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18/06/19

Magna Carta Primary Academy Retweeted
DriverYouthTrust

*Resource of the Week* Top Tips for Parents Communicating with Schools Parents play a crucial role in supporting their children’s learning. So, our expert team have put together top ten tips for parents to communicate effectively with their school. https://t.co/KRsxfoL55H https://t.co/Owf1InPHxO

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17/06/19

Police and fire officers supported a school to tackle the subject of stranger danger with children. Representatives from and joined forces with teachers at Magna Carta Primary Academy to cover the vital topic. https://t.co/wG5jxyu0qx https://t.co/V1mNzF0zW9

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14/06/19

Professional sports people are helping a school to introduce pupils to new activities. Magna Carta Primary Academy has given pupils a taster of handball with a coach from the English Handball Association https://t.co/PgIJzvXdd5 https://t.co/QRrqHjlly9

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13/06/19

Magna Carta Primary Academy Retweeted
The Latin Programme

Latin word of the day: cogito, cogitare, cogitavi, cogitatum - think https://t.co/qXrqHJSUYq

13/06/19

We don’t tell children they are clever because that doesn’t help anyone- boys or girls. We praise hard work, learning from mistakes, perseverance, stamina and resilience. https://t.co/1XHtEuV2ni

10/06/19

Differentiation is important in order to enable some children to access the highest expectations, but differentiation by task is detrimental in so many ways.

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09/06/19

Magna Carta Primary Academy Retweeted
Sue Cowley #fff

My new book is out next Wednesday so I'm doing a giveaway to celebrate! RT to enter. Winner picked at random on publication day. https://t.co/m0TSfVef19

09/06/19

Magna Carta Primary Academy Retweeted
Mountfitchet Castle

Come and discover the history of Mountfitchet Castle - try on the various helmets, although we can’t guarantee they will keep the rain out ! We are open everyday from 10am to 5pm Loads of fun for all the family 😊

05/06/19

When schools consider content, what should stay and what should go, there are some periods of , such as the causes and effects of and the landings, which surely must be included in any curriculum worth its salt. https://t.co/dK9ybmweEF

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05/06/19

Our Chess Club is underway. Thank you very much to Simon, one of our neighbours for giving us his time to teach pupils how to place chess. https://t.co/SJgSIVN5NM

04/06/19

Eid Mubarak to our Muslim families celebrating today.

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04/06/19

Thank you to and Andrea and Andy for the Stranger Danger assembly this morning, and for spending time with pupils sharing aspects of your jobs. https://t.co/g78GCDK3ge

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30/05/19

Magna Carta Primary Academy Retweeted
Ofsted

Letter from in today: https://t.co/6rUKj8mEPp

25/05/19

Maybe not but adults have to give children hope that it will be ok in the end. If it’s not ok then it’s not the end. After all, what is life without hope? https://t.co/iCKgUwE6JY

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24/05/19

Magna Carta Primary Academy Retweeted
Stonewall

Happy 30th birthday to Stonewall! We were founded in 1989 to oppose Section 28 and the widespread homophobia it caused, and to change hearts and minds. We fight now, as we did then, till all LGBT people are accepted without exception. https://t.co/A1rLNwhK5M https://t.co/Fe7jWMW6lQ

24/05/19

Magna Carta Primary Academy Retweeted
Volunteer Uttlesford

A fantastic Petal Wave Art Trail from https://t.co/9eEZ1dJXnF

24/05/19

Some authors capture a child’s imagination from the first words. Every child should know Judith Kerr’s books. https://t.co/66RucHiydh

19/05/19

Magna Carta Primary Academy Retweeted
Mountfitchet Castle

New arrivals today - doves have just hatched 🐣

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19/05/19

Thank you to (Sudden Arrhythmic Death Syndrome) for the donation of a defibrillator. The training we received was excellent and we want this to be available to the . We have raised £300 of the £600 we need for a suitable outdoor container in which to store it. https://t.co/SKYptUqDu4

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15/05/19

The reality of dementia is being explained to young children through an art project. Magna Carta Primary Academy has partnered with Volunteer Uttlesford to take part in numerous pieces of work together. https://t.co/Cjg0dkLTSt https://t.co/QVqeFBaiFD

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Anti-bullying curriculum

Anti-bullying week 12th-16th November 2018

Stephen Lawrence Day 22nd April 2019                                                (commemorated at Magna Carta on the 23rd April 2019)

 

The theme for Anti-Bullying Week 2018 is: ‘Choose Respect’. Anti-Bullying Week runs from 12-16 November 2018. ABA (Anti Bullying Alliance) will hold Odd Socks Day for Anti-Bullying Week on the first day of Anti-Bullying Week (12 November 2018). 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 2018 and are encouraging pupils to wear odd socks to school during the campaign to show their support and raise money for a good cause.

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.

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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