Bullying and Harassment links to Interpersonal Development

Bodymapping – bullying behaviours

I remember - individual reflection about experiences - pages 23–24

Sharing & comparing - page 24

Bullybodies: brainstorming bullying behaviours - pages 24–25

Identifying reasons for bullying - page 26

Level 5 Working in teams

At Level 5 students accept responsibility as a team member and support other members to share information, explore ideas of others, and work cooperatively to achieve a shared purpose within a realistic time frame. They reflect on individual and team outcomes an act to improve their own and the team’s performance.

Level 6 Working in teams

At Level 6 students work collaboratively, negotiate roles and delegate tasks. Working with the strengths of a team they achieve agreed goals within set time frames. Students respect and build on ideas and opinions of team members, reflect on the effectiveness of learning in a team and develop strategies for improvement.

Discrimination game

Brainstorm – Brainstorm 'labels' who gets discriminated against in this school, community, country, world? - definitions - pages 30–31

Grouping - ranking labels - page 31

Pictorial version - page 32

Level 5 Building social relationships

At Level 5 students demonstrate respect for individuality and empathise with others in local and global contexts, acknowledging the diversity of individuals. They recognise and describe peer influence on their behaviours. Students identify and use appropriate strategies to manage individual conflict and assist others in resolution.

Level 6 Building social relationships

At Level 6 students demonstrate awareness of complex social convetions and behave appropriately when interacting with others. They describe how local and global values and beliefs determine their own and others' social relationships. They evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it.

Speaking up

Exploring the options - at this school - page 46

Standing up for yourself - chair kicking - pages 47–48

Ingredients of an apology - pages 48–49

What can the bystander do? - page 50

These are useful activities for classroom learning and connection.

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

'Being nobody' poem – analyse - page 58

Giving voice (worksheet)  definitions - page 59

Giving voice (worksheet) - using poem - page 60

These are useful activities for classroom learning and connection.

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

These are useful activities for classroom learning and connection.

Bundling & cluster mapping

How to - Word search – brainstorm words, cluster similar words, contribute to whole class cluster map
pages 61–62

Bundling and cluster mapping (worksheet) - page 63

These are useful activities for classroom learning and connection.

What do poets say?

Small groups – uses jumbled poems. Could lead to fully developed poetry writing - page 64

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

Jumbled poems  (template) - page 66

Original poems (handout) - page 67

These are useful activities for classroom learning and connection.

Inform, explain, instruct – tell it as it is

Preparing a short talk - page 81

Inform, explain, instruct (handout) – step by step ideas sheet - page 82

Prompt cards (handout) - page 83

These are useful activities for classroom learning and connection.

Scenes from stories

Warm-up games – mirror, mirror; synchronised class - pages 94–95

Storytelling – remember, visualise - pages 95–96

Collecting material – sharing stories - page 96

Making a scene from a story - perform - pages 96–97

Coaching for liberation – forum theatre - page 97

Workbook – letters of advice/journal writing - page 98

These are useful activities for classroom learning and connection.