Learning to Respect Hounslow Domestic Violence Education Programme

Hounslow Manor School

Scheme of Work – Checklist

Setting the direction:
KWL grids – starter activities – using A3, sectioned card
Brainstorming – starter activities

Concept mapping

Present big picture/concept
Mind movies
Reading photographs
Traffic lights
The language of learning:
Discussion grids
Explained in context
Sorting and matching games (odd one out/taboo)
Never-heard-the word grids
Reinforcing a range of strategies
Text highlighting
Key phrases activity
Categorising phrases
Word games (dominoes/bingo)
Role play, oral frame
Differentiated language tasks
Use of images/symbols
Living graphs
Developing the thinking process:
Sequence
Diamond ranking
Prediction
Sectioning texts
Connectives work
Mime
Research grids
Flow charts
Talking through processes
Role play
Jigsaws
Board games
Thinking hats
Living graphs / fortune lines / Mind movies
Reading photographs
Venn diagrams
Supporting effective writing:
Exemplar material
Modelling
Text analysis grids
Specifying audience
Story telling
Sequencing
Sorting activities
Formative marking applying a consistent approach via marking policy and follow up
Peer marking
Customised writing frames
Redrafting
Planning frames
Using ICT as a facilitating tool
Mysteries
Living graphs / fortune lines
Reviewing what’s been learnt:
Plenary sessions
Reflecting on strategies
Traffic lights
End of unit review
Feedback built into assessment process
Debriefing / encouraging metacognition
Mysteries
Thinking hats

Scheme of work:Domestic Violence: Learning to respect.Year group: 8Duration: 8 lessons

(links to Crime (2) / Human Rights (3) / Dealing with conflict (13) / Crime & safety awareness with multi-agencies (15) / Public interest (20)

Aims:
Students
  1. To build self-esteem and confidence.
  2. To encourage young people to develop healthy respectful relationships.
  3. To help young people identify abusive behaviour within a relationship.
  4. To help young people resolve conflict.
  5. To enable young people to develop skills of negotiation.
  6. To help young people recognise support agencies.
/ Core activities:
  • What is DV ? Respect and valuing individuals. Confidentiality issues. CP issues. Ground rules for class discussion. Research statistics: local, London, national, global.
  • UK law. Include the Children’s Act.
  • Human Rights – global issue.
  • Local multi-agency help.
  • Outline groups and community links.
  • Causes of DV: social model; psychological model; alcohol & drugs; cycle of violence; culture.
  • Case studies. Different role plays based on different models.
  • Media stereotypes linking to gender issues. Myths and stereotypes. Clippings. ICT links.
  • Consequences of DV: effect of DV on the healthy / welfare / safety & education of children. Homelessness. Murder. Suicide.
  • Why do survivors stay or return to abusive partners ? Power, practical difficulties, emotions.
  • Learning from others: abusers, survivors, children. Police: policing DV.
  • Safe relationships: explore what pupils want from their relationships. Compare & discuss. Cultural differences.
  • Perpetrator programmes. Survivor networks.
/ ICT:
online interactive quizzes etc)
Amnesty internationals campaign to stop violence against women - opportunity for some active citizenship here.
Email national Governments as part of Amnesty International campaign.
Resources:
  • Newspaper clippings
  • Videos: DV prevention / Just another day / Once were warriors. East is East.
  • World wide web.
  • Worksheets / Hounslow DV Advice Pack.
  • Interactive whiteboard
  • ICT resources
  • Children’s Bill: every child matters.
  • Child Protection matters.
  • Healthy Schools Project.
/ Literacy:
  • Key words: respect, tolerance, crime, community, global citizen, discrimination, identification.
  • Speaking and listening:
  • Acknowledge other peoples views and build on them (7S & L14)
  • Work collaboratively to explore an issue or role. (7S & L15)

Inclusion: gifted and talented, SEN, EAL
  • SEN: support worksheets with images, peer support through use of student grouping/seating plan, teacher support.
  • G&T: extension tasks, Questioning; leadership rules = involvement in the learning process.
  • EAL: By support, visual aides, peer support through use of student grouping/seating plan, teacher support.
/ Numeracy:
  • Understand and use measures of time: Using timelines to plot longitudinal data.
  • Crime figures: local & national.

Learning across the curriculum:
RE: 8c beliefs and practice, inter-faith issues
PSHE: Family (3h), relationships (3i), knowledge of being an informed citizen (1b), Developing skills of participation and responsible action (3a, 3b, 3c).
Drama: role play.
English: reflective poetry based on set text.
PE: teacher awareness.
Art: poster work.
Pastoral team / BEST: teacher awareness of symptoms. / Assessment: formative & authentic.
  • Peer assessment of role plays. Empathy.
  • Self assessment through the use of KWL grid.
  • Poster work / Emails.
NC Programme of Study:
  • 1a; 1c; 1f; 1g; 1h; 1i.
  • 2a; 2b; 2c;
  • 3a; 3b; 3c.