2014 Edition

SESSION PLAN
Advanced Peer Educator
Day One – Session Six
Making learning inclusive

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London SE1 7JW
Telephone
020 7654 7006 Patron: HM The Queen
A charity registered in England and Wales
www.ms-sc.org 313013 and in Scotland SC037808
Preparation
Course Peer Educator – Advanced Peer Educator

Subject Making learning inclusive

Reference number AP06

Duration 1 x 90 minute session

References AP06 PP01

AP06 LR01
Training format Classroom based group work

Training aids 7 black arm bands

Flipchart paper
Flipchart pens
Pens
Sticky notes
Participant needs Check if participants have any special requirements you should be aware of

Introduction
Welcome/name of To be delivered by an in-date Peer Educator Instructor
trainer
Safety aspects Consider unit risk assessment and your duty of care to participants

Interest To introduce participants to the topic of equality and diversity and how it
applies in a Sea Cadet unit.
Objectives By the end of the session cadets will have:
 Defined what equality and diversity is
 Listed examples of diversity
 Discussed what it feels like to be excluded from a group
 Defined bullying behaviour
 Discussed ways that they can deal with discriminatory or bullying
behaviour
Development
Method Black armband activity
Before this session takes place (perhaps over lunch), select five members
from the group, and ask them to wear a black armband (if possible choose the
most outgoing and confident members of the group). Do not explain to this
group why they are wearing black armbands.

Explain to the group who aren’t wearing the armbands that they are not to talk to
anyone wearing a black armband. They should go out of their way to avoid them
and if they are approached by a person wearing a black armband they should
turn away and ignore them.

Ask the students wearing the black armbands what they think the armbands
meant. Did they feel that they were treated differently? How did they feel when
people turned away from them? Isolated, left out or targeted perhaps?

Discuss with the group whether there have been times when they’ve felt lonely,
left out or targeted? Do they think that there are some groups in society that
might feel like this on a regular basis? Can they think of any groups that may
face discrimination?

Equality and Diversity

Introduce the PowerPoint, ask participants to think for a couple of minutes about
what they feel the right answer is.

Equality and diversity, although talked about together, mean different things.
Equality is about ensuring that all people are treated fairly and equally and that
everyone has access to the same opportunities. Diversity is about recognising
that we are all individuals with both visible and invisible differences. It’s about
recognising the value in these differences and how they can add to our culture,
whether it’s at cadets, school, work etc.

Hand out a couple of sticky notes and a pen to each cadet.

Ask them to think for a minute about everyone in their cadet unit, this can
include staff.

Ask them to write down on the sticky note anything that makes them different to
other people in the unit. E.g. I’m the only ballet dancer, I grew up in Hong Kong,
I’m the only female Leading Cadet in my unit.

When they’ve completed this ask them to come up and stick their notes to the
wall/whiteboard. When everyone has finished go through the responses as a
group. Discuss with the participants how their differences and different
experiences can contribute positively to the unit.

Card exclusion activity

You will need 15 sticky notes
 Five notes with the word “in” written on them
 Five notes with the word “out” written on them
 Five notes with a “?” written on them

Hand out one sticky note to each cadet. Participants should not look at their
sticky note or tell others what is written on their note.
Participants should then stick the notes to their foreheads with the words facing
outwards.

Explain that the word on the sticky notes determines the group they are in.

Those who have “in” will be in the ‘in crowd’.

Those who have “out” will be in the unaccepted group.

Those who have a “?” belong to neither group.

During the game, participants will move around the room looking for the ‘in
crowd’, when they see a cadet with “in” stuck to their forehead they can say
hello.

Cadets can only say hello back if the other person greeting them also has the
word “in” stuck to their head. Keep talking to a minimum.

If the person who says hello to them has “out” on their head they should turn
their back on that cadet and ignore them.

If the person who says hello to them has a “?” stuck to their head they can
choose to either accept or ignore them.

When everyone understands the instructions, have players begin moving around
the room.

Let the game go on for five minutes.

You should see the people with the “in” notes begin to form a group and the
people with “out” stuck to their heads standing to the side or forming smaller
groups.

The “?” group will most likely be mixed, with some being accepted by the ‘in
crowd’ and some being ignored.

When the groups have formed then the game is over. Ask everyone who
believes they were an “accepted” person to raise their hands.

Do this for the other two groups. Participants should then look at their sticky
notes to see if they guessed their number correctly.

Get participants to sit back down.

Discuss with the group the following points:

 When some people are excluded, what are the disadvantages? What are
the disadvantages to the group doing the excluding?
 What are the benefits of including others? (20 minutes)

Defining bullying behaviour

Excluding others on grounds of differences is called bullying.

Ask if they have experienced bullying either by witnessing it, hearing about it or
(if they feel comfortable sharing) personally experiencing it. What types of
bullying can they name? Write their answers on the board. Answers could
include:
 Name calling
  Excluding people
 Hazing (getting people to perform dangerous tasks with the promise that
if they do it, they can be part of a group)
 Physically attacking a person
 Cyber or online bullying
 Spreading rumours about someone
(15 minutes)

How do you deal with bullying behaviour as a peer educator?

Explain that as a peer educator, they need to ensure that everyone is included in
activities and feels welcome within the Sea Cadets. Sometimes it is difficult to
know what to do in these situations.

Split the participants into three groups and hand out a case study to each group.
Allow each group 15 minutes to discuss and come up with answers to the
questions. When finished they should present their ideas to the other groups
(30 minutes)

Conclude by saying that incidents must always be reported to a member of staff

so that they can be dealt with effectively. It is not down to senior cadets to
discipline others, but as good role models they should not turn a blind eye to
discriminatory or bullying behaviour.

Conclusion
Summarise key points Equality and diversity is about treating everyone fairly, recognising that
people are different and recognising that these differences can add a
tremendous amount of value to our culture.

Diversity takes into account all differences not just obvious ones such as
race, religion and gender.

Incidents of bullying should always be reported to a member of staff.