Bullying and Harassment links to SOSE

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.

Social Systems

3.10 Describes examples of forms and structures of Australian and other governments over time in terms of how they impact on people's lives.

4.10 Analyses differences between political, legal and social systems and people's rights and responsibilities, using personal and other examples.

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.

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.

Social Systems

3.12 Recognises that individuals, groups or systems hold different views, values and beliefs, and identifies those which contribute to the common good.

4.12 Participates in activities to demonstrate how ethical practices can be undertaken at school, in the community, and within business and government systems.

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.