RIC-20013 AC Health (Year 4) Communicating for health and wellbeing
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,, .. Different" shades Of tiullyinf<br />
<strong>Communicating</strong> <strong>and</strong> interacting <strong>for</strong> <strong>health</strong> <strong>and</strong> <strong>wellbeing</strong><br />
The lesson<br />
Introduction<br />
• What is bullying? Write students' suggestions<br />
on the board until a full description can be<br />
created from their ideas-deliberate <strong>and</strong><br />
repeated behaviour that causes physical or<br />
emotional pain.<br />
Development<br />
• Discuss different types of bullying-physical,<br />
emotional, passive <strong>and</strong> secret. List examples of<br />
each.<br />
• What should a person who is being bullied do?<br />
Discuss the different people students would<br />
trust to talk to about being bullied.<br />
• Students complete the activity on page 51.<br />
• Discuss the different roles within any bullying<br />
scenario: the bully, the person being bullied, the<br />
bully's supporters, the victim's supporters <strong>and</strong><br />
the byst<strong>and</strong>ers. How do you think each person<br />
contributes to the bullying or tries to stop it?<br />
• Students discuss how often they have played<br />
the different roles in a bullying scenario.<br />
• Students complete the activity on page 52.<br />
Differentiation<br />
The activities are all outcome based. When<br />
completing them, students could be grouped<br />
in mixed abilities <strong>and</strong> the activities discussed<br />
be<strong>for</strong>e being completed.<br />
Conclusion<br />
• Students identify the different roles within a<br />
bullying scenario <strong>and</strong> trusted people to whom<br />
they can turn as required.<br />
Content description<br />
Describe how respect, empathy <strong>and</strong><br />
valuing diversity can positively influence<br />
relationships (<strong>AC</strong>PPS037) 0<br />
Resources<br />
• Sufficient copies of pages 51 <strong>and</strong> 52<br />
Answers<br />
Page 51<br />
I. Teacher check<br />
2. Tell someone!<br />
Page 52<br />
I. Teacher check<br />
2. Tell someone!<br />
Assessment<br />
• Does the student know bullies are cowards <strong>and</strong><br />
often insecure?<br />
• Does the student know everyone has a role to play<br />
if bullying is to be stopped?<br />
• Does the student know bullying experiences should<br />
always be reported?<br />
Going further<br />
• Introduce 'secret bullying' <strong>and</strong> explain that this<br />
can be anything from repeatedly getting a person<br />
into trouble by doing bad things oneself <strong>and</strong><br />
then blaming another, to cyberbullying. Students<br />
complete page 53.<br />
• Discuss Grace's character <strong>and</strong> how she changed<br />
the dynamics of the group. Why do you think she<br />
behaved in this way?<br />
• Design anti-bullying posters to display around the<br />
school.<br />
• Dramatise a story about bullying, from the school<br />
library, to per<strong>for</strong>m to younger students.<br />
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SO Australian Curriculum <strong>Health</strong> (<strong>Year</strong> 4) R.I.C. Publications ® www.ricpublications.com.au
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