Instances for physical contact include: Reasons for contact Acceptable contact Unacceptable contact Consoling and reassuring a child who was upset, possibly due to an accident, disagreement or helping a child to separate from their main carer responsibly, recognise acceptable / unacceptable behavior; identify a range of contact Computing: Music: • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related xœX]oÛ6}7àÿÀGy˜ñ›‚ mÒmP`kü6ìAU”X¨c{²Ó5ÿ~÷R’-ɦÌbÅ<<Ÿn ¹úó@ĎDLʖHáàÙ(Û§1!Þ¡QšºšFQk@ŒÓÔ —¦©ìpٗh¸Þ/ ú+#Œ“Å#ðzNF§)—^›‘d|)yÂ_¿M''döYü1|Xœa–æ!àÔrOwD¤>cHt˜D[FY‡á ëE‡áàŽ Guidance on physical contact with pupils Introduction Physical contact with pupils is a very sensitive subject. ACCEPTABLE BEHAVIOURS – PHYSICAL CONTACT • Following The FA’s physical contact guidelines, where children are always consulted, and their agreement gained before any physical contact is made, please refer to Guidance Notes 5.6: 'Physical contact and young people: Guidance for grassroots football', which are available here. PSHE KS2. endstream endobj 1257 0 obj <>stream Þ?˜ÅièF 0…o^§©±7§Ñ g¾•º73œË‡«ÀŽƒ3¬ÂÕ~‰¯3&€an“lý@^ÖK´ùP!¢Þ¾˜7€]\Ûà&ÖÆ'!¤ôÔ4e³)Uoñ¬3ñ’e]è». The University is committed to providing an environment for work and study that is free from bullying. Download this resource to help young people think about what behaviours are acceptable to them and discuss what is a healthy or an unhealthy relationship. Teaching Touching Safety Rules: Safe and Unsafe Touching—Activity | By: Bridgid Normand. ʬ$\+Új|G¶U6I¾/s\%¤*v³¹J6/ðG•d‹ndùWò¸© ˆ_@‡å¢G]>gà`5›ëäuf²Ë—žxÄ+‚_ï¿ô²À¥BÎ*h»œ÷˜Aáxäº%(“)M You should therefore, use your professional judgement at all times. Before the lesson ... Have pictures of different types of physical contact which children can select from and stick onto their picture. EYFS Key Stage 1 Lower Key Stage 2 Upper Key Stage 2 National Curriculum N.B. • Children must not be left in a distressed state for long periods. KS2 PSHE suggested learning opportunities Covered by ... acceptable, comfortable, unacceptable and uncomfortable and how to respond (including ... Y R8 To judge what kind of physical contact is acceptable or unacceptable and how to respond N R3 To recognise ways in which a relationship can be Grades K–5. are not placed in situations where they could be accused of abuse. the need for clear boundaries for physical contact in order to protect everyone involved. It aims to give children a starting place to deal with physical and sexual abuse in a sensitive way. Your class will learn that there are different types of touch, some that are OK and some that are not. KS2 R12: to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise . This allows the student to control the level of interaction if they so choose. §¢“ vóøXT%(Z?¡ª}øVÂsŽj‚j×~üú†ãå¾Dõ;²ŸÍYšlHUòâÝ®6U~(8Ÿk‰=ÝöõŒçšçšÃ^s.ãÎ A great assembly, or PSHE resource to download now! The following PSHE National Curriculum objectives are covered by the content on the site: e) to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable, f) that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong. Whatever the motivation, unacceptable behaviour as broadly defined within this policy should not be condoned or tolerated. g) school rules about health and safety, basic emergency aid procedures and where to get help. For example, references are made to appropriate forms of physical contact most of which, They will also learn how to respond (including who to tell and how to tell them). PSHE is a non- ... 10. to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond ... 8. to judge what kind of physical contact is acceptable or unacceptable … KS1 R12: to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say . Guidelines on Physical Contact with Students It is not possible to be specific about the appropriateness of each physical contact, since an action that is appropriate with one learner in one set of circumstances may be inappropriate in another, or with a different learner. Covers touches that are: nice, acceptable but unwelcome, unpleasant but necessary (for example from doctors) and unacceptable. See examples of policies from other schools to help you develop your own. Created for teachers, by teachers! What kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond (inc. who to tell, how and when). As a member of supply staff, you have the same rights and obligations as permanent members of staff. In this assembly designed for key stage 1 and 2, children will learn to judge what kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable. Gives examples of different types of touches to help children to recognise and resist uncomfortable touch. their actions affect themselves and others; to judge what kind of physical contact is acceptable or unacceptable and how to respond; about the difference between, and the terms associated with, sex, gender identity and sexual orientation Free trial . 12 to 16 year olds. Tes Global Ltd is registered in England (Company No 02017289) with its registered office … I understand that there is a cultural difference in personal space between Americans and Indians, but an Indian contractor working in the U.S. is making physical contact with me on a regular basis. The contact is subtle such as: leaning over my shoulder, pulling his chair close to me, standing behind me with hands on my shoulders, etc. Child abuse (Issues Today Series, Vol. Bullying. pÖm |>¶‹ìn»ÈgڅáœÛèÞôÊH¯^\ƒðØ>ÓÝú>ÿJÿšS¶M#Ù+š†Íü™/\°¹#ÙâI±ÚÕÏÇÓ]yÇه¼¹© H˜žåߏ/&QA÷§H/îð|Øßk—Ú— ‚ÑAŠn©šK©ÒÜÜz@}SsÈIG³Us/ÂTÚC:»:r~à`òÛLƒ“Âónu Ðïÿ%À Xù¨‡ that is acceptable or unacceptable in light of the fact that an individual is a professional. To recognise how images in the media do not always reflect reality and can affect how people feel about themselves (eg. Subjects > RSE & PSHE > KS 1 > Safety and the changing body > Lesson 5: Appropriate contact. Acceptable and unacceptable physical contact; solving disputes and conflicts among peers. Strategies to build resilience ... physical contact is acceptable or St. Mary’s the Mount RSE AUDIT KS2 Theme 1: Created and Loved by God KS2 ... unacceptable, unhealthy or risky PSHE PSHE PHSE Pupils should be taught: Year 3 Year 4 Year 5 Year 6 2.1.4.6. Professional Friendships and Relationships teaching resources. This website and its content is subject to our Terms and Conditions. ‘When is physical contact “unacceptable”?’ asked Charles Moore in the Daily Telegraph.He may well ask. Help children to recognise the different risks they might meet in situations, how to judge what kind of physical contact is acceptable, or unacceptable and how to have the confidence to look for and ask for help when they feel unhappy and need support. Unacceptable behaviour. Committee for Children Blog. Parents need to be contacted. Understanding the difference between acceptable and unacceptable physical contact. The following PSHE National Curriculum objectives are covered by the content on the site: ... and judging what kind of physical contact is acceptable or unacceptable. Boundaries Acceptable physical contact at work between employees is about maintaining appropriate boundaries: a friendly touch on the shoulder may be quite acceptable, even welcome for one person, but unwanted for another alternatively, between friends in the workplace, a touch on an arm or shoulder accompanied by a kiss to the cheek may be acceptable… To judge what kind of physical contact is acceptable or unacceptable and how to respond To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view Unacceptable behaviour (including bullying, harassment and victimisation), may involve actions, words or physical gestures that could reasonably be perceived to be the cause of another person’s distress or discomfort. Bullying or harassment may be by an individual against an individual or involve groups of people. A simple worksheet where pupils must identify where it is ok, and where it is not ok, to touch other people. Actions have consequences; working together; negotiation and compromise; giving feedback Listen and respond effectively to others; share points of view. 5.1. Discuss and debate health and wellbeing issues. understand that these are wrong and unacceptable . 28) Unacceptable behaviour may involve actions, words or physical gestures that could reasonably be perceived to be the cause of another person [s distress or discomfort. ACCEPTABLE BEHAVIOURS WHEN WORKING WITH YOUNG PEOPLE: GUIDANCE FOR GRASSROOTS FOOTBALL The following guidance document has been produced for long-term use and is not tailored to the changeable restrictions in place as a result of the current Covid-19 pandemic. Bullying is characterised by repeated, unreasonable behaviour directed at an employee or student, or group of employees or students, that creates a risk to health and safety. In general, I refrain from initiating any physical contact other than handshakes or "congratulatory" gestures such as high-fives or fist bumps. Physical contact should be given in a way that is safe, protective and avoids the arousal of sexual expectations, feelings or the reinforcing of sexual stereotypes. Core theme 2 - relationships. How can I encourage pupils to talk about acceptable and unacceptable behaviours? Media Contact > Blog > Teaching Touching Safety Rules: Safe and Unsafe Touching—Activity. 10. to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how ... KS2 RELATIONSHIPS 1.to recognise and respond appropriately to a wider range of feelings in others ... 7. to judge what kind of physical contact is acceptable or unacceptable and how to respond Unacceptable behaviour does not necessarily have to be face-to-face, and may take many forms such as written, telephone or e-mail communications or social media. Set clear expectations for ICT and internet acceptable use using our model policy. Physical contact is appropriate if it: is used to assist in skill development This ‘My Body is Mine’ lesson pack teaches your class about body awareness and consent. Listening to others; raise concerns and challenge. physical contact between adults and children, especially if the Educator is a male and the child is female. The term ‘professional boundaries’ in this guidance is not restricted to sexual behaviour - it includes such behaviour but also other behaviour which has a negative impact on a service user(s) and/or which However, as a member of supply staff (who may not be familiar to pupils) you could be open to people misinterpreting your magazines, music videos, TV). USE OF PHYSICAL CONTACT FOR THE PURPOSES OF HEALTH AND SAFETY AT THE CENTRE • Make sure the physical contact is appropriate to the activity. Unacceptable Behaviour can arise simply from employees being unwilling to behave in an acceptable way towards another or others at work for reasons of personal dislike. If physical contact is to occur, it should always be within clear guidelines to reduce the risk of inappropriate touching and to ensure people working with children e.g., coaches, officials etc. Stresses a child's right to protect their body. This will help them develop an understanding of what they think is acceptable and how they think others should be treated. The examples given above are not exhaustive. CâFHR(Î(–†Y”1TGÅÃ؋bÔD9ËøWÔűˆ0‹tŽ:Å2R´ÒHÊâXFªVJK¹‰b)[É9•*Še¤p±W¨¸L”®0)Õq9r½fÉнfø ¾…àDkÑïE¶šÍE²_¾ÎdB>«l_nÖ»e¹Íy²ë¬×Õ& ÃÓ£ÕÆӁ6n¨ëËã6†"ÜZ*£âålÀÉlÐ Visual Aids teaching resources for Key Stage 2 - Year 3, 4, 5, 6. Whilst staff/carers are actively encouraged to play with children, it is not acceptable to play fight or participate in overtly physical games or tests of strength with the children. Relates to KS2: H1, H2, H6, H7, H11, H13, H14, H18, H19, H20, H23.