Arsenal in the Community Respect, Fair Play and Responsibility

Arsenal in the Community
Respect, Fair Play and Responsibility

Victory Through Harmony: Overview
Key Concepts
Respect and Sportsmanship
Increase pupils’ understanding of what respect encompasses, how respecting others will
benefit them, the consequences of unacceptable behaviour and the importance of
sportsmanship.
“Victory Through Harmony” will introduce and develop key themes and skills identified in
the Key Stage 3 National Curriculum and Schemes of Work for PSHE and Citizenship.
Project Outline
The project involves a three hour lesson plan which can be delivered on one single morning
or split into three different lessons which are delivered on separate days. The project
concludes with a football tournament between all of the participating schools in which the
values of the scheme are highlighted.
Range and Content
“Victory Through Harmony” will deliver material in line with the Key Stage 3 PSHE and
Citizenship National Curriculum, DCSF Scheme of Work and International Secondary
Curriculum. The project is of a suitable level for school years 7 & 8.
The project will demonstrate how to show respect off the pitch towards others in their
class and community as well as good sportsmanship when they are playing football.
Through this understanding children will learn the value of both good sportsmanship and
PSHE and Citizenship.
Key Words
• Bully
• Respect
• Sportsmanship
• Teamwork
• Harmony
• Fair Play
• Abuse
• Trouble
• Praise
• Friend
• Disrespect
• Bad Sportsmanship

Victory Through Harmony: Project Outline
School Visit
The school visit is the first part of the project and takes place at the participating school.
The project can be delivered as a whole morning workshop lasting three hours or split into three
individual lessons each lasting one hour.
The first part of the workshop will explore the definition of respect and sportsmanship, why they are
important both on and off the pitch and the consequences of disrespect and bad sportsmanship (fig.
1).
Pupils are then asked to list examples of respect and fair play, they must then do the same exercise
for disrespect and bad sportsmanship (fig. 2).
Fig.1 Fig. 2
The second session of the project focuses on role models and scenarios within sport where athletes
have displayed either good or bad sportsmanship.
The lesson begins with the pupils writing their own definition for the term role model. They are
then asked to name a role model of their own and note words which describe them (fig. 3), this
activity should be completed in groups of 2 or 3.
Pupils are then asked what famous moments of good or bad sportsmanship they can remember by
their favourite role models. These can be viewed via the internet. Pupils are then placed into groups
in which they should discuss and make notes on one of three scenarios which have been used as
case studies: Thierry Henry, Diego Maradona and Zinedine Zidane (fig.4)

Victory Through Harmony: Project Outline
School Visit (Cont.)
Fig.3
Fig.4
The third and final session of the project reviews the previous two lessons and asks the pupils to
debate topical issues that are relevant to them in school, sport and society.
The class is divided into three groups one which supports the motion, one that is against and the
third group should form a panel which can submit questions to the two teams and will judge the
debate.
Topics that can be debated can include:
• Should school pupils have to wear school uniform?
• Should goal line technology be introduced in football?
• Should police have the right to stop and search?
Curriculum Opportunities
The project supports several parts of the national curriculum with the key concepts, processes and
opportunities outlined below.
Key Concepts
1.1 b) “Weighing up what is fair and unfair in different situations...”
Key Processes
2.1 a) Engage with and reflect on different ideas, opinions, beliefs and values when exploring
topical and controversial issues and problems.
2.2 a) Express and explain their own opinions to others through discussions, formal debates and
voting.
Curriculum Opportunities
4 a) Debate, in groups and whole class discussions, topical controversial issues, including those
of concern to young people.