Programming for a Year 5 Class on Bullying Coursework

• 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.

• 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.

• Ethical understanding;
• Personal and social capability.

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia

• 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

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. 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.

1. Did the students actively engage in discussing the definition, examples, and types of bullying?
2. Did the students actively engage in the discussion upon watching the video “Protect yourself rules?”
3. Did all students participate in roleplay activities, and did they find those educational?
4. Where there any unanswered questions or are inquiries relating to bullying that can help improve the following units?
5. Were there any examples or response strategies presented by students that can be used in the following units on bullying as a reference?
6. 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?

• 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.

• coping.

Help-seeking:

• recognising when help is needed;
• accessing support and support networks.

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia

• 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

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

Protect yourself rules.(2018). Web.

1. Did the students gain a comprehension of strategies that can use to report bullying to their parents, educators, or peers?
2. Did the students eagerly respond to the posed questions?
3. Did the students use additional materials (videos) to identify bullying?
4. Where the students able to name the four main types of bullying and address each type?
5. Did the students understand and respond to references from the Qur’an concerning bullying?
6. Where the main outcomes of this lesson achieved?