Whole School Matters draft manuscript
Community Matters draft manuscript
Getting Started on The Whole School Approach
MindMatters Recognition and Overview
MindMatters Planning Tools
School Audits and Surveys
Curriculum Links
Australian Capital Territory
New South Wales
Northern Territory
Queensland
South Australia
Tasmania
Victoria
Western Australia
Community Partnerships
Whole Student Approach
Student Empowerment
School Stories

Bullying and Harassment links to Languages

Activities & Sessions

Possible Outcomes 

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
  • Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions.

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
  • Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions.

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.

Let’s make a story

Developing their story - page 75 - Writing a story for younger children, illustrating and sharing

Completing the story - page 75

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

Status

Warm-up games - pages 90-91

Power pairs - bullying tableaux - pages 91-92

‘Human Guinea Pig’ scenarios - page 92

Sample questions - page 93

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
  • Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions.
     

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

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

Comprehending and composing in the target language

  • Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
  • Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.