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Drawing upon the best available research evidence and the expertise of professionals and practitioners, a list of topics was identified for potential inclusion. We then proposed six modules which would form the outline for the Respectful Futures resource materials:
Advisory Group members conducted a series of consultations with their peers, including educators, school administrators, school counsellors, probation officers, and police. During this time frame (December, 2015 to March, 2016) consultation was also conducted with 12- to 18-year-old students in a number of different types of school settings.
The general framework for peer and youth consults included the following questions which were refined by the committee and given to those gathering feedback with an understanding that some leeway in following the outline was acceptable:
For peer consults:
For youth consults:
Thanks to the considerable energies of the committee members much rich information was gathered from these sessions, which will undoubtedly be instrumental in informing and guiding the work of the content developer.
Part A: What We Heard From the Peer Consults
Comments on the six modules:
Recommendations on appropriate age groups:
Is any of this material already covered by other programs in your community?
Do you feel that any one of these topics should not be covered in this program?
Suggestions for additional topics:
In terms of concept, importance, how much time should be spent on each topic in relation to the others?
What would be an appropriate sequence for module topics?
What is the best way of presenting this program?
This program is intended to be partially presented to mixed gender groups and partially presented to single gender groups. Do you feel that that will create any implementation difficulties for school administrators or community members?
Is there a particular academic course or community group that should incorporate this program into its content?
Who should facilitate these program sessions?
What will be the best way of selecting and training facilitators to present this program material?
What suggestions do you have as to how to engage students in promoting, implementing and providing follow-up feedback for this program?
Should this program seek to create special advisory groups in each school or community agency, or would it be better to expand the role of an existing student group to include this program?
Do you have suggestions as to the best way of informing parents about this program, and enlisting their support?
Do you have any other suggestions as to how this program should be implemented?
What concepts/tools do you feel would be most valuable under each section?
Slap videoPhone Call - The Line, Love is Respect Tea Consent - Clean version
Phone Call - The Line, Love is Respect
Tea Consent - Clean version
Part B: What We Heard From the School Consults
Recommendations on facilitation:
Recommendations on Gender composition of groups:
Recommendations for incorporating Respectful Futures into curriculum:
Recommendations for supports of sensitive topics:
Recommendations for implementation and follow up:
Recommendations for informing and enlisting support from parents:
Extra feedback from students: