Ariel Trust

Ariel Trust

Ariel Trust Face Up Training Module 2 Developing skills that bystanders require to intervene Module 2 Developing the knowledge, attitudes and skills that young people need to effectively ask for help Lesson 5 Aim: Pupils should consider the role of the bystander and discuss how bystanders can make a positive intervention. Lesson 6

Aim: Pupils should consider the role of the bystander and discuss how bystanders can make a positive intervention. Lesson 7 Aim: Pupils should develop strategies that they might use should they find themselves in the role of the bystander. Summary Lesson 8 Aim: Pupils should be able to demonstrate the strategies they learnt in modules 1 and 2. Module 2 - Lesson 5 Video exercise:

scene 4 Teenage Kicks Objectives: Understanding what a bystander is and what it means to intervene. Identify appropriate words to describe the role of the bystander. Discuss the role of the bystanders in the film Teenage Kicks. Describe ways in which the bystanders in the film might act to reduce risk. __________________________________________________________ Materials and Method: Starter Activity: Reflect on situations where pupils were bystanders. Video: Teenage Kicks large group discussion. Small group discussion. Handout 5.1: Word list to describe bystanders. Plenary

Module 2 - Lesson 6 Storyboard: Gemma. Video exercise: Scene 5 There she goes. Objectives: Identify appropriate words to describe the role of the bystander. Discuss the role of the bystanders in the film. Describe ways in which bystanders in the film might act to reduce risk. __________________________________________________________ Materials and Method: Storyboard: Teenage Kicks Video: There she goes. small group discussion. Handout 6.1: questions on video how to intervene. Plenary Handout 6.2: Sentence building activities: appropriately describing

bystanders. Module 2 - Lesson 7 This lesson focuses on the Storyboard for Mark. Objectives: Create storyboards to describe strategies that the bystanders in the films might use to respond positively to more advanced forms of abuse. Resisting peer pressure. Resolving conflict. Negotiating. Share the strategies that pupils have developed in their storyboards and analyse the merits of these strategies through large group discussion. Practice these strategies and the communication skills needed to put them into

action through role play or discussion. __________________________________________________________ Materials and Method: Starter Activity: What to consider when intervening. Storyboard: There she goes/Mark. Handout 7.1: Questions to support storyboard. Plenary: How can bystanders intervene? (Optional Role Play) Summary - Lesson 8 Ask Emma Objectives: Identify risky behaviour. Describe positive actions that can be taken to reduce risk and minimise harm. Identify places people could go to access help.

Demonstrate positive ways that they could intervene as bystanders. Develop pupil's confidence to help them create their own positive strategies in risky situations. __________________________________________________________ Materials and Method: Ask Emma Handout 8.1. (Given scenarios) Handout 8.2 Module 2 Summary Pupils will understand the role of the bystander. Pupils will understand how bystanders can make a positive intervention. Pupils will have developed strategies that they might find useful should they find

themselves in the role of the bystander. Ariel Trust Contacts Paul Ainsworth Director [email protected] Trish Conning RA Development Officer [email protected]

Recently Viewed Presentations

  • Situation of children left behind in Kyrgyzstan and Moldova

    Situation of children left behind in Kyrgyzstan and Moldova

    Both in Kyrgyzstan and in Moldova, a higher percentage of children with at least one parent living abroad live in rural areas.According to various studies, the main driver of emigration is economic goals - poverty, lack of employment opportunities and...
  • UTILITY INDUSTRY WORKFORCE INITIATIVE WEBINAR SERIES: OPPORTUNITIES IN

    UTILITY INDUSTRY WORKFORCE INITIATIVE WEBINAR SERIES: OPPORTUNITIES IN

    Roy Kim (3rd Cohort) "This program is allowing me apply the technical skills that I learned in the military to the civilian world. It is also been helpful to me in the rough transition that most veterans face from military...
  • Francis Howell DECA

    Francis Howell DECA

    You will also participate a role play from your category. You are given performance indicators in which you are judged by. All the scores from above are combined to determine winners. At the district level you will compete against a...
  • Brain Injury & Concussion Clinic (BrICC)

    Brain Injury & Concussion Clinic (BrICC)

    Referred to as the grammar of the language and allows for more complex expression of thoughts and ideas by making references to past and future events (This is extensively covered in Dr. Nippold's class). Syntax: rule system governing the order...
  • Image Captioning Approaches Azam Moosavi Overview  Tasks involving

    Image Captioning Approaches Azam Moosavi Overview Tasks involving

    LRCN. LRCN is a class of models that is both spatially and temporally deep, and has the flexibility to be applied to a variety of vision tasks involving sequential inputs and outputs.
  • The Pacific, Propaganda, and the Homefront

    The Pacific, Propaganda, and the Homefront

    Marco Polo Bridge Incident. Rape of Nanking . U.S. - Japanese Relations. U.S. oil embargo. Japanese invade Southeast Asia. Philippines. Pearl Harbor & Island Hopping . December 7, 1941 "A day which will live in infamy." ...
  • An Intervention to Reduce Boils in Rural Alaska

    An Intervention to Reduce Boils in Rural Alaska

    An Intervention to Reduce Boilsin Rural Alaska. Ian Plumb, MBBS, MSc. Epidemic Intelligence Service Officer. Arctic Investigations Program. 6th Annual Water and Sanitation Innovations for the Arctic
  • Water Erosion - Weebly

    Water Erosion - Weebly

    How does moving water cause erosion? Moving water is the major agent of the erosion that has shaped Earth's land surface. What land features are formed by water erosion and deposition? Valleys, waterfalls, flood plains, meanders, oxbow lakes, deltas, alluvial...