
players.
Take feedback if
completed in groups.
Invite the children to
look at and complete
27 of their journals.
Second Activity:
Provide the opportunity for the class to play a team game using the
following structure:
The rules
Two teams equal abilities, games decided on points.
Basics:
7 minutes each period, 3 fair play rules to be agreed. (Team representative to
record these), small pitch, no referee but team/mediators, no goalkeeper (small
goals)
4 on 4 (6 on 6, swap when they wish), mixed teams (always two girls on the court)
Everyone has to score
3rd half: reflection (discussion)
Match points
Fair play
Bonus
3 winner
2 comply with all rules 1 very fair match (A decides for B)
2 drawn
1 not with all rules
1 lost
0 with no rules
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The value of the emergency services
Learning Objective: By the end of this session most pupils will be able to identify who to contact in an
emergency and add these ‘up the sleeve’ on their network helping hand.
This session links to page 28 in the journal and PSHE & Citizenship objectives 1e, 2c, 3e, 3f, 3g, 4g
Introduction
This lesson explores the different people that can help. It might be helpful to point out to the children that these
people are actually part of a team.
Introductory activity (5 mins)
Ask the children in pairs to think about the people who help to keep them safe.
Main activity (30 mins)
Having placed the cards around the room, ask the children the following questions one by one and after each
question ask them to stand next to the name that they think would be the people that could help them.
Who could help us if we are sick/feeling sick?
Who could help us if are feeling worried?
Who could help us to learn?
Who could help us if we have an accident?
Who could help us if there is a fire?
Who could help us to stay healthy?
Who could help us if we feel sad?
It is important that the children realise their involvement in keeping themselves safe so ask them how they can
help these people to keep them safe and what do they need to know? They can make a list of questions to ask
the other services that you are going to invite to support a lesson.
Ask the children to consider the fire service and that there is only one team on duty to deal with calls. Ask the
class to discuss what might happen if they called the fire service for fun and that team was on the way to them,
but one of their friends or family really got caught in a fire or an accident. What could happen? The fire team
cannot go because it is on its way to a pretend call but the team does not know this.
Invite the children to look at and complete page 28 in their journal.
Plenary
There are many people who can help us and it is important to know who they are and add them to your network
helping hand. Remind the children of the importance of reviewing their network and highlight that even when
they are in a different place the emergency services number remains 999
Extension Activity
How can I help others close by, in the community and around the world?
How do I feel when I help others rather than only thinking of myself?
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Why is 999 a valuable number?
Learning Objective: By the end of this session most pupils will be able to know how to contact the
emergency services by dialing 999, know what information they will be asked for and understand the reasons for
not making false alarm calls.
This session links to page 29 in the journal and PSHE & Citizenship objectives 2c, 3e, 3f, 3g, 4g
Introductory activity - Making a 999 call to the fire service (10 minutes)
Explain to the children what they will be learning from this session by going through the learning outcomes
above.
Emphasise that if there is a fire, we must get out as quickly as possible using the safest route; call the fire
service out; and stay out. Never go back into the building.
Now let’s think about making a 999 call. When people make a 999 call, what sort of phone can they use?
The class needs to identify that any phone can be used - public phone box, mobile, neighbours, and that there is
no cost involved for the call.
Also at this point emphasise that the call should be made from a phone situated well away from the building that
is on fire.
Main activity (30 mins)
Pose the question, ʻWhat do they think happens when people make a 999 call to the Fire Service?ʼ
Ask the pupils if any of them have made a 999 call. If any have, ask them to explain what happened.
They need to be aware that the call first goes to the BT operator who will ask the question – “Which service do
you require?” Police, Fire, Ambulance, Coastguard, or Mountain Rescue?
If Fire is the service required, the call will then be connected to Fire Service Control and the Control Operator will
ask:
• The address of the fire - including the town or district.
• What is on fire?
• Is anyone trapped in the fire, or is anyone injured?
The operator will explain that the fire engine is on its way and will immediately contact the fire station nearest to
the incident to send out one or more fire appliances to tackle the fire. They will remind the caller to stay well
away from the burning building and not to re-enter for any reason while awaiting help.
Discuss with the class some situations where a 999 call is made to the police?
Discuss with the class some situations where a 999 call is made to the ambulance service?
An opportunity for Role-Play
Using the tape and telephone (if available) get a number of the pupils to make a 999 call. If not available let
them work in pairs one making the 999 call and the other being the operator. Remind them that when they make
the 999 call they must:
Speak clearly and slowly and try to stay calm. Give as much information as possible. Remember to give the
town or district, as well as the street or road.
All calls to the fire service are recorded and kept for an indefinite period of time, and can be traced back for
information, if it is required.
49
Hoax calls
After asking how many emergency calls they think are made each year, share with the class that annually the
emergency services received around 36,000,000 calls on the 999 system - about 13,500,000 of these calls are
not emergencies, and a large number of these calls were hoax calls.
Ask the class what a hoax call is. A hoax call is when someone calls emergency services and reports an
incident that is fictitious.
Ask the class why might someone make a hoax call? Look for things like –“messing about”, “done for a laugh”,
“feeling bored”.
Explain to the class that all 999 calls are traced, and that the telephone number and address of the caller is
displayed on both the BT Operator’s, and Emergency Services’ screens.
They then know whether the call is from a house phone, call box, or mobile phone.
Ask why they think this is the case and confirm that all this information is necessary if someone has difficulty
making the call, (e.g. a young child may not know the correct address, it can also be used to trace where false
alarm calls have been made from, or a person is too distressed to give full clear details or for evidence to be
used in court at a later date).
The Dangers of Hoax Calls
Ask the class what they think are the dangers of hoax calls. Answers include, hoax calls risk other people’s
lives: someone could die or be seriously injured because the emergency service was unavailable. They waste
time & money.
Malicious calls not only put people’s lives at risk they are also against the law. Anyone over the age of 10 years
can, and will, be arrested if they are caught making hoax calls. If a person is found guilty of making these calls
they will be taken to court; they will be prosecuted and they will be fined £5,000 or sentenced to 6 months in
prison or both.
Not only will they be prosecuted if caught, but the fire service also now has the ability to disconnect any phone
used to make hoax calls, after the first call.
Plenary
Emphasise the fact that the fire service and other emergency services, are there to answer emergency calls,
not to waste time dealing with hoax calls. No one needs to feel afraid of calling 999 for real emergencies, but
everyone needs to beware of making hoax calls as there could be serious effects and definitely consequences
when caught.
50
The value of reporting crime – who can we tell?
Learning Objectives: By the end of this session most pupils will be able to know what Crimestoppers is, how to
contact them and the reasons for doing so.
This session links to page 30 in the journal and PSHE & Citizenship objectives 2b, 2c, 2d, 4g
INFORMATION FOR TEACHERS
What is it?
A charity that simply passes on the information you have about crime whilst protecting your identity. You tell us
what you know, not who you are. We record no personal details about you.
When could you use it?
Maybe you are feeling worried about what might happen to you if you talk to the police. Maybe you've seen or
heard something about a crime but don't know what to do. If you are feeling scared to come forward and be a
witness, it's easy to think there is nothing you can do.
Would you say something if no-one knew it was you? Then Crimestoppers is here for you.
Did you know...?
You will not be required to reveal your name, make a statement or appear in court. Your call to Crimestoppers
cannot be recorded or traced. We will listen to you about any crime or criminal activity that you have information
about. We understand how hard it can be to call, which is why all our advisors are trained to help you tell us
everything you know. We pass on any useful information to the relevant authorities making sure your identity
cannot be discovered. Your information makes a difference. It can help solve existing investigations or bring to
light unknown criminal activity. Every day, calls to Crimestoppers help arrest and charge 19 people. Remember,
if the identity of one of our callers became known, it would destroy Crimestoppers because no one would feel
they could trust us. This is why it is so important to us that we can guarantee your anonymity. It's as simple and
as secure as that.
Remember: Crimestoppers is not an emergency service and if you see a crime taking place you need to ring
999 to report it immediately. If you are a victim of crime you need to report this to your local police - the phone
number will be in the phone book, or go to your local police station.
This is an important message to communicate to the children because it gives them another safe way
to report crime. Also, the charity would welcome posters designed by children which highlight the
importance of children knowing about Crimestoppers and when and how to use them.
51
Introduction (5 mins)
Explain to the children that today’s session will highlight an organisation that can help us to feel safe when
reporting crime. Ask if anyone has heard of the charity Crimestoppers and if so, knows what they do?
Crimestoppers is a charity that simply passes on the information you have about crime whilst protecting your
identity. People tell them what they know, not who they are. Crimestoppers do not record any personal details
about the person who calls them.
Crimestoppers is not an emergency service and if people see a crime taking place they need to ring 999 to
report it immediately. If people experience a crime they need to report this to the local police - the phone
number will be in the phone book, or they can go to the local police station. However, if they feel afraid or not
able to do this then Crimestoppers is an option.
Introductory activity: Role-Play (5 mins)
Invite the class to have a go at acting out the following scenarios:
Someone having their bag stolen
A child telling another child how they had seen a man sat in a blue BMW which was parked near the post office
the night it was burgled.
Main Activity (30 mins)
Use the two groups to help the children to understand when an incident needs to be reported to the police, i.e.
an emergency, and when to inform Crimestoppers.
Ask the 1st group to act out their scenario and ask the children who could they tell?
Ask the 2nd group to act out their scenario and ask the children who could they tell?
Explain that their information makes a difference. Every day, calls to Crimestoppers help arrest and charge 19
people.
Refer to page 30 in the journal and talk about the scenarios. Remind the children of the Dot characters Uncle
Matt and Barker – see reminder below. Encourage the class to complete this page.
Plenary
Share with the children that the charity would welcome posters designed by them which highlight the
importance of children knowing about Crimestoppers and when and how to use them. Ask what the key
messages could be and suggest that they might like to design one.
Uncle Matt is my favourite Uncle. He works for a charity called Crimestoppers. The charity
helps people give information to the police about crime safely because nobody has to tell them
their name or who they are.
Barker is Uncle Matt’s dog. He is a labradoodle which is half poodle and half labrador and is so
lovely that Crimestoppers made him their mascot. He now wears a special Crimestoppers collar
when he goes out with Uncle Matt.
52
Doing the right thing
Learning Objectives: On the completion of this lesson most children will be able to identify risky situations they
might find themselves in and decisions that need to be made. Also, discuss safe choices and clarify their
responsibilities for themselves and to others.
This session links to pages 31 - 34 in the journal and PSHE & Citizenship objectives 2d, 3e, 3f, 4a, 4d, 4g
Introduction
In this lesson children revise their early warning/‘uh-oh’ signs and learn that as they grow older they are given more
responsibility to make decisions that affect their own safety and that of others
Introductory activity and discussion (10 mins)
Ask the children to imagine a baby several months old. You might like to show them a picture of one. Does the baby
decide anything for him/herself? Does it choose its clothes? Does it choose its food? Does it decide when to go to
bed?
No. Babies can feel hungry, tired, lonely and uncomfortable, but they have to rely on adults to make all care-based
decisions for them. They can’t do these things for themselves.
What about a child of 3 or 4? What do they decide? (What to play with/friends/may choose some meals/may choose
clothes etc.). Explain that as children grow older, they make more and more decisions for themselves. They grow
into their responsibilities and then, when they are adult, they need to be able to make decisions for themselves, but
not necessarily by themselves. Adults have a right to feel safe all the time and can also talk with someone about
anything, even if it feels awful or small.
Write two headings on the board
DECISIONS I MAKE and DECISIONS MADE FOR ME
Now ask the children to suggest ideas to go in each list and record these.
Main activity (30 mins)
Show children a card or piece of paper with the words ‘AT RISK’ written on it. What does it mean?
It means that a person could be in danger. Something unsafe/bad could happen.
How do we know when we are in danger? Early warning/‘uh-oh’ signs – revise these by asking class what they could
be.
How do we know when we are at risk? We might get our early warning/‘uh-oh’ signs, but if there is no immediate
danger, we might not.
Ask the children if they can think of any situations when children might put themselves at risk? Discuss the following
(include what might happen and what would be safe action to take):
Alone in a lonely place
Getting into a car with someone they don’t know
Going somewhere without telling someone on their network helping hand.
Talking to someone you don’t know through social media and telling them your name and address
Answering the doorbell if you are in on your own
Crossing the road
If we need to ask for help if we are out – who could be a safe person to approach (policeman/security guard/other
person in uniform/go into a shop/Mum with children/someone they do not get their early warning/uh-oh signs about)?
Is there anyone that it might not be a good idea to approach?
Invite children to look at and complete pages 31 – 34 of their journals. Review responses to ensure children are
coming up with safe actions to take.
Plenary (5 mins)
Summarise the lesson by reminding class that as they grow older they become more responsible for keeping
themselves safe. They make more decisions including decisions about staying safe. It is important to avoid risky
situations where possible. If you find yourself in a risky situation (‘uh-oh’ signs) then you will need to decide on safe
action to take to get out of the situation.
Extension or alternative activity
Hold a moving debate so the whole class can discuss the dilemmas.
Role-play: practise what you would say to a policeman or other adult if you found yourself lost or in a risky situation
that you need to get out of.
53
The value of money
Learning Objectives: On the completion of this lesson most children will be able to identify essential and nonessential items needed to survive, recognise the need to save money and prioritise what to spend it on as well as
know who they can talk with to get advice about money issues.
This session links to pages 35 & 36 in the journal and PSHE & Citizenship objectives 1f, 2d, 2e, 2j, 4a, 4b
Introduction
This lesson explores what money can’t buy but also what is essential and non-essential and asks children to
think about how they earn their money.
Introductory activity (10 mins)
Free-think with the children and list the things that money can’t buy?
Main activity (30 mins)
Ask the children to create a mind map entitled ‘What we use money for?’
Some answers could be: food, water, heating, clothes, medicine, sweets, bus fares, cars, holidays, TVs, toys,
games, football training, books, presents, savings, homes etc. Ask the children to categorise their answers into
what is essential and what is non-essential. Take feedback.
Now ask them to imagine a person living on a desert island.
What would they need to survive?
Do these items match their essential needs?
Sometimes we think we can’t do without things when actually we can.
(Now might be a good time to remind the children of the lesson on The Value of Friendship and Maslow’s
Hierarchy of Needs).
What is essential for people in certain parts of the world when the rain fails, stopping the crops from growing as
for example during the Ethiopian famine? Is it the same essential items we need? How can they buy the food
without money or anything to barter with? What could happen? What could you do?
Share information about The Red Cross sending in food and clothes and medicines – the absolute essential
needs. Who pays for these things? The Red Cross is a charity that helps people in crisis. Where does the Red
Cross get its money from? Donations, people raising money for them.
What do you do for charity in the community? (Not just about raising money e.g. ‘shoe box’ collections).
Who can help if you have no money and you are in trouble?
Is it right to steal even if you need something? If someone does, what might be the effects and consequences?
Now invite children to look at and complete pages 35
& 36 in their journals.
Plenary (5 mins)
Even if we don’t need anything, it is always wise to
save because you never know when you may need
some money to buy/pay for something unexpected.
What are they saving up for?
People may think they cannot do without things but
essential to life is food, clothes, water, shelter and
medicines and there are those who struggle to buy
even these.
Money can mean someone is unsafe if it is earned
illegally by committing or helping someone commit a
crime.
A volunteer from the Civil Service supporting this lesson.
54
The value of positive thinking
Learning Objectives: On the completion of this lesson most children will be able to understand that everyone
feels worried from time to time, make the distinction between feeling worried and ‘safe’ and feeling worried and
‘unsafe’ as well as practised converting negative statements into empowering statements
This session links to page 37 in the journal and PSHE & Citizenship objectives 1c, 1d, 3e, 4f
Introduction
In this lesson children learn that we all have worries and that people feel worried by all sorts of things and that’s
ok because we can learn to listen to our worries and do something to help us feel safer. In this way people can
practise converting unsafe feelings into safe actions.
Introductory activity and discussion (15 mins)
We need to remember that when we experience our early warning/‘uh-oh’ signs (reminder of the physical signs)
we can choose to do something to get out of the situation. In this lesson we are going to talk about feeling
worried. In some situations we may think we are not in danger, however we still feel a bit scared/worried/
anxious.
Write this sentence on the board:
“I feel worried about going to Youth Club because I don’t know anyone there.”
followed by this sentence:
“When I go to Youth Club I will have fun meeting new friends.”
Discuss with the children how both these sentences relate to the same event. Which one feels safe and sounds
more positive and empowering? Which one feels less safe and is a more negative or disempowering statement?
Main Activity (25 mins)
What sort of ‘everyday events’ might someone feel worried about?
Lots of people feel worried in new situations and after the event they often realise there was perhaps nothing to
worry about after all.
Someone going to Youth Club for the first time may be feeling worried and a bit scared. Probably they will find
that many people there feel the same way and they will quickly make new friends. If you were there and a new
person came – what could you do to help?
How could a person help someone who is feeling worried about something? Perhaps you could help them look
at the situation in a different way. This is an opportunity to introduce the Continuum of Safety which has ‘Feeling
Safe’ at one end and ‘Feeling Unsafe’ at the other. In between are the constructs ‘Fun to Feel Scared’ and
‘Risking on Purpose’, where a person chooses to do something that doesn’t feel like fun because they want the
outcome. Some examples of ‘Risking on Purpose’ could be climbing a tree, performing in assembly or
competing in a race. As a class, come up with other examples of ‘events’ and decide where they could be for
some people on the continuum remembering that ‘We all have the right to feel safe all the time’ and therefore
there are no right or wrong answers. Having choice, control and time-limit in place can help people feel safe
enough to risk on purpose.
Now ask children to look at and complete page 37 in their journal.
Plenary
Remind the children that everybody feels worried and anxious from time to time, particularly about new
situations. Highlight that this sort of anxiety is very different from feeling scared and in danger. Sometimes
thinking positively about the situation can reduce worry. Remember that we can help people who are feeling
worried by talking with them and helping them to think in a positive way. If early warning/uh-oh signs continue
they might need more help and we might need to talk with someone else on our network Helping Hand
Extension activity
Have a go at writing empowering and positive statements for any anxieties you may have now or have had.
55
Making decisions – Uh-Oh signs/ Early Warning Signs
Learning Objectives: On the completion of this lesson most children will be able to describe some of the
early warning/’uh-oh’ signs people feel when they don’t feel safe and some of the effects and consequences of
not listening to these and their ‘inner voice’.
This session links to pages 38 & 39 in the journal and PSHE & Citizenship objectives 1c, 2d, 3e, 3f, 5g
Introduction
This lesson encourages children to reflect on the early warning/ ‘uh-oh’ signs. These are the physical changes in
their body that tell them that they may be in danger/unsafe. Children also learn to recognise their conscience or
‘inner voice’.
Introductory activity and discussion (15 mins)
If children are familiar with early warning/‘uh-oh’ signs then draw a gingerbread person/outline of a body on the
board and ask children what parts of the body are affected when we no longer feel safe and may be feeling
scared. Mark them up on the figure on the board. For children unfamiliar with ‘uh-oh’ signs – get them to either
run round the playground or jump on the spot until they are puffed out. Ask them how their bodies feel and write
up on board - fast beating hearts, parts of their body feel like jelly, short of breath, throat dry, struggle to speak
etc.
Remind the children that when we don’t feel safe our bodies feel like they do after we have run fast. How else
does our body tell us that we are feeling scared – butterflies in our tummies? Explain that we may get some or
all of these signs when we don’t feel safe. These are our early warning/‘uh-oh’ signs and it is really important to
always listen to them.
Main activity (25 mins)
Ask the children if they have ever been tempted to do something wrong? What stopped them?
We all seem to know the difference between what is right and what is wrong. We have a little voice inside us
that tells us the best choice to make. If we follow our ‘inner voice’ we don’t always get what we want – but we do
usually make the best choice, which helps us to feel good about ourselves in the long run. Sometimes the ‘inner
voice’ is called a conscience. In the Harry Potter films, Hermione often reminds Ron to keep to the rules as Ron
can act a little hastily. At times The Dot character Slam also makes impulsive choices.
Now give the following scenario:
Imagine someone your age sitting in a friendʼs house. He/she has older brothers and sisters who are looking
after them and their Mum/Dad are out. The friend thinks it is a good idea to watch an 18 rated horror film. The
person your age wants to watch it but they know that their Mum and Dad would feel furious if they found out.
Also in the back of their mind they know that there is a good reason for people under 18 not to watch films like
this.
What do you think they really WANT to do? What does their ‘inner voice’ tell them to do? What could be the
effects and consequences if they watch the film? What could be the effects and the consequences if they don’t?
Now invite the children to look at and complete pages 38 & 39 in their journal.
Plenary (5 mins)
Reinforce with the children that just as we must listen to and act on our early warning/‘uh-oh’ signs, we must
also listen and act on the little voice inside us that tells us what might be the best choice to make. It isn’t always
easy to do this, and we might not always get what we want, but we will feel better about ourselves, most of the
time.
Extension activity
Draw a picture of you listening to your ‘inner voice’ or conscience.
56
Values that help us live together
Learning Objectives: On the completion of this lesson most children will be aware of the concept of
community and what it means to be part of one.
This session links to page 40 in the journal and PSHE & Citizenship objectives 2c, 2d, 4a, 4d, 4f
Introduction
This lesson encourages the children to look at the school as a community and the part it plays in the wider
community.
Introductory activity (10 mins)
Free-think with the children the question ’What is a community?’
After taking feedback, ask the children to look the word up in the dictionary and record the definition: ‘a group of
people living in the same place or having a particular characteristic in common.’
Compare this definition with the answers given during the ‘community free-think’ and ask does this mean our
school is a community?
Main activity (25 mins)
In pairs ask the children to quickly draw our school and write on it who looks after ‘our school’.
Take feedback – look for teaching staff, Headteacher, parents, cleaning staff, dinner supervisors, themselves,
sport coaches, police, fire service, God, government/Ofsted, window cleaner, council...
Ask the children to put them into groups e.g. people in school, people in the community, people in the town/city,
people based in London
Ask the children if they had realised the links with the community and how much a school is part of a
community? Ask them what do we, as a school, give back to the community?
How does the community including the children, look after ‘our school’? Do they have different roles?
Why does community look after ‘our school’? (Opportunity to learn in a safe environment etc.)
Who is in charge/control of the school? Are the children? Do they have any control in the school?
Ask them to write a list of who they think is in control starting with the person they think has the most.
Take feedback and discuss.
What makes ‘our school’ different from other schools? (Gives us our identity). What makes schools similar?
What are the advantages of ‘getting on’ with other schools?
Why do you feel proud of ‘our school’? How can we show it? E.g. respect for each other, wear the uniform with
pride, and work to the best of our ability..
What might someone not have respect for others, not wear the uniform with pride, and not work to the best of
their ability? Can their behaviour affect the school? How? (Feel unsafe...knock-on effects)
What could help that person change, what can they do themselves? How important is it that we all work
together to look after ‘our school’?
Ask the children to look at and complete page 40 in the journal.
Plenary
Ask the children if they think ‘our school’ is a community and what makes it a community... sharing same
interests, pride, and respect for each other, helping one another, same identity ... Looking out for and helping
one another is another important part of what helps a community flourish.
57
Making a difference
Learning Objectives: On the completion of this lesson most children will be able to understand the concept of
free time/leisure time and that they have choices about how to spend this time. Also, identify ways of spending
time that will benefit themselves and others and find ways to manage time efficiently so that they are organised
and have the time to do the things they have to and want to do
This session links to page 41 in the journal and PSHE & Citizenship objectives 1b, 1c, 3a, 4a, 5b, 5d 5f
Introduction
This lesson encourages children to look at and evaluate how they spend their time.
Introductory activity and discussion (5 mins)
Write the word TIME in the centre of the board. Highlight with the children that we all get 24 hours of time every
day. How do we spend it? Ask the children to free-think ways in which people spend their time (sleeping,
eating, homework, playing, watching TV etc.).
First activity (15 mins)
Write the word ‘Leisure’ or ‘Free time’ on the board. Go round the class and ask each child how they spend
their leisure time in terms of the most frequent activity they choose to do in this time. Write these up (computer
games and TV will likely be prominent features.) Ask children about the kinds of activities that are available to
people who have some leisure time to spend: Sports, gym, reading, music, dancing, swimming, cinema,
theatre, clubs, voluntary work etc.
Discuss each one as you write it up. Now go round the circle again and ask each child to think of an activity
that they would like to try either now or when they are older. Tell the children that leisure activities are good
because they help people to feel relaxed BUT ALSO they help keep you healthy (sports), help you to learn
(reading, theatre, music) and also help you to meet more friends (clubs, sports etc.).
Have you ever heard someone say “I haven’t got time.”? Have you ever said it? How could people make time
to fit in another activity?
• Give up something else
• Become more organised/manage time better by planning ahead
Second Activity (15 mins)
Write the words, ‘Making a Difference’ on the board - ask the children to think how they could make a
difference to someone they know which would take no time or very little time e.g. being kind to someone who is
feeling unhappy, smiling at people and being welcoming or making someone a picture or a drink to show they
care. Ask them to think how they could make a difference to the world that would take no time or very little time
e.g. switching off a light or computer or collecting clothes or old items and taking them to the charity shop.
Refer children to page 41 of their journal and highlight the words spoken by Nelson Mandela.
Invite the children to this page of their journal.
Plenary
Re-read the quote from Nelson Mandela on page 41 and ask the children to share any further ideas they might
have identified that could make a difference.
58
Protective behaviours – What’s that?
.
Protective Behaviours (PBs) is an internal process where each person applies the ideas to their own unique
experience. This paper looks at what Protective Behaviours is and some of its uses. It is intended as an
information paper with the hope the reader will see its relevance to their specific interests and will then attend
training.
The PBs process is presented here as separate sections. In practice, all interact and support each other - to
take one section out leaves the others incomplete.
Unwritten Rules of Society
During training we see how certain rules of society have a powerful influence on our choices of behaviour. Whilst
these rules can be positive and help guide our interactions, many of them tell us we ought, or must behave in a
particular way. For instance, children should do as adults tell them; professionals should always have the
answer; men should not show their feelings and women should behave in a ladylike manner. These rules are not
written down, are often contradictory and may not fit with our own experience. During training we look at their
function, how they develop, their effects and why we may choose to follow them or not.
Feelings, Thoughts and Behaviour
During this session we look at the interaction between our feelings, thoughts and behaviour. We see that feelings
are simply feelings, neither right nor wrong, good nor bad, positive nor negative. Some people seem to mask
one feeling with another or use behaviour as a way of avoiding or covering feelings. We also look at how
behaviour is a choice with an effect. These effects may involve others as well as ourselves. Sometimes we do
not know what our choices are or they may be limited by factors we cannot change. Once we are in touch with
our feelings it helps free us to use our thinking. Our thinking can influence both our feelings and behaviour.
Theme 1 - ‘We all have the right to feel safe all the time’
We explore this theme in detail, carefully looking at the connection between rights and responsibilities. We also
take the concepts of blame and punishment out of commonly held ideas associated with responsibilities. Instead
we focus on the ‘ability to respond’ contained within the meaning of the word. The difference between having
responsibility for ourselves and to others is also examined. Next we discover for ourselves the difference
between feeling safe, fun to feel scared (adventurous), risking on purpose (which may not feel like fun but we
want the goal at the end) and feeling unsafe. These differences are recognised by what we call our ‘Early
Warning Signs’ (EWS), the specific bodily responses which tell us when we do not feel safe. These universal
body signs mean Protective Behaviours is accessible to all people, irrespective of age, gender, sexuality,
nationality, ability or belief system.
Theme 2 - ‘We can talk with someone about anything, even if it feels awful or small’
This theme is also explored in detail. In particular we focus on the ideas and effects of ‘talking’, and what might
happen if we do not believe this theme. We encourage everyone to develop their personal networks of support;
those people they could turn to if in need. Desired qualities of network people are identified and we examine how
we would know if someone has these qualities. Types of networks and ways of letting people know we need to
talk with them are also explored.
59
The Seven Strategies
During training we examine how these strategies can be used to effectively implement the 2 themes at the
core of the process – they are the tools for putting the process into practice. The strategies are as follows.
Theme Reinforcement - reinforcing the two themes verbally, visually and especially by example. Network
Review - constantly checking to ensure our networks are available and still fit our needs. One Step
Removed - using a ‘third person’ approach for problem solving, to seek assistance or to check out
someone’s likely response before making a disclosure - this might include role play, videos or asking for
help from another person. Protective Interrupting - any action we take to interrupt or halt any potential or
actual unsafe situation, for instance, saying ‘no’ when someone is trying to make us do something we feel
is wrong. Persistence - persisting in seeking help until we feel safe again and our EWS have gone. This
includes seeking further help if our EWS return. Risking on Purpose (ROP) - deliberately choosing to take
a risk when the outcome may be what we want or need, for example, going for a job interview. It also
includes remembering other people have a right to feel safe with us! The Language of Safety - this is the
glue which holds all the Protective Behaviours elements together. It includes re-framing our language into
an empowering, non-victimising and non-violent format consistent with the PBs process. We demonstrate
the difference between ‘political correctness’ when we may not believe in what we are saying and PBs
language of safety where we know, for example, racist words are never acceptable because someone is
likely to feel unsafe if we use such language. Using racist language would mean we were not observing our
responsibility to other peoples’ right to feel safe.
Uses of PBs training
To date the PBs framework is used in many places and by a variety of people. It is being used by schools,
residential care services, domestic abuse services, mediation practitioners, police, counselling agencies,
probation workers, youth workers, social services, disability service workers. The process is used in many
ways including abuse prevention, crisis intervention, bullying prevention; policy development, managing
challenging behaviour, crime prevention, counselling, assertiveness training, staff development, parent
support work, Restorative Justice, mediation, conferencing and conflict resolution. Because of the universal
‘we all’ in PBs it can be, and is, used by anyone irrespective of their ability, belief system, colour, gender,
sexual orientation, profession, age, physical or mental abilities.
Protective Behaviours training
There are several types of training. One day Introduction to the PBs Process and two day Foundation Level
courses are available to introduce the ideas to individuals who can then use them for themselves and the
people with whom they work. It is preferable for the two days to be spaced at least a week apart. Specialist
Practitioner - Process into Practice courses last
four days during which all the ideas are analysed in greater detail enabling people to further develop their
skills as PBs Practitioners. This course is a pre-requisite for people who want to become PBTP (Protective
Behaviours Training Partnership) Trainers. Trainer Training involves practice presentations, written work
and apprenticeship to an endorsed trainer. This can be a lengthy process according to the needs of the
individual.
Resources
A variety of resources are available to support those wishing to embed the Protective Behaviours process
both at home and within settings. The Dot Com Values journals, teacher guides and website have been
designed to be consistent with the process and thereby complement and support settings already using
Protective Behaviours. They can also be used to introduce Protective Behaviours providing structure
across year groups with materials that support the development of a whole-school approach to teaching
children personal safety skills.
For further information about Protective Behaviours, why not take a look at the Protective
Behaviours Community web pages at www.dotcomcf.org
60
Free Thinking or Free-Thinks
Because some people have noted that using the word ‘Brainstorming’ can feel uncomfortable for people who
experience seizure disorders, Protective Behaviours workers decided to explore some alternatives. ‘Freethinks’ seem to have caught the imagination of many people so here we present some ideas for your
information.
PURPOSE OF FREE-THINKS
 To create a great number of ideas which in turn leads to increased quality
 To open people to sharing ideas without criticism
 To enable members of the group to build on each others’ ideas.
PROCEDURE
1. When doing a Protective Behaviours free-think it is usual to use the ‘Even if’ ... statement. For
example: “How could we keep ourselves feeling safe ... even if......?” This format reinforces that we
have a right to feel safe all of the time and is solution, rather than problem focussed. Another format
may include “What if......” questions. A clear statement of the problem is most useful.
2. We suggest the following guidelines:
 All ideas are accepted No criticisms or comments Ideas are not necessarily logical One word
or VERY short sentence Way out ideas accepted Encourage people to build on each others’ ideas
Statements are written in speakers’ own words
3. All ideas are listed on the board or paper without comment.
There are many ways of using free-thinks; each will have a slightly different procedure from here on. Below
are two ways in which free-thinks are used in Protective Behaviours.
SIMPLE FREE-THINKS
For example, a question is stated such as "when might it feel fun to feel scared ...?” All ideas are listed and
then there may be some discussion about the list depending on the need.
PROBLEM SOLVING FREE-THINKS
This would include all the ‘Even if....’ or ‘What if ....’ statements. Once again all ideas are listed and
then each item is discussed or evaluated according to a standard. In the case of Protective
Behaviours type free-thinks the standard relates to safety.
 " would that be a safe or unsafe thing to do .........?”
 " what might happen if we did this .........?”
 " how could we make this a safe thing to do ......?”
FOR CHILDREN UNDER THE AGE OF 7 YEARS
Early Childhood workers note that young children do not have the same concentration span as older people. Thus,
we suggest that each idea is discussed as it is called out and rated as above in terms Theme 1 ‘We all have the
right to feel safe all the time.’
(It is also worth noting that we can have lots of fun with free-thinks and they can help people develop safe problemsolving skills before perhaps being needed. This fits beautifully with the Protective Behaviours idea that serious
work can be done while having fun!)
61
FUN IDEAS FOR FREE-THINK PRACTICE
How could we keep ourselves feeling safe EVEN IF …….
We had to wash an elephant
We had to brush a crocodiles teeth
We had to put eye drops in a giraffes eyes
We fell in the water on a hot day
We saw a space craft at the bottom of the garden
We lost our purse
We were watching a scary movie
We were lost in the woods
We were being teased
We tried to talk with someone about a problem and they did not listen
We spilt a drink over the person next to us
Safe Place Story
Today I am going to invite you to spend a few moments thinking about what safe feels like.
So, in a moment I am going to ask you to think about a place where you can feel completely safe and
comfortable.
This can be a place where you feel safe now or somewhere you have felt safe before, or it could be a place
in your imagination.
If you find this hard thatʼs OK, maybe you could start to make up your own safe place while we think about it
today. You might find it easier to close your eyes or find something else to fix your gaze on while you think
about your safe place.
And if youʼd rather not take part in this exercise thatʼs ok too - all I would ask is that you sit quietly so not to
disturb others who do want to have a go.
So letʼs start to think about your safe place where you have control and nothing can hurt you and no one can
harm you. It feels completely safe so letʼs think about it a bit longer.
What can you see in your safe place? (pause for up to 10 seconds)
What can you hear in your safe place? (pause again)
Are there any special tastes there? (pause …)
Are there any special smells there? (pause …)
How do you feel in your safe place? (pause …)
Please enjoy spending a few more moments thinking about your safe place. (Pause again)
When you are ready come back to this room first with your ears, open your eyes if they have been
closed, listen to the sounds around you now and then try to remember some of the feelings you had in
your safe place.
(Scan the room to ensure that all the children have returned safely. Next, invite the children to share
some of their safe place feelings and record them on individual ʻPost Itʼ type sticky labels which could
be added to a Safe Place display entitled ʻFor Some People Safe Feels ……………..)
Remind the children that they can visualise their Safe Place whenever they need to feel safe as this
can help them to feel calmer and therefore make rational and safe decisions.
62
An Invitation to be on my Personal Network ( helping Hand)
Dear
Today we were learning about Personal Networks
and I would like to invite you to be on mine. As well as
any chosen adults I live with, I need 4 other adults
outside of home which means you will not be on your
own.
To be a safe network person I will need you to have
certain qualities. These are that you will listen to me,
believe me and do something, or help me to do
something to feel safe again if I start to feel unsafe.
I will be reviewing my network regularly so if, for any
reason, you think you cannot be on it please let me
know.
Thank you.
Copyright
Sharon Evans 2014 - All rights reserved
www.dotcomcf.org
Special thanks to all the people who have developed the Protective Behaviours process on which this journal
is based. More information can be found at www.PBpeople.org
“Policing can only be effective with the full support of the public. The more confident and law abiding
everyone is the safer our communities are. Our young people are our future and we need to invest in
them if they are to have the ability to create ever safer and more enjoyable communities. The
Association of Chief Police Officers is committed to building the confidence of young people and
creating positive relationships with them by helping to inform them about the dangers and risks of
crime, reassuring young victims and working to reduce the severity of youth crime. The
missdorothy.com and Watch Over Me programmes assist in these areas and ACPO helps to bring the
benefits to young people across the country.”
ACPO President Sir Hugh Orde
VVV/2014 For further information email [email protected]
Copyright
Sharon Evans 2014 - All rights reserved