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.

Use students' real names when addressing them.

Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

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.

Use students' real names when addressing them.

Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

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.

Remember, everyone has an obligation to challenge bullying behaviour - in the classroom, yard or staffroom.

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.

Model acceptance of diversity by using positive humour in the classroom, yard and staffroom.

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.

Incorporate the data-gathering and analysis of the bullying surveys in senior Maths classes.

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.

Use students' real names when addressing them.

Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

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.

Advertise the results of bullying surveys in local newspapers. The results may initiate the inclusion of the broader community.

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.

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.

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. 

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.

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.

Administer surveys to the wider community. Have students analyse and compare the results from different groups.

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.

Administer surveys to the wider community. Have students analyse and compare the results from different groups.

Status

Warm-up games - pages 90-91

Power pairs - pages 91-92

'Human Guinea Pig' scenarios - page 92

Sample questions - page 93

Remember, everyone has an obligation to challenge bullying behaviour - in the classroom, yard or staffroom.

Scenes from stories

Warm-up games - pages 94-95

Storytelling - pages 95-96

Collecting material - page 96

Making a scene from a story - pages 96-97

Coaching for liberation - page 97

Workbook - page 98

Belonging

Warm-up games - page 99

Gang greetings game - 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

The Inside story

Warm-up games - page 103

Inside by 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

Standing up for yourself

Warm-up games - pages 107-108

Paired protests - pages 108-109

Hidden thoughts - a technique for exploring sub-text - page 109

Use students' real names when addressing them.

Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

Group project - design a drama

Group project - design a drama - pages 112-113

Ideas for student feedback - page 113

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

Use student learning about bullying as a topic for cross-age work with a local primary school.