Challenging and Responding to Prejudicial Language and Behaviour
Section outline
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Cost: 0.5 day HIAS rate
Course Lead: Minnie Moore, Rights, Diversity and Social Justice Education Adviser, HIAS
For more information and to book your training, please contact: minnie.moore@hants.gov.uk
This course is available to both primary and secondary practitioners and can be delivered as a 2 hour twilight session or as part of an INSET day.
The course will cover the following key areas:
- school vision and ethos and the role of PLAB (Prejudicial language and behaviour)
- exploration of development of prejudicial views and attitudes
- developing a coherent understanding of PLAB and consistent recording
- impact of PLAB
- challenging and responding effectively to PLAB
- school policy and frameworks in place – next steps
- explore opportunities to challenge negative attitudes/behaviours using the curriculum and wider ethos of the school.
There will also be an opportunity for practitioners to familiarise themselves with the Hampshire PLAB toolkit designed to support schools in tracking these behaviours more effectively, capture pupil feedback and communicate with parents/carers.
The toolkit will provide schools with a coherent and effective means to track and respond to behaviour that impacts negatively on community cohesion whilst further contributing to their statutory duty under the Equality Act (2010).
The course supports schools’ statutory duty under: The Equalities Act 2010 – Fundamental British Values – Ofsted – SMSC
The course will support schools to ensure that:
“Leaders and staff create a positive environment in which bullying, unlawful discrimination, harassment, including sexual harassment, victimisation, physical and/or sexual violence and derogatory language are not tolerated.”
“Leaders recognise that bullying takes various forms, and is often motivated by prejudice against particular groups, for example on grounds of race, religion or belief, sex, sexual orientation, gender reassignment, SEND, or because a pupil is adopted, in care or has caring responsibilities; it might be motivated by actual differences between pupils, or perceived differences.”