What to teach
Help learners recognise repeated exclusion and power, consider its impact and compare safe bystander choices.
Working guide structure
Prepare a safe, focused discussion.
See the learning purpose, materials, boundaries and adaptations before opening a scenario with learners.
Placement only. No download or PDF workflow is included.
At-a-glance guide
Working guide overview
Three things to check first.
How to keep it safe
Keep examples fictional, do not ask for public disclosure and follow the school’s procedure if a live concern is shared.
Curriculum links
Health and Well-being, relationships and safety, language and communication, fairness and decision-making.
Know the purpose and boundaries.
This example prepares S06, “The changing rules”, for ages 6-8. All wording remains a working draft.
- Learning purpose
Introduce power imbalance and compare safe bystander choices when speaking up directly may feel difficult. - Materials
Static scene, six Safe Action prompts and three example response cards. - Before the session
Confirm the school’s current safeguarding route and which trusted adult learners can approach. - Discussion boundary
Keep the example fictional. Do not invite learners to name people or disclose incidents to the group.
Scenario and activity index
Example rows show how age, purpose, time and format might be scanned quickly.
S06
The changing rules
Power, fairness and safe bystander choices
Power, fairness and safe bystander choices
A08
Bystander choice line
Compare response and risk
Compare response and risk
A09
How to ask for help
Practise support language
Practise support language
S10
Group chat pressure
Audience, peer influence and reporting
Audience, peer influence and reporting
Vocabulary and likely misconceptions
Useful working language
Pattern: what happens more than once or continues.
Power: who has more influence or choice in the situation.
Trusted adult: an adult who can listen and take responsibility for helping.
Misconceptions to notice
“Speaking up publicly is always the bravest or best action.”
“Telling an adult means getting someone into trouble.”
“The excluded learner should fix the situation themselves.”
Safeguarding and disclosure boundaries
This visual demonstrates prominence and findability. It is not approved safeguarding guidance.
- Use fictional examples and do not ask for personal disclosure.
- Explain that adults cannot always keep a safety concern confidential.
- If a learner shares a live concern, pause the activity and follow the school’s existing safeguarding procedure.
- Do not promise a specific outcome or suggest that a child must confront another learner.
ALN and accessibility options
Reduce task demand while preserving the learning purpose and the Safe Action sequence.
Reduce reading
Use one prompt at a time with a shorter scene summary.
Offer a response route
Allow paired talk, pointing, symbols or a private response.
Make time visible
Use a predictable sequence and allow processing time.
Pre-teach words
Explain pattern, impact, choice and trusted adult in context.
Reduce choices
Compare two response cards rather than presenting all three.
Keep alternatives equal
Ensure the non-written route reaches the same learning purpose.
Curriculum-link placeholders
These broad areas show possible information structure only. Final mapping and wording require specialist review and approval.
Health and Well-being
Relationships and safety
Languages, Literacy and Communication
Fairness and decision-making
Evidence during discussion
Listen for whether learners can describe the repeated pattern, recognise who has more influence, explain likely impact and choose a proportionate response that includes adult help.
Do not collect personal incident details through this resource.