Bullying and Harassment links to English

Bodymapping - bullying behaviours 

I remember - pages 23-24

Sharing & comparing - page 24

Bullybodies: brainstorming bullying behaviours - pages 24-25

Identifying reasons for bullying - page 26

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Is it OK to tell? Effects of bullying 

Is it OK to tell? Effects of bullying - page 27

Sample questions - page 28

Is it OK to tell? (worksheet) - page 29

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Discrimination game 

Brainstorm discrimination - definitions & ‘labels’ - pages 30-31

Grouping - ranking labels - page 31

Pictorial version - page 32

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Researching bullying 

Bullying survey - pages 33-34

Dear Dorrie letters - page 34

Reporting on survey results - page 34

Whole school survey extension task - page 35

Surveys (template) - page 36

Recorders (record sheets) - pages 37-41

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Advice & problem solving 

Advice & problem solving - pages 42-43

Sample questions - pages 43-44

Alternative for small group - page 43

Workbook activities: - page 44

• Create comic strips to solve problems

• Role-play a problem being solved

• Write letter, write a song or poem

Role cards (template) - page 45

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Speaking up 

Exploring the options at this school - page 46

Standing up for yourself - pages 47-48

Ingredients of an apology - pages 48-49

What can the bystander do? - page 50

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Designing a friendly environment campaign 

Designing a friendly environment campaign - page 51

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

3 - responds to and composes texts in different technologies

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Bullying, harassment, teasing: what does it mean? 

Bullying, harassment, teasing: what does it mean? - page 57

‘Being nobody’ poem - page 58

Giving voice (worksheet) - page 59

Giving voice using poem (worksheet) - page 60

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Bundling & cluster mapping 

How to - pages 61-62

Bundling and cluster mapping (worksheet) - page 63

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

What do poets say? 

Small groups - page 64

Whole class - read poems, compare and discuss - page 64

Jumbled poems  (template) - page 66

Original poems (handout) - page 67

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

8 - makes connections between and among texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Reading activity - let’s tell a story 

What is the message? - pages 68-69

How is it said? - page 69

Brainstorm - how to pass messages on to younger kids - page 70

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Writing for purpose & audience - let’s make a story 

Discussing bullying - pages 71-72

Getting started - page 72

Let’s make a story (handout) - page 73

Brainstorm! (record sheet) - page 74

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Let’s make a story 

Developing their story - page 75

Writing a story for younger children, illustrating and sharing

Completing the story - page 75

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

What do the newspapers say? 

Read it, talk about it - page 76

Comprehension questions - page 77

Improvise a play about it! - page 78

Newspaper articles (handout) - page 79

Improvise a play (scenarios handout) - page 80

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

8 - makes connections between and among texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Inform, explain, instruct - tell it as it is 

Preparing a short talk - page 81

Inform, explain, instruct (handout) - page 82

Prompt cards (handout) - page 83

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Status 

Warm-up games - pages 90-91

Power pairs - bullying tableaux - pages 91-92

‘Human Guinea Pig’ scenarios - page 92

Sample questions - page 93

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Scenes from stories 

Warm-up games - pages 94-95

Storytelling - remember and visualise - pages 95-96

Collecting material - sharing stories - page 96

Making a scene from a story - page 96

Coaching for liberation - page 97

Workbook - letters of advice/journal writing - page 98

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Belonging 

Warm-up games - page 99

Greetings game - mingle and greet - page 100

Conflict of wants - acting exercise - pages 100-101

Enter new kid - small group improvisation - pages 101-102

Mask it, move it - page 102

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

The Inside story 

Warm-up games - page 103

Inside the bully - sub-text exercise - page 104

Inside/outside - creating tableaux and a text collage - page 105

Creating a text collage - page 105

Sample questions - page 106

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Standing up for yourself 

Warm-up games - pages 107-108

Paired protests - role-play assertiveness - pages 108-109

Hidden thoughts - a technique for exploring sub-text - page 109

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Fantasy - reality - nightmare 

Warm-up games - pages 110-111

Nightmare-fantasy-reality - page 111

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Group project - design a drama 

Group project - design a drama - pages 112-113

Use naturalistic and anti-naturalistic techniques to devise a short drama on the theme of bullying (several lessons)

Ideas for student feedback - page 113

1 - responds to and composes texts for understanding, interpretation, critical analysis and pleasure

2 - uses a range of processes for responding to and composing texts

3 - responds to and composes texts in different technologies

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning