Lesson video

Hello, My name's Miss Willow, and I'm going to be your teacher for today's lesson.

Today's lesson is called, "Making the World a Fairer Place," and it fits into the unit, "Communities, how can we ensure fairness and respect for women and girls?" During this lesson, we are going to be talking about discrimination.

So, for this lesson, we recommend that you have an adult with you.

If at any point you feel worried or uncomfortable, it's really important that you stop the video and that you speak to a trusted adult.

Okay, let's make a start.

By the end of today's lesson, you'll be able to explain how to promote fairness and prevent discrimination.

Before we get started with today's lesson, we need to go over some ground rules.

These help make sure that everyone feels safe and comfortable during today's lesson.

First of all, Laura says that we need to listen to others.

This means that if someone else is speaking, we're not going to interrupt them.

Next, Andeep says that we need to respect each other's privacy.

This means that we're not going to ask anyone any personal questions as this can make some people feel uncomfortable.

Next, Jacob says, "No judgment." This means that if someone chooses to share a story, feeling or experience, we're not going to judge them for it.

And finally, Izzy says that we can choose our level of participation.

This means that it's up to us how much we want to join in with today's lesson.

Next, we're going to look at the keywords for today's lesson.

These words are gonna come up lots of times in today's lesson, so it's important that we have a good understanding of what each of these words mean.

First of all, we have the word opportunity.

This is the chance to try something new that could lead to good things.

Next, we have fairness.

This is when everyone gets what they need and is treated with respect.

And finally, we have discrimination.

This is treating a person unfairly because of their characteristics.

When you spot one of these key words in today's lesson, try and remember what they mean.

Today's lesson is split into three learning cycles.

Our first learning cycle is called, "What does fairness look like in our school?" Our second learning cycle is called, "How can we spot unfair treatment?" And finally, our last learning cycle is called, "What can we do to make things fairer?" Let's make a start on our first learning cycle.

"What does fairness look like in our school?" Imagine that your school introduces a rule that only children whose name starts with the letter A can go out to play at breaktime.

How might people feel? You might want to talk to the people around you or have a think to yourself.

Let's see what Aisha, Andeep and Alex have to say.

They say that, "We'd be happy because that means that we get to go out and have fun." But Jun says, "I'd feel sad because I'm not getting the same opportunities as other people." And Sofia says, "I'd feel upset because I'm being treated unfairly." And Lucas says, "I'd feel frustrated because I'm not getting what I need.

Fresh air and exercise help me to concentrate better in class." We all have the right to be treated with fairness.

Ms. Walsh says that, "When we're treated with fairness, it makes us feel respected and valued.

Fairness also gives everyone the same opportunities, which enables all of us to reach our full potential." Let's do a check for understanding to see how you're doing so far.

When we're treated with fairness, it makes us feel, A, upset and worried.

B, frustrated and cross.

C, respected and valued.

Or D, disrespected and ignored.

What do you think? When we're treated with fairness how does it make us feel? Pause the video, talk to the people around you, tell me or have a think to yourself.

Well done if you said that respected and valued is the correct answer.

When we're treated with fairness, it makes us feel respected and valued.

Well done if you said the same thing.

Creating a fair and respectful school is everyone's responsibility.

Fairness starts with each of us.

Ms. Walsh says, "That we can show fairness by listening when others speak, taking turns to talk, sharing resources using kind words and actions, respecting everyone's right to learn and celebrating our differences." Let's do another check for understanding.

Creating a fair school is whose responsibility? Can you remember? You might want to talk to people around you, tell me or have a think to yourself.

Well done if you said it's everyone's responsibility to create a fair school.

Fairness starts with each of us.

Well done if you said this.

Alex's dad has spotted a deer over the fence, but Alex is too short to see it.

Alex and his dad both use a box to get a better view of the deer, but although the boxes have been shared fairly, Alex still can't see as he doesn't have what he needs.

Alex's dad is tall enough to not need a box, so he gives the boxes to Alex instead.

Alex now has what he needs so that he has the same opportunity as his dad to see the deer.

Alex is now being treated with fairness.

Sometimes, fairness might look different from one person to the next.

Ms. Walsh explains that, "All of us are unique.

This means that each of us has individual needs.

When these are met, it helps us to feel happy and to be successful.

If everyone was given exactly the same as one another, we might not get what we truly need." How might people be treated with fairness in school? Alex says, "I struggle to see the board clearly so my teacher lets me sit at the front of the classroom." Lucas says, "Our school has a ramp which helps me to go in and out of the building in my wheelchair." And Sofia says, "Due to my hearing impairment, my teacher communicates key information in assemblies using sign language so that I know what's going on." Jacob says, "I need to have regular movement breaks in between lessons so that I can concentrate better." And Laura says, "I get anxious if routines change.

So, my teacher gives me a timetable to make sure that I'm prepared." And Sam says, "Sometimes I find maths tricky, so my teacher gives me practical equipment, like Dienes blocks to help me carry out calculations." These are all examples of what fairness can look like at school.

Let's do another check for understanding to see how you're doing.

Using this image, can you explain what fairness means? Pause the video, talk to the people around you, tell me or have a think to yourself.

You might have said that fairness is having what you need so that you have the same opportunities as others.

Well done if you said something like this.

We are now moving on to our first practice task and well done for your hard work in this learning cycle so far.

For this task, I'd like you to create a poster of what fairness looks like in your school.

Pause the video and we'll go through what your poster might look like in a few minutes.

Okay, let's see what your poster might have included.

Your poster might have looked something like this.

It might have said, "Fairness in school.

We can promote fairness in school by listening when others speak, using kind words and actions, taking turns to talk and celebrating differences." Well done if your poster looks anything like this or had some similar ideas.

We're now moving on to our second learning cycle.

"How can we spot unfair treatment?" We can spot unfair treatment by identifying unequal opportunities.

Aisha, Andeep and Alex say that, "Only allowing pupils whose names start with the letter A out to play didn't take an opportunity away from us, but it did take opportunities away from our friends.

They were being treated unfairly and felt upset." Unfair treatment could make people feel less valued.

Lucas says, "I love visiting my local museum, but I can't see the exhibitions on the first floor as there isn't a lift for wheelchair users." People without mobility impairments have the opportunity to explore the whole museum, whereas Lucas and other wheelchair users do not, which could make some people feel less valued." Sofia says, "I like watching films on the big screen, but my local cinema doesn't have a hearing induction loop, which means that my cochlear implant won't work as well." People without hearing impairments have the opportunity to enjoy films fully in this situation, whereas Sofia and those with hearing impairments cannot, making some people feel less valued.

And Alex says, "If the font is too small on worksheets, I struggle to read quickly and complete as much work as other people in my class." Alex and other people who have difficulty reading small fonts have fewer opportunities to complete work independently, which could make them feel less valued.

Let's do a check for understanding to see how you're doing with this learning cycle.

I'd like you to decide if this statement is true or false.

"We can spot unfair treatment by looking out for equal opportunities." What do you think? Is this true or false? You might want to talk to people around you, tell me, or have a think to yourself.

Well done if you said that this is false, but why? You might have said that we can spot unfair treatment by identifying unequal opportunities, when people don't have the same chances as others.

Well done if you said something like this.

We can also look out for unfair assumptions such as stereotypes.

Izzy says, "Stereotypes are unfair assumptions about a person or group of people based on their identity.

For example, I sometimes hear the stereotype that boys are better than girls at football." Stereotypes can lead to prejudice, and Izzy says that prejudice is unfairly judging a person or group of people without getting to know them first or learning the facts.

Occasionally, I have faced prejudice with comments like, "I bet you're not as good at football as the boys in your class." Ultimately, if we don't safely challenge stereotypes and prejudice, it can lead to discrimination.

Izzy tells us that, "Discrimination is treating a person unfairly and not giving them the same opportunities as others.

When I tried out for a football club last year, the coach said that he'd only pick boys for the trickier matches `because they were better footballers.

' This discrimination meant that I had fewer opportunities to play than the boys on the team." So, let's take a look at some examples of stereotypes, prejudice, and how this can lead to discrimination.

So, an example of a stereotype is that, "Boys are better than girls at football." This can lead to prejudice.

Say for example, someone saying something like, "I bet you're not as good at football as the boys in your class." And stereotypes and prejudice can both lead to discrimination.

This might look like a football coach saying something like, "I'll only pick boys for the trickier matches as they're better footballers." Let's do a check for understanding to see how you're doing.

A boy not being selected for a cheerleading competition because a teacher thinks girls are better, is an example of A, a stereotype, B, prejudice, or C, discrimination.

What do you think? Pause the video, talk to the people around you, tell me or have a think to yourself.

Well done if you said that this is an example of discrimination.

We're now moving on to our second practice task and well done for your hard work in this learning cycle.

I'd like you to complete the missing words in the paragraph.

"We can spot unfair treatment by identifying blank opportunities which could make people feel less blank.

We can also look out for unfair assumptions such as blank, which can lead to prejudice or discrimination.

Not giving a person the same blank or treating them blank is an example of discrimination." You can use the words in the word bank to help you to know which words are missing.

Unequal, fairly, stereotypes, opportunities, equal, unfairly and valued.

Where I've said the word blank, can you decide which words from our word bank are missing? Pause the video and we'll go through the completed paragraph in a few minutes.

Okay, let's see what your completed paragraph should look like.

You might have said that, "We can spot unfair treatment by identifying unequal opportunities which could make people feel less valued.

We can also look out for unfair assumptions, such as stereotypes, which can lead to prejudice or discrimination.

Not giving a person the same opportunities or treating them unfairly is an example of discrimination." And well done if you spotted that the words fairly and equal don't fit into our paragraph.

We're now moving on to our final learning cycle.

"What can we do to make things fairer?" Recognizing if someone is being treated unfairly can help us to take positive action to challenge it.

Ms. Walsh says that, "By safely challenging harmful assumptions or preconceived ideas, we can all play our part in reducing discrimination and building a more fair, safe, and welcoming world for everyone." Learning some helpful phrases can help us to challenge assumptions in a safe and respectful way.

For example, Jacob saying, "I think you'll find that's factually incorrect." Luca's saying, "Actually, I don't agree with that." Sam saying something like, "Everyone including you should be treated with respect." And Sofia saying, "I think that's an unfair thing to say." These are all some examples of helpful phrases that can help us to challenge assumptions.

While we can all play a part in making the world fairer, it's important to challenge unfair treatment in a safe way.

You should only challenge assumptions or unfair treatment if you feel safe to do so, if the situation is appropriate for you to speak up, if you're not putting yourself or others at risk.

If you don't feel safe, or if the situation feels too big or too serious, involve a trusted adult so that they can help.

Trusted adults can challenge unfair treatment on your behalf.

They can help you to work out the safest way to respond.

They can take action to protect you and others.

Remember that getting help from a trusted adult isn't avoiding the problem.

It's the smart and responsible thing to do.

Adults have the main responsibility for challenging prejudice and discrimination.

Let's do another check for understanding to see how you're doing.

Which of these might be a helpful phrase to challenge assumptions? A, "Oh, really? That doesn't sound very fair, but maybe you're right." Or B, "I don't believe that's a fact.

I think you've got the wrong idea." Which of those phrases might be helpful to challenge assumptions? Pause the video, talk to the people around you, tell me or have a think to yourself.

Well done if you said that B is correct.

"I don't believe that's a fact.

I think you've got the wrong idea," is a good example of a helpful phrase that can help us to challenge assumptions.

Well done if you've got this right.

Everyone has a legal right to be treated equally and with respect.

Ms. Walsh explains that, "In Britain, the Equality Act 2010 is there to make sure that everyone has the same opportunities, regardless of their characteristics.

So, age, disability, race, including ethnicity and sex, are just some of the characteristics protected by law." Education, employment and public services have a legal responsibility to make sure that everyone has the same opportunities.

Lucas says that, "My local library is an accessible building.

This means that there are ramps and lifts for people with mobility aids.

I love visiting the top floor to read comics with my friends." Sofia says, "My local theater puts on shows especially for people with hearing impairments.

By having a British Sign Language interpreter, I can follow exactly what's happening on stage." And Izzy says, "By respectfully challenging my football coach and sharing success stories of female footballers, I've had the opportunity to play many matches now and have even won "player of the match" lots of times." We can also make things more fair and tackle discrimination by celebrating differences.

Ms. Walsh says that, "When we're respectfully curious and take the time to learn about our differences, we replace harmful assumptions with facts.

As a result, we become more empathetic and respectful towards others, which helps everyone to feel seen and valued." If you or someone you know is the victim of discrimination, it's really important to speak to a trusted adult.

Ms. Walsh says that, "Discrimination can make a person feel upset, unseen, and it can even impact their mental health.

Any form of discrimination, whether that's face-to-face or online, should be reported.

We all have the right to feel respected and safe." Let's do another check for understanding.

This time, I'd like you to decide which of the following statements are correct.

A, The Equality Act 2010 is there to make sure that only some people have opportunities.

B, Celebrating our differences can help us to make things more fair.

Or C, We all have our legal right to be treated equally and with respect.

What do you think? Which of those statements are correct? Pause the video, talk to the people around you, tell me or have a think to yourself.

Well done if you said that B and C are correct.

It's true that celebrating our differences can help us to make things more fair.

And it's true that we all have a legal right to be treated equally and with respect.

The Equality Act 2010 is there to make sure that everyone has equal opportunities.

Well done if you said the same thing.

We're now moving on to our final practice task and well done for your hard work in this lesson.

With a partner, I'd like you to discuss how we can make the world a fairer place.

In your answers, I'd like you to consider the following questions.

Why should we challenge assumptions? How does the Equality Act 2010 help? Why is it important to celebrate our differences? And what should we do if we face discrimination? Pause the video and we'll go through what you might have said in a few minutes.

Okay, let's see what you might have said.

For the first question, "Why should we challenge assumptions?" You might have said that, "We should challenge harmful assumptions because they can lead to prejudice and discrimination.

By challenging them safely, we can help to build a fairer world for everyone." For the question, "How does the Equality Act 2010 help?" You might have said that, "The Equality Act 2010 helps to make sure that everyone has the same opportunities no matter who they are.

It means that schools, workplaces, and public places have to treat everyone equally and with respect." For the question, "Why is it important to celebrate our differences? You might have said that, "Celebrating our differences is important because it helps us to learn facts instead of believing stereotypes.

When we're curious about each other, we become more respectful and empathetic, which makes everyone feel valued." And for our last question, "What should we do if we face discrimination?" You might have said that, "If we face discrimination, we should speak to a trusted adult.

This is important because discrimination can be upsetting.

Fairness means everyone should be treated with respect, so it's important to report discrimination when it happens.

Everyone has the right to feel safe and respected." Well done if you discussed any of these ideas.

We're now gonna summarize the key learning from today's lesson.

In today's lesson, we've learned that we all have the right to be treated with fairness.

Sometimes, fairness might look different from one person to the next.

If everyone was given exactly the same as one another, we might not get what we truly need.

Unfair treatment can make people feel less valued, and we can recognize if someone's being treated unfairly by identifying unequal opportunities and unfair assumptions.

Everyone has a legal right to be treated equally and with respect, and we've learned that by challenging harmful assumptions, celebrating our differences, and reporting discrimination, we can all help to build a more fair, safe, and welcoming world for everyone.

In today's lesson, you might have found that you've got some worries or questions, and if you do, it's really important that you share these with a trusted adult.

There's also some resources on the screen that are there to help you too.

Well done for your hard work today.

I hope to see you in another lesson soon.