Bully Free Zone

Bully free zone Band of development: Curriculum organiser: Year level(s): Proposed duration: Essential Learning Achievements Early childhood School’s decision Kindergarten 1 lesson 4. The student acts with integrity and regard for others. ACKNOWLEDGEMENT: Thank you to the Curriculum Support Section for developing and sharing this lesson. This is a sample learning experience. Teachers need to consider its usefulness within the context of their own students’ needs and school’s curriculum plan and adapt it accordingly. Posted: November 2007 BULLY FREE ZONE A learning experience around acting with integrity and regard for others BAND OF DEVELOPMENT: CURRICULUM ORGANISER: YEAR LEVEL: HOST ELA: PROPOSED DURATION: TEACHERS: SCHOOL: TERM & YEAR: Early childhood Kindergarten 4. The student acts with integrity and regard for others. 1 lesson DESCRIPTION This learning experience uses the Circle Time framework designed to promote Emotional Literacy in schools. During this session, students will explore bullying behaviours and positive strategies they can use to deal with it. WHAT IS CIRCLE TIME? Circle Time is a democratic and creative approach used to consider a wide range of issues affecting the whole school community. The strength of circles is that they address values, attitudes and skills within a structured, safe and supportive framework. http://www.wellbeingaustralia.com.au/CircleSol.html KEY UNDERSTANDINGS     Bullying is unacceptable in any environment. Bullies can be both boys and girls. Some bullies use words to hurt the feelings of others and some like to hurt people's bodies. There are different things you can do to stop bullying. ATTITUDES AND VALUES students have opportunities to:    explore and clarify personal and social values enhance their personal frameworks of ethical and moral behaviour value acting with integrity, compassion and regard OUTCOMES    State a personal definition of what they think bullying is. Identify ways people deal with bullying. Reflect on situations when bullying has occurred (through role plays). ASSESSMENT for learning  Observations of student participation – the types of comments students make, interactions with others 2 ESSENTIAL LEARNING ACHIEVEMENTS & ESSENTIAL CONTENT (ACT Curriculum Framework) ELA 4 The student acts with integrity and regard for others In the early childhood band of development, students have opportunities to: 1. decide what is right and wrong in a range of familiar situations 3. recognise the feelings of characters in stories or real-life situations and describe how those feelings make people behave 4. discuss what behaviours such as being caring and trustworthy, respectful and fair might look, feel and sound like in a range of real-life situations (e.g. playing with friends, caring for pets) 6. make behaviour choices that respect the rules of the class (e.g. rules about sharing and taking turns) 8. demonstrate respectful behaviours towards people whom they identify as different. AGENDA Check in Mixer LEARNING EXPERIENCES My name is … and I think bullying is … Silent Statements Stand up and move if …     you have ever been bullied you have seen or know of bullying in our class someone you care about has been bullied you have ever bullied someone Activity 1 Willy the Wimp (story) Read „Willy the Wimp‟ by Anthony Browne. Discuss with students the ways Willy deals with bullies. Create a class storyboard about bullying – someone who overcame bullying with a positive ending. Energiser Mrs Mumbly Starting with one person, instruct as follows: Turn to the person next to you and say without showing your teeth: “Pardon me, have you seen Mrs. Mumbly?” The second person says “No I have not”. The first person says “Could you kindly ask your neighbour?” The second person says “Certainly” and then turns to their neighbour repeating the above. Repeat the above sequence until everyone has had a chance to speak. To finish the game, the teacher says “Mrs Mumbly isn‟t here today!” Useful link: http://pointmanmuncie.org/Warm%20Ups%20-%20Icebreakers/Mrs_Mumbly.pdf Activity 2 Role plays Divide class into small groups. Give each group a situation to role play (make this relevant to something that might be occurring in the class). E.g. taking someone’s pencil, not letting others play (ignoring), being bossy, not keeping hands and feet to themselves, saying mean things. Debrief Guiding questions  What happened?  What was the hardest part for you?  How did this make you feel? The other person feel?  What could you do next time? 3 Energiser Stand next to someone who… (like musical chairs) Play music (e.g. “Hot Potato” – Wiggles Song) for students to move around classroom. When music stops, students find a partner when the teacher says, Stand next to someone who:  has different coloured eyes to you  is taller than you  is a boy if you are a girl and vice versa My name is … One thing I can do to stop bullying is … Checkout RESOURCES What is Circle Time, Circle Time Solutions, 2007, Wellbeing Australia, viewed 9 November 2007, http://www.wellbeingaustralia.com.au/CircleSol.html Browne, A.1995, Willy the Wimp, Walker Books, United Kingdom. Useful web resources: Quality Circle Time, Jenny Mosley consultancies, Positive Press Limited viewed, 9 November 2007, http://www.circletime.co.uk/ Circle Time, TeacherNet, archived page, Department of Children, Schools and Families, London, viewed 9 November 2007http://www.teachernet.gov.uk/teachingandlearning/library/circletime/ Mrs Mumbly, Anderson V, Andersen Associates Inc., Ontario, viewed 9 November 2007, http://pointmanmuncie.org/Warm%20Ups%20-%20Icebreakers/Mrs_Mumbly.pdf Going further with bullying: Bullying No way, 2007, Australian Education Authorities, viewed 9 November 2007 http://www.bullyingnoway.com.au/ http://www.bullying.com.au/ Bully Blocking, Bullying .com, viewed 9 November 2007 http://www.education.unisa.edu.au/bullying/ Kids Health, 2007, Government of South Australia, viewed 9 November 2007, http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=286&id=1695 4