Dealing with bullying and the importance of friends ... · Dealing with bullying and the importance...
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Dealing with bullying andthe importance of friends
Dealing with bullying and the importance of friends
ContentsTeacher’s notesLesson ONELesson TWOLesson THREELesson FOURChildLine is a service provided by the NSPCC. In Scotland the ChildLine service is delivered by CHILDREN 1ST on behalf of the NSPCC.
NSPCC registered charity numbers 216401 and SC037717. CHILDREN 1ST Scottish registered charity number SC016092. Photography by Simon Hancock and istockphoto.com, posed by models.
Teachers notes
1 Dealing with bullying and the importance of friends
AimThis pack aims to raise awareness of bullying and help students to recognise that friends can be a good form of support.
ObjectivesAfter participating in the lessons, students should be able to:
• UnderstandwhatChildLineisandknowalltheessentialinformation.• Definebullyingandunderstandtypesofphysical,verbalandemotionalbullying.• Recognisethefeelingsassociatedwithbullying.• Recognisestrategiestodealwithbullying.• Recognisesimilaritiesanddifferencesbetweenthemselvesandothers.• Recognisethatfriendscanbeaformofsupport.• Identifypressurechildrenmightexperienceandideashowtohelp.• Identifyqualitiesofagoodfriend. • Identifygoodlisteningskills. • Demonstrateactivelisteningskills. • Demonstrategoodcommunicationskills. • Demonstratetheirunderstandingoftheissuesraisedthroughthisunit.
Lesson plansEachlessonisdesignedtolastbetween45and60minutes.However,dependingonthe needs and abilities of the students, lessons may be shorter or longer.
ObjectivesEachlessonbeginswiththeoverallobjectivesforthelesson.
IntroductionInlessonone,theintroductionisusedtotalktothestudentsabouttheprojectandinparticularaboutthehighnumberofcallstoChildLineaboutbullying.Fromlessonstwotofour,thelearningoutcomesfromthepreviouslessonsshouldberevisitedatthebeginningofthelessontoremindthestudentswhattheyhavelearntsofarandtoputthatlessonintocontext.
ActivitiesEachlessoncontainsthreeorfouractivitieswithfullinstructionsonhowtocarryouttheactivitiesand,insomecases,therearesomeresourcesthatsupporttheactivity.Theactivitiescanbeadaptedasnecessarytomeettheneedsandabilitiesofthestudents.
ResourcesEachlessonplanlistsalltheresourcesrequiredforthatparticularlesson
Learning outcomesThesehighlightwhatthestudentsshouldhavelearntineachlesson.Learningoutcomesshouldbereinforcedattheendofthelesson,forexample,with question-and-answersessions.
2 Dealing with bullying and the importance of friends
Teachers notesAQAIfthestudentsparticipateinalloftheselessons,theycanachieveanaccreditationthroughtheAccreditationandQualificationAlliance(AQA)UnitAwardScheme.Theunit,summarysheetandanadditionalassessedworksheetisprovidedwiththeseteachers notes.
TheAQAUnitAwardSchemeprovidestheopportunitytogivestudentsformalrecognition of their success in short units of work and in this case for completing the fourworkshops.Thisrecognitionofsuccesshasbeenshowntomotivatestudentsandimprovetheirperformance.
IfyourcentrealreadyofferstheAQAUnitAwardScheme,thenyouwillbefamiliarwithhowitworksandyourstudentswillalreadyberegistered.Ifnot,thereissomefurtherinformationprovidedwiththeteachersnotes,whichhighlightshowyourcentrecanregisterwiththeAQAUnitAwardScheme.
3 Dealing with bullying and the importance of friends
Teachers notes
Outcomes to be accredited
In successfully completing this unit the student will have shown knowledge on:
1. ThenatureoftheChildLinehelplineandhow and when this can be assessed.
Demonstrated the ability to:
2. Definebullyinganddistinguishbetween physical,verbalandemotionalbullying.3. Recogniseatleasttwofeelingsassociated with bullying.4. Take part in a discussion about strategies to deal with bullying.5. Recognisesimilaritiesanddifferences between self and others.7. Work as a member of a group to identify at least four pressures young people might experienceandtosuggestanddiscussideas how to help with each of these.8. Identifythreequalitiesofagoodfriend.9. Participateinagroupactivitytoexplorethe importance of good listening skills.10.Identifythreegoodlisteningskills.11.Showthreegoodlisteningskills.12.Takepartina“FamilyFortunes”stylequiz onthethemesofChildLine,bullyingand friendship.13. Work with a partner or partners to write a poem or rap on one or more of the themes ofChildLine,bullyingandfriendship.
Evidence to be offered
StudentcompletedChildLineworksheet(1-3,10)
StudentcompletedChildLineBingoworksheet(5)
StudentproducedChildLinefriendshiplinediagram(8)
Teacher completed checklist (4,6,7,9,11-13),itemised(7)
AQA Unit Award Scheme code no: 30302
Unit title:ChildLine.DealingwithbullyingandtheimportanceoffriendsCurriculum area(s):PSHE______________________________________________________________________________________ Unit description:Inthisunitthestudentwillincreasehis/herknowledgeoftheChildLineservice,increasehis/herawareness of bullying and the way it makes young people feel and identify pressures that young peopleareexperiencing.Thestudentwillalsorecognisethatfriendscanbeagoodformofsupport and appreciate the importance of good listening skills in offering such support. The studentwilllearnthroughparticipationingroupactivitiesanddiscussion.TheunitisassociatedwiththeChildLineschemeofworkdesignedtohelpstudentstodealwithbullyingandtorecognise the importance of friends.______________________________________________________________________________________ Procedures for making and recording assessments:Assessedbytheteacherthroughinspection(1-3,5,8,10)andobservation(4,6,7,9,11-13)All assessments recorded on an AQA summary sheet.______________________________________________________________________________________ Level:Entrylevel Notional learning time: 10 hours
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5 Dealing with bullying and the importance of friends
Teachers notesAQA unit award scheme ChildLine, dealing with bullying and the importance of friends
ChildLine worksheetHowmanyhoursadayisChildLineopen?
WhatdaysisChildLineopen?
HowmuchdothecallstoChildLinecost?
Whatisthetelephonenumber?
WhatagegroupcallChildLinethemost?
HowmanychildrenandyoungpeoplecallChildLineeachday?
WhatisthebiggestreasonforcallingChildLine?
Name a type of:
• physicalbullying:
• verbalbullying:
• emotionalbullying:
Givetwowordswhichdescribehowsomeonebeingbulliedmightfeel:
1.
2.
Givethreewaysyoucouldshowsomeoneyouarelisteningtothem:
1.
2.
3.
6 Dealing with bullying and the importance of friends
Teachers notesUnit Award Scheme
Purpose• Torecogniseandrewardsuccessinshortprogrammesofwork/activity.
What is a unit?• Acoherentprogrammeofworkwhichincludesoutcomestobeaccredited andevidencetobeoffered.• CentrescansubmittheirownunitstoAQAforvalidation(approval)oruse existingones.• Aunitcanhaveanyfocusfromatraditionalcurriculumareathroughtoan extra-curricularactivity.
How is achievement recognised and rewarded?• Centres’owninternalassessmentsareexternallymonitoredbyAQA.• StudentsareissuedwithaUnitAwardStatementaftereachunitiscompleted.• Theseareissuedthroughouttheyear.• Asummaryletterofcreditisalsoissued.Thisliststhetitleofalltheunitsa student has completed.
What is the status of the scheme?• Anaward,notaqualification,althoughsomeunitsarealsocomponentsofAQA EntryLevelqualifications.• RecognisedbyQCAandalsoincludedintheNationalFrameworkofAwardsin Non-FormalEducationalSettings.
With what kinds of student is the scheme used?• Allkinds–allages,allabilities,includingstudentswithspecialeducationalneeds.• Butparticularlyusefulwherestudents: -lackself-esteem -lackmotivation -areatacentreforashortperiodoftime.
How can a centre join?• CompleteandreturnaUnitAwardSchemeCentreregistrationform.• INSET(forwhichachargeismade)isarequirementofregistration.
On what basis are fees charged?• Feesarechargedperstudentperyear,notperunitorsubjectarea.• Afeeisalsochargedforeachnewunitacentrewritesandsubmitsforvalidation(approval).
Further information• Furtherinformationandcentreregistrationformsareavailablefrom: AQA,UnitAwardSchemeDepartment,31-33SpringfieldAvenue, Harrogate, North Yorkshire, HG1 2HW. Tel:01619351235,Fax:01423564875,Email:[email protected]
• InformationcanalsobeobtainedbyvisitingtheAQAwebsiteat:www.aqa.org.uk
7 Dealing with bullying and the importance of friends
Lesson plan ONE
By the end of the lesson students should be able to:• UnderstandwhatChildLineisandknowallessentialinformation• Definebullyingandunderstandtypesofphysical,verbaland emotional bullying• Recognisethefeelingsassociatedwithbullying• Recognisestrategiestodealwithbullying
ChildLine awareness• PhotocopytheChildLineQuizforeachstudentandaskthem to circle the right answer to get an idea of how much they knowaboutChildLine.• Usetheanswersheetandtheadditionalinformationprovided tohighlighttheessentialinformationabouttheChildLinehelpline.
What is bullying?• Askthegrouptocomeupwithadefinitionofbullying.• Askthegrouptogiveexamplesoftypesofbullying.• Writetheseuponaflipchartandaddanyotherexamples fromtheinformationsheetthatthegrouphavenotmentioned.
Anti-Bullying Alliance definition of bullying:“We consider bullying to be repetitive, wilful or persistent, intentionally harmful, carried out by an individual or a group. There is an imbalance of power leaving the victim feeling defenceless.”
DCSF definition of bullying:“Bullying is deliberately hurtful behaviour repeated often over a long period.”
Bullying diamonds• Beforethelesson,photocopyandlaminatethebullying diamondssothere’senoughforoneseteach.• Giveeachstudentasetofbullyingdiamonds.• Askeachstudenttogroupthecardsintophysical,verbaland emotional bullying.• Thenusingthesamecards,eachstudentmustdecide how serious each form of bullying is and rank the diamonds accordingly.• Eachstudentshouldfeedbacktotherestofthegroup.• Pickoutandcommentonanysimilaritiesanddifferences betweenthestudents’choices.
How does it feel?• Referbacktothebullyingdiamondsactivityandexplainthat the groups ranked the diamonds differently. This is most likely due to the fact that we all react and feel differently to bullying behaviour.Thiscanoftendeterminewhethersomethingis seenasbullyingornotbecauseforexample,“beinglaughed
Objectives
Activity one
Activity two
Activity three
Activity four
8 Dealing with bullying and the importance of friends
Lesson plan ONE
at”maynotbotheronechildbutmightreallyupsetanother.• Goaroundthegroupandaskeachstudenttogiveoneword that describes how someone being bullied might feel.• Writethesewordsuponaflipchartanddependingonthesize of the group ask each student for more than one word.
How can you help?• Whatcouldyoudotohelpafriendiftheywerefeelinglikethis?• Whatadvicecouldyougivetosomeonewhowasbeingbullied?
Dilemma• Readoutthestory.• Handoutthedilemmasheetandaskthestudentstogiveeach character a score from 1 to 8, based on how responsible they thinkthecharacterisforYasmin’sdeath.• Sumupeveryone’sscorestofindout,asagroup,whothey thought was most and least responsible.
ChildLinequiz,bullyingfactsheet,bullyingdiamonds,Dilemma!Story,Dilemmasheet.
Attheendofthelessonremindthestudentswhattheyhavelearnt today:• Therearemanyformsofbullying.• Bullyingisveryupsetting,buttherearelotsofwaystodealwithit.• ChildLineisatelephonehelplinewhichhelpslotsofchildren and young people who call with lots of different problems.• Thinkabouthowyourbehaviouraffectsothers.
Activity five
Activity six
Resources
Learning outcomes
9 Dealing with bullying and the importance of friends
Lesson plan ONEChildLine Quiz
How much do you know?(Circlethecorrectanswer)
1. ChildLine is open:
8am-8pm 24-hoursaday
2. ChildLine is open:
Everydayoftheyear MondaytoSaturday
3. Calls are charged:
10p a call The calls are free
4. The telephone number is:
0800 1234 0800 1111
5. Most callers who phone ChildLine are:
Under11 Aged12to15
6. The number of children and young people calling each day is:
Hundreds Thousands
7. The biggest reason for calling ChildLine is:
Bullying Sexualabuse
8. List five other reasons why a child might call ChildLine:
1.
2.
3.
4.
5.
10 Dealing with bullying and the importance of friends
Lesson plan ONEChildLine Quiz with answers
1. ChildLineisopen8am–8pmor24hoursaday. ChildLine is open 24 hours.
2. ChildLineisopeneverydayoftheyearorChildLineisopenMondaytoSaturday, closed on bank holidays. Open every day including all bank holidays such as Christmas Day.
3. Callsarechargedataflatrateof10pacallorcallsarefree. All calls are free, even from mobiles and the number does not show on the bill.
4. The telephone number is 0800 1234 or 0800 1111. 0800 1111
5. MostpeoplewhophoneChildLineareunder11ormostpeoplecallingChildLine areaged12-15. In fact 56 per cent of all calls are from 12 to 15 year olds, 23 per cent are from 5 to 11 year olds and 20 per cent are aged 16 to 18 years.
6. The number of children and young people calling each day is hundreds or thousands. Every day, thousands of children and young people call ChildLine for advice and support. Sadly, due to a lack of volunteers, we are only able to answer just over half of these calls.
7. ThebiggestreasonforcallingChildLineisbullyingorthebiggestreasonforcalling ChildLineissexualabuse. In 2006-7 ChildLine received 37,542 calls about bullying. Bullying can be very serious. Sometimes people being bullied get so desperate that they commit suicide because they see no other way of escaping it.
8. ListfiveotherreasonsforcallingChildLine. Physical, sexual and emotional abuse, pregnancy, drugs, alcohol, suicide, family relationships, friendship issues, self harm, facts of life and concern for others are just some of the reasons for calling.
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• ChildLine’s number is 0800 1111. • Calls are totally free from any phone - even your mobile.• ChildLine is a helpline for children and young people of all ages. Most of our callers are aged 12 to 15 - but very young children and young people as old as 18 also get in touch. • Your call is completely confidential and will not show up on your bill.• The most common single reason for calling is bullying - this makes up almost a quarter of calls to ChildLine. Callers talk about all different types of bullying including being called names, being teased and physical violence such as being hit, punched, pushed or beaten up.• You can call 24-hours a day, seven days a week. • You can talk to us about anything at all.
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BullyingWhat is bullying?
• Beingcallednames.• Beingteased.• Beingpunched,pushedorattacked.• Beingforcedtohandovermoney,mobilesorotherpossessions.• Gettingabusiveorthreateningtextmessagesoremails.• Havingrumoursspreadaboutthemormembersoftheirfamily.• Beingignoredorleftout.• Beingattackedbecausetheirreligion,gender,sexuality,disability, appearance, ethnicity or race.
How do people being bullied feel?
angry fearful powerless ashamed fed up
pathetic crushed gutted rejected depressed
helpless sad defeated hurt sick
deflated hopeless suicidal degraded isolated
tired desperate ill timid down
jealous troubled emotional lonely unhappy
excluded low upset empty miserable
useless embarrassed negative victimised frightened
nervous worried frustrated overwhelmed weak
What can you do if you or a friend is being bullied?
• Tellateacher.• Tellanadult.• Tellafriend.• Ignorethebullies.• Keepsafesostayinagroup/withfriends.• Actconfident.• Standuptothebullies–say“no”,“stop”.• Keepadiaryofwhatishappening.• Lookoutforyourfriends.• CallChildLine.• Donotgiveup.
Bei
ng c
alle
d ra
cist
nam
esB
eing
cal
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fat
and
ugly
all
the
time
Bei
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at a
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Bei
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ughe
d at
Hav
ing
prop
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stol
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Bei
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xual
lyha
rras
sed
Bei
ngbe
aten
up
Bei
ngpr
essu
red
into
doi
ng
som
ethi
ngyo
u do
n’t
wan
t to
Rum
ours
bein
g sp
read
ro
und
abou
t yo
u
Nas
tyru
mou
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bein
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tro
und
abou
t yo
ur m
um
Bei
ng s
ent
thre
aten
ing
text
mes
sage
s
Bei
ng le
ftou
t of
gro
upac
tiviti
es
15 Dealing with bullying and the importance of friends
DilemmaThestorybeginswitha16-year-oldboycalledLeon,whosefamilywasquiterich.Hewasn’tthebestlookingboyandhewantedagirlfriend.Notmanygirlsfoundhimattractivesohewouldtellallthegirlshemethowmuchmoneyhehadandhowhewouldspenditonthemiftheybecamehisgirlfriend.Leonwouldhangoutatthelocal youth centre, where a girl he really liked called Yasmin, would hang out a lot too. LeonwasreallykeentohaveaprettygirlfriendtohangoutwithandYasmindidn’treallylikeLeonbutshelikedtheideathathehadmoneyandwouldbuyhernicethings.
Soonaftertheymet,itbecameobviousthatLeonwasquiteapossessiveboyfriendandwasworriedthatotherboyswouldfancyher.Hewasalwaystextinghertoaskwhereshewasandwhatshewasupto.Inthesummer,Leonwasgoingonholidaywith his family for a week and after taking her out on date, he told Yasmin he wanted her to stay in her house while he was away, so no other boys could chat her up. Yasmin agreed that she would not go out during the week and was happy to chill out athomewatchingDVDsallweekuntilhegotback,butonlyafterLeonboughtherapresent and promised to buy her more when he got back.
ThenightbeforeLeonwasduebackfromholiday,YasminwasinvitedtoapartybyherfriendNaomi.Yasminexplainedthatshecouldn’tgobecauseshehadpromisedtostayinwhileLeonwasaway.NaomitoldhershewouldbetheonlypersonnotgoingtothepartyandthatshewaspatheticforobeyingLeon’sordertostayinwhilehe was away. Yasmin thought about it for a while, reminding herself that she had beenreallygoodallweekandhadstayedinlikeLeonhadaskedanddecidedthatsheshouldgooutandenjoyherselfattheparty.
YasminarrivedatthepartywithherfriendLatishaandwithinminuteshadgotchattingtoaboycalledAaron,whoNaomireallyliked.Itwasn’tlongbeforeYasminandAaronwerekissing,eventhoughAaronknewshewaswithLeon.
Naomi suddenly spotted Yasmin kissing Aaron and started shouting at Yasmin, calling heraslagandallkindofothernamesbecauseshealreadyhadaboyfriend,Leon.
Yasmincouldn’tstandaroundwhileNaomiwasshoutingatherandshejustwantedtogohome.SheaskedLatishaforhelpbutLatishasaidshewasnofriendofhersandshewasn’tgettingalifthome.YasminhadnomoneyonherandaskedanotherfriendTyra,if she would lend her some money so she could get the bus home. Tyra told Yasmin thatshedidn’tlendmoneytoanybodyanymorebecauselasttimeshelentmoneytosomeoneshenevergotitback.Yasmintriedtoexplainthatshedidn’thavealifttogethomeoranymoneytogetthebus,butTyrastillwouldn’tlendheranymoney.
Feelingreallyupset,Yasminranoutofthepartyandthoughtaboutphoninghermumforlifthomebutwasreallyworriedbecausehermumwouldaskwhyshedidn’tgettheliftwithLatisha’smum,whichhadbeenarranged.Soshedecidedtowalkhome.
AsYasminwaswalkinghomeagroupofyoungpeoplestartedshoutingather.Shedidn’tknowwhotheywereandfeltreallyintimidatedandscaredsoshestartedcrossingtheroad,butwasn’tlookingwhereshewasgoingandranstraightintotheroadintoanoncomingcar.Yasmindidn’thaveachanceandwaskilledinstantly.
16 Dealing with bullying and the importance of friends
Worksheet
Leon Yasmin
Naomi
Latisha
Tyra Aaron Group of young people
Driver of the car
Your dilemma is to decide who is most responsible for Yasmin’s death. Award eight points for the most responsible and one point for the least responsible. Everyone in the story must have a score and they must all be different. Most points – most responsible, least points – least responsible.
17 Dealing with bullying and the importance of friends
Lesson plan TWO
By the end of the lesson students should be able to:• Recognisethesimilaritiesanddifferencesbetweenthemselves and others.• Recognisethatfriendscanbeaformofsupport. Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.
Bully Court• Readoutthescenariotothegroup.• Handoutthecardswiththecharacter’snamessoeachstudenthas one card each. • Askeachstudenttothinkabouttheircharacter.• Setuptheroomsothereisaseatforthejudgeandtheaccusedat the front of the class.• Inturn,thecharactersshouldbeinvitedbythejudgetotelltheir story to the court.• Thejuryneedtodecidewhetherthisisacaseofbullyingor wrongfulaccusationandwhatshouldhappennext. Inthedebrief,itisimportanttomentionthatCarlandNathanare both being bullied and they both need to be listened to. The students standing around watching must also take responsibility and work needs to be done with this whole group about recognising behaviourandrespect.
Judgements• Askthegrouptopairupandstandfacingtheirpartnerinacircle (thiswillactuallymaketwocircles,oneinsidetheother)or,ifthe groupissmall,justaskthestudentstopairup.• Explainthatyouaregoingtoaskthemaquestionabouttheir partnerandtheyaregoingtohavetoguesstheanswerwithout asking their partner. Once they guess the answer, they should check with their partner whether they are right or wrong.• Aftereachquestionthestudentsintheoutercircleshouldmove roundtotheirleft,soeveryoneshouldnowhaveanewpartneror, if working in with a smaller group, ask students to swap partners each time.• Askthestudentstokeepcountofhowmanyquestionstheyget right.• Afteraskingallthequestions,askthegrouphowmanytheygot rightandwrong.Itislikelythatmostpeoplegotlotswrong.• Askthegroupwhytheygotsomeanswerswrongandwhatwere theybasingtheiranswerson.Wasitpurelyguessing?Suggestions that usually sum up the thinking process include what the person is wearing, what they look like, who their friends are, what the answer wouldbeforthemselves.• Explaintothegroupthatyoucannotassumethingsaboutpeople. Insteaditisimportanttorecognisepeopleasindividualsandto treat them as such.
Objectives
Introduction
Activity one
Activity two
18 Dealing with bullying and the importance of friends
Lesson plan TWO• Unfortunatelybulliespickoutthedifferencesinothersanduse these differences to bully them and therefore not treating everyoneasindividuals.
Questions to use1.Whatisyourfavouritechocolatebar?2.Whatwouldbeyourdreamholiday?3.Whatdoyouwanttodoafterleavingschool?4.Whatfootballteamdoyousupport?5.Whatwasthelastalbumthatyoubought/downloaded?6.Ifyoucoulddateanycelebrity/famousperson,whowoulditbeandwhy?
Human bingo• Theideaofthegameisforthestudentstomovearoundtheclass andfindsomeonewhohasorlikesthesamethings.• Handoutahumanbingosheettoeachstudent,whichhasagrid consistingofnineboxeseachreferringtosomethingwhichthe studentsshouldhaveorlike.• Thestudentsneedtofindsomeoneintheroomwhoeitherhasor likesthesameanddifferentthingsasthem.Oncetheyhavefound someone,theyshouldwritethatpersonsnameintheboxontheir sheet.• Theymusttryandfinddifferentnamesforeachboxonthesheet.• Thefirststudenttoenteranameineachoftheboxesandtoshout bingo is the winner.• Youmaywanttogivethewinnerasmallprizeorwinningcould beaprizeinitself!• Askthegroupiftheyhaddifferentnamesintheboxes• Weallhavesimilaritiesanddifferences• Tosinglesomeoneoutbecauseoftheirdifferencesisnotacceptable. Weareallfantasticpeopleandindividual–thatiswhatmakesusso interestingandexciting.Sometimespeoplebullysomeonebecause they are scared that the person is or looks different to them but you shouldgettoknowthatpersonbecauseyouwillprobablyfindyou havesomethingincommonandcanevenbefriendswiththem.
Share/not shareTherearenorightorwronganswersinthisactivity.• Eithergiveeachstudentacopyoftheheadingsorlayonesetof headings out for all students to use.• Photocopythescenarioscardsandcutthemupsoeachstudenthas aseteach.Afewhavebeenleftblankforthestudentortheteacher to add others.• Askeachstudenttodecidewhotheywouldsharetheinformationon thecardswithandthenplacethecardontherelevantheading.
Activity three
Activity four
19 Dealing with bullying and the importance of friends
Lesson plan TWO
• Onceeachstudenthasplacedalltheircardsontheheadings theactivitycanbedebriefed.
Explainthattherearepartsofourselvesthatwesharewithdifferentpeople and bits that we chose to withhold. The aim is for the cards to promote discussion about what is appropriate to share, how we feel andhowthisdiffersdependingontherelationshipswehavewith people. Try to stress the importance of friends and for some young people,theyaretheonlypeoplewhotheywillshareorconfidein.
Bullycourtscenariosandcharacters,questionsforjudgementsactivity, humanbingosheets,resourcesforshare/notshareactivity.
Attheendofthelessonremindthestudentswhattheyhavelearnttoday:• Weshouldnotjudgeothersbywhattheylooklikebecausewe can often get it wrong.• Therearesimilaritiesanddifferencesbetweenusall.• Friendscanbeagreatformofsupport.
Resources
Learning outcomes
20 Dealing with bullying and the importance of friends
Bully courtCarlandNathanareinthesameclassatschool.Carlhasbeeninsometroublebeforeforstartingfightsandusingabusivelanguage.SomeofthestaffknowsthatCarliseasytowindupandtendtoplayonthis.Carlgetsreallyfrustratedbecausehefeelshealwaysgetstheblameandnoonenoticeswhatothershavedonetoupsethim.
Whenarrivingatclass,Carltripsoverabag.HeknocksagainstNathanashefallsdown.SomeoftheotherstudentstellNathanthatCarldiditonpurposeandisjustpretendingtohavefallen.NathanhitsCarlandafightbreaksoutbetweenthetwoboys.Inthefight,Nathan’seyeishit.SomeoftheotherstudentsbreakupthefightandNathanshoutsatCarlthatheisgoingtopayforthis.Holdingahandagainsthiseye,herunsoutoftheclassroom,justastheteacherwalksin.TheteacheraskswhathappenedandNathantellshimthatCarlhashithim.
Judge
Carl
Nathan
Teacher
Carl’s parent/carer
Nathan’s parent/carer
One of the students who was there
One of the students who was there
Jury member
Jury member
21 Dealing with bullying and the importance of friends
Human bingo
Someone with different colour
eyes to you
Someone who is wearing the same
clothes as you
Someone who has the same
pet as you
Someone who has the same number of people living in their
house as you
Someone who writes with the
same hand as you
Someone who likes the same TV programme
as you
Someone who likes the same music as you
Someone who likes the same favourite
food as you
Someone who supports a
different football team to you
22 Dealing with bullying and the importance of friends
Share / not share
I want to see my real dad
My mumhits me
I wish I was thinner
I want to go to college after
leaving school
I have inherited £5,000
I have got anew mobile
phone
23 Dealing with bullying and the importance of friends
Share / not share
I think I mightbe pregnant
I hate meeting new people
I sometimes get scared
walking home on my own
I wish Iwas taller
I borrowed
something and I’ve broken it
Sometimes I make myself
sick aftereating
24 Dealing with bullying and the importance of friends
Share / not share
I sometimes shoplift at the
weekend
I have beenchosen for the local football
team
I don’t wantto live at home
anymore
My mumdrinks too
much alcohol
I thinkI’m ugly
I can’t read very well
Sharewith
parents orcarers
Sharewith
friends
Sharewith
everyone
Keepto
yourself
26 Dealing with bullying and the importance of friends
Lesson plan THREE
By the end of the lesson students should be able to:• Identifypressureschildrenmightexperienceandideashow to help.• Identifyqualitiesofagoodfriend.• Identifygoodlisteningskills.• Demonstrateactivelisteningskills.
Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.
Pressures for young people• Beforethelessondrawaroughoutlineofapersononpieces offlipchartpaper.• Giveeachstudentapieceofflipchartpaperwiththedrawingonit.• Askeachstudenttowriteordrawasmanyconcernsor pressuresthattheythinkchildrenoftheirageexperiencein allaspectsoftheirlives.• Eachstudentshouldsharetheiroutcomeswiththerestofthegroup.• Focusonpointsraisedandaskthegroupquestions:
1. Isitauniversalpressure?
2. Isitapressure/problemthatisspecificallyagerelated?
3. Aretherechoicesorsolutionstothispressure/problem?
4. Whowouldtheytalktoifthiswastheirproblem? • Discusssupportnetworksandtheroleoffriends.
Friendship line• Handeachstudentasheetofflipchartpaperandsomemarkerpens.• Explainthateachstudentisgoingtomakeafriendshiplinetohighlight people whose friendship has been important to them from their earliest memories to the present. This can be done using words or drawings.• Nexttoeachname,askthestudenttoshowwhythatpersonwasa goodfriend.Itmayjustbeoneword.• Stresstothestudentsthatitdoesnotmatterhowmanyorfewfriends arerecordedontheline–thisisanexercisetolookatfriendshipand what it means.• Askthegrouptotalkaboutpartsofthefriendshiplinetheyfeel comfortablesharing.Aretheresimilarities?Whatmakesagoodfriend? Whatarethequalitiesofagoodfriend?
Listening lineTo be a good friend, it is really important that the students are good listeners.Thisisanactivitythatexploreslisteningskills.• Askthestudentstopairupandstand/sitfacingtheirpartner, forming parallel lines.• Giveoutthefirstsetofinstructions(1aand1b)tothegroup, beingcarefulthateachpairdoesn’tseetheirpartner’sinstruction.
Objectives
Introduction
Activity one
Activity two
Activity three
27 Dealing with bullying and the importance of friends
Lesson plan THREE
One instruction is on something to talk about and the other is on a way to listen. You could put the instructions on either side of a piece of paper and walk down the middle of the line.• Askthepairstostartfollowingtheirinstructions.Givethema coupleofminutestohavetheconversationaslistedonthe instruction cards.• Stoptheconversationsandaskthosewhoweredoingthetalking whethertheyfeltlistenedto.Ifnot,whynot?Turningaroundthe experience,whatisitthatthelistenershouldhavedonetomake thetalkerfeellistenedto?• Repeattheexercisewitheachsetofinstructionsbutswapping aroundinthepairswhotalksandwholistens.Debriefthegroup aftertheyhavegonethrougheachsetofinstructions,inthesame way as before.
Communication – back to back drawing• Askthestudentstopairupandsitbacktoback.• Giveoneofthepairapieceofpaperandapen.• Givetheotherapicture,whichtheyhavetodescribetotheir partner.• Howeverthestudentwhodescribesthepictureisnotallowedto saywhatitisoruseobjectwords.Forexample,ifitwasacar,you couldn’tsay,“It’sacar,drawtwowheelsatthebottom”,youneed totellthemtodrawtwocirclesatthebottomofthepage.Drawers havetodrawwhatevertheyhavebeentoldandcannotspeak.• Highlightthattocommunicateeffectivelyitisimportanttobe clear with what you say so the other person understands but it is also important to listen carefully to someone who is talking to you.
Flipchartandmarkerpens,instructioncardsforlisteningline,backtoback drawings, pens.
At the end of the lesson remind the students what they have learnt today:• Youngpeopleexperiencelotsofdifferentpressures.• Whatmakesagoodfriend.• Howtobeagoodlistenertofriends.
Activity four
Resources
Learning outcomes
Don
’t
look
at
the
othe
r pe
rson
1a
Talk
abo
ut
a tim
e yo
u w
ere
happ
y
1b
Laug
h at
ev
eryt
hing
th
e ot
her
pers
on
says
2b
Talk
abo
ut
a tim
e yo
u w
ere
very
an
gry
2a
Inte
rrup
t th
e ot
her
pers
on a
ll th
e tim
e
3a
Talk
abo
ut
a tim
e yo
u w
ere
afra
id
3b
Slou
ch a
nd
look
bor
ed
4b
Talk
abo
ut
your
pla
ns
for
the
wee
kend
4a
Trea
t th
e ot
her
pers
on a
s if
they
wer
e st
upid
5a
Talk
abo
ut
a tim
e yo
u di
d ve
ry
wel
l at
som
ethi
ng5b
Ove
r-re
act
as if
you
’re
bein
g to
ld
som
ethi
ng
terr
ible
6b
Talk
abo
ut
a tim
e yo
u w
ere
unh
appy
6a
Don
’t m
ove,
sit
mot
ionl
ess
(incl
udin
g fa
cial
exp
ress
ions
)
whi
lst
the
othe
r pe
rson
is
talk
ing
7a
Talk
abo
ut
an e
xciti
ng
time
or
even
t in
yo
ur li
fe
7b
Spea
k in
a
mon
oton
e vo
ice
(low
, flat
, bor
ing)
8b
Talk
abo
ut
your
fa
vour
ite T
V pr
ogra
mm
e
8a
37 Dealing with bullying and the importance of friends
Lesson plan FOUR
By the end of the lesson students should be able to:• Demonstrategoodcommunicationskills.• Demonstratetheirunderstandingoftheissuesraisedthrough this unit.
Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.
Bus stopThisisanactivitytousecommunicationandlisteningskillsinadebate.• Explaintothegroupthatthisactivityrevolvesaroundagroupof strangerswaitingforabus(onlyoneeveryhour!).• Askthegrouptonominateonepersontobethebusdriver• Therestofthegrouparepeoplewaitingtoboardthebusandeach studentisgivenaslipofpaper,whichexplainswhotheircharacteris.• Thereisonlyoneplaceleftonthebusandeachstudenthasto presentthereasonwhytheircharactershouldhavethelastplace. Encouragethestudentstobeascreativeaspossibleabouttheir characters reasons for getting on the bus. • Thebusdriverhasthefinalchoiceofwhogetstheplaceandthen places the other characters in order of importance.• Oncethebusdriverhasmadehisdecision,askthewholegroupif theythinkhe/shemadeagooddecision.Dideveryonecommunicate well?
Family fortunes• Dividetheclassintotwoteams.• Eachteamshouldchoseanameandanoise(studentscoulduse awhistleormusicalinstrument)thattheywillusewhentheywantto answertheirquestion.• Onememberofeachteamshouldcomeuptothefrontoftheclass.• Amemberofstaffshouldaskthefirstquestion• Ifthestudentknowstheanswer,theyshouldusetheteamnoise.• Thefirststudenttomakeanoisegetsthechancetoanswerthe question.• Ifthestudentanswersthequestioncorrectly,thentherestofthe teamalsogetachancetoanswerthesamequestion,buttheymust giveadifferentanswereachtime.• Ifanyonerepeatsananswer,theturnpassesovertotheotherteam.• Theteamwillgetonepointforeachcorrectanswer.• Everyonemustbelisteningatalltimesandusean“eereer”noise if there is a pass or repetition.
Questions to use1. GiveonefactaboutChildLine.2. LotsofthecallstoChildLineareaboutbullying.Whatelsedo childrencallabout?3. Canyounameoneformofbullying?4. Canyougiveonefeelingwordtodescribehowsomeonefeels whentheyarebeingbullied?
Objectives
Introduction
Activity one
Activity two
38 Dealing with bullying and the importance of friends
Lesson plan FOUR5. Canyougiveaway/strategytoovercomebullying?6. Canyougiveonepressurewhichachildmightbeexperiencing?7. Canyougiveonequalityofagoodfriend?8. Whatcouldyoudotoshowsomeoneyouarelisteningtothem?
Poem or rapIndividually,inpairsoringroups,writeapositivepoemorarapaboutanyofthetopicscoveredinthisunitofwork,eg:• Bullying• Howitfeelstobebullied• Strategiestodealwithbullying• Friends• Qualitiesofagoodfriend• Listeningtofriends• Supportingfriends.
Thinkbacktothewordswhichthestudentscameupwithinpreviousactivities.
Busstopscenarios,FamilyFortune-stylequestionsandexamplelyrics.
Attheendofthelessonremindthestudentswhattheyhavelearntthrough this unit of work.
Questions (cont’)
Activity three
Resources
Learning outcomes
39 Dealing with bullying and the importance of friends
The bus stop
You are ayoung mother
carrying a baby
You are ayoung
wheelchair user
You are apartiallysighted
teenager
You are anolder woman
carrying heavy shopping
You are abusiness man
late for anappointment
You are adoctor and
need to get to work
You arean adult
wheelchairuser
You are a pregnant woman
40 Dealing with bullying and the importance of friends
The bus stop
You are an old man leaning on a walking stick
You are a child late for school
You are acelebrity andnot used to queuing for
anything
You’re running late for work
You are anolder man who
feels faint
You are going to miss your train if you don’t get on
this bus
You are ateenager and
your friends have saved you a
place on the bus
You are a young man carrying a
parcel
41 Dealing with bullying and the importance of friends
Lyrics entitled:Bullying
By Diamond Babamuboni and Corey FregisFrom Boyhood to Manhood Foundation14.09.04
TheyhatingonmecosI’mbetterdandem
I’mnervousangryandfeelingsuicidal
IkindofwashtheideasofmymindwhenIcried
KnowingIdidn’ttakeylife
It’saddedtomyhatredinside
BeingbulliedmakesmethinkI’vebeenrejectedandhopeless
InmysleepsIevenhavenightmares
CosIdon’ttalkorlaughpeoplethinkI’manutter
NowIwalkwithmycutter
Suicidalmakesmesadandturnedmesick
I’mfeelingweak
NowIhavetoshowpeoplemyaggressiveways
Idon’twanttoliveinmymiserableways
42 Dealing with bullying and the importance of friends
Lyrics entitled:Bullying
By Ode ColeyFrom Boyhood to Manhood Foundation14.09.04
Iamsoangry
Beingatschoolmakesmeunhappy
Iratherstayathomewithmyfamily
Beingbullied,battered,bruisedmakesmedepressed
IsleepsomuchIfeellikeI’mstressed
IfeellikeIambeingrejected
I’vegotsomethingtodobutI’mabitfrustrated