What skills do we have to create an inclusive culture?

About this Guide

This Second Level guide will help you to create activities around the wellbeing indicator of Included using the Healthy Lifestyles section of the Health and Wellbeing curriculum. Healthy Lifestyles combines the experiences and outcomes used in PSE benchmarks.

Suggested HWB Experiences & Outcomes

HWB 2-08a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 2-10a

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school and community one which values individuals equally and is a welcoming place for all.

HWB 2-44a

I understand that a wide range of different kinds of friendships and relationships exist.

Suggested Learning Intentions

  • To begin to understand how behaviour and actions can make people feel isolated.
  • To know about different types of bullying and discrimination that exist eg, body image, stereotyping etc.
  • To understand the impact they have on making their school a welcoming place for all.

Suggested Success Criteria (I Can…)

HWB 2-08a

Discuss different types of bullying and discrimination and ways to challenge them.
Describe and begin to demonstrate ways of giving support to others in different situations.

HWB 2-10a

Demonstrate a commitment towards making my school a place that values equality and inclusion.

HWB 2-44a

Identify examples of different kinds of friendships and relationships.

Suggested Learning Experiences

  • Mindmap words associated with feeling ‘included’ and feeling ‘excluded.’ Discuss a time they have felt left out by others and reflect on how it made them feel about themselves. Discuss/list reasons why people might be excluded eg, age, gender, physical appearance, ability etc. Explain that this is called discriminationConsider how the person being excluded might feel eg, low self-esteem. Discuss any times they have felt excluded for whatever reason and how it made them feel and behave. Discuss if there are ever any good, justifiable reasons for not letting people join in.
  • Compile a list of strategies for including people in a group situation. Display these prominently around the school / classroom for everyone to see and refer to.
  • Create a classroom code of conduct or list of expectations about how to make it a welcoming place for all.
  • Set up a buddy system within the school to support new pupils settling in. Set up a Peer Mediator system to help with inclusion.
  • Analyse images of people from magazines. Consider the kind of lifestyle the person may lead based on observable characteristics. Exchange pictures with someone else and repeat the activity.
  • Discuss the types of images that are used to portray health & fitness in the media. This should include TV, internet, newspapers & magazines, billboards etc. The images should include a range of different genders.
  • Compare and contrast results.
     Discuss whether it is possible to tell what a person is like just by looking at them.
  • Compile a list of different jobs eg, police officer, pop star, nurse etc and ask children to decide what qualities would be needed to fulfill these posts. Compare lists and evaluate whether they have been discriminatory against specific jobs / genders etc.
  • Make a list of what the children think are current physical, social and emotional factors that influence them or they want to copy.
    Physical -fashion & body shapes
    Social -IT and how to engage with their friends
    Emotional – their mental health
  • Discuss how things have changed since their parents were the same age.
  • Planorganise and present an assembly on diversity, equality or anti-bullying.
  • To make children aware of the diffent types of relationships there are in the community, follow some of the activities suggested in this lesson plan from Who Cares? Scotland

Suggested Cross-Curricular Links

LIT 2-29a

Choose a character from a book or film and write about the outcome of that person not being included. Write about what advice they would give to the character and what they themselves would have done in those circumstances.

EXA 2-13a

Role-play different scenarios which depict someone being excluded. Take turns at being the person being excluded to allow everyone to experience the feelings of being left out by others. Reflect on how it made them feel and what they could have done to prevent the person being excluded.
Role-play welcoming a new person to the group/class.

Suggested Word Bank

  • Special
  •  Unique
  •  Different
  •  Same
  •  Hobbies
  •  Likes
  •  Dislikes
  •  Needs
  •  Listen
  •  Taking Turns
  •  Talk
  •  Self-Esteem
  •  Positive
  •  Accept
  •  Similar
  •  Positive
  •  Value
  •  Learn
  •  Attributes
  •  Qualities
  •  Skills
  •  Pride
  •  Personality
  •  Community
  •  Celebrate
  •  Ability
  •  Physical
  •  Body
  •  Compliment
  •  Appearance
  •  Rights
  •  Stereotyping
  •  Diversity
  •  Characteristics
  •  Assumptions
  •  Categories
  •  Gender
  •  Discrimination
  •  Excluded/Exclusion
  •  Bullying