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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

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

Health & Physical Education

5 Students demonstrate the interpersonal skills necessary for effective relationships and healthy, active lifestyles.

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

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

Discrimination game

Brainstorm - pages 30-31

Grouping - page 31

Pictorial version - page 32

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

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

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

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

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

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

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

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

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

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

Health & Physical Education

1 Students know and understand health and physical activity concepts that enable informed decisions for a healthy, active lifestyle.

2 Students exhibit attitudes and values that promote personal, family and community health, and participation in physical activity.

5 Students demonstrate the interpersonal skills necessary for effective relationships and healthy, active lifestyles. 

Bundling & cluster mapping

How to - pages 61-62

Bundling and cluster mapping (worksheet) - page 63

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

10 Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

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

Health and Physical Education

4 Students demonstrate self-management skills which enable them to make informed decisions for healthy, active lifestyles.

5 Students demonstrate the interpersonal skills necessary for effective relationships and healthy, active lifestyles.