Unit Title: Bullying
This topic area aims to allow students to first explore awareness of how friendships can be positive and negative and about the existence of peer
pressure. It then explores different types and forms of bullying and the negative impact this can have on young people. Students develop an
empathetic approach through drama and freeze frame activities.
Students then go on to explore and empower their understanding of Cyber bullying and the real threat this holds to students in the 21st century.
Students then outline how to tackle both bullying and cyber bullying. Students have a lesson focus on homophobic bullying and finish with a research
project, researching and evaluating different websites that aim to support individuals of bullying. Allowing them to gain knowledge of where to go for
support, and how to assist others in gaining help.
Differentiated Level Range: All ranges of ability are supported through differentiated questioning during discussion, mixed ability group tasks,
scaffolding through pair tasks.
Functional Skills Evidence (Please specify next to each area how literacy, numeracy or ICT functional skills will be evidenced within this unit):
Literacy: Speaking and Listening:- Take full part in formal and informal discussions/exchanges. Reading: Read and
understand a range of texts. Writing: Write documents to communicate information, ideas and opinions using formats and
styles suitable for their purpose and audience. Work purposefully in groups, negotiating and building on the contributions
of others to complete tasks or reach consensus.
Numeracy: Form convincing arguments based on findings and make general statements. Draw conclusions in the
light of the situation.
ICT: Select and use a variety of sources of information independently for a task. Access, search for, select and use ICT-
based information. Communicate and exchange information (including digital communication), safely, responsibly and
securely. Students are asked to research internet websites and evaluate their use and ability to support students.
We Date Lesson Topic Discovery Objectives/Discovery Learning Resources
ek (Week Outcomes/PLaTS/Out of Hours Learning
Introduction to Lesson Objectives: To be shared (5) Facebook me!! Sheets for students
abnormal psychology. Flip chart paper
To define ‘abnormal psychology’ Pens
Why is difficult to To explore the difficulty and complexity concerning measuring Power Point
define what is abnormality. Post it’s
abnormal and what is To define Dissociative Identity Disorder Youtube clip: Helen
normal? Individual To explore and outline it’s symptoms http://www.youtube.com/watch?v=
cultural differences. Starter: What is normal? What does normal look like? Is normal good
or bad? If you had to chose would you rather be normal or abnormal?
Is normal always good Ask pairs to discuss the questions, and then feedback as a class, pulling
and abnormal always out their assumptions, and connotations of ‘normal’ and ‘abnormal’.
What is Dissociative
Identity Disorder? Introduce students to the Abnormal Psychology Topic.
Explain what ‘Abnormal’ Psychology is to students using ppt slide
What are its
symptoms? Now ask students to draw a bell curve on a piece of flip chart paper in
pairs. Explain to the that ‘normal’ behaviours, beliefs etc are all
How would it impact positioned around the middle of the bell curve, ask them to label it as
and affect your life normal, and that ‘abnormal’ behaviours and beliefs exist outside it. Now
to have it? give the students post it’s and a list of
characteristics/jobs/behaviours/People. For example, Cheryl Cole,
tatoo’s, facial piercings a genius, Themselves, hearing voices in their
heads that are not real, not hearing voices, a super model, your teacher,
a homeless person, someone who drink three alcoholic drinks a week,
someone who doesn’t drink alcohol, a cocaine addict, someone who failed
their GCSE’s, etc. Ask them to write different things on a post it and
decide as a pair where to place it on the bell curve.
Class feedback and discussion. This process should allow students to
measure abnormality, and abnormality i.e. having an IQ of 130 and being
a genius is not always a bad thing. What’s normal In one culture, might
not be normal in another, and our interpretation of what is normal,
affects how we view abnormality.
Students are then told for the next few weeks they will cover a variety
a mental illnesses. Today they will have a taster of one.
Students are asked what they think, or know about Dissociative
Play the clip of Helen, Inform students that it is a real documentary
and her case should be treated with respect. Ask students to note down
what they think DID is as they are watching.
Discuss the clip with the class, and what they understand the mental
illness to be. Then present the characteristics and symptoms of the
illness for students to copy down.
Facebook Me!! Students are to update their status with something they
have learnt today. Selected students to read theirs out.
Students are asked to write a reflective journal entry or closing
paragraph about how they feel it would impact their life if they were to
develop DID. How would affect different areas of their life, their
relationships, education, friendships, future etc.
Lesson Objectives recap (5)
5 Schizophrenia Lesson Objectives: To be shared Students own/individual
To describe the symptoms of schizophrenia Facebook me!! Sheets
What are the positive To experience a taste of what it is like to have schizophrenia Traffic light quiz
and negative To explain the possible treatments and causes of schizophrenia Red/Yellow/Green A3 paper
symptoms of http://www.youtube.com/watch?v=
schizophrenia? Lesson Structure: xEXyqe85cuA
Starter: Recap of last lesson
What are delusions What is Abnormality?
and hallucinations? Why is it complicated to define abnormal behaviours?
A Video simulation of Main: Students are asked what they know, or think about schizophrenia,
schizophrenia. what are they symptoms etc. Pair discussion and then word track
feedback back from students, asking two students to make a list of
A clip form student’s feedback on the board.
hollyoaks’s Newt a
young actor playing a QUIZ: Traffic light quiz aimed to inform the students about the
schizophrenic victim characteristics and prevalence rates of schizophrenia. Place red, yellow,
and green pieces of paper around the room, and ask students to move to
How would it affect these areas in order to respond to the questions.
your life to have this
illness? Newt from Hollyoaks story line http://www.youtube.com/watch?v=Eb-
Ask students to watch the clip and make a note of something that they
think is important, it could be a symptom or a characteristic etc.
Students then volunteer these back to the class.
Present students with positive and negative symptoms of schizophrenia
and ask students to create a mind map or table of these.
What must it be like to have schizophrenia? Play simulation clip
students to work out which of the symptoms they have just listed down
they notice in the clip. (Fast forward to 1.15 stop it when you feel they
have seen enough, 4:45 minutes perhaps). Question students about the
symptoms they notice.
Present students with some of the past and present treatments of
schizophrenia, from Electric shock therapy to anti-psychotics
medication. Students to make notes.
How would it affect your life and relationships to have an illness like
schizophrenia? Would you be bale to trust yourself if you weren’t sure
if your brain was lying to you, if you weren’t sure people you saw or
heard were real? How could your life be affected if you or a sibling,
friend, partner or parent were to be diagnosed? Pair discussion, class
feedback, students to summarise their thoughts in their notes.
Lesson Objectives recap
Facebook Me!! Students update their status with a small paragraph
demonstrating what they have learnt from today’s lesson. Which mental
illness have you found most interesting or shocking so far?
6 Eating Disorders Lesson Objectives: to be shared Students own/individual
Outline the difference between two specific eating disorders ‘Facebook me! ’ sheets
The difference Describe their symptoms, treatments, and possible causes. Flip chart paper
between anorexia and Reflect on how they believe the illness could affect somebody’s life Pens
Starter, Last lesson recap: Students get into groups to participate in luIFEkpF8K8&feature=related
The symptoms, schizophrenia and DID quiz. Questions on symptoms, treatments,
treatments and causes etc. Teacher keeps score on the board and hails one group the
possible causes of winner. (preverlance/gender
the illness. differences/mortality rates)
How it impacts Students are asked to discuss in pairs what they already know about
suffers lives. eating disorders. Anorexia Nervosa, and Bulimia Nervosa, symptoms,
treatments, causes etc. Then feedback to the class.
Students are asked to watch 2 clips, and advert about anorexia, and the
clip of Hannah from Hollyoaks a girl who suffered from anorexia and
bulimia nervosa. As the clip plays ask students to write down any
symptoms that they notice.
Discuss clip as a class, what did they notice, feel while watching it?
Present symptoms of Anorexia and bulimia showing how they differ.
Ask students to draw the outline of a ginger bread man and ask them to
draw a line down the middle of it. Label one side Anorexia and the other
bulimia, then ask them to copy the symptoms of the two disorders into
Ask students to think in their pairs about how the illnesses could be
caused, and treated.
Then ask pairs to give themselves a number 1 or 2. Ask number ones to
stand up and feedback how they think the illness could be caused. Then
present possible causes and ask students to add them into their notes.
Then request number two’s stand up and feedback possible treatments
and present the possible treatments for the disorders, and ask
students to copy these down.
Facebook me!! Students update their status about something they have
learnt today. What would it be like if one of your close friends or family
members where to have this illness? How do you think it could affect
Plenary: Stand up sit down. Students all stand up and are asked a
question before they sit down, these should be differentiated, so some
students could be asked for 1 thing they have learnt today and others
could be asked for symptoms of the disorder.
Recap lesson Objectives
7 Mental Illness recap. Lesson Objectives: Students own/individual
To assess our current knowledge and understanding of a variety of Facebook me!’ sheets
Students recap the mental illnesses covered in this topic. Coloured paper & pens
different mental To conduct further research into one particular illness using the Access to computers or booked time in
illnesses they have internet. computer room.
covered in this unit. To create a poster/fact sheet of a particular mental illness, that
outlines, the symptoms of the illness, the suspected causes, treatments
Students then and how it can affect a sufferer’s life.
produce a fact sheet To peer assess and evaluate other students work
or poster or leaflet
about one of the Starter: There are three mental illnesses written around the room on
particular studies we large paper. Write something you know about each one on a separate
have covered so far. post it note and place it on the paper. The teacher then reads
particular things off of each and correct/adjusts or praises knowledge.
Students will then
peer assess each Main: Students are told that today’s main task is to create a fact
others attempts sheet/poster about a particular illness that we have covered, and that
against a set of they will assessed by their peers. So they need to be accurate,
criteria using to stars informative and attractive. They then have 15 minutes on the computer
and a wish. to research anything they feel they need to know about the mental
illness they have chosen to cover.
Plenary: Students compete in a class quiz in small groups. The questions
cover all areas of the topic covered so far. Each group needs a team
name and buzzer noise in order to participate.
Facebook me! Students to update their status, what have you learnt
today that you didn’t already know before you came into this room.
Media and Me Lesson Objectives Facebook me!! Sheets
To explore who the media are, and what the media consists of Flip chart paper
Who are the media? Outline both the positive and negative impacts the media can have on us Post its, or pieces of paper to write
What are different students number on.
types of mass Starter: Who are the media? What are the different forms of media?
media? Ask one or two students to ensure that students have knowledge of a
few. E.g. could be newspapers, Movies, music video’s, the daily mail, BBC
We learn and are news, facebook, BEBO, twitter etc.
celebrities through Speed graffiti: Students are split into groups of five. Each has a piece
the media, but do of flip chart paper placed on a wall at one side of the room (or hall if
they make good role available) and asked to stand in their teams in single file behind a line or
models? Why? point. The groups aim is to have as many things written on their lists as
possible, but the rules are that only one person from the group can
write at one time and they have to pass the pen to the person behind
them each time. (Health and safety rules!) The student’s topic is
graffiti is Media. After the students have had 5 minutes they have to
stop and the teacher counts up the number of entry’s each group has
and declares one group the winner.
We learn a lot about celebrity’s lives through the media, and some
believe footballers are good role models for young boys, and Cheryl Cole
a good role model for young women. Students are asked to think about
to themselves, and write down their responses to this question on a post
Students are then given numbers from one to four and asked to all
stand up. Students who are number 1’s are to share their response with
someone who is a number 4 and exchange their post it’s by sticking
them onto them, 2’s do the same with 3’s.
Then once they have all exchanged, ask 2’s to find and exchange their
post it with a number 4, and 1’s with a number 3. Then ask students to
feed back the post it they have to the class, who hold up a hand in
order to agree, or leave it down in order to disagree.
Facebook me!! Students are to update their status as to whether they
believe celebrities can make good roles models or not, and to give an
example if they can.
How much do we use the mass media? Task
Around the room are four different signs. 1 ‘At least once a day, the
2ND ‘several times a week’ the 3rd ‘Once a week’ and the 4th once a
month. Students are then asked to listen to the type of mass media
presented by the students and then asked to respond by moving to the
right area of the room to answer the question.
How much do you read news papers
How much do you watch movies
How much do you watch the News on BBC or Channel 4
How much do you use facebook
How much do you use twitter
How much do you visit youtube
How much do you listen to the radio
Which ones are the most accessed? Why do students think that have
accessed those more than other? Class discussion
Students are put into groups and given a particular type of media, for
example, BBC news, The Daily Mail, Facebook, Twitter, The radio,
Movies, MTV, Youtube.
Students are then asked to describe the main function of their form of
mass media, i.e. to present world news (BBC), and as a group discuss at
least two reasons why their type of mass media is good for people and
society, and two reasons as to why is could be negative for people and
Feedback to class.
Plenary: Stand up sit down, students are to state something they have
learnt today, started to think about, found interesting.
9 Media and Me Lesson Objectives: To be shared Facebook me!! Sheets
Flip chart paper
Are the images in Explore the ‘honesty’ presented in magazines and analyse the effects of Magazines
magazines in media this on their readers. http://www.youtube.com/watch?v=
real representations Assess whether photo shopped images in the media, set high hibyAJOSW8U&feature=related
of men and women? expectations, or just unrealistic, unreachable expectations.
pictures of adverts
What messages do Starter: Look at all the images placed on your table, and decide which
Front cover of magazines
the images in on is the most attractive, which one you think society will like best, and
magazines send to which one you would like to be. Discuss in you 3’s why? Students are
young people. looking at pictures of the same female or male, but in a variety of
different body sizes. Ask pairs to feedback to the class, do the
What is photo majority of the class agree? Or is there a diverse amount of opinion
shopping and how among the class?
much does it exist in
the magazine world. Students are told that they are going to focus on magazines style media
Do such artificial
images set unrealistic Students are asked to look at the front covers of two magazines. Men’s
pressures of men and health and cosmopolitan magazine. Students asked, do they give you
women, or are they something to aspire to? Do you like looking at them? Do you compare
harmless? yourself to them? Does it make you feel like you should change
yourself? Are they a representation of the average man/woman? Class
What type of article discussion.
and adverts exist in
magazines? They are then put into small groups and asked to discuss the following
questions. They also need to note down a brief summary of what they
Sexist adverts discuss and the conclusions they reach to present back to the class.
Does the media always tell the truth?
Are images in the media real?
How many images in a typical magazine do you think are re-touched or
If they are not all real, are the setting people high standards to strive
to, or unrealistic expectations that lower peoples self esteem?
Who is responsible for what goes into magazines?
Class feedback and discussion over questions. Teacher can play devils
advocate, for example, as we buy the magazines we provide a market
for them, there-for it is our responsibility? or express their own
Play students the video created by Dove which looks at the journey a
model can go through before she makes the front cover of a magazine.
Class discussion of video, is their anything that surprised them, what
kind of messages do they think it send to people reading the magazines
and looking at those images, some of which may be too young to
understand that they are not actually real.
Students now in pairs have five minutes to go through magazines in
groups and asked to look for articles, adverts or pages that send either
a positive or negative message out to readers. For example weight loss
plans, cosmetic surgery adverts etc. They now present their findings
back to the class.
Students now look at how advertisements present men and women.
Students are given a variety of adverts from past to present. They can
look at them all as a group first and then take one as a pair. Their task
is then to annotate the images, what messages do they suggest about
men and women? Does is suggest one is stronger or more intelligent
than another? Are women portrayed as a sexual object? Are looks
rather than brains celebrated? What message or expectations does the
image suggest to the reader?
Images are presented on the power point so that the whole class can
see them and the pairs that have annotated that image feedback their
observations to the rest of the class.
Facebook Me!! Students to update their status, how do they feel about
photo shopped images in the media? Is it ok? Why?
Plenary: Magazines are causing women to have lower self esteem via
presenting images to them that set unrealistic expectations of beauty,
which they then feel under pressure to achieve. Students stand in a
particular corner of the room to suggest whether they agree, disagree,
strongly agree or strongly disagree with the following statement.
Students then have to justify their choice.
Differentiated Level Range:
PLaTS Evidence (Please circle/tick which PLaTS will be evidenced within this unit):
Functional Skills Evidence (Please specify next to each area how literacy, numeracy or ICT functional skills will be evidenced within this unit):
Week Date Lesson Discovery Objectives/Discovery Learning Resources
(Week Topic Outcomes/PLaTS/Out of Hours Learning
End of Term
The scheme of work grid is to be copied and completed for the remainder of the academic year.