stand together lesson plans complete set
DESCRIPTION
bullyingTRANSCRIPT
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Activity Overview
Aim of Stand Together 5
Pedagogical form 6
Links to key documents 7
Quick View 9
Early Primary
Lesson Plan for Early Primary 11
Early Primary: Definitions 16
Early Primary: Blank Profile 17
Early Primary: Active Bystanders Profile 18
Upper Primary
Lesson Plan for Upper Primary 21
Upper Primary: Definitions 26
Upper Primary: Script and role cards 27
Upper Primary: Active Bystanders Profile 29
Lower Secondary
Lesson Plan for Lower Secondary 31
Lower Secondary: Definitions 36
Lower Secondary: Script and role cards 37
Lower Secondary: Active Bystanders Profile 39
Senior Secondary
Lesson Plan for Senior Secondary 41
Senior Secondary: Definitions 47
Senior Secondary: Active Bystanders Profile 48
Unit Frameworks for all year levels
Overview 51
Early Primary 52
Upper Primary 53
Lower Secondary 54
Senior Secondary 55
Contents
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Aim of Stand Together TheStandTogetherActivitysuiteofresourceshasbeendevelopedfortheNationalDayofActionagainstBullyingandViolence(NDA).Theyaredesignedtoassistteachersandstudentstoexploretheroleofbystandersinbullying.Theresourcesincludeaframeworkforasemesterunit,asinglelessonplanandteachingresourcestoenablestudentstoreflectontheNDAthemeTakeaStandTogether.Lessonplansandsupportingresourceshavebeendevelopedforearlyprimary,upperprimary,andlowersecondaryandseniorsecondarystudents.Seepage5and6foraquickviewofthescopeandcontent.TheStandTogetherlessonmaybedeliveredinasingle4050minutelessonorspreadoverseveralshortersessions.Itaimsto:
RaiseawarenessandexplorethekeythemeTakingaStandTogether,whatisabystander,andwhatbystanderscandoinasituationwhenthereisbullying
SupportthecreationofaphotoforsubmittingtotheBullying.NoWay!siteforagalleryofschoolphotosfromaroundthecountry.
TheStandTogetherunitoutlines:
Aframeworkforeachagelevelwithspecificlinesofinquiry.Itissuggestedthattheunitculminateinapublicscreening,exhibitionorpresentationtocontinuebuildingwholeschoolawarenessofbullying.Theunitissuitedtothepastoralcareclass,HealthandPhysicalEducationlearningareaorsimilarcontext.
Thefocus/corequestionsforthelessonsandresources: Whatisabystandertobullying? Whatisanactivebystander? Whybeanactivebystander? Howtobeanactiveandsafebystander? Whyistakingastandtogetherimportant?
Teacherscanadapttheactivitiesinthelessonsandtheunitstosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.AlltheStandTogetherresourcesarebasedontheresearchandinformationontheBullyingNoWay!website.
Theoretical basis Bullyingisacomplexmultifacetedissue,differentineachschoolandyearlevel.Ratherthanfocusonthecausesofbullying,theStandTogetherlessonsfocusontheimpactandimportanceofactivebystandersforindividualstudentsandtheschoolcommunity.Bystandersresponsescommunicatetheschoolscultureandvaluesaboutbehaviour;howbystandersactwhentheyseebullyingservestoeitherendorseorchallengethebehaviour.Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactionsinabullyingsituation.
Activity Overview
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StandTogetherActivityOverview
Pedagogical form: Drama Education and Community of Inquiry TheStandTogetherlessonswillcreateacommunityofinquiryusingdramastrategies.Dramaeducationisexperientialandprovidesasafeplaceforstudentstoexplorethechallengesanddiversitiesoftheworld.Thelessonsusedramatechniques,languagesandskillstoprovideexperiencesandactivitiesforstudentstoembodyandkinaestheticallyexploretheroleofthebystander.Theunitwillusedramaprocessestodevelop,refine,rehearseandpresentclassinvestigations.Theunitswillnotbetheatrebased,butwillusestrategieslikeplaybuildingtogatherandcreatematerial.Communityofinquiryisaninquirylearningstrategythatallowstheteacherandstudentstoworktogethertomakesenseofideas,buildonideasanddevelopadeep,sharedunderstandingofconceptsexplored.Acommunityofinquiryisagroupofpeople(usuallyaclassandateacher)whoconstructpersonalmeaningbycollaborativelyengaginginpurposefulcriticaldiscourseandreflection.Membersofacommunityofinquiryexplorebigquestionsaboutlife.Understandingthephenomenaofbullyingrequiresdeepthinkingandquestioningforall,andthatiswhywerecommendthatschoolcommunitiesapproachtheseexplorationsfromthisfoundation.Communityofinquirydiscussionrules:
ListenattentivelyThismeanslisteningverycarefully,towhatisbeingsaidorsuggestedbyothers.
BuildonandconnecttoideasAddtoideasofotherstostretchourunderstandingfurther.
RespectothersandtheirideasThinkingcarefullyabouttheideasofothersisoneclearwayofshowingrespectforthatidea.Listeningandbuildingonideasalsodemonstratesrespect.
DisagreereasonablyandrespectfullyWedisagreewiththeideanottheperson.Sometimeswemayevenchangeourmindafterlisteningtoanotherpersongivegoodreasonsfortheirthinking.
TheremaybenosinglecorrectanswerWhenweexploreinquiryquestionstheremaybemanycorrectanswers.
Special notes
The Stand Together lessons in context TheStandTogetherlessonplansaredesignedtocomplementongoingworkbyschoolstocounterbullying.Effectiveapproachestoreducingbullyingneedtoinvolvemuchmorethanjuststoppingbullyingcampaigns.Thelongtermaimistofosteraschoolculturebasedonpositivevaluesandsupportiverelationshipswhichfeaturerespect,inclusion,belongingandcooperation.Approachestobullyingincluderestorativepractices,conflictmanagement,equalisingpowerimbalancesamongststudents,andsocialskillsdevelopment.Staffandstudentscanfindthemselvesintheroleofbystanderstobullying,andbothneedskills,confidenceandsupporttobeactivebystanders.
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StandTogetherActivityOverview
Diversity of learners Teacherswillneedtoconsiderthelearningstylesandindividuallearningneedsoftheirstudentsanddecideifthelessonsaresuitedtotheirstudentsskillsatthisstageoftheyear.
Personal disclosure Itissuggestedthattheselessonsarenottheplaceforpersonaldisclosuresfromstudents.Ifstudentsstarttorelatepersonalstoriesorexamplestheyhaveseen,thismaydistractfromtheaimoftheclass.Teachersareencouragedtobealerttoemergingproblemsandifpersonaldisclosuresaremade,makeatimetofollowupwithindividualstudentssoonafterthelesson.
Exacerbating existing issues Teachersneedtobesensitivetowhethertheclassisintherightemotionalmoodtoexploretheseissues.Iftherehasbeenarecentseriousproblemitmaybewisetodelayuntilthesituationhassettled.
Links to key documents
Australian Curriculum General Capabilities TheselessonsfocusontheGeneralCapabilityPersonalandsocialcapabilitywhichencompasses:
Selfawareness Selfmanagement Socialawareness Socialmanagement
Duringthelessonsstudentswillengagewithactivitiestoexploreandembodyselfawareness.
SelfawarenessThiselementinvolvesstudentsrecognising,understandingandlabelingtheirownemotions,values,strengthsandcapacities.Itinvolvesstudentsknowingwhattheyarefeelinginthemoment,havingarealisticassessmentoftheirownabilitiesandawellgroundedsenseofselfworthandselfconfidence.Selfawarenessalsoinvolvesreflectingonandevaluatingoneslearning,identifyingpersonalcharacteristicsthatcontributetoorlimiteffectiveness,learningfromsuccessesorfailures,andbeingabletointerpretonesownemotionalstates,needsandperspectives.Insummary,Selfawarenessprimarilyconsistsof:
recognitionofemotions selfknowledge selfperception selfworth reflectivepractice
ThelinesofinquiryintheStandTogetherunitframeworksprovideanopportunityforteacherstoexplorefurtherselfmanagement,socialawareness,andsocialmanagement.
National Safe Schools Framework TheNationalSafeSchoolsFrameworkprovidesavisionandasetofguidingprinciplesforsafe,supportiveandrespectfulschoolcommunitiesthatpromotestudentwellbeing.TheStandTogetherlessonslinkwiththefollowingelementsinparticular:
Element2:Asupportiveandconnectedschoolculture Element6:Engagement,skilldevelopmentandsafeschool
curriculum Element7:Afocusonstudentwellbeingandstudentownership
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StandTogetherActivityOverview
About the National Day of Action against Bullying and Violence
TheannualNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyear.
TheNationalDayofActionisanopportunityforstudents,teachers,parentsandthewholecommunitytotakeastandtogetheragainstbullyingandviolence.Thisannualdayprovidesafocusforschoolswhowanttosay,Bullying.NoWay!andtostrengthentheireverydaymessagesthatbullyingandviolenceatschoolarenotokayatanytime.
TheannualNationalDayofActionisorganisedbyallAustralianeducationauthoritiesthroughtheSafeandSupportiveSchoolCommunitiesProject.
ThefirstNationalDayofActionwason18March2011andisaninitiativeofallAustralianEducationMinisters.
Invitation to provide feedback TeachersarewelcometoemailBullying.NoWay!withyourfeedbackorwithideasabouthowyouimplementedthelessonandhowithaswasreceivedbyyourclass.
References AustraliancurriculumGeneralcapabilitieshttp://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.pdfBullying.NoWay!http://www.bullyingnoway.gov.au/Cam,P.(1995).ThinkingTogether:PhilosophicalInquiryfortheClassroom.Sydney:Hale&Iremonger.Cam,P.(2006).20ThinkingTools:CollaborativeInquiryfortheClassroom.Camberwell,Vic:ACERPress.Cam,P.,FynesClinton,L.,Harrison,K.,Hinton,L.,Scholl,R.,&Vaseo,S.,(2007.)PhilosophywithYoungChildrenAClassroomHandbook.ACSA,DeakinWest,ACT.NationalSafeSchoolsFrameworkhttp://bullyingnoway.gov.au/teachers/nssf/index.htmlStudentWelfaredirectorate,NSWDepartmentofEducation&Training(2008).Antibullyinghowtoencourageyourchildtobeaneffectivebystander:aguideforparentsandcarers.http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/behaviourpgrms/antibullying/bystanderbhvr.pdfTwemlow,S.W.,Fonagy,P,&Sacco,F.C.(2004).Theroleofthebystanderinthesocialarchitectureofbullyingandviolenceinschoolsandcommunities.AnnalsoftheNewYorkAcademyofSciences,Vol1036,21532.
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StandTogetherActivityOverview
Quick View Yearlevel StandTogether
lessonStructure
Focusquestions Resources
ProposedUnitfocus
KeyquestiontoexploreintheUnit
One50minuteslessonwitha1015minutepostlessonactivity
Eachlessonhas3activitiesandaPostlessonactivityinwhichstudentscreateaTakeaStandTogetherimage
DownloadablefromtheBullying.NoWay!website
Providedasaframeworktosuggestpossibleextensions
EarlyPrimary
FocusArea:SelfawarenessSocialcompetency:WorkingtogetherInnerstrengthBeinganactive,safebystander
Orientation:WholeofclassdramagamesDeveloping:SculptureactivitytokinaestheticallyexploreinnerandouterstrengthReflection:ActiveBystanders;whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?
Whatisstrength?Whatisinnerstrength?HowcanIbestrongwhenIseeabullyingsituation?Whatisabystander?Whoisabystander?WhatisanactivebystanderandwhyshouldIbeone?HowcanIbeanactivesafebystander?
DefinitionofbullyingandbystanderBlankProfileProfile:ActiveBystanders
Findingmystrength
Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?Whenhaveyoubeenstrong?HowcanIbestronginabullyingsituation?
UpperPrimary
FocusArea:SelfawarenessSocialcompetency:workingtogetherInvestigatingtheroleoftheactivesafebystanderAppreciatingthevalueofactivebystanders.
Orientation:WholeofclassdramagamesDeveloping:ExplorationofTheAccidentalBystandersscriptReflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?
Whendoesdisagreeingwithsomeonebecomebullying?Whatisabystander?Whenisitokaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeanactiveandsafebystander?
DefinitionofbullyingandbystandersScriptandrolecardsforTheAccidentalBystandersProfile:ActiveBystanders
Findingyourvoice
WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyourvoice?Whenisitimportanttospeakup?HowIcanbeanactiveandsafebystander?
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StandTogetherActivityOverview
Yearlevel StandTogetherlesson
Structure
Focusquestions Resources
ProposedUnitfocus
KeyquestiontoexploreintheUnit
One50minuteslessonwitha1015minutepostlessonactivity
Eachlessonhas3activitiesandaPostlessonactivityinwhichstudentscreateaTakeaStandTogetherimage
DownloadablefromtheBullying.NoWay!website
Providedasaframeworktosuggestpossibleextensions
LowerSecondary
FocusArea:SelfawarenessExploringthedefinitionofbullyingInvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders.
Orientation:WholeofclassdramagamesDeveloping:ExplorationofTheAccidentalBystandersscript.Reflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?
Whendoesdisagreeingwithsomeonebecomebullying?Whatisabystander?Whenisitokaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeasafeandactivebystander?
DefinitionofbullyingandbystanderScriptandrolecardsforTheAccidentalBystandersProfile:ActiveBystanders
Findingoutyouaredifferent
Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersoninagroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Arewealldifferent?Howdoweincludeothers?HowcanIrespondasanactiveandbystanderinbullying?
Seniorsecondary
FocusArea:SelfawarenessSocialcompetency:workingtogetherExploringthedefinitionofbullyingandcyberbullyingInvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders.
Orientation:WholeofclassdramagamesDeveloping:DramaSculpture/HotseattoinvestigatecyberbullyingReflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?
Whatisabystander?Whatisbullying?Whocanbeabystander?WhenshouldIspeakupinabullyingsituation?WhatisanactivebystanderandwhyshouldIbeone?Howisfacetofacebullyingdifferentfromcyberbullying?HowcanIbeanactivebystanderonline?
DefinitionofbullyingandbystandersProfile:ActiveBystanders
Findingempathy
HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedforothers?HowcanInurturethepositive?HowcanIsupportvulnerablestudents?Whybekind?Whatisempathy?Whyareactivebystandersimportant?
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Introduction Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigateandthemeTakeaStandTogether
PedagogicalForm
DramaEducationandCommunityofInquiry Australian Curriculum Focus
GeneralcapabilitiesPersonalandsocialcapability:Selfawareness Key words
bystander,activebystander,strength,friend,help,kindness,protectPre lesson preparation
ReadtheStandTogetherActivityOverview DownloadandprepareEarlyPrimaryresources
o Definitionofbullyingandbystanders(onecopytoreadout)o Profileblank(onecopyA3fordisplay)o Profile:ActiveBystanders(printonecopyA4backtobackperstudent)
DecidewhichTakeaStandTogethermaterialstousefromtheForSchoolssectionoftheNationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)o StandTogetherblankpostero Yourselectionofothermaterials,forexample,buntingandpostcards
LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Teacherscanadapttheactivities/experiencesinthelessontosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.Activitiesinthefirstsectioncanbeomittedifnecessary.ThelessonisbasedontheinformationfromtheBullyingNoWay!website. SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersareencouragedtobealerttoproblemsemergingandifpersonaldisclosuresaremade,makeatimetofollowupwithindividualstudentssoonafterthelesson.Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.
Lesson Plan for Early Primary
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StandTogetherLessonPlanforEarlyPrimary
Teaching and Learning Activities
1. IntroductiontotheNDAcampaignandthemesDuration10minutes
ThisactivityintroducestheNationalDayofActionandexplainsthepurposeofthelessonandpreparesthegroupforafocuseddramaactivity.
TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom. Showanyofyourselectedresourceswhichpromotethetheme. ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.TeachernotesExplainthatthiswillbeadramalessonandtherearesomekeymessagesforhowweworktogether:1. WearenotsittingbehinddeskstoworksoletsrememberthatifIsayfreeze,weallstopwhateverwearedoingandfreeze.Remindthemgentlytheycanbreathe,blinkandlookaround.Teachermaydothisbyquestioning.2. Aswewillbeworkingingroupsandpairsitisveryimportanttolookaftereachotherandrespectotherstudentsbodies.Listencarefullytowhatyourgrouporpartnerissaying.Ha!Game:Buildinggroupskills(1minute)Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!.TheclasshavetowatchverycloselysothattheyallsaytheHa!together.EveryonestandsquietlywaitingfortheHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencouragesstudentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.Changethemotion:BuildinggroupskillsStudentsinthecirclefollowmovementsstartedbytheteacher.Afterthepatternisestablished,selectastudenttoleadthemovements.Explainthatonestudentwillnowgooutsideandtheleaderofthemovementwillchange.Whenthestudentreenterstheclasshis/hertaskistoworkoutwhoisleadingthemovementsthatthewholegroupisdoing.Thetaskofthestudentsinthecircleistoworksocloselytogetherthatitisdifficulttoworkoutwhoisleading.Highlightthevalueofworkingtogether,beingobservantandwatchingotherpeoplecarefully.
2. Developingandexploringthekeythemes
Duration20minutes
Thisactivityexplores,usingdramaactivities,thepositivebehavioursofinnerstrength.Keyquestionsinclude:
Whatisstrength? Whatisinnerstrength? HowcanIbestrongwhenIthinksomethingisntright?
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StandTogetherLessonPlanforEarlyPrimary
Statues:PhysicalisingkeyemotionalstatesAllstudentscreateafrozenstatueofthefollowingactionsandemotions.Teachermodellinginitiallywillbeuseful.Calloutthefollowingoneatatimeandthensay,1,2,3,freezetogivestudentssometimetothinkbeforemakingthestatue.
Watchingotherchildrenplayintheplayground Noticingthatafighthasstartedintheplayground Feelingsad Feelinghurt Helping Feelinghappy
Encouragethestudentstoresumetheirownstatueofhelping.Askthemtothinkaboutthesituationandaboutwhomtheymaybehelping.Sculptures:ExploringstrengthandinnerstrengthInpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapetheclayintoasculptureofastudentbeingstrong.Thestudentpretendingtobetheclayislimpandacceptsalltheoffersfromthesculptorastheyareshaped.Encouragetheclasstothinkaboutfacialexpressionsandbodylanguage.Lookatallstatues,pointoutdetailstoclass.Aretheyallofpeoplebeingstrongontheoutside?Invitestudentstothinkaboutstrength;isthereanotherwayofbeingstrong?Whatdoesitlooklikeandfeellikewhenwearestrongontheinside?Whatmightwebedoing?TeacherNotesSomesuggestionsforbeingstrongontheinside:whentheyarehelpingafriend,whentheyignorepeopletryingtogetthemtodothewrongthing,whentheyhelpathomewithoutbeingasked,whentheytaketheirtimewithadifficultproblem,whentheykeeptryingwithsomethingtheyfindhard,whentheyhelpsomeonewhoishurt,whentheyhelpsomeonewhoisbullying.Supportstudentstobuildontheseideas,comingupwiththeirownsuggestions.Remindstudentstorespecttheideasofothers.Studentsnowchangeroles,sothatiftheywerethesculptortheyarenowtheclay,andthestudentwhowastheclayisnowthesculptor.Asktheclasstothinkcarefullyaboutwhentheyhavebeenstrongontheinsideandforthenewsculptortoshapetheclayintoastudentbeingstrongontheinside.Studentscraftthesculpture.Askallthestudentswhodidthesculptingtositdown,directtheclasstocarefullyexaminethesculptures.Whatdowenotice,whatishappening?Askthechildwhoisthesculptortoprovidemoredetailsfortheirsculptureasyouvieweachone.Celebratetheinnerstrengthsondisplay.Talkaboutthevalueofbeingstrongontheinsideandhowitcanbeparticularlyhelpfulifweseethingswedontlikehappening.
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StandTogetherLessonPlanforEarlyPrimary
3. ReflectivePractice:TheActiveBystanders
Duration:20mins
Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeactivebystanders.Keyquestionsinclude:
WhyshouldIbeanactivebystander? HowcanIbeanactivebystander?
DefinitionofbullyingandbystanderTheteacherreadsoutthedefinitionofbullyingandbystander.Outlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatasweexploretheseissueswemaydisagreeandthatattimesitisimportanttodisagree,sowethinkaboutideasthataredifferentfromourown.RoleonthewallDisplaytheA3Profileblankfortheclass.Asktheclass,Whatwordsdescribeapersonwhoisstrongontheinsideandwillstandupiftheyseebullyinghappening?StudentscanusewordsgeneratedfromtheSculpturesactivity:kind,careful,looksafterothers,isobservant,anddoesntfollowtheleader.Thesewordsarewritteninsideoftheoutline.Asktheclasswhatsomeonewhoisstrongontheinsidemightactuallylooklike?Wordsfromthestudentsareaddedaroundtheoutsideofthefigure.Brainstormwiththeclassdescriptionstoarriveattheunderstandingthatthepersoncanlooklikeanyone,e.g.red,black,blondehair;big,small,tall,short,etc.WriteActivebystanderscanbeanyoneonthebottomofthepage.HandouttheProfile:ActiveBystandersandcompareittotheonethechildrenhavecomeupwith.Pointoutthesimilaritiesandwhereithassomeofthesamewordsandideasfromtheclass.Considerifyoucanaddanyextrawordstotheprofilethattheclasssuggested.SpendsometimethenreadingandexaminingthesuggestionsontheWhy?sideoftheprofile,thentheHow?sideoftheprofile.Encouragediscussionabouthowthesewillworkinreallife.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetherisabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesThroughoutdiscussion,encouragestudentstoactivelylistentoeachotherandadvisethattheremaybenosinglecorrectanswerandthisisnormalandokay.Youmayliketoincludeintherecapattheendofthelessonthatinourschoolwewantactivebystanderswhofeelstrongandcanhelpinsituationswheresomeoneisbullyinganotherperson.Remindstudentsthattheymustalwaysfeelsafebeforehelpinginabullyingsituation.
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StandTogetherLessonPlanforEarlyPrimary
Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscanbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsaboutthesloganTakeaStandTogether.Theclassthenworkstogethertocreateawholeclassfreezeframethatcapturesthistheme.AskstudentstothinkbacktotheChangetheMotiongamewhentheyallworkedtogether.CantheclassthinkofamovementthattheycanalldotogethertoshowtheyareallTakingastandtogether,whatcouldtheyallbedoingatthesametime?Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.Studentsbrainstormandthenfreezethemoment.Teachercoachingcaninclude:
Makethemovementorphysicalposebigsoeveryonecanseeit Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether.
Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebratethevarietyofimagescreatedbyschoolsaroundAustralia.TheycanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents!
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What is bullying? Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonlyhappensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:
keepspickingonyouagainandagainandtriestomakeyoufeelbad saysordoeslotsofmeanthingsthatupsetyou makesfunofyoualot triestostopyoufromjoininginormakeothersnotlikeyou keepshurtingyousuchashittingorpunchingyou.
Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisiscalledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oranadultwhowilllistentoyou!
What is a bystander? Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyouifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbebulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachersaboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.
Early Primary: Definitions
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Early Primary: Blank Profile
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Early Primary: Active Bystanders Profile
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Introduction Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigatethethemeTakeaStandTogether
PedagogicalForm DramaEducationandCommunityofInquiry
AustralianCurriculumFocus GeneralcapabilitiesPersonalandsocialcapability:Selfawareness
Keywordsbystander,freezeframe,conflict,kind,strength,tension,witness,active,uncomfortable
Prelessonpreparation ReadtheStandTogetherActivityOverview DownloadandprepareUpperPrimaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialstousefromtheForSchoolssectionoftheNationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)o StandTogetherblankpostero Yourselectionofothermaterials,forexample,buntingandpostcards
LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.ThelessonisbasedontheinformationfromtheBullyingNoWay!website.SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.
Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.
Lesson Plan for Upper Primary
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StandTogetherLessonPlanforUpperPrimary
Teaching and learning activities
1. IntroductiontotheNDAcampaignandthemesDuration:15minutes
Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.
TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom. Showanyofyourselectedresourceswhichpromotethetheme. ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.TeacherNotesInyourintroduction,youmayexplainthattherearesomerulesforhowweworktogetherinadramalesson.Tellstudents,forexample:1.Wearenotsittingbehinddesks,wellbemovingaround,butifIsayFreeze,weallstopwhateverwearedoingandfreeze.Wecanbreathe,blinkandlookaround,butnotmovearound.2.Aswewillbeworkingingroupsandpairs,itisveryimportanttolookaftereachotherandbehaverespectfully.Listencarefullytowhatyourgrouporpartnerissaying.Ha!Game:Buildinggroupskills(1minute)OptionalStudentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!TheclasshavetowatchverycloselysothattheyallsaytheHa!together.EveryonestandsquietlywaitingfortheHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencouragesstudentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.Statues:Physicalisingkeyemotionalstates(2minute)Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,studentscreateastatueofeach:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protectiveTheteachercommentsonindividualstatues,drawingattentiontobodylanguageandfacialexpressions.Headtotoe:Preparationforpairwork(1minute)Studentsnowformpairs.Explaintheywillbeworkingtogetherbutwithoutspeakingtoconnectthebodypartsthattheteachercallsout,e.g.iftheteachercalledoutelbowtoelbow,thestudentsconnect/linktheirelbows.Otherexamplesarefingertofoot,toetoknee,backtoback.Freezeframes:Embodyingkeystagesininteraction(2minutes)Studentsworkinthesamepairs.Teacherexplainstheywillbeworkingtogethertocreateaseriesofpicturesorfreezeframes(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:
twostudentsplayingtogether twostudentsdisagreeingabouthowtoplaytogether
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StandTogetherLessonPlanforUpperPrimary
twostudentsdisagreeingbutwhereoneofthemfeelsoverwhelmedorpowerless twostudentssortingoutadisagreement
2. DevelopingandexploringthekeythemesDuration:1520minutes
Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhoseesbullyinghappening.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying? Whatisanactivebystander?
Definitionofbullyingandbystander(2minutes)
Theteacherreadsoutthedisplayeddefinitionofbullyingandbystanders.
TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatastheyexploretheideasinthelesson,theymaydisagreeandthatisusefulsothattheycanthinkaboutideasthataredifferentfromtheirown.TheAccidentalBystandersTeacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudentswhofindthemselvesintheroleofTheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesoffreezeframes.StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsortthemselvesintotheroles.Therolecardsare:
1. Bystander12. Bystander23. Bystanders3,44. Astudentwhoisdoingthebullying5. Astudentwhoisthetargetofthebullying
Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothinkaboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.
Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.TheonlyspokenlineinthepresentationisthestatementfromBystander1.Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeachfreezeframetogivetheperformersacuetomovetothenextfreezeframeandallowtimefortheaudiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsiftheaudienceaccuratelyidentifiedwhatwashappening.
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StandTogetherLessonPlanforUpperPrimary
WholeclassdiscussionAttheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocusedquestionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive? WhatmightBystander1haveworriedaboutindecidingtosaysomething? HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup? HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup? WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied? WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying? DidBystander1actsafely? Werethebystanderssafe?
Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothefinalactivityofthelesson.
TeacherNotesRemindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthattherearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscouragepersonaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.
3. ReflectivePractice:TheActiveBystandersDuration:1520minutes
Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyshouldIbeanactivebystander? HowcanIbeanactivebystander? WhyisitimportanttoTakeaStandTogether?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionlookingatthefrontoftheprofilenotingthatanyonecanbeanactivebystanderandthebenefitsforeveryonelistedunderWhy?Spendsometimeexploringtheinformationpresented.Invitestudentstothenconsiderthereversesideoftheprofile:How?Discusstheimplicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.
TeacherNotesTeachercandirectstudentstoBullying.NoWay!websiteaddressonActiveBystandersprofile,otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.
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StandTogetherLessonPlanforUpperPrimary
Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Useresourcesproducedbythestudents.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:
Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether
Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!iscreatingagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.
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What is bullying? Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonlyhappensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:
keepspickingonyouagainandagainandtriestomakeyoufeelbad saysordoeslotsofmeanthingsthatupsetyou makesfunofyoualot triestostopyoufromjoininginormakeothersnotlikeyou keepshurtingyousuchashittingorpunchingyou.
Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisiscalledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oranadultwhowilllistentoyou!
What is a bystander? Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyouifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbebulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachersaboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.
Upper Primary: Definitions
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The Accidental Bystanders
Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchingabullyingsituation.Onestudentispickingonanotherstudentagainandagain.Bystander1istherewithatleastoneotherstudent(Bystander2)orwithmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingIdontwanttobehereanymore.Allthebystandersarelookingdownandtryingtomoveaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamomentlookonhisorherface.Wecancallthismomentthelook.Itrepresentsasenseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthepickingonthestudenthasgoneonfortoolong.He/shefeelsliketheyshoulddosomething.Bystander1sayssomethingtothestudentwhoisdoingthebullying.Thelineissaidandthegroupresumesthefreeze.
5. ThecommentfromBystander1makesthestudentstopthebullyingbehaviour.Bystander2(and3,4)lookshappythatBystander1hasspokenup.
Upper Primary: Script and Role cards
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Student doing the bullying
Student who is being bullied
Bystander 1 Bystander 2
Bystander 3 Bystander 4
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Upper Primary: Active Bystanders Profile
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Introduction Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigatethethemeTakeaStandTogether
PedagogicalForm DramaEducationandCommunityofInquiry
AustralianCurriculumFocus GeneralcapabilitiesPersonalandsocialcapability:Selfawareness
Keywordsbystander,freezeframe,conflict,strength,mutual,tension,witness,active,uncomfortable
Prelessonpreparation ReadtheStandTogetherActivityOverview DownloadLowerSecondaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)o StandTogetherblankpostero Yourselectionofothermaterials,forexample,buntingandpostcards
LessondurationandadaptationsThisclassisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.
SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.
Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.
Lesson Plan for Lower Secondary
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StandTogetherLessonPlanforLowerSecondary
Teaching and learning activities
1. IntroductiontotheNDAcampaignandthemesDuration:10minutes
Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom. Showanyofyourselectedresourceswhichpromotethetheme. ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.Statues:PhysicalisingkeyemotionalstatesAstheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,studentscreateastatueofthefollowingemotionalstates:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protectiveTheteachercommentsonindividualstatues,drawingattentiontothebodylanguageandthefacialexpressionsusedtoshowtheemotionalstatebythestudent.Freezeframes:EmbodyingkeystagesininteractionStudentsworkinpairs.Theteacherexplainstheywillbeworkingtogethertocreateapictureorfreezeframe(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:
twostudentinconversation(playingorlaughingtogether) twostudentsdisagreeinginmutualconflict twostudentsinconflictandoneisnowbeingbulliedandfeelingpowerless twostudentsinconflictsortingthingsout.
DefinitionofbullyingandbystanderTheteacherreadsoutthedisplayeddefinitionsofbullyingandbystanders.TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatastheyexploretheseissuestheymaydisagreeandthatattimesitisimportanttodisagree,sotheycanthinkaboutideasthataredifferentfromourown.
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StandTogetherLessonPlanforLowerSecondary
2. DevelopingandexploringthekeythemesDuration:20Minutes
Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhowitnessesabullyingsituation.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying? Whatisanactivebystander?
Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudents:TheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesoffreezeframes.StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsortthemselvesintotheroles.Therolecardsare:
1. Bystander12. Bystander23. Bystander3,44. Astudentwhoisdoingthebullying5. Astudentwhoisthetargetofthebullying
Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothinkaboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen. Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.
Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.TheonlyspokenlineinthepresentationisthestatementfromBystander1.Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeachfreezeframetogivetheperformersacuetomovetothenextfreezeframeandallowstimefortheaudiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsiftheaudienceaccuratelyidentifiedwhatwashappening.WholeclassdiscussionAttheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocusedquestionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive? WhatmightBystander1haveworriedaboutindecidingtosaysomething? HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup? HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup? WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied? WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying? DidBystander1actsafely? Werethebystanderssafe?
Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothefinalactivityofthelesson.
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StandTogetherLessonPlanforLowerSecondary
TeacherNotesRemindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthattherearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscouragepersonaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.
3. ReflectivePractice:TheActiveBystandersDuration:20Mins
Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyshouldIbeanactivebystander? HowcanIbeanactivebystander? WhyisitimportanttoTakeaStandTogether?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontoftheprofilelookingatWhy?Spendsometimeexploringtheinformationpresented.
Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.
InvitestudentstothenconsiderthereversesideoftheprofilelookingatHow?Discusstheimplicationsofthefindingsandinvitestudentscomments.Dotheyhaveanyquestionsorconcerns?Encouragestudentstoaskquestionsaboutpositiveinterventionsfrombystandersandthattheremaybemorethanoneanswerforquestions.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesTeachercandirectstudentstoBullying.NoWay!websiteaddressontheActiveBystanderprofile,otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.
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StandTogetherLessonPlanforLowerSecondary
Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,thishelpsreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:
Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether
Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthattheBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.
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What is bullying? Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsaspecificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreatefear.Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone leavingsomeoneout sayingmeanorhumiliatingthings usingtechnologytosendnastymessagesorimages.
Apersoncanbebulliedabout:
howtheylook homeorfamily schoolwork popularity achievements raceorculture beingmale beingfemale adisability theirmentalhealth beinglesbian,gay,bisexual,transgender.
It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanleadtobullying. What is a bystander? Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying stoodandwatchedinsilence laughedorwalkedawayfromthesituation forwardedanoffensiveimage,postortextmessagetosomeone saidsomethingtothepersonbullyingtostop.
Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthebullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhoisbeingbullied.
Lower Secondary: Definitions
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The Accidental Bystanders
Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchingabullyingsituation.Onestudentisverballybullyinganotherstudentagainandagain.Bystander1istherewithatleastoneotherstudent(Bystander2)orwithmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingIdontwanttobehereanymore.Allthebystandersareshufflingaround,closingofftheirbodylanguageandpullingaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamomentlookonhisorherface.Wecancallthismomentthelook.Itrepresentsasenseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthenamecallinghasgoneonfortoolong.Bystander1sayssomethingtodistractthestudentwhoisdoingthebullyingoruseshumourtochangethemoodofthegroup.Thelineissaidandthegroupresumesthefreeze.
5. Bystander2(and3,4)supportBystander1thoughtfacialexpressionandbodylanguage.Thebullyingbehaviourstops.
Lower secondary: Script and role cards
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Student doing the bullying
Student who is being bullied
Bystander 1 Bystander 2
Bystander 3 Bystander 4
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Lower Secondary: Active Bystanders Profile
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Introduction Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigatethethemeTakeaStandTogether
PedagogicalForm
DramaEducationandCommunityofInquiry
AustralianCurriculumFocus GeneralcapabilitiesPersonalandsocialcapability:Selfawareness
Keywordsbystander,active,bullying,freezeframe,conflict,quizzical,unease,kind,strength,mutual,tension,witness,active,uncomfortable,stalking,privacy,publicity,risk,snooping,hacking,eavesdropping,blocking,access,harass,violated,protect,empathy,sympathy
Prelessonpreparation ReadtheStandTogetherActivityOverview DownloadandprepareSeniorSecondaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)o Profile:ActiveBystanders(printonA4copybacktobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)o StandTogetherblankpostero Yourselectionofothermaterials,forexample,buntingandpostcards
LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.
SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.
Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachthesituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.
Lesson Plan for Senior Secondary
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StandTogetherLessonPlanforSeniorSecondary
Teaching and Learning Activities
1. IntroductiontotheNDAcampaignandthemesDuration:10minutes
Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether.
PointtotheNationalDayofActionposterdisplayedintheclassroom. Showanyofyourselectedresourceswhichpromotethetheme. ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.Statues:PhysicalisingkeyemotionalstatesStudentsstandinacircle.Allstudentscreateafrozenstatueofthefollowingactions:
watching,stalking,creeping,gazing,eavesdropping,gossiping,snooping,spying,blocking,hacking,threatening,harassing,puttingsomeonedown
Checkthatstudentsknowthemeaningofwords,e.g.creeping,harassing.Pointoutfeaturesinstudentsstatues,e.g.Thisiswhatthreateninglookslike.Sculptures:ExploringthepotentialroleofbystandersonlineInpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapetheclayintoafrozendramaticimagesorpicture.Thestudentpretendingtobetheclayisinertandacceptsallthesculptingfromthesculptorastheyaremovedintoshape.Encouragetheclasstothinkcarefullyaboutfacialexpressionsandbodylanguage.Firstsculpturescenario:TheclayisshapedintoapopularstudentwhoisreactingtoseeingaFacebookstatusupdateontheirphonefromaclosefriendwhichsays;Allmyfriendsarelosers.Thestudentsuspectstheirfriendsaccounthasbeenhacked.(Teachermayselectanalternativeexampleforthestatusupdateappropriatetotheschoolcohortandcircumstances.)Theteachercommentsonindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Thenstudentschangerolessothateachgetsaturnofbeingtheclayandthesculptor.Secondsculpturescenario:Theclayisshapedintoashy,quietstudentwhoisonFacebookandseesintheirfeedaveryunflatteringphotoofamemberoftheirEnglishclass,notaclosefriend,withthedescription,Likeifyouthinktheyareugly.Theteachercommentsonindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Theteacherselectsonesculptureandaskstherestoftheclasstositandcarefullyexaminethedetails.Pointoutthatthesculptureisofabystandertowhatappearstobecyberbullying.Leadaclassdiscussionaboutwhatmighthappennext.TeachernotesPointoutthatthesescenariosarecomplex,differentforeverystudentandschoolandthattherearemanyendingstotheabovescenarios.Theissuesinbullyingrequiredeepanalysisandquestioning;toservethispurpose,theclasswillworkwithaphilosophicalperspective;listeningcarefullytoothersandrespectingothersandtheirideas.
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StandTogetherLessonPlanforSeniorSecondary
Carefullyremindtheclasstonotmoveintodisclosureofpersonalanecdotesbutratherencourageandelicittheirquestionsandconcerns.DefinitionsofbullyingandbystanderReadoutthedefinitionofbullyingandbystanders.TeachernotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.
2. DevelopingandexploringthekeythemesDuration:20minutes
Thisactivityexplores,usingdrama,thebackground,feeling,thinkingstagesandagesofbystanderstobullying.Keyquestionsinclude:
Whatisanactivebystander? Whybeanactivebystander? HowcanIbeasafeandactivebystander?
Tapandtalk:ToinvestigatethethoughtsandfeelingsoftheonlinebystanderStudentsreturntothesculpturesfromtheSculptureactivityandrecreatethefrozensculpturethattheywereplacedintowhenitwastheirturntobetheclay.Remindtheclassthatwhentheyrecreatedthesestatuestheywerebystandersinthescenariotheyweregiven.Thus,allstudentswillbebystandersculptures.Explaintostudentstoremainfrozen,butiftheyaretappedontheshoulderbytheteacher,theyaretosayoutaloudinrolewhattheyarethinkingintheirheads;aresponsetothedramaticsituation.Forexample,theymightsay,Whatthe?,Howdidthishappen?,PoorAnna.Walkaroundtheroomandselectstudentstotap.Aimtoelicitemotions,suggestion,plansforactions,fearsandconcerns.Dependingonthenatureofcommentsandyourassessmentoftheemotionalstateofthestudents,continueuntilallhavehadachancetospeakoutaloud.Providesomesuggestionsofthingstorespondto,e.g.Shouldthestudentstarttothinkofasolutiontotheproblem?,Mighttheybescareditwillhappentothem?Classreturntoacircle,theteachersummarisesthegeneralthoughtsofthecharacterswitnessingtheincidentofcyberbullying.Summariseresponsestothesituation.TeachernotesNotallstudentswillbewillingtobeanactivebystanderatthisstage;weneedtorespectthatthisremainsapersonaldecisionineverysituation.Pointouteverysituationisdifferent,otherstudentsrespectastudentwhostandsuptobullying,andthatitreallyhelpsthestudentbeingbulliedwhenanotherstudentsupportsthem.
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StandTogetherLessonPlanforSeniorSecondary
HotseatAstudentinroleisinterviewedbyothers(theclass)whoareoutofrole.Theinterviewistoestablishthebackground,motivationsandfutureactionsofthecharacter.TheteacherselectstwostudentsorasksforvolunteerswhowillbeBystander1&Bystander2.BothstudentswillbehotseatedaboutthecontextandbackgroundtothebullyingbehaviourrepresentedintheSculptures.Suggestitmightbegoodifthepersonbeingthebystanderforthehotseathassomesuggestionsfortacklingcyberbullying.HotseatBystander1:FirstscenarioonFacebookaccounthackingStudentplayingabystanderinscenariooneisseatedatthetopofthecircle.Teacherguidesthestudentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestionstosupportthestudentbeingbullied.Questionsmayinclude:
Whatareyoufeelingforyourfriend? Whatsthefirstthingyouwoulddo? Howmanytimeshasthishappened? Doyouthinkyoushouldcontactyourfriend? Howdoyouthinkthishackingoccurred? Haveyouseenmalicioushackingbefore? Whydopeopledothistypeofthing? Whatstrategiescanyouusetostopit?
Theteachermaygivesomeotherstudentsachanceatthehotseatroledependingonhowtheimprovisationgoes.HotseatBystander2:SecondscenarioonFacebooktrollingStudentplayingabystanderinscenariotwoisseatedatthetopofthecircle.Teacherguidesthestudentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestionstosupportthestudentbeingbullied,including:
Whatareyoufeelingfortheotherstudent? Whatsthefirstthingyouwoulddo? Howmanytimeshasthishappened? Doyouthinkyoushouldcontacttheotherstudent? Haveyouseenthissortoftrollingonlinebefore? Whydopeopledothistypeofthing? Whatstrategiescanyouusetostopit?
TeacherNotesFacilitatethequestioning,encouragingthestudentstosuggestwaystoblockanddealwithcyberbullying.Supportthestudentstobuildontheideasofothersandstretchthesuggestions.Atthecloseofthehotseatsession,remindstudentsthattheremaybenoonerightanswerandthatweneedtoworktogethertocontinuecomingupwithstrategiestobeabletocontinuetoenjoythebenefitsoftheonlineworld;associalmediacontinuestoevolvewemustcontinuetobeawareandproactive.
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StandTogetherLessonPlanforSeniorSecondary
3.Reflectivepractice:TheActiveBystandersDuration:20minutes
Thisactivityinvolvesstudentsinterrogatingtheprofile:TheActiveBystandersandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:
Howisfacetofacebullyingdifferentfromcyberbullying? WhenshouldIspeakupinabullyingsituationbothonlineandinfacetofacesituations?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontoftheprofileWhy?Spendsometimeexploringtheinformationpresented.
Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.
Invitestudentstothenconsiderthereversesideoftheprofile,lookingatHow?Discusstheimplicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?Encouragestudentstoaskquestionsaboutpossiblewaysforbystanderstoactandthattheremaybemorethanoneanswerforquestions.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesDirectstudentstotheBullying.NoWay!website,otherrelevantresourcesandHelplines.Itwillalsobeimportanttoendwithareminderthatthelessonusesanapproachthatacknowledgesthecomplexityofbullyingandencouragesaquestioningandphilosophicalattitudetotheinherentissues.
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StandTogetherLessonPlanforSeniorSecondary
Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:
Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether
Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.
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What is bullying? Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsaspecificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreatefear.Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone leavingsomeoneout sayingmeanorhumiliatingthings usingtechnologytosendnastymessagesorimages.
Apersoncanbebulliedabout:
howtheylook homeorfamily schoolwork popularity achievements raceorculture beingmale beingfemale adisability theirmentalhealth beinglesbian,gay,bisexual,transgender.
It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanleadtobullying. What is a bystander? Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying stoodandwatchedinsilence laughedorwalkedawayfromthesituation forwardedanoffensiveimage,postortextmessagetosomeone saidsomethingtothepersonbullyingtostop.
Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthebullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhoisbeingbullied.
Senior Secondary: Definitions
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Senior Secondary: Active Bystanders Profile
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OverviewTheStandTogetherunitsallowexplorationoftheroleofbystandersinbullyingbeyondthestartingpointprovidedintheStandTogetherlessonplans.Thisdocumentprovidesaframeworkforfourunitsinwhichstudentsinvestigatepersonalskills,supportpositiverelationships,optimisticattitudesandresilientresponsestodifficultsituations.Thefourunitsare:
EarlyprimaryFindingyourstrength UpperprimaryFindingyourvoice LowersecondaryFindingoutyouaredifferent SeniorsecondaryFindingempathy
Eachunitculminatesinapresentationorexhibitionofstudentwork.InTheDisciplinedMind(2000),HowardGardnerurgededucatorstoteachimportantthingsinmanydifferentways.Gardnersuggestedthatmorestudentswillbereachediflearningisapproachedfromdifferentanglesprovidingavarietyofentrypoints,e.g.narrative,worksofart,groupwork,handsonmanipulationandplay.Thestyleofpresentationandartformselectedshouldbedeterminedbyteacherandstudentexpertiseandinterest.Theartformssuggestedhereforeachlevelarestartingpointsforthegrouptoconsider.Theframeworkforeachunitisbasedon10stepsorlessonswhichcouldberunoverasemesterinasuitableclass,e.g.thepastoralorhomegroupclass.Thetenstepsare:
1. Exploreandgatherideaswithclassonthesuggestedfocus2. Researchthethemesandissuesthroughotherkeytextsorarticles3. Assessemergingpatternsandareasofinterestfromstudentsandteachers4. Identifykeyquestions,focusandpurposeforthegroupandtheartformforpresentation5. Studentscreatecontentforaperformance/screeningexhibition6. Createaplan,storyboardorscriptforaperformance/exhibition/screening7. Refineandrehearsematerialandactivitiesforpresentation8. Considerproductionvaluesthatcanbeincludedtosupportthemese.g.music,props,
lighting9. Presenttoanaudienceorcommunity10. Reflectandevaluatetheculminatingpresentation.
Inimplementingtheunit,teachershouldconsider:
Supportingthedifferentlearningstylesoftheclassandthecurriculumfocus Achanceforallstudentstobeinvolvedandextended Theinclusionintheperformance/exhibitionofproductionvaluesincludingdesign,musicand
digitalarttobestshowcasethestudentsabilities.Theculminatingpresentationisintendedtobeanopportunitytodisplaytheoutcomeofthestudentsquestioningandlearning.Ensuretheaudienceisawarethatthepresentationisasharingofstudentworkandthatallcontentisstudentdevised:theresultoftheirexplorationsandacelebrationoftheirwork.
Unit frameworks for all year levels
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Finding Your Strength FocusQuestions Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?
WhenhaveIbeenstrong?HowcanIbestronginabullyingsituation?Suggestedartform Collagedrama:Acombinationofarangeofperformancematerialslikemovement
pieces,interviews,freezeframes,shortroleplays,storytelling,orpoetry.Thematerialisusuallylinkedbyathemeorsetofquestionsinthisinstance.
Stage1Exploreandgatherideas
InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsUseroleplaystodevisemultipleresponsestosituationsStudentstogiveexamples ofwhentheyhavebeenstrong
Stage2Research
Teachertogivesomefurtherexamplesofpersonalinnerstrengthe.g.paraOlympiansStudentstoresearchstoriesaboutheroesinordinarylife
Stage3Assessemergingpatterns
Doaclassauditofskillsinartformsareasanddiscussformsthatcouldbelinkedtogether,i.e.poetry,movementpieceSummarisewithclassdiscoveriessofar, e.g.itisimportanttolookafterourfriendsandfamily
Stage4Identifyfocusandpurpose
Finalisewithclassthepresentationstyle, e.g.aseriesofroleplays/personalnarrativeslinkedintoacollagedramaSelectatitletohelpdefinethemessageorpurpose,e.g.HowcanIflourish?Defineanddecidetheaudience, e.g.apresentationforthePrepstudents,apresentationonassemblyIdentifythekey messagefortheaudience,thepurposeofthepresentation,e.g.Topresentaseriesofministoriesthatshowsomeonesinnerstrength
Stage5Createcontent
Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedandshapedintotheartformRolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Stage6Createaplan,storyboardorscript
FinalisethecontentandwriteuptheplanTheclasstodivideinto sectionsand taskstoachieveafinalplan,storyboardorscriptReviewtheplan/storyboard/script withwhole class
Stage7Refineandrehearse
Studentspracticetheirsectioningroupsorindividuallyorcomposetheirvisual/digitalartworkforanexhibition
Stage8Productionvalues
ClasstobrainstormotherartisticlayersthatcouldhelpthepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectrolese.g.Iwilloperatethemusic.
Stage9Presenttoanaudience
SelectastudenttointroducethepresentationandexplaintheprocessStudentsgivetheirpresentationtothe selected audience
Stage10Reflectandevaluate
Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved?
Unit Framework - Early Years
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Finding Your Voice FocusQuestions WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyour
voice?Whenisitimportanttospeakup?HowcanIbeasafeactivebystander?Suggestedartform Shortvideos/photographsStage1Exploreandgatherideas
InvestigatethekeyquestionsusedramaskillslikefreezeframesorroleplaysExplorepriorknowledgeofthetopicwithstudentsStudentstogiveexamplesofwhentheyhavebeentoonervoustospeakupor,alternativelywhentheyhavespokenupStudentstodevisesmallroleplaystodemonstrateresponsestothefocusquestions;capturetheseinfreezeframes
Stage2Research
TeachertogivesomehistoricalexamplesofwhenpeoplehavebeentooscaredtospeakupStudentstoresearchstorieswherepeoplehavetakenspokenupwithpositiveoutcomes
Stage3Assessemergingpatterns
Doaclassauditofskills inartformsareas: visualartists,dancers,circusperformers,photographersSummarisewithclassthediscoveriessofar, e.g.itsimportanttostandupandspeakoutwhenpeoplearenotbeingfair.
Stage4Identifyfocusandpurpose
Finalisewithclasspresentationstyle, e.g.aseriesofshortvideosSelectatitletohelp definethemessageorpurpose,e.g.FindingYourVoiceDefineanddecidetheaudience,e.g. apresentationforthePrepstudents,apresentationonassemblyIdentifythekeymessagefortheaudience,thepurposeofthepresentation,e.g. toshowstoriesaboutfindingyourvoicetoencourageothers
Stage5Createcontent
Dependingonartformselectedstudentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Stage6Createaplan,storyboardorscript
Finalisethecontentandwriteuptheplans,storyboardorscriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewtheplan/storyboard/script withthewholeclass
Stage7Refineandrehearse
Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual/digitalartworkforanexhibition
Stage8Productionvalues
Classtobrainstormotherlayersthatcouldenhance thepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic
Stage9Presenttoanaudience
SelectastudenttointroducethepresentationandexplaintheprocessStudentspresentto theselectedaudience
Stage10Reflectandevaluate
Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved
Unit Framework - Upper Primary
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Finding Out You are Different FocusQuestions Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersonin
agroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Arewealldifferent?Howdoweincludeothers?HowcanIrespondasanactivebystanderinthetypeofbullyingthatexcludesothers?
Suggestedartform Anexhibitionofdigitalphotographyandphotocollages: makingnewimagesbyediting,cutting,joiningorcopyingpartsofotherphotographs;theculminatingexhibitionissortedbykeyquestionsthatexplorethetheme
Stage1Exploreandgatherideas
InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsUsedramagamestofindhowwearealldifferent,e.g.gossipmill:studentsmovearoundthespaceandatasignaltheywhispertoanotherstudent,Iamdifferentbecause.Studentstogiveexamplesofwhentheyhavebeenstronginpresentingthemselvesastheyare,e.g.inaninterview
Stage2Research
TeachertogivesomehistoricalexamplesoftheacceptanceofdifferenceStudentstoresearchstoriesaboutoutsidersinsocietyandexamplesofpeoplefromdifferentculturesorbackgroundsworkingsuccessfullytogether
Stage3Assessemergingpatterns
Doaclassauditofskillsinartformsareas, e.g.mediaartists,dancers,circusperformers,etcSummariseclassdiscoveriessofar, e.g.Ourindividualitymeanswearealldifferent..
Stage4Identifyfocusandpurpose
Finalisewithclassthepresentationstyle, e.g.aseriesofquestionsthatarerespondedtoinphotographySelectatitletohelpdefinethemessageorpurpose,e.g. AllHere,AllDifferentDefineanddecidetheaudience, e.g.apresentation/exhibitionfortheschoolcommunity,apresentationonassemblyIdentifythekeymessagefortheaudienceorthefocusofthepresentation;e.g.explorationofdifferenceintheschoolcommunity
Stage5Createcontent
Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclass tobeconsideredatthisstage,i.e.taskallocation
Stage6Createaplan,storyboardorscript
Finalisethecontentandwriteuptheplan/storyboard/scriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewthescriptorplanwithwholeclass
Stage7Refineandrehearse
Studentspracticetheirsectioningroupsorindividually,or compose,designandcapturetheirvisual/digitalartworkforanexhibition.
Stage8Productionvalues
Classtobrainstormotherlayersthatcould helpthepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic
Stage9Presenttoanaudience
SelectastudenttointroducethepresentationandexplaintheprocessStudentspresenttotheirselectedaudience
Stage10Reflectandevaluate
Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved?
Unit Framework - Lower secondary
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Finding Empathy FocusQuestions HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedfor
others?HowcanInurturethepositive?HowcanIsupportvulnerablepeople?Whybekind?Whatisempathy?Whyareactivebystandersimportant?
Suggestedartform Anadvertorial:a performancethataimstopromoteanideaoraseriesofideasApublicinstallation/muralthatusesquestionsandasoundtracktoraiseawarenessofthekeymessage
Stage1Exploreandgatherideas
InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsStudentstodeviseroleplaysthatdemonstratesupportbeinggiventoavulnerableperson.Studentstogiveexamplesofwhentheyhavebeenempathetic,whenhavetheybeensupportive
Stage2Research
Teachertogivesomeexamplesofthepositiveeffectsofsupportandincidentswhereacrowdhasdisplayednoempathyforapersonintrouble;explorewhytherecanbesuchdifferentresponsesbyotherpeopleStudentstoresearchstoriesaboutempatheticbystanders
Stage3Assessemergingpatterns
Doaclassauditofskillsinartformsareas: visualart,design,media,drama,danceSummarisewithclassdiscoveriessofar,e.g.thedifferencebetweensympathyandempathy
Stage4Identifyfocusandpurpose
Finalisewithclassthepresentationstyle, e.g.alargescalepublicsculptureusingboxesandordinarymaterialsandasoundtrackSelectatitletohelp definethemessageorpurpose,e.g.WhenshouldIsayRUOK?Defineanddecidetheaudience, e.g.thewholeschool,apresentationonassemblyIdentifythekey messagefortheaudienceorthepurposeofthepresentation, e.g.toraiseawarenessofvulnerablepeopleinthecommunity
Stage5Createcontent
Dependingonartformselected, studentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclasstobeconsideredatthisstage.i.e.taskallocation
Stage6Createaplan,storyboardorscript
Finalisethecontentandwriteuptheplan/storyboard/scriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewthescriptorplan/designwiththewholeclass
Stage7Refineandrehearse
Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual/digitalartworkfortheexhibitionorinstallation
Stage8Productionvalues
ClasstobrainstormotherlayersthatcouldhelpthestudentpresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic
Stage9Presenttoanaudience
SelectastudenttointroducethepresentationandexplaintheprocessStudentspresenttotheirselectionaudience
Stage10Reflectandevaluate
Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved?
Unit framework - Senior secondary
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