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Magna Carta Primary Academy Retweeted

How do you look after your mental health? Get an action plan and advice from

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In PSHE, Year 2 pupils eagerly discussed scenarios which they identified as unsafe such as crossing roads and playing near water. They also thought of ways to make these scenarios safer. https://t.co/4gP9kwzFpV

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In Maths in Year 2, pupils have been looking at multiple representations of multiplication including using arrays and applying different methods to solve a problem. https://t.co/y6GUT71Yfj

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In English in Year2 pupils have been exploring the magic ability of 'the girl's’ magic finger in Roald Dahl’s classic.They have used their imagination and came up with ideas for their own magic finger powers and role played its abilities to each other. https://t.co/cuSL0oqusY

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Magna Carta Primary Academy Retweeted
Mountfitchet Castle

It is the middle of January already and we will be open again for the 2020 season in two months time 😀 We are all really excited for the new season with lots of new additions ….. watch this space ! In the meantime here is a did you know ... more follows.... https://t.co/mXIcJjLX8p

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Thank you to Mrs Gregory who brought her gorgeous dog to meet Aspen this morning. https://t.co/w5fzBLXfq6


Magna Carta Primary Academy Retweeted

Tomorrow is the deadline for parents to apply for places at primary schools – read more on our media blog. https://t.co/Va4QmgJUU6

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Year 1 have been learning about Degas' Little Dancer. She had to pose for 8 hours & pupils thought that was easy. After posing for a few seconds, they soon realised how difficult it must have been. https://t.co/69NmQnpuLa

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Magna Carta Primary Academy Retweeted
Literacy Trust

The rhythms and repetitive language of nursery rhymes make it easier for babies to learn language skills. Try out our library of songs and rhymes: https://t.co/wndYSbu2lp https://t.co/qIEzp5vqVT

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Introducing our new 1215 Committee https://t.co/ekOLZIJHCy

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Magna Carta Primary Academy Retweeted

Parents, the deadline to apply for a primary school place for your child in 2020 is January 15th 🏫📚 👇 https://t.co/lLl7eu3Rcl https://t.co/PimWQxAWvw

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Magna Carta Primary Academy Retweeted
Literacy Trust

Children love to read about things they have done or about people important to them. Making a memory book is a way to build their self-esteem and confidence. https://t.co/rX6tReZaQr https://t.co/yqIQr5pZz1

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Magna Carta Primary Academy Retweeted

If you had time off for the festive period, we hope it gave you time to recharge and look after you. If you're today and feeling a bit anxious we're here for you 💚 https://t.co/JP9c6RVMAq

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Magna Carta Primary Academy Retweeted
Hana Tooke

🐘 🎺 BOOK GIVEAWAY 🎺 🐘 I got a little overexcited to see this book in the shops, so I bought two copies and thought I’d share my excitement. To WIN this wonderful book, please like/retweet this and then follow the lovely - by 5th Jan. Open worldwide. Happy New Year! https://t.co/69o2owZlLp

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Magna Carta Primary Academy Retweeted

Listening to someone when they're having a tough time can make a big difference, and could even save a life. Learn how you can be a better listener with our SHUSH tips 👂 https://t.co/q2Z30KuFDp https://t.co/xycX18Dc9c


Congratulations on your much deserved honour. Comparative Judgement is the most effective assessment we have ever used.


Magna Carta Primary Academy Retweeted
Fabulous Finn

Christmas isn’t festive for all of us. Don’t suffer in silence. It’s okay not to be okay. ☎️Childline 08001111 ☎️Samaritans 116 123 ☎️CALM 0800585858 ☎️Women’s Aid 08082000247 ☎️MIND 03001233393 ☎️Age UK 03001696565 ☎️ Shelter 08088004444 ☎️ LGBT Switchboard 03003300630

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Magna Carta Primary Academy Retweeted

“Wenceslas was perhaps the most beloved King who ever lived. He was a Prince of Peace. I think that to have lived so long ago, and ever since to have been a song on the lips of the world, just because he was gentle, is a wonderful thing to have happened.” ~A.A.Milne https://t.co/aeul2Bf9yq


Magna Carta Primary Academy Retweeted
Cristin Casey Music

‘Arts teaching could become more important than maths in tech-based future’ – education expert https://t.co/hoYdJTUe5d via

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Magna Carta Primary Academy Retweeted

Help us answer more calls for help this year 💚 https://t.co/fOmlIyaJ3q https://t.co/hz7SudessQ

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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Anti-bullying curriculum

Anti-bullying week 11th-15th November 2019

Stephen Lawrence Day 22nd April 2020                                                (commemorated at Magna Carta on the 20th April 2020)

The theme for Anti-Bullying Week 2019 is: ‘Change Starts With Us’. Together we can challenge bullying. Change starts with a conversation. It starts with checking in. It starts with working together.

Change starts here. Change starts now. Change starts with us. 

Anti-Bullying Week runs from 11-15 November 2019. ABA (Anti Bullying Alliance) will hold Odd Socks Day for Anti-Bullying Week on the first day of Anti-Bullying Week (11 November 2019). Magna Carta will take part in this event to raise awareness and to raise funds. CBeebies star Andy Day and Anti-Bullying Alliance patron, and his band Andy and the Odd Socks, are supporting Anti-Bullying Week 2019 and are encouraging pupils to wear odd socks to school during the campaign to show their support. We ask that anyone who takes part in Odd Socks Day, donates between £1 and £2 which will go towards buying a friendship bench for our playground. 

Articles 15 and 19 of the UN Convention on the Rights of the Child state that:

You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.          Article 15

You have the right to be protected from being hurt and mistreated, in body or mind.  Article 19

Bullying behaviour has four key aspects:

  • It’s hurtful
  • It’s intentional
  • It’s repetitive
  • It involves a power imbalance   

The definition of bullying is very important to understand when assessing the difference between ‘relational conflict’ – where there is a ‘falling out’ between individuals – and when it tips the balance to bullying.

E.g., if Rashid and Eve are arguing over a toy. Rashid takes the toy and then Eve grabs it back and vice versa. This is likely to be a relational conflict where they share the balance of power. This doesn’t mean it shouldn’t be challenged, it just isn’t bullying. Take the same example, but this time every time Rashid uses the toy Eve snatches it away. Rashid doesn’t snatch it back but Eve insists on taking it from Rashid each time. This happens over a number of days. In this example the relational conflict is now bullying. It is repetitive, there seems to be intent in the action, it’s is hurtful and the power seems to have shifted because Eve is continuously showing force over Rashid.

  • Children have a right to play in a safe and supportive environment.
  • Bullying is not a ‘rite of passage’. It is well researched that bullying causes long term damage to both the person on the receiving end, and those who bully. Challenging bullying behaviour in the early years gives you a great opportunity to ‘nip it in the bud’.
  • It is not a child’s fault if they are bullied. Children should never be told to just ignore it, or to change who they are. It is the children doing the bullying that need to change their behaviour and their attitude.
  • Children need to be supported to speak out if they think someone isn’t being nice to them. They need to feel comfortable to come and tell you.
  • Refer to Magna Carta’s Anti-Bullying Policy.
  • Do not label a child a ‘bully’. This is an unhelpful label and says that bullying is something you are rather than a behaviour choice you can change. Instead, talk about bullying behaviour.
  • Praise positive behaviour and interactions amongst children.
  • Role model positive behaviour amongst staff and parents.
  • Use story telling: there are many books you can use or you could use dolls to act out scenarios to explore empathy and cover sensitive topics with children, for example about children not being good friends or not playing together nicely. 
  • Challenge stereotypes such as ‘these are boys’ toys’ in a positive and friendly way.
  • If you do see instances of bullying or conflict at Magna Carta, think carefully about any ways that you might prevent this happening again. E.g., are there areas that are less supervised than others or are there ways to empower pupils to alert you to issues as they arise? Or do you challenge negative language?
  • Be clear about how pupils should behave respectfully towards each other. E.g., do you have ground rules such as not being able to say ‘you can’t play with me/us’?
  • Encourage restorative approaches including supporting children to express their feelings in a safe space and to apologise to each other in meaningful ways.
  • Undertake empathy building activities which help young children learn how to express their feelings and recognise emotions in others, discussing the way that people are different, talking about kindness and helping others to feel better when they are upset.
  • Encourage assertiveness in children who might find it difficult to stand up for themselves. E.g., you could role-play scenarios or undertake activities that show children how to express their emotions clearly and calmly.
  • Help young children make sense of differences: present positive attitudes and messages about differences amongst us all and the benefits such attitudes bring to all people.


Summary of core knowledge for Reception

  • Definition of bullying for pupils: when a person causes harm to another person several times on purpose (STOP)
  • Clarity of what to do if you feel you are being bullied: start telling other people (STOP)
  • Spend time clarifying and defining harm, ensuring it includes physical and emotional harm


Summary of core knowledge for Year 1- as for Reception, plus:

  • How to seek help from adults at school and parents


Summary of core knowledge for Year 2- as for Reception and Year 1, plus:

  • How not to be a bystander

Year 2 become anti-bullying ambassadors which they continue to be as they move up the school. Each new Year 2 class also becomes anti-bullying ambassadors until the school is filled with them! This will happen on or around Stephen Lawrence Day (on or around 22nd April) every year.

Anti-Bullying Ambassadors are passionate young people who will stand up to bullying and believe they can change things for the better.

Anti-Bullying Ambassadors believe that bullying is not a normal part of life. They support others and take a stand to shape attitudes and change behaviours. They are a pillar of support; look out for others and a strong pupil voice for the school community.

Summary of core knowledge for Year 3- build on learning in key stage one, plus:

  • Understand that making small changes can make a big difference when it comes to bullying. 
  • Tackling bullying is a collective responsibility.
  • Learn about the effectiveness of small acts of kindness in making school a better, happier place. 


Fundamental British Values

Opportunities to learn that we have rights but that we are also responsible for how we make others feel so if we harm another person, we must face the consequences. These learning points link well with the values of rule of law and individual liberty.

Teaching the Prevent strategy

Anti-bullying education aims to empower pupils so that they are not easily drawn down avenues which may cause harm to themselves or others.

Teaching pupils how to stay safe

This unit of work serves to empower pupils and to therefore keep them safe from harm, both physical and emotional. 

Promoting healthy living

It is vital that our pupils do not think health is just about physical health. Mental health must be high on the agenda and anti-bullying will contribute towards this.

Curriculum Drivers: How does this unit of work support a broad and balanced curriculum?

Knowledge of the World

Relate learning to real life contexts, promote cultural awareness 

Enterprise and Aspiration

Promotes enterprise

Investigation and Enquiry

Develop collaborative learning, encourage positive risk-taking.

Local, National and Global

Opportunities for pupils to make a difference and contribute positively to the school and wider community- create anti-bullying ambassadors in Year 2

How does this unit of work contribute to the spiritual, moral, social and cultural development of pupils?

Spiritual development

Ability to be reflective about their own beliefs that inform their perspective on life

Moral development

There is a myriad of ethical issues and moral dilemmas to explore, e.g., I think my best friend is bullying me but I don’t have any other friends so I think I’ll just let it happen

Social development

Cooperating well with others and being able to resolve conflicts effectively










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