Programming for a Year 5 Class on Bullying Coursework

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Rationale

This unit plan was developed for an Independent Islamic School, central, with the co-education system, located in an urban area and with the number of students totalling at 500. Notably, to present content to students in a school that emphasizes a particular religion, it is necessary to make references to the religious texts. For this reason, Lesson 2 uses references to Qu’ran and offers students to read a passage that points out several key issues reflecting the view of bullying form the Islamic perspective.

The text, in particular, outlines some of the essential socio-cultural factors pertaining to religion, for which Islamic people were historically bullied (“Bullying,” n.d.). This is a crucial element of this unit because it helps students define inappropriate and violent behaviour that targets their religion.

Facilities and resources available include the Qu’ran, text of an article that will be distributed to students, and facilities that will allow showing videos in Lesson 2. Since the lesson plan includes a demonstration of short videos explaining bullying behaviour, the school must have the appropriate hardware and capabilities for displaying these videos in class. The Australian curriculum identifies several elements of bullying education that students must undergo.

The main scope of Lesson 2 is in defining the types of bullying behaviour and learning how to respond to them by notifying teachers and parents. Since these lessons discuss the topic of bullying, it is essential to use the curriculum specifics and community events because this will help enhance learning and assist in developing a better comprehension of the community action against bullying. The Bullying. No Way! is the organization holds an anti-bullying day each year in March, for instance, in 2020 the anti-bullying activities will take place on March 20th (“NDA 2020 register now!,” n.d.).

The purpose of linking the unit to this activity is to provide students with an example of a nationwide program against bullying. This should also help them develop their projects in Lesson 6, where they will try to address bullying in their communities. As a result, in Lesson 6, they will offer their project addressing bullying behaviour and present it to their class, which is the main aim of the Unit Plan. Following the scope and sequence, students will gradually learn about the characteristics of bullying as inappropriate behaviour, different types and context, response strategies and empathy for others.

Unit title:	Bullying	Stage/Year:	5 Year Class
PDHPE Strand(s)	Relationships, Bullying, Peer Pressure, Seeking Help Strands	Unit length:	6 lessons 60 minutes each, 360 minutes in total
Cross-Curriculum links:	HIS
Unit description:	The key aims of this unit are to teach students how to define bullying, explain the negative impact it has on a person’s wellbeing and highlight ways in which students can either seek help or provide it in case they encounter bullying in real life. The content of this unit will include a definition of bullying, types of bullying, approaches that students can use to respond to bullying, peer pressure, and respectful relationships. The outcome is the student’s ability to define bullying, recognise it in real-life conditions, respond to bullying, and provide support to peers experiencing bullying.
Knowledge and Understanding outcomes:		Evidence of learning/assessment strategies
PD3-2 investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others; PD3-3 evaluates the impact of empathy, inclusion and respect on themselves and others; PD3-7 proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces.		Students present an understanding of the term “bullying.” Students demonstrate an understanding of the negative impact that bullying has on others by responding to the end of lesson questions. One summative assessment that will demonstrate student learning is a community project, such as leaflets for the school that explain the issue of bullying and address strategies for overcoming it.
Skills outcomes:
PD3-9 applies and adapts self- management skills to respond to personal and group situations; PD3-10 selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections. Self-management (SM) skills: Self-awareness: developing greater control and responsibility for our actions, feelings and behaviours awareness of rights and responsibilities, influences, values, attitudes, strengths and weaknesses Emotion and stress management: coping Help-seeking: recognising when help is needed accessing support and support networks.
General capabilities:
Ethical understanding; Personal and social capability.
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia
Key inquiry questions:		Content:
Health, wellbeing and relationships How do empathy, inclusion and respect have an impact on myself and others?		Examine the influence of emotional responses on behaviour and relationships, for example: (ACPPS056) explore scenarios to identify behaviours which make a scenario safe or unsafe, e.g. warning signs, secrets, threats, bribes, violence Practise skills to establish and manage relationships, for example: (ACPPS055) describe actions that support caring and respectful relationships recognise risk, abuse and neglect in relationships and ways to seek help select and practise appropriate ways to resolve conflict and deal with bullying, harassment, discrimination, coercion, abuse and violence, eg negotiation, refusal skills describe protective actions to develop respectful relationships and identify skills to address the abuse of power in relationships, eg seeking help, persistence, assertive responses, problem-solving
Teaching and learning activities/strategies:			Resources:
Lesson 1. Definition and implications of bullying In Lesson 1, the student will become familiar with the concept of bullying, learn the statistics pertaining to the problem and reflect on their own experiences.Lesson 2. Identifying and responding to bullying behaviour Lesson 2 is connected to identifying and responding to bullying through individual or community action. Lesson 3. Seeking help and overcoming bullying Lesson 3 focuses on the emotional support necessary for people who experienced bullying. Lesson 4. Providing support to the bullied This lesson teaches students how to build good relationships with others. Lesson 5. Learning kindness and cooperation Students learn to understand the impact of empathy on their relationships with others Lesson 6. Respectful Relationships vs Peer Pressure The unit will be concluded with a project where the students will present a community-based strategy for dressing bullying; for instance, they will develop leaflets for the school that address the question of bullying.			Bullying. (2018). Web. Bullying. No way! (n.d.). Web. NDA 2020 register now! (n.d.) Web. NSW Education Standards Authority. (2018). NSW syllabus for the Australian curriculum. Sydney, Australia: NSW Education Standards Authority. Protect yourself rules. (2018). Web. What is bullying? (2018). Web.
Unit evaluation:
Did the students actively engage in discussing the definition, examples, and types of bullying? Did the students actively engage in the discussion upon watching the video “Protect yourself rules?” Did all students participate in roleplay activities, and did they find those educational? Where there any unanswered questions or are inquiries relating to bullying that can help improve the following units? Were there any examples or response strategies presented by students that can be used in the following units on bullying as a reference? Did the lesson sequence allow for the development of a cohesive understanding of what bullying is, how to respond to it, and how to support peers?

Lesson title:	Identifying and Responding to Bullying Behaviour	Stage/Year:	5 Year Class
Topic(s)	Types of bullying – physical, social, cyber, verbal. Notifying teachers and parents	Lesson length	60 minutes
PDHPE Strand(s)	Relationships, Bullying, Peer Pressure, Seeking Help Strands	Lesson sequence in the unit:	2/6
Cross-Curriculum links:	HIS
Knowledge and Understanding outcomes:		Evidence of learning/assessment strategies The student:
PD3-2 investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others;		Students name the four main types of bullying and present a brief description of each time. Students can distinguish between different types of bullying and explain the similarities and differences. Students demonstrate an understanding of why addressing bullying behaviour is essential and complete roleplay where they write out and present a scenario in which they report bullying to their parents or a teacher.
Skills outcomes:
Emotion and stress management: coping. Help-seeking: recognising when help is needed; accessing support and support networks.
General capabilities:
Personal and social capability;
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia
Key inquiry questions:		Content:
Health, wellbeing and relationships How do empathy, inclusion and respect have an impact on myself and others?		examine the influence of emotional responses on behaviour and relationships, for example: (ACPPS056) explore scenarios to identify behaviours which make a scenario safe or unsafe, e.g. warning signs, secrets, threats, bribes, violence practise skills to establish and manage relationships, for example: (ACPPS055) recognise risk, abuse and neglect in relationships and ways to seek help select and practise appropriate ways to resolve conflict and deal with bullying, harassment, discrimination, coercion, abuse and violence, e.g. negotiation, refusal skills describe protective actions to develop respectful relationships and identify skills to address the abuse of power in relationships, e.g. seeking help, persistence, assertive responses, problem-solving
Timing/Part:	Teaching and learning activities/strategies:		Resources:
Introduction: 15 mins.	This is the second lesson of the unit, which follows the lesson in which students learned about the concept of bullying behaviour and its dangers. In this lesson, the main focus is on ensuring that learners can identify bullying behaviour and respond when they witness it. For this assignment, students will have to compare and contrast different types of bullying. The lesson will begin by asking whether the students can think of different types of bullying behaviour that they learned about before or that they can recall. Next, a video “What is bullying” will be shown to demonstrate how cyberbullying can affect people’s life. The students will be asked to reflect on the topic of what characteristics of bullying behaviour they can identify based on this video.		What is bullying? (2018). Web.
Body: 35 mins.	In this section, students must learn how to address bullying behaviour if they witness it or become victims of it. Each of the four types of bullying will require a different response. Therefore, the four main types of bullying, such as physical social, cyber, and verbal, is addressed and explained in this section.Students will work in pairs to develop response strategies and present their ideas to the class.Students will be divided into small groups, and each will discuss a scenario of bullying and how they would address it in real life. Then, each group will roleplay their presentation. Finally, students will review different community initiatives that help address bullying, such as Bullying. No Way! Project. Seeking help as the main element of coping with bullying will be addressed in this section.		Bullying. (2018). Web. Bullying. No way!(n.d.). Web. NDA 2020 register now! (n.d.) Web. Protect yourself rules.(2018). Web.
Conclusion: 10 mins.	The students will be asked to reflect on how bullying affects the community they live in and what needs to be done to address the issue. They will identify the specific characteristics of bullying and assess strategies they can use to address it, such as seek help.
Lesson evaluation:
Did the students gain a comprehension of strategies that can use to report bullying to their parents, educators, or peers? Did the students eagerly respond to the posed questions? Did the students use additional materials (videos) to identify bullying? Where the students able to name the four main types of bullying and address each type? Did the students understand and respond to references from the Qur’an concerning bullying? Where the main outcomes of this lesson achieved?

References

Bullying. (2018). Web.

Bullying. No way! (n.d.). Web.

NDA 2020 register now! (n.d.) Web.

NSW Education Standards Authority. (2018). NSW syllabus for the Australian curriculum. Sydney, Australia: NSW Education Standards Authority.

Protect yourself rules. (2018). Web.

What is bullying. (2018). Web.

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