Bullying and Harassment links to Thinking

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

Level 5 Creativity

At Level 5 students apply creative thinking to explore possibilities and generate multiple options, problem definitions and solutions.

Level 6 Creativity

At Level 6 students experiment with innovative possibilities within the parameters of a task. They take calculated risks when defining tasks and generating solutions.

Researching bullying

Bullying survey – when & where - pages 33–34

Dear Dorrie letters – create to answer next lesson - page 34

Reporting on survey results - post box - page 34

Extension task - whole school survey - page 35

Surveys (template) - page 36

Recorders (record sheets) - pages 37–41

Level 5 Reasoning, processing and inquiry

At Level 5 students apply a range of question types, and locate and select relevant information from varied sources. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete problem-solving and decision-making activities which involved an increasing number of variable and solutions.

Level 6 Reasoning, processing and inquiry

At Level 6 students discriminate in the way they use a variety of sources. They generate questions that probe viewpoints and perspectives. They process and synthesise complex information and complex problem-solving and decision-making activities which involve a range of complexity of variables and solutions. They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.

Level 5 Reflection, evaluation and metacognition

At Level 5 students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They explain the different methodologies used by different disciplines to create and verify knowledge. They describe and explain changes in their ideas and beliefs over time.

Level 6 Reflection, evaluation and metacognition

At Level 6 when reviewing information and refining ideas and beliefs, students explain conscious changes in their own and others’ thinking and analyse alternative perspectives and perceptions. They use explicit terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.

Advice & problem solving

Advice & problem solving – role-play expert panel to letters from last lesson - pages 42–43

Sample questions - pages 43–44

Alternatives - Small group alternative - 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

These are useful activities for classroom learning and connection.

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.

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.

Reading activity – let's tell a story

What is the message? - pages 68–69

How is it said? – analyse story-book - page 69

Brainstorm - how to pass messages on to younger kids - page 70

These are useful activities for classroom learning and connection.

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

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.

The Inside story

Warm-up games – small group & whole class structures - page 103

Inside the bully – sub-text exercise - page 104

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

Creating a text collage - using letters written in session 1 - page 105

Sample questions - page 106

These are useful activities for classroom learning and connection.

The Inside story

Warm-up games – small group & whole class structures - page 103

Inside the bully – sub-text exercise - page 104

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

Creating a text collage - using letters written in session 1 - page 105

Sample questions - page 106

These are useful activities for classroom learning and connection.

Standing up for yourself

Warm-up games – robot & controller; gibberish arguments - pages 107–108

Paired protests – role-playing assertiveness - pages 108–109

Hidden thoughts – a technique for exploring sub-text - thoughts & feelings - page 109

These are useful activities for classroom learning and connection.

Fantasy – reality – nightmare

Warm-up games – group echo - pages 110–111

Nightmare -fantasy-reality - role-play a daily activity - page 111

These are useful activities for classroom learning and connection.