Anti-Bullying Week 2014 Key Stages 3/4 - lesson activities

e.g. 2 friends fall out… Insult No imbalance of power Insult Stop it! Insult Imbalance of power through repetition, threat, etc. Stop it! All of you! It’s not true!! Rumour spread Insult Clear imbalance of power

Is it bullying? Using the Anti-Bullying Alliance definition of bullying Bullying Not bullying Need more information

What percentage of young people do you think experience bullying? Research suggests that between 18%-26% of young people have experiences bullying in the previous term. Does that surprise you?

Experiences of bullying

Anti-Bullying Week 2014 Key Stage 1 lesson presentation

What is a disability? A person is disabled under the Equality Act 2010 if they have: a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on their ability to do normal daily activities.

Disability Do you know someone who has a disability? How does it affect them?

Craig’s story This cartoon has been created to show a typical story that ABA has heard from young disabled people.

Craig’s story – Scene 1

How can name calling effect someone? What types of name calling is there? Why does Craig pretend that he is ok? What should the teacher have done in that situation? Is name calling acceptable in our school?

Craig’s story – Scene 2

Why didn’t the teacher do anything? What would you want Craig’s teacher to do? Why is Craig staying out of the way? How does Craig feel now? What do you think the pupil with the white top on is thinking/feeling? How could she help the situation?

Craig’s story – Scene 3

What combination of things is making it difficult for Craig to concentrate in class? How does this make Craig feel about himself? Is this bullying, or “just having a laugh”? Why isn’t the pupil with the white t-shirt sticking up for Craig?

Craig’s story – Scene 3 Name-calling… difficulty concentrating … distraction in class… teachers getting cross with him, unfairly… no one listening… How does this all impact on Craig’s learning? How do all these things make Craig feel about himself?

Craig’s story – Scene 4

Craig’s story – Scene 2 What caused Craig to snap? How does this make Craig feel about himself?

Craig’s story – let’s re-write it! What should Craig’s teacher have done differently? What could the girl in the t-shirt have done to support Craig?

Disability No, not always. Just as no two people are the same, no two disabled people are the same. The way their disability affects them and appears will be different. Can you always tell if someone is disabled?

What should be the same is... Why is this important? How we treat people

What is happening? Discussion What is happening? Who’s who? How are they involved? What are they feeling?

The traditional view of bullying BullyVictim But is there more to it than this?...

Bullying is a group activity ‘Ringleader’ ‘Victim’ ‘Reinforcer’ ‘Assistant’ ‘Defender’ ‘Outsider’

Recreating the illustration Activity Let’s act out this illustration Which role are you? What is your character thinking? What does your character want to do? How could your character stop/prevent the bullying?

Bullying roles Activity Which role you think is the most common role in bullying? Victim Assistant Ringleader Re-inforcer Outsider Defender The ‘Outsider’ role is the most common amongst young people. What does this tell us?

The POWER of the bystander ?v=E27Y5TG2oYI&index=6&list =PLD891E15E627F4CF3 We are all bystanders and we can stop bullying for all if we take a stand

Our school ethos/charter/pledge Everyone is A PART of not APART from our school community. What do we mean by this?

What can we do? How does our school make sure that everyone can be included in what we do? In our class how can we make sure that children are not bullied? Are there things we need to do to make sure our class or school supports children who learn in different ways? In our class, how can we make sure that everyone is included?

Our school charter How do we agree to stop bullying for ALL?

Let’s support Ant-Bullying Week 2014: