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15/09/20

Magna Carta Primary Academy Retweeted
Forest Hall School

Our virtual open evening is tonight! You can access our live event at 5pm and find more information on Forest Hall School via https://t.co/jAXGCkZX8f https://t.co/TJManWsOYe

13/09/20

A beautiful legacy. https://t.co/Br7QpQBdnI

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11/09/20

Magna Carta Primary Academy Retweeted
Stories_ByThe_Sea

Anybody like a limited edition print???? Pre-order to get yours! Email 📩 storiesbythesea.com - publication day 15th October. Hardback £8.99 https://t.co/lHuj305DGF

11/09/20

One of a kind is

10/09/20

Always there all day every day for anyone feeling suicidal. https://t.co/e6E6IR7rS1

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04/09/20

Magna Carta Primary Academy Retweeted
Department for Education

A big thank you to teachers and other school staff for helping children get Tag in your child’s school to show your appreciation. https://t.co/bVazd5nKnJ

29/08/20

Magna Carta Primary Academy Retweeted
Kelly Ashley #WordPower

Did you know that the most common sound in the English language is the schwa? This is the ‘uh’ sound in words like ‘cinema’ and ‘the.’ Interestingly, ‘schwa’ is a German word but meaning comes from a Hebrew word meaning ‘emptiness’ as if the sound isn’t there at all.

29/08/20

Magna Carta Primary Academy Retweeted
Aunty Malorie Blackman

RIP Chadwick Boseman. Thank you for all the amazing films and good works. And thank you for Black Panther, which made the adult me smile and the child in me rejoice because - at last. Rest in eternal peace and power. 😔 https://t.co/aeQh4iaE7J

25/08/20

Magna Carta Primary Academy Retweeted
BBC Breaking News

Africa is now free of polio, international body says - the disease once paralysed thousands of children on the continent https://t.co/T6jgEu7WC5

22/08/20

Condolences to Sir Ken Robinson’s family. His work and writing on education has changed children’s experiences and teachers’ practices for the better. What a legacy to behold. https://t.co/0bvk6AWrL7

22/08/20

Magna Carta Primary Academy Retweeted
Dermot O'Leary

Sadly this was my wedding ring & bag that was stolen. I’m sure I won’t see them again, but I’d really like it if he didn’t have the opportunity to steal yours. Please have a good look at the picture & if you recognise him call 101 ref 6195/21aug Dx https://t.co/esifysCOTM

21/08/20

Magna Carta Primary Academy Retweeted
Kelly Clark

Got to be my top story of this year. Having interviewed 29 students about their results, this young man stopped me in my tracks. A real inspiration to talk to https://t.co/l8B19VsO3U

21/08/20

Magna Carta Primary Academy Retweeted
Kelly Clark

You must have him back to give an inspirational talk to students. He could make anyone see that anything is possible

20/08/20

Congratulations to all students for their hard work.

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20/08/20

Magna Carta Primary Academy Retweeted
Forest Hall School

“Although they have not been able to physically be in school since March, we want to take this time to celebrate their achievements. As they open their results, they should be really proud of themselves. I am proud of them all.” https://t.co/aQXXZVadJs https://t.co/aBO3LBr0qz

18/08/20

Magna Carta Primary Academy Retweeted
Jay-Louise Knight

Are there any geniuses on here please? I've got some extremely sentimental messages on my phone which has died after me dropping it. Put sim in new phone but what's app is completely empty 💔😢 Pls retweet incase you know someone with answers 🙏 Thank you x

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17/08/20

Magna Carta Primary Academy Retweeted
Department for Education

“We now believe it is better to offer young people and parents certainty by moving to teacher assessed grades for both A and AS level and GCSE results.” Education Secretary After an extraordinarily difficult year for students, this news will provide certainty. https://t.co/s7Dqu20ott

15/08/20

Captain Tom and all those who fought to give us and our children a better future- we salute you. https://t.co/ozTxeK6HnI

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14/08/20

Magna Carta Primary Academy Retweeted
BookTrust

Not Now, Bernard by David McKee is so timeless that it's celebrating its 40th anniversary this year! To mark the occasion, we're giving you the chance to win an awesome bundle of Not Now, Bernard goodies: https://t.co/36wb4ovGZu https://t.co/UeiZa5Ng1r

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12/08/20

Magna Carta Primary Academy Retweeted
BMAT

Schools within BMAT take part in National Skipping Day each year, with sports leaders touring schools encouraging various activities. With the event falling just as lockdown hit earlier this year, the schools revamped the initiative with Skipping Week. https://t.co/sRhlu8KCOU https://t.co/80Fbw2HpXI

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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.

Visit BMAT

Anti-bullying curriculum

Anti-bullying week 16th-20th November 2020

Stephen Lawrence Day 22nd April 2020   (Year 2 pupils have the opportunity to be elected as anti-bullying ambassadors)                                             

The theme for Anti-Bullying Week 2020 is: ‘United Against Bullying’

This year, more than ever, we’ve witnessed the positive power that society can have when we come together to tackle a common challenge.

Anti-Bullying Week is no different. Bullying has a long lasting effect on those who experience and witness it. But by channelling our collective power, through shared efforts and shared ambitions, we can reduce bullying together. From parents and carers, to teachers and politicians, to children and young people, we all have a part to play in coming together to make a difference.

We’re all a piece in the puzzle, and together, we’re united against bullying.


Anti-Bullying Week runs from 16-20 November 2020. ABA (Anti Bullying Alliance) will hold Odd Socks Day for Anti-Bullying Week on the first day of Anti-Bullying Week (16 November 2019). Magna Carta will take part in this event to raise awareness and to raise funds to buy more anti-bullying books and resources to enrich our PSHE curriculum. We encourage pupils and staff 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 whatever they can afford. In the last two years we raised money for a friendship bench for the playground. We now have enough money for this and it should be installed this year. 

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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