ESCB Lesson Plan to accompany Yr 6 Child Sexual Exploitation Yr6 Survey

This lesson plan has been developed to assist in the delivery of the Yr6 Child Sexual Exploitation Survey. The activities have been chosen to support children’s understanding of the questions in the survey.

The plan includes a range of printable resources from recognised Child Sexual Exploitation age appropriate programmes including the Barnardos Real Love Rocks programme and CEOP’s Cyber café.

Introduction to Survey and Lesson 5 minutes

Explain that the Essex Children’s Safeguarding Board are really interested to understand more about what they know and understand about Child Sexual Exploitation and that they would like them to complete a short survey. Their feedback will help the Essex Children’s Safeguarding Board to decide what extra help and information children and young people need to stay safe.

The survey will include questions around relationships, online behaviour and where to get help. Before they complete the survey they are going to do some exercises to help them to think about the questions they will be asked.

Before giving the description below of Child Sexual Exploitation, ask the class if they have heard of it before and if anyone knows what it means.

“Child Sexual Exploitation is someone taking advantage of you sexually for their own benefit. Through threats, bribes, violence, humiliation , or by telling you that they love you, they will have the power to get you to do sexual things for their own, or other people’s benefits or enjoyment (including touching or kissing private parts, sex, taking or sending sexual photos)”As defined by the Young Women’s Group, New Horizons: 2008 (the Nia Project & The Children Society)

Relationship Bingo (Barnardo’s Real Love Rocks) 5 minutes

Resources: Real Love Rocks Bingo Cards and Facilitator Answers (page 5-7)

Learning Outcome:This is an optional exercise that can be used to put the lesson into context and introduce some of the words that may be discussed during the lesson and survey.

Give each child a Bingo Card (there are 4 different cards)

Explain that you are going to randomly pick words from your Bingo Facilitators sheet and when they hear a word that is on their sheet they must cross it off. When all the words on their card are crossed off they should call out ‘Bingo’.

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Understanding Relationships: Good Friend/Bad Friend 10 minutes

Resources: Good Friend/Bad Friend Sheet printed on A3 paper (1 for each group) (page 8)

Learning Outcome: To help children to recognise the signs of ‘Healthy’ and ‘Unhealthy’ Relationships

Give each group a Good Friend/Bad Friend sheet . On the sheet the body is split in two halves,

Good Friend/Bad Friend. Ask the groups to write on the body under each heading what they think

makes a good friend/bad friend.

After a few minutes ask the children to feedback their ideas.

Next ask the children if they think they would want the same things in a relationship with a

boyfriend or girlfriend, what might be different?

Sometimes what the children identify as being desirable are not always what adults would pick. It

is important to explore with the children why they think something is positive.

Explain to the class that their ideas about Good/Bad friends can help them to understand what

makes a ‘healthy’ or ‘unhealthy relationship’. If they do not want to have friends that make them do

things they don’t want to do, boss them around or tease them etc. that this is the same in a

relationship, both in the real world and online.

Explain that healthy, positive and loving relationships are real and that whilst not all relationships

are perfect, nobody should feel frightened, be hurt by anyone else or made to do anything they

don’t want to do.

Relationships Online: What do you share online? CEOPs Cyber Café 15 minutes

Resources: CEOPs Cyber Café Resource 3Who Would You Tell? Sheet (page 9)Private Information sheet (page 10)

Learning Outcome: To help children to think about the information they share online and the risk and consequences of sharing too much information online.

Start by reminding the class that people can also develop relationships online, sometimes with people they don’t know in the offline world. As with the relationships they have discussed, there can be healthy and unhealthy relationships online. One way to help children to stay safe online is

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to think about the information they share online.

Tell the class you are going to play a guessing game. Start by saying something like:“I am thinking of a boy in class 4. Can you guess who it is?”“I am thinking of a member of the football team in Class 3. Can you guess who it is?”“... someone who lives at ...”“... A nine-year old in Class 5 with blonde hair who plays the violin ...”“... Someone with the family name ‘-----’ ...”

Ask pupils to think about the pieces of information that enabled them to identify the person you were thinking of. Explain sometimes only one piece of information was needed; on other occasions it was necessary to use more than one; sometimes seemingly unrelatedbits of information can be put together like a jigsaw to help us to identify someone.

Explain that we all need to think very carefully about the information we give to anyone, particularly on line, as we cannot be sure they are who they say they are. Discuss what sorts of information are safe. Introduce the idea of personal information, that is, information that can identify each person individually.

Give each group a set of cards cut from the Who Would You Tell? sheet plus 3 or 4 sets of cards cut from the Private Informationsheet. It helps if the two sets of cards are printed on different coloured paper. Ask the pupils to spread out the Who Would You Tell? cards on a flat surface. They should position the Private Information cards next to the characters to show what informationthey would give.

Ask groups to discuss their decisions. It is worth introducing the analogy of providing information in the real world. Would the children be happy to give out this information to everyone on a busy shopping street where they live? If not then they shouldn’t be giving it out online.

Introduce the idea that people who ask for information using the new technologies might not be who they say they are. Talk about the concept that the environments (VoIP, chatrooms, forums, social networking sites and gaming (xbox live etc…) might change but the rules stay the same, that sharing information with people you don’t know can put them at risk.

Ask the class if they can think of any risks of sharing too much information online.

An alternative way to deliver this exercise is to ask children to volunteer to be the people on the ‘Who would you tell?’ sheet, giving each of them a sign to hold. Give the rest of the class a set of cards from the private information sheet and ask them to give their cards to the people they would be happy to share their information with.

If you have time show the class the CEOPS Jigsaw film, which can be found on You tube. The 8 minute film is from CEOPs Thinkuknow education programme that helps children to understand what constitutes personal information. The assembly enables children to understand that they need to be just as protective of their personal information online, as they are in the real world. It also directs where to go and what to do if children are worried about any of the issues covered.

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What might stop a child telling and where can they get help. 10 minutes

Resources: What might stop a child telling sheet (page 11) Who can you go to for help sheet (page 12)

Learning Outcome: For children to identify what might prevent them or their friends asking for help and who they can go to for help.

Explain that sometimes it is difficult for people to see that they are in unhealthy relationships or to

know what to do, that it is important that children know who they can go to for help.

Ask the groups to think about why a child might not tell someone if they were worried about themselves or a friend being in an unhealthy relationship and record these on the ‘What might stop a child telling sheet’

Explain that there are lots of different people that a child can go to for help and that talking about what is worrying will help them to change what is happening. Their next task is to think about who they can go to for help.

Using the ‘Who can you go to for help’ sheet ask the groups to write down on the bodies who they think they could go to for help. Ask them to also think about organisations that might help.

Read out the list below, ask the groups to circle each body as the person/organisation they have written down is read out.

Schools and teachers Police Parents and family Doctors and nurses Social workers Youth workers Friends and other young people Websites Telephone helplines Child Line CEOPS Someone else (please tell us)

Finally ask the group to feedback any people or organisations they have identified not on your list.

Completing Yr 6 Child Sexual Exploitation Survey 15 minutes

Resources: Survey for each child

Remind the class that their feedback will help the Essex Children’s Safeguarding Board to decide what extra help and information children and young people need to stay safe. If they do not understand a question or do not know the answer they can ask for help.

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What might stop a child telling

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Who can you go to for help sheet

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