[video:https://arieltrust-1.wistia.com/medias/i1g677w4ns]
Face Up has been designed with a modular structure that gives participants a sense of progression through the programme, allowing them to practice and develop their skills as they move through the modules.
The first module focuses on the interpersonal and communication skills needed to ask for help whilst module two moves on to look at how we can empower the bystander. An overview of the lesson structure is available here, it provides a detailed breakdown of the knowledge, attitudes and skills developed in each lesson.
It is intended that schools will complete the whole Face Up programme, as this allows the opportunity for young people to learn and practice the full range of skills and to cover the full scope of the information in the resource. It is possible to have breaks in delivery between the modules.
Module 1: Interpersonal and communication skills needed to ask for help | |||
| Lesson 1 | Pupils should develop knowledge, attitudes and skills to identify and talk about abusive behaviour | ||
| Lesson 2 | Pupils should develop good strategies for asking for help in order to resist controlling or abusive behaviour | ||
| Lesson 3 | Pupils should practice and share good strategies for asking for help in order to resist controlling or abusive behaviour | ||
| Lesson 4 | To “prepare young people for adult life by helping them to develop knowledge of how to access further advice and support”. This is a requirement identified by OFSTED in their 2013 report | ||
Module 2: Interpersonal skills needed for bystanders to intervene | |||
| Lesson 5 | Pupils should consider the role of the bystander and discuss how bystanders can make a positive intervention | ||
| Lesson 6 | Pupils should develop strategies that they might use should they find themselves in the role of the bystander | ||
| Lesson 7 | Pupils should practice strategies that they might use should they find themselves in the role of the bystander | ||
Summary Exercise: Ask Emma | |||
| Lesson 8 | Pupils should be able to demonstrate the strategies they have learnt in modules 1 and 2 | ||
