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- Bullying and Harassment links to Society and Environment
Bullying and Harassment links to Society and Environment
Activities & Sessions | Possible Standards | Teacher Talk |
Discrimination gameBrainstorm - 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. |
Designing a friendly environment campaignDesigning 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. | 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 Outcomes1 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 | Society & Environment1 Students investigate the ways in which people interact with each other and with their environments in order to make informed decisions and implement relevant social action. 6 Students understand that systems provide order to the dynamic natural and social relationships occurring in the world. | 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 mappingHow to - pages 61-62 Bundling and cluster mapping (worksheet) - page 63 | Overarching Learning Outcomes1 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. |
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Bundling & cluster mappingHow to - pages 61-62 Bundling and cluster mapping (worksheet) - page 63 | Society & Environment1 Students investigate the ways in which people interact with each other and with their environments in order to make informed decisions and implement relevant social action. 6 Students understand that systems provide order to the dynamic natural and social relationships occurring in the world. 7 Students demonstrate active citizenship through their behaviours and practices in the school environment, in accordance with the principles and values associated with the democratic process, social justice and ecological sustainability. |
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