Inspection and Advisory Service (HIAS)

Ideas for topics and themes


For further support, advice and training see Hampshire’s own safeguarding procedures:

See also, for teaching and learning around Article 19 of the Convention, and by extension Articles 38 and 39, this section provides introductory ideas.

Elsewhere, for KS2 the Transact! section of Coming unstuck provides a simple way of identifying motives and checking types of behaviour. To order Coming unstuck please visit the RADE Centre website.

The NSPCC website has several resources for teachers: Resources, training and activities for schools


Armed conflict

The suggested stimuli and possible responses in this section are intended to reflect the notion of the ladder of hate. That is to say there is a continuum which starts with aggressive or prejudiced language, and can move on to physical aggression. These can intensify into campaigns of bullying, persistent abuse and even, on a macro scale, armed conflict.

According to War Child International ( and UNICEF, some 10 million children have been traumatised by war in the last decade. That number is not falling. Yet the idea of armed conflict can still be treated as glamorous or inevitable, or treated matter of factly in news and films, for instance.

In fact, it serves the purpose of the aggressor-governments to sanitise war by hiding its impacts on children. The colour of home by Mary Hoffman (Frances Lincoln Children's Books, ISBN: 978-0711219915, 2003) is the best stimulus we know of for KS1. It is also excellent for work on refugees. The Using drama to introduce an Article lesson plan fits well as an introduction for KS2. Playing war by Kathy Beckwith (Tilbury House Publishers, ISBN: 978-0884482673, 2005) brings us closer to home in making connections about conflict.

There are more useful resources available through the Rights and Diversity Education (RADE) Centre. You can contact them on:


Tel: 023 8061 3304


Questions about participation and race equality


  • How is the school promoting Article 12 of the UN Convention on the Rights of the Child? Children have the right to say what they think should happen when adults are making decisions that affect them, and have their opinions taken into account.
  • How do you find out how well you are doing this?
  • What systems are in place for children to express their feelings and opinions about school?
  • To what extent are learners involved in change and development in the curriculum, teaching and learning, and ethos and leadership in their school?

Race equality

  • How have you analysed ethnic minority achievement, set targets and used specific strategies to ensure children are achieving as much as they can at your school?
  • How well are you preparing all pupils for life in a culturally and religious diverse society?
  • How well are you developing pupils’ ability and commitment to understand and challenge stereotyping, prejudice and racism?
  • Is the race equality policy and action plan in place and the impact of the five outcomes monitored and reported to the governing body?