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. understand that these are wrong and unacceptable . To recognise how images in the media do not always reflect reality and can affect how people feel about themselves (eg. Teaching Touching Safety Rules: Safe and Unsafe Touching—Activity | By: Bridgid Normand. 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 Created for teachers, by teachers! Set clear expectations for ICT and internet acceptable use using our model policy. Parents need to be contacted. 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. For example, references are made to appropriate forms of physical contact most of which, Stresses a child's right to protect their body. USE OF PHYSICAL CONTACT FOR THE PURPOSES OF HEALTH AND SAFETY AT THE CENTRE ‘When is physical contact “unacceptable”?’ asked Charles Moore in the Daily Telegraph.He may well ask. physical contact between adults and children, especially if the Educator is a male and the child is female. EYFS Key Stage 1 Lower Key Stage 2 Upper Key Stage 2 National Curriculum N.B. g) school rules about health and safety, basic emergency aid procedures and where to get help. Strategies to build resilience ... physical contact is acceptable or 5.1. • Children must not be left in a distressed state for long periods. Child abuse (Issues Today Series, Vol. 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 A simple worksheet where pupils must identify where it is ok, and where it is not ok, to touch other people. 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. Before the lesson ... Have pictures of different types of physical contact which children can select from and stick onto their picture. the need for clear boundaries for physical contact in order to protect everyone involved. 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. How can I encourage pupils to talk about acceptable and unacceptable behaviours? magazines, music videos, TV). 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 Bullying. 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. 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 … What kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond (inc. who to tell, how and when). 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¨‡ 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. 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 Whatever the motivation, unacceptable behaviour as broadly defined within this policy should not be condoned or tolerated. 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. Core theme 2 - relationships. 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 Understanding the difference between acceptable and unacceptable physical contact. Guidance on physical contact with pupils Introduction Physical contact with pupils is a very sensitive subject. This ‘My Body is Mine’ lesson pack teaches your class about body awareness and consent. Media Contact > Blog > Teaching Touching Safety Rules: Safe and Unsafe Touching—Activity. Committee for Children Blog. 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. 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. 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. endstream endobj 1257 0 obj <>stream Bullying or harassment may be by an individual against an individual or involve groups of people. 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. 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. This website and its content is subject to our Terms and Conditions. Professional Friendships and Relationships teaching resources. 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. However, as a member of supply staff (who may not be familiar to pupils) you could be open to people misinterpreting your Listening to others; raise concerns and challenge. Visual Aids teaching resources for Key Stage 2 - Year 3, 4, 5, 6. 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. 28) 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. 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. Physical contact is appropriate if it: is used to assist in skill development A great assembly, or PSHE resource to download now! 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. 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 You should therefore, use your professional judgement at all times. Tes Global Ltd is registered in England (Company No 02017289) with its registered office … PSHE KS2. 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. KS1 R12: to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say . See examples of policies from other schools to help you develop your own. Grades K–5. ʬ$\+Új|G¶U6I¾/s\%¤*v³¹J6/ðG•d‹ndùWò¸© ˆ_@‡å¢G]>gà`5›ëäuf²Ë—žxÄ+‚_ï¿ô²À¥BÎ*h»œ÷˜Aáxäº%(“)M They will also learn how to respond (including who to tell and how to tell them). are not placed in situations where they could be accused of abuse. This will help them develop an understanding of what they think is acceptable and how they think others should be treated. Relates to KS2: H1, H2, H6, H7, H11, H13, H14, H18, H19, H20, H23. The University is committed to providing an environment for work and study that is free from bullying. 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. The examples given above are not exhaustive. Unacceptable behaviour. 12 to 16 year olds. 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 §¢“ vóøXT%(Z?¡ª}øVÂsŽj‚j×~üú†ãå¾Dõ;²ŸÍYšlHUòâÝ®6U~(8Ÿk‰=ÝöõŒçšçšÃ^s.ãÎ Free trial . 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 Gives examples of different types of touches to help children to recognise and resist uncomfortable touch. Discuss and debate health and wellbeing issues. 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. • Make sure the physical contact is appropriate to the activity. 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… Actions have consequences; working together; negotiation and compromise; giving feedback Listen and respond effectively to others; share points of view. Covers touches that are: nice, acceptable but unwelcome, unpleasant but necessary (for example from doctors) and unacceptable. This allows the student to control the level of interaction if they so choose. In general, I refrain from initiating any physical contact other than handshakes or "congratulatory" gestures such as high-fives or fist bumps. 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». that is acceptable or unacceptable in light of the fact that an individual is a professional. 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. KS2 R12: to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise . As a member of supply staff, you have the same rights and obligations as permanent members of staff. 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 Appropriate to the activity touches to help children to recognise and resist uncomfortable touch and where it is ok to... 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