Bullying and Harassment links to Health and Physical Education

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.

Health and Physical Education

Personal and Social Development

3.5 Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects on relationships.

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

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.

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

Teacher Talk

Remember, everyone has an obligation to challenge bullying behaviour - in the classroom, yard or staffroom.

Health and Physical Education

Personal and Social Development

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

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.

Discrimination game

Brainstorm - pages 30-31

Grouping - page 31

Pictorial version - page 32

Teacher Talk

Model acceptance of diversity by using positive humour in the classroom, yard and staffroom.

Health and Physical Education

Personal and Social Development

3.3 Explains how different ways of describing people influences the way people value and treat themselves and others.

4.3 Investigates key ways in which groups and cultures contribute to forming identities.

5.3 Analyses the multiple identities they have in different contexts and with different people and appraises the social constructs of individuals and groups in the community.

3.4 Identifies physical, social and emotional changes associated with their growth and development, and appreciates differences between people of the same age.

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

Interdependence

1. Understanding cultural and global connections, patterns and evolutions

Understands issues of human and community well-being and identifies action that supports global and local well-being.

2. Understanding what is needed for sustainable social and physical environments

Appreciates that we need to live together in harmony to maintain the well-being of the planet.

Identifies how human actions have had a positive or negative impact on other living systems or things, eg new and emerging technologies.

Researching bullying

Bullying survey - pages 33-34

Dear Dorrie letters - page 34

Reporting on survey results - page 34

Extension task - page 35

Surveys (template) - page 36

Recorders (record sheets) - pages 37-41

Teacher Talk

Incorporate the data-gathering and analysis of the bullying surveys in senior Maths classes.

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.

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

Health and Physical Education

Personal and Social Development

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

5.4 Critically appraises the interrelationships of factors that influence growth and development, and ways of promoting healthy growth and development for themselves and others in the community.

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

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.

Health and Physical Education

Personal and Social Development

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

5.4 Critically appraises the interrelationships of factors that influence growth and development, and ways of promoting healthy growth and development for themselves and others in the community.

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

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.

Health and Physical Education

Personal and Social Development

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

5.4 Critically appraises the interrelationships of factors that influence growth and development, and ways of promoting healthy growth and development for themselves and others in the community.

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

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.

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

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 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.

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

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.

Status

Warm-up games - pages 90-91

Power pairs - pages 91-92

'Human Guinea Pig' scenarios - page 92

Sample questions - page 93

Teacher Talk

Remember, everyone has an obligation to challenge bullying behaviour - in the classroom, yard or staffroom.

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.

Scenes from stories

Warm-up games - pages 94-95

Storytelling - pages 95-96

Collecting material - page 96

Making a scene from a story - pages 96-97

Coaching for liberation - page 97

Workbook - page 98

Belonging

Warm-up games - page 99

Gang greetings game - 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

The Inside story

Warm-up games - page 103

Inside by bully - subtext exercise - page 104

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

Creating a text collage - page 105

Sample questions - page 106

Standing up for yourself

Warm-up games - pages 107-108

Paired protests - pages 108-109

Hidden thoughts - a technique for exploring subtext - page 109

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.

Fantasy - reality - nightmare

Warm-up games - pages 110-111

Nightmare-fantasy-reality - page 111

Group project - design a drama

Group project - design a drama - pages 112-113

Ideas for student feedback - page 113

Teacher Talk

Use student learning about bullying as a topic for cross-age work with a local primary school.

There are no specific outcomes related to these KLAs. 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.