Hello, I'm Mr. Nicholson.

And today, I want to look at respect and tolerance with you, in our topic on stereotyping and bullying.

I hope you're going to enjoy the lesson and what I've got planned for you.

So when you're ready, let's move forward in your learning.

Before we carry on with the lesson, please ensure you've got an exercise book or a piece of paper on which to write and a pen.

If you haven't got them, go get them now.

And then we can start the lesson.

It's important, 'cause we're going to be making some notes.

There's quite a few activities for you to do as you go through the lesson.

If you haven't already done so, please go and complete the introductory quiz.

It'll help establish what we're going to do in the lesson.

When you have done that, we're going to look at what is discrimination? We're then, going to move on to defining respect before we actually look at respectful behaviours and the impacts these can have.

Finally, we're going to think about what you think about respect, and then there'll be the exit quiz at the end.

So if you haven't already done so, do your introductory quiz, come back to the video, and then we will carry on.

There are certain ideas and words that are going to become important in this lesson.

So it's important that we know what they are.

The first one is the concept of the imbalance of power.

You can see it's there, but I've highlighted two words, group and one.

So make sure you're aware of this one an imbalance of power is when a group of people, bully an individual or when one person continually bullies someone in the same way.

So it's about one person continually bullying or a group of people bullying.

Discrimination, we've talked about this before, is the unjust treatment of people, because of their differences or perceived differences.

And both of these are going to be really important this lesson.

If you want to, you can jot them down.

If not, let's carry on with the lesson.

Thinking back, can you remember what the nine protected characteristics were? Remember, they came from the Equalities Act 2010 and they are illegal things we cannot discriminate based on.

I've given you the letter of the first word of each one, write them down.

So pause the video and try and think about it.

Some of these you have looked at in the introductory quiz already.

So it's important we know what all nine are.

When you're ready and you think you've got all nine right, press Play and we'll carry on.

And here are the answers from the previous activity.

Age, sex, sexuality, gender reassignment, race, religion, pregnancy, disability, and marriage.

If you need to stop the video and change some of your answers, please do so now.

And when you're ready, press Play, and we can carry on.

Now, that we've refreshed our knowledge of the Equalities Act and the nine areas of protective characteristics, we're going to move on to the idea of respect.

I'm going to look at this in terms of respecting yourself and respecting others.

Now, once again, this is quite a delicate area to think about.

So if you want to stop the video and talk to a trusted adult, please do so before we move on.

And remember at anytime if you feel you need to do that, please do so.

It's important you feel comfortable taking part in these lessons.

And as we're talking about respecting yourself, it is going to be related to you.

I've asked you a question here, so I'd like to think about it.

What does the word respect mean? It's a word we use very often, and I've heard it in school and at home and on the news, but it's something that's really important to think about.

If you need some thinking time, pause the video and contemplate, what do you think the word respect means? What does it mean to you? A really easy way of doing this is to think, "How can I show respect or how is respect shown?" And then use that to come up with your definition.

When you're ready, we'll move on with the lesson.

So you can press Play, or if you haven't bothered to pause, let's carry on going forward.

Now, here is the definition of respect, "Having due regard for someone's feelings, wishes, or rights." That's important we think about that in terms of those nine protected characteristics from the Equalities Act.

But also, when I ask you to think about an example, obviously, with somebody's feelings, with their wishes or their rights.

It's important we bear this one in mind.

So if you need to, write it down.

And in order to do so, you might want to pause the video.

We also, have the idea of being thoughtful and considerate of other people's feelings and behaving in a polite manner.

That's an important idea as well, is how we treat people.

So it's about having due regard, but also how we treat.

So it's about what we think and what we do.

Make sure you've got both of those ideas down in your notes before we carry on.

So if you need to, pause the video, when you've written it down, press Play.

And if you've got those examples in, that'd be really good to show your understanding of the topic we're doing.

I now want you to complete the task.

So I've asked you a question here.

You'll need to pause the video to complete it.

And then when it is finished, press Play and carry on.

The question is, what is the link between stereotyping, protected characteristics and respect? So think about why we have protected characteristics, the definition of respect you came up with earlier, and the link between stereotyping and protected characteristics.

This is going to draw all your learning together in these three areas.

So spend some time thinking about it, planning it, and then writing it.

As soon as you finished it, read it again and make sure there's nothing you need to add to it.

If there is, make sure you do so.

And when you're ready and you're happy with what you've written, press Play, and we can carry on with the lesson.

Here's one example of what you might have written.

I've included here in different colours, the idea of protected characteristics, stereotyping, respect, the three areas we've been looking at.

Mentions where the protected characteristics come from and the idea of how stereotyping links to discrimination, showing understanding of both these ideas.

And then the idea of respect that we've looked at earlier on in this lesson, what respect actually is and why we must show it to people.

Notice here, you may think there are things you've added that I haven't, and that's fine, but if there's something you want to add now, please do so.

Let's improve the answer or make it as good as we can.

In that way, you're really showing your learning, your knowledge and your understanding of this very important topic area.

Have you referred to the Equalities Act? Maybe you should have given an example.

I didn't, maybe something else I've missed out, so you might want to do so.

It's really important we know exactly what we're talking about here before we move on, on our learning.

If you need to pause, please do so.

And when you're ready, press Play, and we'll carry on with the lesson.

Look in more depth for this idea of respect.

Here's a true or false statement I want you to think about.

We should respect everyone.

Is that true or is it false? Think about what your answer is.

If you need some thinking time, then pause the video, but remember to think about why you're going to say true or false, that's really important.

So when you're ready, Play.

Spend some time before that, thinking about your own response.

The answer to this is true, but we need to know that reason why.

And here's one.

Everybody's worth the respect, because everybody is different.

The protected characteristics are there to help nine areas, avoid discrimination and prejudice, but everybody has something that is different about them.

And that's something we need to celebrate and understand rather than to bully them about.

So thinking about it here, we should respect everyone at all times.

Show respect, but also have the right to be respected ourselves.

What I like you to do now is to jot down your answer to this question and say why? Make sure it's your own personal opinion and start it with, "I think that.

." When you've done that, carry on with the lesson.

I mentioned a moment ago about respecting yourself and respecting others.

And I'd like to do another activity for me.

So you're going to need to pause the video after I've explained it.

Can you complete this table on your piece of paper or in your books, how you can show respect to yourself and how you can show respect to others? Think carefully about these and take as long as you need to do it, but make sure you think about what you believe and what's important to you, but also reflect on our learning from this lesson so far about prejudice, discrimination, stereotyping, and the idea of respect.

When you've completed your table, press Play and we'll move on in your learning.

Here are some of my ideas, but obviously, you've got your own.

Respect yourself by telling yourself, "Well done." When you've done something like this lesson say, "Well done." celebrate what you've done and don't put yourself down.

That's not respecting yourself, that's being hard on yourself.

When respecting others treat them as you would want to be treated yourself.

That's an important maxim that comes through in many parts of life.

Be polite when you're communicating with people in the what you say and how you say it, the way your body language is and the way you interact with others.

And we've mentioned this one before, but if you disagree with somebody, say why.

Don't just tell them they're wrong, explain your own thinking.

That's showing respect for their point of view, but also respecting your own point of view.

And in terms of bullying and those ideas we've looked at already, be an upstander.

By being an upstander, you're respecting the other person who's being bullied and doing something about it.

That really is showing respect.

If you want to add some of the ideas from here, please do so.

You may need to pause the video again, but if not, let's carry on with your learning.

If you do pause it, press Play so we can move on.

Now we've thought about respecting ourselves and respecting others, how might we show respect in our school? And that's the question we're going to turn to now.

So think about your time in school and think about when you've shown respect to fellow students, to visitors, to staff, to governors or anybody else you might know, but also how they've shown respect to you.

And then we can move on in your learning.

Here are some ideas I've come up with.

It's not an exhaustive list.

And what I'd like you to do is when I've been through this one, jot down some of your ideas that are different to mine, how you might show respect in school.

So saying, "Hello," welcoming new people, disagreeing in a respectful manner.

"I see what you're saying.

However, I disagree." So acknowledging that you respect their view, but showing that you don't actually agree with it, but in a polite and respectful manner.

Not being a bystander when somebody's being bullied, therefore, being an upstander.

Not being involved in that imbalance of power we talked about before, when we've looked at bullying and never stereotyping anyone or discriminating against them.

So here's six ideas for you, but maybe now, spend some time writing down your own.

You might want to add to these I've already given you by giving me some examples.

It's a really good way of showing your understanding, or you might want some completely different ones.

Think about your role in your own school.

When you've done that, let's carry on with the lesson.

Now, once again, I'm going to ask you to pause the video and read the scenario about Joseph.

Joseph is a skilled footballer, but see what's happening to him.

Think about it carefully, and then I want you to complete the following task.

Identify the acts stereotyping and discrimination in this scenario.

Think about and jot down what should Joseph do in this situation? And how could someone show respect and support Joseph in this? As I said to you, read it carefully, see what has happened and then complete the three activities for me.

When you've done those, press Play and we'll see what you've written and go through the answers together.

Now here's the act of stereotyping, that gay people cannot be good footballers.

This is a comment.

"How can Joseph be a good footballer? He's gay." Discrimination is, "Okay, he's good at football, but we don't want anybody who's gay in our team." So he's turned away and he's called names as he walks away, that's an active discrimination, based on the stereotype that gay people cannot be good footballers.

To support Joseph, he can join the team and play and show what a good footballer he is, but he can turn to other people for support and guidance to help him in this, and to explain about why stereotyping and discrimination based on somebody's sexuality goes against the Equalities Act.

If you need to add anything to your own work, please do so by pressing Pause.

And when you're ready, let's carry on.

You may have heard of a manifesto whether we were looking at elections, or TV, we've been talking about general elections, local elections.

What is a manifesto? A manifesto is a pledge made by somebody to do something.

In terms of politics, it's about the political parties pledging to do something if they win the election.

I want you to come up with your own personal manifesto for respect, five things you can do as an individual.

And each one should start, "I pledge.

." But then think about five things your school could do that everybody in your school could join in, to have a respectful school.

And in that sense, start them with, "We pledge.

." So five personal things, five school things in your own manifesto, and think about respect.

Think about your situation in your school and what you might want to improve, or see things done differently? To do this, you're going to need to pause the video.

And when you've completed those, press Play and we can carry on.

But remember, these are personal to you for the first five and the next five, the school ones, are ones everybody should be able to take part in.

And within that, I mean, any visitor, any member of staff or any pupil within school.

Here are some examples I've come up with.

"I pledge to never be a bystander when I see bullying taking place." That showing respect for somebody, 'cause it's helping them stop being bullied and knowing somebody's there to support them.

But I pledged in school, "We treat everybody the same and to celebrate the diverse nature of our school." So avoiding prejudice and discrimination, key things we've already looked at.

You will have added other things to these 'cause I did ask for five personal ones and five school ones.

Well done on completing them all and coming up with your own manifesto.

Maybe it's something you can share later on with your own teacher in school and talk about what you've been doing.

Well done, that's another lesson completed and you've looked at respect and you've come up with your own manifesto.

Now it's time to complete your exit quiz as well.

So now you've finished that one, stop the video and go and complete the exit quiz.

But once again, well done, I hope you've enjoyed the lesson and I hope to see you again soon.

If you want to share your work, please do so.

The links are here and it would be really good to see what you've been doing.

Goodbye for now.

And here are the answers from the previous activity.

Age, sex, sexuality, gender reassignment, race, religion, pregnancy, disability, and marriage.

If you need to stop the video and change some of your answers, please do so now.

And when you're ready, press Play, and we can carry on.

Now, once again, I'm going to ask you to pause the video and read the scenario about Joseph.

Joseph is a skilled footballer, but see what's happening to him.

Think about it carefully.

And then I want you to complete the following task.

Identify the acts stereotyping and discrimination in this scenario.

Think about and jot down what should Joseph do in this situation? And how could someone show respect and support Joseph in this? As I said to you, read it carefully, see what has happened and then complete the three activities for me.

When you've done those, press Play and we'll see what you've written and go through the answers together.

Now here's the act of stereotyping, that gay people cannot be good footballers.

This is a comment.

"How can Joseph's be a good footballer? He's gay." Discrimination is, "Okay, he's good at football, but we don't want anybody who's gay in our team." So he's turned away and he's called names as he walks away, that's an act of discrimination based on the stereotype that gay people cannot be good footballers.

To support Joseph, he can join the team and play and show what a good footballer he is, but he can turn to the people for support and guidance to help him in this and to explain about why stereotyping and discrimination based on somebody's sexuality goes against the Equalities Act.

If you need to add anything to your own work, please do so by pressing Pause.

And when you're ready, let's carry on.