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Student Teacher Key Learning Area(s) Grade 5 and 6 (Stage 3) Hayley Cullen PDHPE-Bullying Date 21/3/11 Time 50 minutes
Focus/purpose of Lesson: Creating the awareness of bullying and the bystanders position within the matter
Indicators of Learning
IRS3.11 Analyses the effects of actions that enhance or disrupt relationships, e.g. bullying. Demonstrates acceptable ways of resolving conflict. Models behavior that reflects sensitivity to the needs, rights, feelings of others. GDS3.9 Devises strategies to cope with life changes, e.g. bullying. Identifies some language or actions that may constitute harassment. Suggest ways of developing new skills and competencies, e.g. seeking support.
Assessment Strategies
Students: Are able to share their own experiences with bullying to the class due to having an atmosphere of support and trust. Respects the rights of others to hold different values and attitudes from their own. Made contributions within organising role play activity. Are able to perform their role-play with an appropriate attitude that reflects their character. Are able to apply strategies to different bullying situations to prevent, interrupt or stop mistreatment. Suggests, considers and selects appropriate alternatives when solving incidents of bullying. 1
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Time
Resources / Organisation
Website: www.bullyingnoway.com.au Students seated at desks/IWB
10 mins
30 mins
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What can a bystander do? (Go to website: www.bullyingnoway.com.au for a full slideshow of each of the following strategies) The following are strategies you can use to prevent, interrupt, or stop mistreatment Distracting Balancing Supporting Reasoning Getting Help
Students in groups around the room/jar with students names. After discussing strategies, ask students how we might be able to solve their bullying situations through these strategies. From this discussion, students are going to form groups of four at their tables (6 tables of four: however if this is not your situation, have students names within a jar and select their names randomly to form groups of four) Conclusion/Discussion Have students perform their role play, whilst the class has to make an educated guess about what strategy the group portrayed in their bullying skit and whether or not it was the appropriate strategy to use within the situation. 3 40998290
10 mins
Students performing role-play at the front of the class whilst other students are seated quietly at their desks.
Linking with further development of outcomes IRS3.11 and GDS3.9 through learning experiences that involve relationships, communication, families, peers and groups.
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