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

Teacher Talk 

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Thinking

1. Using a wide range of thinking modes

Understands and knows oneself as a thinker and learner (Metacognition).

Present particular points of view with examples of thinking and reasoning behind them.

Advice & problem solving

Advice & problem solving - pages 42-43

Sample questions - pages 43-44

Alternatives - page 43

Workbook activities - page 44

Role cards (template) - page 45

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Speaking up 

Exploring the options - page 46

Standing up for yourself - pages 47-48

Ingredients of an apology - pages 48-49

What can the bystander do? - page 50

Teacher Talk

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is aware of the power and function of different discourses and adapts communication to different people and contexts.

Is aware of the ways in which language and data can be used for change or social control, exclusion or inclusion, equity or inequity.

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

Teacher Talk

Advertise the results of bullying surveys in local newspapers. The results may initiate the inclusion of the broader community.

English

Texts and Contexts

3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.

4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.

Language

3.8 Selects and uses a variety of language aspects when planning and composing a range of well-structured fiction, factual and media texts about familiar, new and possible experience.

4.8 Controls and adjusts most aspects of language when planning and composing an extensive range of written and multimedia texts on different themes and issues.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Develops personal and cultural resilience to maintain and support aspects of identities that are valued.

Thinking

1. Using a wide range of thinking modes

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Rejects 'quick fix' thinking and appreciates the role and value of time and conflict itself, in generating new solutions, directions and understandings.

Bullying, harassment, teasing: what does it mean? 

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

'Being nobody' poem - page 58

Giving voice (worksheet - definitions) - page 58

Giving voice (worksheet - using poem) - page 60

Teacher Talk 

Staff need to do the first student session in the Dealing with Bullying and Harassment booklet as what is and what is not bullying is often not clearly understood. A shared understanding allows for more effective discussion and progress in dealing with the issue.

English

Strategies

3.9 Uses and discusses a variety of strategies for listening attentively to summarise alternative viewpoints in a range of spoken texts.

4.9 Uses and compares a variety of strategies for listening critically to diverse perspectives in a range of spoken texts. 

Thinking

1. Using a wide range of thinking modes

Shows the ability to operate on several planes - physical, emotional, cognitive, spiritual, social - and understands how thinking operates through these forms, often simultaneously.

Identity

3. Relating effectively to others regardless of their identities

Draws on narrative as a personal source of confirmation, growth and inspiration for potential change.

Bundling & cluster mapping

How to - pages 61-62

Bundling and cluster mapping (worksheet) - page 63

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

What do poets say?

Small groups - page 64

Whole class - page 64

Jumbled poems (template) - page 66

Original poems (handout) page 67

Teacher Talk

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

English

Texts and Contexts

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Reading activity - let's tell a story

What is the message? - pages 68-69

How is it said? - page 69

Brainstorm - page 70

English

Texts and Contexts

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

Thinking

1. Using a wide range of thinking modes

Knows how to learn in a range of contexts and for different purposes.

Understands and knows oneself as a thinker and learner (Metacognition).

Understands that meaningful learning develops through questioning, the recognition of patterns and the creation of relationships.

3. Demonstrating enterprising attributes

Uses enterprising thinking to identify areas for change, growth, innovation or future development.

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

English

Texts and Contexts

3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.

4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.

Strategies

3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.

4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.

Thinking

1. Using a wide range of thinking modes

Knows how to learn in a range of contexts and for different purposes.

Understands and knows oneself as a thinker and learner (Metacognition).

Understands that meaningful learning develops through questioning, the recognition of patterns and the creation of relationships.

3. Demonstrating enterprising attributes

Uses enterprising thinking to identify areas for change, growth, innovation or future development.

Let's make a story

Developing their story - page 75

Completing the story - page 75

English 

Texts and Contexts

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

Strategies

3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.

4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.

Thinking

1. Using a wide range of thinking modes

Knows how to learn in a range of contexts and for different purposes.

Understands and knows oneself as a thinker and learner (Metacognition).

Understands that meaningful learning develops through questioning, the recognition of patterns and the creation of relationships.

3. Demonstrating enterprising attributes

Uses enterprising thinking to identify areas for change, growth, innovation or future development.

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

Teacher Talk

Administer surveys to the wider community. Have students analyse and compare the results from different groups.

English 

Texts and Contexts

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

Language

3.6 Selects and uses most aspects of language when producing a variety of spoken texts appropriate for a wide range of school and community audiences.

4.6 Controls and adjusts most aspects of language when producing a variety of spoken texts for a wider range of school and appropriate community audiences.

Strategies

3.10 Selects and uses a variety of strategies for planning, composing, presenting and evaluating spoken texts for an increasing range of community audiences.

4.10 Controls and adjusts a variety of strategies for planning, composing, presenting and evaluating spoken texts for wider community audiences.

Communication

2. Understanding how communication works

Appreciates that all communication involves issues of power, equity and control and can ask critical questions (eg who benefits? What is left out?) to identify underlying power structures.

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

English

Texts and Contexts

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

Language

3.6 Selects and uses most aspects of language when producing a variety of spoken texts appropriate for a wide range of school and community audiences.

4.6 Controls and adjusts most aspects of language when producing a variety of spoken texts for a wider range of school and appropriate community audiences.

Strategies

3.10 Selects and uses a variety of strategies for planning, composing, presenting and evaluating spoken texts for an increasing range of community audiences.

4.10 Controls and adjusts a variety of strategies for planning, composing, presenting and evaluating spoken texts for wider community audiences.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

The Inside story

Warm up games - page 103

Inside by 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

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is aware of the power and function of different discourses and adapts communication to different people and contexts.