Bolwarra Public School

Stage 3 Bullying Unit

Term 2 2015

LINKS TO NSW PERSONAL DEVELOPMENT HEALTH AND PHYSICAL

EDUCATION K-6 SYLLABUS OUTCOMES
STAGE THREE FOUNDATION STATEMENT LINKS
Students describe and practise a range of personal safety strategies that could be used in
threatening or abusive situations. They take responsibility for personal decisions, recognising
the effects that decisions have on self and others.
Students value the differences between individuals and challenge discrimination and
harassment. Students value different roles and responsibilities in relationships, the importance
of communication and they practise positive ways to deal with conflict.

KNOWLEDGE AND UNDERSTANDING

Describes roles and responsibilities in developing and maintaining positive relationships.
(IRS3.11)
Describes safe practices that are appropriate to a range of situations and environments.
(SLS3.13)
Explains and demonstrates strategies for dealing with life changes.
(GDS3.9)

SKILLS
Makes informed decisions and accepts responsibility for consequences.
(DMS3.2)
Communicates confidently in a variety of situations.
(COS3.3)
Acts in ways that enhances the contribution of self and others in a range of cooperative situations.
(INS3.3)
Suggests, considers and selects appropriate alternatives when resolving problems.
(PSS3.5)

VALUES AND ATTITUDES

Refers to a sense of their own worth and dignity.
(V1)
Enjoys a sense of belonging.
(V3)

SUGGESTED STUDENT LEARNING EXPERIENCES FOR STAGE 3

LESSON ONE:

What is bullying?

OUTCOMES
DMS 3.2
COS 3.3
SLS 3.1

INDICATORS
Identifies what bullying is and the various forms that this
behaviour may take.

LEARNING EXPERIENCES
1

Teacher introduces the stimulus question: What is Bullying?

In groups of 4 children are given 5 post it notes.

Students write their own definition of bullying on a post-it note. Discuss in group and
write a group definition of bullying on the fifth post- it note. Report back to class and
begin to categorise the responses into broad headings related to what is bullying and
the various types of bullying.
What is bullying?
Types of bullying
Cyberbullying
Physical bullying
Verbal bullying
Covert Bullying

As a class, use the data gathered and discussion points to create a class definition of
Bullying. Initiate discussion to create ideas on what Bullying is not. Resource Sheet
2.
Visit Bullying No Way Website and read Facts about Bullying
http://www.takeastandtogether.gov.au/under13/facts/index.html

Provide the class with a formal definition of bullying, compare to class definition and
clarify any misconceptions so a shared understanding of bullying can be achieved.
Highlight any common words in the different definitions.
Resource Sheet 3.

Display formal definition in a prominent area of the classroom for future reference.

RESOURCES

Post-it notes
White board / Butchers Paper/ Smart Board.
The Alannah and Madeline Foundation
www.amf.og.au/
Definitions and types of bullying Resource Sheets 1-3

LESSON TWO:

Exploring the Four Types of Bullying.

OUTCOMES

INDICATORS

COS 3.3
DMS 3.2
IRS 3.11

Recognises the different types of bullying and identifies those

involved, as the

Victim

Bystander

Perpetrator

LEARNING EXPERIENCES
1

Revisit definition and types of bullying from Session One.

Allocate each group with one scenario related to bullying. Groups share ideas about
what types of bullying is happening in their scenario and use role-play or another
appropriate means to present their scenarios to the class. Resource Sheet 4.

After each of the scenarios have been discussed share ideas and thoughts.

Possible questions to elicit discussion:

What is a bystander?
What was the role of the bystander?
What may they have been feeling?
What is a victim?
What role did they play?
How do you think they felt?
What is a perpetrator?
What do you think motivated them in this situation?
How do you think they were feeling?

RESOURCES

Bullying Scenarios Resource Sheet 4.

Lesson Duration:

A
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LESSON THREE:

Who is Involved in bullying and what

may they be Feeling?
OUTCOMES

INDICATORS

DMS 3.2
SLS 3.13
IRS 3.1

Recognises those involved in bullying and the factors that

may motivate the choices that they make.

LEARNING EXPERIENCES
1

Discussion on who is involved in bullying and what is their role. Resource Sheet 5.

Use the think- pair-share strategy to elicit responses from the students.

Create a class table to record the responses. Introduce and discuss terminology related
to bullying. See Glossary.
Victim
Perpetrator
Bystander

Create individual or class Y Charts on what bullying may feel, look and sound like for the
Victim, Perpetrator and Bystander.

RESOURCES

Bullying Roles Resource Sheet 5.

Y Chart template Resource Sheet 6.

LESSON FOUR:

Bullying is Real and Impacts on us All.

OUTCOMES

INDICATORS

IRS 3.1
COS 3.3

Analyses the effects of actions that enhance or disrupt

relationships, eg bullying,

LEARNING EXPERIENCES
Prior to showing the video production Fix You discuss the history of the video
production and why it was made.
View the video production.
Allow reflection time to clarify points and address any questions.
Possible questions to prompt discussion:

Do you have any questions about the video production?

How did you feel watching the video production?
What did you notice about the childrens facial expressions?
Can you remember some of the words that you saw? (Record on board)
What types of bullying may these people have experienced?
What words impacted on you and why?
Which words / statement would you have chosen if you were in the video production?
Why?

RESOURCES

Fix You video production.

LESSON FIVE:

The Effects of Bullying can be Life-long.

OUTCOMES

INDICATORS

COS 3.3
DMS 3.2

Explores the impact of bullying on individuals and develops

an understanding of its possible life long impact.

LEARNING EXPERIENCES
1

Play the Fix You video production again and pause on the image of It Scars

Questions to elicit discussion:

What is a scar?
How long does a scar last for?
Do you have any scars?
Why do you think these words are tattooed on the girls face?
Was the use of the tattoo effective, why/why not?
How did the bullying make some of the students in the video production feel?
What were some of the words they used to describe their feelings?
What other words could have been used?

Children write their own words on a strip of paper and share them e.g. Its wrong, hurtful.

In groups students create own imovies based on the Fix You model. Choose an
appropriate song

Use of Restorative Justice Circles to explore individual responses to questions e.g.

Bullying makes me feel collate answers discuss which feelings might stay longer
and scar people for life. Resource Sheet 7.

RESOURCES

Fix You video production

Coloured strips of paper
ipads
Restorative Justice Circles Resource Sheet 7

LESSON SIX AND SEVEN:

Personal Experiences of Bullying.

OUTCOMES

INDICATORS

PSS3.5
COS3.3

Survey students to determine their understanding and

experiences of bullying.
Designs and produces graphs detailing group findings.
Devises practical ideas to reduce the incidence of bullying
at a school level.
Equip students with assertive and effective response
strategies to bullying

LEARNING EXPERIENCES
1

Ask students to complete the student survey individually. Ensure the students that it is
an anonymous survey and they do not need to place their name on the survey.
Resource Sheet 8

Following the session collate the data collected under the headings of:
number of people who have experienced bullying in the past year
incidences of different types of bullying
location
strategies used
other information

3
4
5
6

Present and discuss the data collected from last sessions survey.
Children present the data gathered in a graph
Display and list key findings from the information gathered.
Challenge students to think of ways we could reduce incidents of bullying at school and
home.
Brainstorm and role play with the students possible effective responses to bullying,
which could be promoted and used school-wide: something to say e.g. Stop that and
something to do e.g. stand strong walk away and a cyberbullying strategy e.g. block
copy report - delete

RESOURCES

Student survey Resource Sheet 8.

LESSON

EIGHT AND NINE:

We all have a Responsibility.

OUTCOMES

INDICATORS

DMS3.2
PSS3.5
INS .33
IRS 3.3
SLS 3.13

Demonstrates assertive ways to deal with different types of

bullying.
Shows sensitivity to the needs, rights, feelings and efforts
of others.
Displays a commitment to developing and maintaining
positive relationships.

LEARNING EXPERIENCES
RESOURCES
1

Play the remainder of Fix You. Focus on the parts of the video production that
are calling us to action.

What are we being asked to do?

Record Key Action Words from the video production on interactive whiteboard.
Stand Up
Stand Strong
Sit With Me
Talk to me
Smile at Me

A
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Revisit scenarios from session two.

How could we use these actions in these scenarios?
Create / role- play possible ideas.

Discuss other strategies that we can use when we are being bullied or know
someone that is being bullied. View Bullying No Way website and view strategies
and watch videos to decide on actions to take in bullying situations.

http://www.takeastandtogether.gov.au/under13/being-bullied/index.html
Examples may include:
1

Network: talk to someone you know and trust; they will provide you with support
and may have suggestions you hadnt considered, to assist with the situation.
Ask each child to trace their hand on a coloured piece of paper and cut it out. They
should think of one person for each finger who they can turn to for support if they are
being bullied (e.g. friend, parent, teacher, school administrator, police, counsellor,
sibling). Ask children to discuss the supporters they have named with their peers.
Resource Sheet 9.

Try to talk to the bully. Take a friend. Write down what to say. Be clear, using
I messages Role-play effective use of I statements I feel.when.. because

Learn about resilience building strategies, social-skills

programs, the important role of humour and conflict resolution
strategies. Ask a counsellor or expert in the field to talk to the
class.

If you are involved as a bystander you can be an important part of the solution to stop
bullying. Create posters of what a bystander could do e.g. go for help, show displeasure
at what is happening or being friendly to all parties involved and trying to divert attention
from the situation.

Find and list important community contacts, helplines and tools e.g. Cyberbullying
Help Button. In groups research the community help that is available to students.

Role-play positive self-talk and empathy building strategies.

RESOURCES

Network templates. Resource Sheets 9 and 10.

Art Paper

Coloured Paper

LESSON

TEN:

Transitioning to High School. Time for Action!

OUTCOMES

INDICATORS

COS3.1
COS 3.1
INS3.3
PSS3.5

Recognises and articulates feelings about transition to High

School.
Values themselves as an important member of the group.

LEARNING EXPERIENCES
1. Discuss with students their thoughts and feelings about High School.

What are they excited about?

What are their fears?

Explain that a peak time for bullying is during the transition phase to High School. This is
due to a range of factors including new peer groups being formed and friendship groups
being established. This may lead to opportunities for exclusion and increased incidents of
bullying.

Create two columns related to Transition:

What we do at our school to assist the smooth transition to High School?
What could we do at home?

4. ASSESSMENT STRATEGY

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Students create an anti-bullying imovie that can be shown at a whole school assembly or a
parent information night, that provides strategies to effectively manage incidents of
bullying.

RESOURCES - LESSON 10
Embracing the Transition to High School Program- Diocese of Wollongong SICS Schools
- Link to hit the ground running Catholic Care year 6
program. YouTube clips of anti-bullying campaigns including:

www.youtube.com/watch?v=MhYyAa0VnyY

http://www.youtube.com/watch?v=2S2HEl8uTxA

www.youtube.com/results?search_query=michael+and+marisa+the+same&aq=1

http://www.youtube.com/watch?v=wY7Gvq0P4hc

http://www.youtube.com/watch?v=nOUu1fldBbI

http://www.youtube.com/watch?v=mWoUgftTj3Y

http://www.youtube.com/watch?v=bdQBurXQOeQ

http://www.youtube.com/watch?v=S03Br1dwJR8

www.youtube.com/watch?v=kKoUegW5cPE&feature=related

http://www.youtube.com/watch?v=pmD8OKl8vVM

http://www.youtube.com/watch?v=1pydPZE_g_4

Resource Sheet 1

Types of bullying
The Department of Education and Early Childhood Developments
Building Respectful and Safe Schools (2010) identifies four types of
bullying.
Physical bullying includes hitting, kicking, tripping, pinching and
pushing or damaging property.
Verbal bullying includes name calling, insults, teasing,
intimidation, homophobic or racist remarks, or verbal abuse.
Covert bullying is often harder to recognise and can be carried out
behind the bullied persons back. It is designed to harm
someones social reputation and/or cause humiliation. Covert
bullying includes:
lying and spreading rumours
negative facial or physical gestures, menacing or contemptuous
looks
playing nasty jokes to embarrass and
humiliate
mimicking unkindly
encouraging others to socially exclude someone
damaging someones social reputation or social
acceptance.
Cyberbullying is overt or covert bullying behaviours using digital
technologies. Examples include harassment via a mobile phone,
setting up a defamatory personal website or deliberately excluding
someone from social networking spaces. Cyberbullying can happen
at any time. It can be in public or in private, and sometimes only
known to the target and the person bullying.

IMPORTANT NOTE:
A single incident of bullying using digital technologies can constitute
cyberbullying as the internet allows easy access to repeated
viewing of content by the target as well as a widespread audience.

RESOURCE SHEET 2

BULLYING

IS

NOT

...

single episodes of social rejection or dislike

single episode acts of nastiness or spite
random acts of aggression or intimidation
mutual arguments, disagreements or
fights.

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AN T I - BU LLYING LEARNING AND TEACHING RESOURCE

29

Resource Sheet 3

bullying Definitions

Bullying and harassment are

often thought of separately;
however both involve a
more powerful person or
group oppressing a less
powerful person or group,
often on
the grounds of difference
... These differences can
be related to culture,
ethnicity, gender,
sexuality,
sexual orientation, ability or
disability, religion, body
size and physical
appearance, personality,
age, marital status,
parenting status or
economic status.
Bullying. No way!

Bullying is when someone or

a group of people with more
power repeatedly and
intentionally causes hurt or
harm to another person or
group of people who feel
helpless to respond. Bullying
can continue over time, is
often hidden from adults and
will probably continue if no
action is taken.
Alannah and Madeline
Foundation

Bullying is when one student (or

a group) keeps picking
on another student again and
again to upset or hurt them.
They might hurt them physically,
try to socially isolate them or
say and do many mean or
humiliating things to them.
Although its neither respectful
nor acceptable if someone
behaves in a mean or aggressive
way on one occasion, it isnt
bullying.
A fight or disagreement between

students of equal power or

status isnt bullying.

communication
technologies.

Bullying is repeated
verbal, physical, social
or psychological
behaviour
that is harmful and
involves the misuse of
power by an individual or
group towards one or
more persons.
Cyberbullying refers to
bullying through
information and

Conflict or fights between

equals and single incidents
are not defined as bullying.
Bullying of any form or for
any reason can have longterm effects on those
involved including
bystanders.
National Safe
Schools Framework.

Resource Sheet 4

Bullying Scenarios
Jemma accidentally bumps
into Annabelle in the
corridor on the way to class.
Jemma gets angry and calls
Annabelle fat. Everybody in
the corridor hears and
starts to laugh. Annabelle
feels too ashamed to tell
her parents or teacher that
everyone
in school is making fun of
her. This is not the first time
Annabelle has called
Jemma names. Annabelle
just wants the hurt to go
away.

Tom is eleven years old and

in Year 6. Tom walks home
each day after school. At
least once a week, Nathan
waits for him in some
bushes at the end of his
street. He jumps out at him
or trips him as he goes past.
Tom tries
to hurry home but Nathan
continues to kick, push, hit
and tease him. Tom is too
scared to tell anyone
about what is happening.

Toni regularly has Jokes

played on her. Last week
she found her lunch box
outside the kindergarten
classroom and this week
her hat was on the roof
outside the classroom. Toni
has a
good idea of who is doing
this to her but thinks if she

tells
it may get worse. She has
told her mum, but made her
promise not to contact the
school.

Janelle has tried hard to establish a

friendship network at her new school.
Each time she tries to sit with the
girls
at lunch they all move to a different
area. She has tried to talk to them
about it but they just say there is no
more room in their group. Janelles
mum keeps telling her it will just take
time to make new friends. Janelle
wishes that someone would just sit
with her and that she wasnt made to
feel invisible.

A group of children in Celias class

are spreading hurtful rumours
about her by sending email
messages around. Many children
now wont play with her or even
speak to her. Even her friends are
starting to think
they may be true. Celia feels
worthless.

In class when the teacher has her

back turned a boy continues to
mouth the words Loser to Louie. He
has even made up a song about
Louie, calling him Louie the Loser.
Most of the other children laugh at
him or walk away. Louie feels
worthless and embarrassed.

Last week at home

Allana found a
humiliating picture
of her had been
posted on her
social networking
page. This had
been shared with
all the students in
the class.
When she
walked into the
classroom on
Monday
everyone burst
into fits of
laughter, except a
few girls who said
Thats slack!

Allana tried to take

the photo down, but
it appeared again
that afternoon.
Shes too scared to
tell her mother as
she was not meant
to be on this site.

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Resource Sheet 5

Bullying Roles
BYSTANDERS
May:
take the side of the bully
by laughing at the victim,
encouraging the bully
or by passing on text
messages or messages
on social media sites.
give silent approval or
encourage the bully by
looking on.
not do anything. They
may not know what to do
or are scared. This
group of bystanders
knows that bullying is not
ok.
be supportive and take
safe action to stop the
bully, find help or
support the victim
Bullying can have a negative impact on the bystander
it is not just a problem for
victims and bullies. If you see
or know of others who have
been bullied you may feel:
angry, fearful, guilty,
and sad.
as bad as those who are
being bullied.
worried that the bullying
could happen to you.
When bullying isnt stopped
or challenged by anyone it
can create an environment
where bullying is accepted
and where everyone feels
powerless to stop it.

PERPETRATORS

VICTIMS

People have a right to feel

safe and to be treated fairly
and respectfully. Bullying is
a serious problem that can
have enduring mental and
physical impacts. Bullying
can violate many human
rights including:
your right to be free from
mental, emotional and
physical violence
your right to an education
your right to a safe
school environment

People bully for different

reasons. Those who
bully regularly are likely
to do so in order to
dominate others and
improve their social
status. They may have
low self-esteem, show
little regret for
their bullying behaviour
and not see bullying as
morally wrong.
Other people may
bully out of anger or
frustration, they may
struggle socially and
could have also been
victims of bullying.
Sometimes they think
they have to win.
Sometimes they want to
impress or entertain their
friends.
Sometimes they enjoy
feeling powerful over
someone.
Bullies have sometimes
been bullied by someone
else. Sometimes they
do not even realise that
they are hurting another
person, but think its
just a joke.

Bullying can impact on

individuals and lead to
many negative feelings
including guilt, hopelessness,
depression, confusion, stress
and rejection.

Resource Sheet 6

Y Chart Template

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Resource Sheet 7

Restorative Justice
Circles
CIRCLES AS A RESTORATIVE STRATEGY IN THE CLASSROOM

Circles are an effective teaching strategy to heighten awareness and participation through a
highly structured process as each student has the opportunity to speak and be listened to with
respect.
The process may also assists in building greater empathy (sense of other) and trust amongst
class members.
The teacher will need to set the tone to make circle time a positive experience not a moaning
session. Positive comments like That was interesting.. thank you that was a helpful comment..
will encourage students to stay respectful. The emphasis should be on problem-solving and
future focussed rather than going over the past.

Description:
Everyone sits in an open circle of chairs. A talking piece (a nice shell, rock..) is used to direct
the conversation. The circle keeper (teacher) passes the talking piece in a clockwise direction:

Whoever has the talking piece has the floor and everyone else listens.

He or she may speak or pass the talking piece to the next person in the circle you can only
pass once.

The talking piece may be passed around the circle several times.

All opinions are respected in the circle and there are no right and wrong answers.
When introducing this strategy it is best to develop discussions from the tangible to the intangible or
from the academic to the affective.

Rules:
1
2
3.
4.

Speak honestly
Speak with respect (no name calling or put downs)
Speak briefly so that everyone will have time to speak
Speak on the topic

The Keepers / Teachers Role:

May open or close the circle with some stimulus material.

Poses questions, incomplete statements (stem questions).
May summarise ideas.
Challenge those who are not keeping to the rules to choose if they wish to stay in the circle.
Redirect to maintain confidentiality.

The Talking Piece:

Encourage each student to create or find his or her own talking piece. Any object can be a talking
piece provided it is not too large and has a meaning that is connected to ideas about community,
caring, hope or peace. Students can share their object in the first go-around of the circle. For
future circles use only one talking piece per circle.

Objectives of Circles:

Accountability
Coping Skills
Problem Solving
Emotional literacy
Self reflection

Examples for using Circles to create a positive and

supportive classroom climate
1.Purpose:
TO IDENTIFY BEHAVIOURS AND FEELINGS ASSOCIATED WITH RESPECT AN
IMPORTANT PART OF BUILDING AN INCLUSIVE CLASSROOM
Sample Stem questions for the Circle activity:
Respect is..
I know I am being respected when..
I know I am not being respected
when.
When I am treated with respect, I feel.
Debrief: open discussion - briefly ask / discuss
What are the differences in the way people show respect?
What are the similarities in the way people show respect?
How can we increase respectful behaviour in our classroom?
Summarise main points for further discussions or to make a class poster.
Refer back to this session and the outcomes when the need arises during normal class time:

Remember what we said..talked about.. make reference to the points on the poster.

2.Purpose :
TO IDENTIFY BULLYING BEHAVIOURS AND FEELINGS ASSOCIATED WITH
BULLYING
PROBLEM SOLVING: HOW TO DEAL WITH BULLYING
TAKING RESPONSIBILITIES FOR OWN BEHAVIOUR
Sample Stem questions for the Circle activity:
Bullying is when...
I feel happy at school
when. I feel safe at school
when Bullies make me
feel..
One safe thing I can do to stop bullying .
Debrief: open discussion - briefly ask / discuss
What are the differences in the way people feel safe?
What are the similarities in the way people feel safe?
Summarise main points for further discussions or to make a class poster.
Refer back to this session and the outcomes when the need arises during regular class time:
Remember what we said..talked about.. make reference to the points on the poster.

Resource Sheet 8

STUDENT SURVEY
Are you a

boy or

girl

Age:
1

Have you been bullied at school in the past six months?

YES

NO

Have you witnessed bullying at school in the past six months?

YES

NOT SURE

NO

NOT SURE

If you have experienced bullying in the past six months, what type(s) of bullying did
you experience?
Physical

Covert

Verbal

Cyber-bullying

4 Where did the bullying you experienced or witnessed take place?

(You may tick more than one)
School

Home

Sporting Field

Bus

Friends House

Other

What did you do about the bullying?

How did experiencing or witnessing the bullying affect you?

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My Support

Hands

FRIENDS

FAMILY

COUNSELLOR
TEACHERS

OTHER SERVICES

KIDS HELPLINE
1800 551 800
www.kidshelp.com.au
www.reachout.com.a
u

............

Write the
you can
worry you
thumb

name of an adult
talk to about any
might have on the
and each finger.