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Contents

Activity Overview
Aim of Stand Together

Pedagogical form

Links to key documents

Quick View

Early Primary
Lesson Plan for Early Primary

11

Early Primary: Definitions

16

Early Primary: Blank Profile

17

Early Primary: Active Bystanders Profile

18

Upper Primary
Lesson Plan for Upper Primary

21

Upper Primary: Definitions

26

Upper Primary: Script and role cards

27

Upper Primary: Active Bystanders Profile

29

Lower Secondary
Lesson Plan for Lower Secondary

31

Lower Secondary: Definitions

36

Lower Secondary: Script and role cards

37

Lower Secondary: Active Bystanders Profile

39

Senior Secondary
Lesson Plan for Senior Secondary

41

Senior Secondary: Definitions

47

Senior Secondary: Active Bystanders Profile

48

Unit Frameworks for all year levels


Overview

51

Early Primary

52

Upper Primary

53

Lower Secondary

54

Senior Secondary

55

Activity Overview
Aim of Stand Together
TheStandTogetherActivitysuiteofresourceshasbeendevelopedforthe
NationalDayofActionagainstBullyingandViolence(NDA).Theyare
designedtoassistteachersandstudentstoexploretheroleofbystanders
inbullying.

Theresourcesincludeaframeworkforasemesterunit,asinglelesson
planandteachingresourcestoenablestudentstoreflectontheNDA
themeTakeaStandTogether.Lessonplansandsupportingresources
havebeendevelopedforearlyprimary,upperprimary,andlower
secondaryandseniorsecondarystudents.Seepage5and6foraquick
viewofthescopeandcontent.

TheStandTogetherlessonmaybedeliveredinasingle4050minute
lessonorspreadoverseveralshortersessions.Itaimsto:
RaiseawarenessandexplorethekeythemeTakingaStand
Together,whatisabystander,andwhatbystanderscandoina
situationwhenthereisbullying
SupportthecreationofaphotoforsubmittingtotheBullying.No
Way!siteforagalleryofschoolphotosfromaroundthecountry.

TheStandTogetherunitoutlines:
Aframeworkforeachagelevelwithspecificlinesofinquiry.Itis
suggestedthattheunitculminateinapublicscreening,exhibition
orpresentationtocontinuebuildingwholeschoolawarenessof
bullying.Theunitissuitedtothepastoralcareclass,Healthand
PhysicalEducationlearningareaorsimilarcontext.

Thefocus/corequestionsforthelessonsandresources:
Whatisabystandertobullying?
Whatisanactivebystander?
Whybeanactivebystander?
Howtobeanactiveandsafebystander?
Whyistakingastandtogetherimportant?

Teacherscanadapttheactivitiesinthelessonsandtheunitstosuitthe
studentage,stageofaparticularclassandthecurriculumfocusintheir
school.AlltheStandTogetherresourcesarebasedontheresearchand
informationontheBullyingNoWay!website.

Theoretical basis
Bullyingisacomplexmultifacetedissue,differentineachschoolandyear
level.Ratherthanfocusonthecausesofbullying,theStandTogether
lessonsfocusontheimpactandimportanceofactivebystandersfor
individualstudentsandtheschoolcommunity.Bystandersresponses
communicatetheschoolscultureandvaluesaboutbehaviour;how
bystandersactwhentheyseebullyingservestoeitherendorseor
challengethebehaviour.

Theroleofbystandersinbullyingiscomplex.Theappropriatewayto
interveneisdifferentforeachsituationandforeverystudent.Students
needtoknowtheirschoolsupportsactivebystandersandrespectseach
studentsjudgementabouttheirownsafetyandtheappropriatenessof
takingactionsinabullyingsituation.

StandTogetherActivityOverview

Pedagogical form: Drama Education and


Community of Inquiry
TheStandTogetherlessonswillcreateacommunityofinquiryusing
dramastrategies.Dramaeducationisexperientialandprovidesasafe
placeforstudentstoexplorethechallengesanddiversitiesoftheworld.

Thelessonsusedramatechniques,languagesandskillstoprovide
experiencesandactivitiesforstudentstoembodyandkinaesthetically
exploretheroleofthebystander.Theunitwillusedramaprocessesto
develop,refine,rehearseandpresentclassinvestigations.Theunitswill
notbetheatrebased,butwillusestrategieslikeplaybuildingtogather
andcreatematerial.

Communityofinquiryisaninquirylearningstrategythatallowsthe
teacherandstudentstoworktogethertomakesenseofideas,buildon
ideasanddevelopadeep,sharedunderstandingofconceptsexplored.

Acommunityofinquiryisagroupofpeople(usuallyaclassandateacher)
whoconstructpersonalmeaningbycollaborativelyengagingin
purposefulcriticaldiscourseandreflection.Membersofacommunityof
inquiryexplorebigquestionsaboutlife.Understandingthephenomenaof
bullyingrequiresdeepthinkingandquestioningforall,andthatiswhywe
recommendthatschoolcommunitiesapproachtheseexplorationsfrom
thisfoundation.

Communityofinquirydiscussionrules:
Listenattentively
Thismeanslisteningverycarefully,towhatisbeingsaidor
suggestedbyothers.
Buildonandconnecttoideas
Addtoideasofotherstostretchourunderstandingfurther.

Respectothersandtheirideas
Thinkingcarefullyabouttheideasofothersisoneclearwayof
showingrespectforthatidea.Listeningandbuildingonideasalso
demonstratesrespect.
Disagreereasonablyandrespectfully
Wedisagreewiththeideanottheperson.Sometimeswemay
evenchangeourmindafterlisteningtoanotherpersongivegood
reasonsfortheirthinking.
Theremaybenosinglecorrectanswer
Whenweexploreinquiryquestionstheremaybemanycorrect
answers.

Special notes
The Stand Together lessons in context
TheStandTogetherlessonplansaredesignedtocomplementongoing
workbyschoolstocounterbullying.Effectiveapproachestoreducing
bullyingneedtoinvolvemuchmorethanjuststoppingbullying
campaigns.Thelongtermaimistofosteraschoolculturebasedon
positivevaluesandsupportiverelationshipswhichfeaturerespect,
inclusion,belongingandcooperation.

Approachestobullyingincluderestorativepractices,conflict
management,equalisingpowerimbalancesamongststudents,andsocial
skillsdevelopment.Staffandstudentscanfindthemselvesintheroleof
bystanderstobullying,andbothneedskills,confidenceandsupporttobe
activebystanders.

StandTogetherActivityOverview

Diversity of learners
Teacherswillneedtoconsiderthelearningstylesandindividuallearning
needsoftheirstudentsanddecideifthelessonsaresuitedtotheir
studentsskillsatthisstageoftheyear.
Personal disclosure
Itissuggestedthattheselessonsarenottheplaceforpersonal
disclosuresfromstudents.Ifstudentsstarttorelatepersonalstoriesor
examplestheyhaveseen,thismaydistractfromtheaimoftheclass.
Teachersareencouragedtobealerttoemergingproblemsandifpersonal
disclosuresaremade,makeatimetofollowupwithindividualstudents
soonafterthelesson.
Exacerbating existing issues
Teachersneedtobesensitivetowhethertheclassisintheright
emotionalmoodtoexploretheseissues.Iftherehasbeenarecent
seriousproblemitmaybewisetodelayuntilthesituationhassettled.

Links to key documents


Australian Curriculum General Capabilities
TheselessonsfocusontheGeneralCapabilityPersonalandsocial
capabilitywhichencompasses:
Selfawareness
Selfmanagement
Socialawareness
Socialmanagement
Duringthelessonsstudentswillengagewithactivitiestoexploreand
embodyselfawareness.

Selfawareness
Thiselementinvolvesstudentsrecognising,understandingandlabeling
theirownemotions,values,strengthsandcapacities.Itinvolvesstudents
knowingwhattheyarefeelinginthemoment,havingarealistic
assessmentoftheirownabilitiesandawellgroundedsenseofselfworth
andselfconfidence.Selfawarenessalsoinvolvesreflectingonand
evaluatingoneslearning,identifyingpersonalcharacteristicsthat
contributetoorlimiteffectiveness,learningfromsuccessesorfailures,
andbeingabletointerpretonesownemotionalstates,needsand
perspectives.Insummary,Selfawarenessprimarilyconsistsof:
recognitionofemotions
selfknowledge
selfperception
selfworth
reflectivepractice
ThelinesofinquiryintheStandTogetherunitframeworksprovidean
opportunityforteacherstoexplorefurtherselfmanagement,social
awareness,andsocialmanagement.
National Safe Schools Framework
TheNationalSafeSchoolsFrameworkprovidesavisionandasetof
guidingprinciplesforsafe,supportiveandrespectfulschoolcommunities
thatpromotestudentwellbeing.TheStandTogetherlessonslinkwiththe
followingelementsinparticular:
Element2:Asupportiveandconnectedschoolculture
Element6:Engagement,skilldevelopmentandsafeschool
curriculum
Element7:Afocusonstudentwellbeingandstudentownership

StandTogetherActivityOverview

About the National Day of Action against Bullying


and Violence
TheannualNationalDayofActionagainstBullyingandViolenceoccurson
thethirdFridayinMarcheachyear.
TheNationalDayofActionisanopportunityforstudents,teachers,
parentsandthewholecommunitytotakeastandtogetheragainst
bullyingandviolence.Thisannualdayprovidesafocusforschoolswho
wanttosay,Bullying.NoWay!andtostrengthentheireveryday
messagesthatbullyingandviolenceatschoolarenotokayatanytime.
TheannualNationalDayofActionisorganisedbyallAustralianeducation
authoritiesthroughtheSafeandSupportiveSchoolCommunitiesProject.
ThefirstNationalDayofActionwason18March2011andisaninitiative
ofallAustralianEducationMinisters.

Invitation to provide feedback


TeachersarewelcometoemailBullying.NoWay!withyourfeedbackor
withideasabouthowyouimplementedthelessonandhowithaswas
receivedbyyourclass.
EmailBullying.NoWay!atbnw.website@dete.qld.gov.au

References

AustraliancurriculumGeneralcapabilities
http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabil
ities.pdf

Bullying.NoWay!http://www.bullyingnoway.gov.au/

Cam,P.(1995).ThinkingTogether:PhilosophicalInquiryfortheClassroom.
Sydney:Hale&Iremonger.

Cam,P.(2006).20ThinkingTools:CollaborativeInquiryfortheClassroom.
Camberwell,Vic:ACERPress.

Cam,P.,FynesClinton,L.,Harrison,K.,Hinton,L.,Scholl,R.,&Vaseo,S.,(2007.)
PhilosophywithYoungChildrenAClassroomHandbook.ACSA,DeakinWest,
ACT.

NationalSafeSchoolsFramework
http://bullyingnoway.gov.au/teachers/nssf/index.html

StudentWelfaredirectorate,NSWDepartmentofEducation&Training(2008).
Antibullyinghowtoencourageyourchildtobeaneffectivebystander:aguide
forparentsandcarers.
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/
behaviourpgrms/antibullying/bystanderbhvr.pdf

Twemlow,S.W.,Fonagy,P,&Sacco,F.C.(2004).Theroleofthebystanderinthe
socialarchitectureofbullyingandviolenceinschoolsandcommunities.Annalsof
theNewYorkAcademyofSciences,Vol1036,21532.

StandTogetherActivityOverview

Quick View
Yearlevel StandTogether Structure
lesson

Focusquestions

Resources

ProposedUnit
focus

Keyquestionto
exploreintheUnit

One50minutes
lessonwitha1015
minutepostlesson
activity

Eachlessonhas3
activitiesandaPost
lessonactivityinwhich
studentscreateaTakea
StandTogetherimage

Downloadablefromthe
Providedasa
Bullying.NoWay!website frameworkto
suggestpossible
extensions

Early
Primary

FocusArea:
Selfawareness
Socialcompetency:
Workingtogether
Innerstrength
Beinganactive,safe
bystander

Orientation:Wholeofclass
dramagames
Developing:Sculpture
activitytokinaesthetically
exploreinnerandouter
strength
Reflection:Active
Bystanders;whatdoesthis
mean?Whyisthetheme
TakeaStandTogether
important?

Whatisstrength?
Whatisinnerstrength?
HowcanIbestrongwhen
Iseeabullyingsituation?
Whatisabystander?
Whoisabystander?
Whatisanactive
bystanderandwhyshould
Ibeone?
HowcanIbeanactive
safebystander?

Definitionofbullyingand
bystander
BlankProfile
Profile:ActiveBystanders

Findingmystrength

Whatisstrength?Whatis
strengthontheoutside?
Whatisstrengthonthe
inside?Whenhaveyou
beenstrong?HowcanI
bestronginabullying
situation?

Upper
Primary

FocusArea:
Selfawareness
Socialcompetency:
workingtogether
Investigatingtherole
oftheactivesafe
bystander
Appreciatingthe
valueofactive
bystanders.

Orientation:Wholeofclass
dramagames
Developing:Explorationof
TheAccidentalBystanders
script
Reflection:Active
Bystanders:Whatdoesthis
mean?Whyisthetheme
TakeaStandTogether
important?

Whendoesdisagreeing
withsomeonebecome
bullying?Whatisa
bystander?Whenisit
okaytostandupto
someonebullying?Whatis
anactivebystander?Why
beanactivebystander?
Howcanyoubeanactive
andsafebystander?

Definitionofbullyingand
bystanders
Scriptandrolecardsfor
TheAccidentalBystanders
Profile:ActiveBystanders

Findingyourvoice

WhenshouldIspeakup?
Haveyoueverlostyour
voice?Whymightyoulose
yourvoice?Whenisit
importanttospeakup?
HowIcanbeanactiveand
safebystander?

StandTogetherActivityOverview

Yearlevel StandTogether Structure


lesson

Focusquestions

Resources

ProposedUnit
focus

Keyquestionto
exploreintheUnit

One50minutes
lessonwitha1015
minutepostlesson
activity

Eachlessonhas3
activitiesandaPost
lessonactivityinwhich
studentscreateaTakea
StandTogetherimage

Downloadablefromthe
Providedasa
Bullying.NoWay!website frameworkto
suggestpossible
extensions

Lower
Secondary

FocusArea:
Selfawareness
Exploringthe
definitionofbullying
Investigatingtherole
oftheactive
bystander
Appreciatingthe
valueofactive
bystanders.

Orientation:Wholeofclass
dramagames
Developing:Explorationof
TheAccidentalBystanders
script.
Reflection:Active
Bystanders:Whatdoesthis
mean?Whyisthetheme
TakeaStandTogether
important?

Whendoesdisagreeing
withsomeonebecome
bullying?Whatisa
bystander?Whenisit
okaytostandupto
someonebullying?Whatis
anactivebystander?Why
beanactivebystander?
Howcanyoubeasafeand
activebystander?

Definitionofbullyingand
bystander
Scriptandrolecardsfor
TheAccidentalBystanders
Profile:ActiveBystanders

Findingoutyouare
different

Whatdoesitfeelliketobe
theoddoneout?Have
youeverbeenthenew
personinagroup?Why
arewesometimesscared
ofpeoplewhoare
different?Areweall
different?Howdowe
includeothers?HowcanI
respondasanactiveand
bystanderinbullying?

Senior
secondary

FocusArea:
Selfawareness
Socialcompetency:
workingtogether
Exploringthe
definitionofbullying
andcyberbullying
Investigatingtherole
oftheactive
bystander
Appreciatingthe
valueofactive
bystanders.

Orientation:Wholeofclass
dramagames
Developing:Drama
Sculpture/Hotseatto
investigatecyberbullying
Reflection:Active
Bystanders:Whatdoesthis
mean?
WhyisthethemeTakea
StandTogetherimportant?

Whatisabystander?
Whatisbullying?Whocan
beabystander?When
shouldIspeakupina
bullyingsituation?Whatis
anactivebystanderand
whyshouldIbeone?How
isfacetofacebullying
differentfrom
cyberbullying?HowcanI
beanactivebystander
online?

Definitionofbullyingand
bystanders
Profile:ActiveBystanders

Findingempathy

HowcanIgivesupport?
HowcanIbesupportive?
WhenshouldIbe
concernedforothers?
HowcanInurturethe
positive?HowcanI
supportvulnerable
students?Whybekind?
Whatisempathy?Why
areactivebystanders
important?

10

Lesson Plan for Early Primary

Introduction
Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign
Exploretheroleofbystanderstobullying
InvestigateandthemeTakeaStandTogether
PedagogicalForm
DramaEducationandCommunityofInquiry
Australian Curriculum Focus

GeneralcapabilitiesPersonalandsocialcapability:Selfawareness

Key words

bystander,activebystander,strength,friend,help,kindness,protect

Pre lesson preparation

ReadtheStandTogetherActivityOverview
DownloadandprepareEarlyPrimaryresources
o Definitionofbullyingandbystanders(onecopytoreadout)
o Profileblank(onecopyA3fordisplay)
o Profile:ActiveBystanders(printonecopyA4backtobackperstudent)
DecidewhichTakeaStandTogethermaterialstousefromtheForSchoolssectionofthe
NationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)
o StandTogetherblankposter
o Yourselectionofothermaterials,forexample,buntingandpostcards

Lessondurationandadaptations
Thislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
activitiesoverafewdays.Teacherscanadapttheactivities/experiencesinthelessontosuitthe
studentage,stageofaparticularclassandthecurriculumfocusintheirschool.Activitiesinthefirst
sectioncanbeomittedifnecessary.ThelessonisbasedontheinformationfromtheBullyingNo
Way!website.
Specialnote
Wesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfrom
students.Teachersareencouragedtobealerttoproblemsemergingandifpersonaldisclosuresare
made,makeatimetofollowupwithindividualstudentssoonafterthelesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeach
situationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersand
respectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingaction
inabullyingsituation.

11

StandTogetherLessonPlanforEarlyPrimary

Teaching and Learning Activities

1. IntroductiontotheNDAcampaignandthemes
Duration10minutes

ThisactivityintroducestheNationalDayofActionandexplainsthepurposeofthelessonand
preparesthegroupforafocuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethird
FridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom.
Showanyofyourselectedresourceswhichpromotethetheme.
ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.

Teachernotes
Explainthatthiswillbeadramalessonandtherearesomekeymessagesforhowweworktogether:
1. WearenotsittingbehinddeskstoworksoletsrememberthatifIsayfreeze,weallstop
whateverwearedoingandfreeze.Remindthemgentlytheycanbreathe,blinkandlookaround.
Teachermaydothisbyquestioning.
2. Aswewillbeworkingingroupsandpairsitisveryimportanttolookaftereachotherand
respectotherstudentsbodies.Listencarefullytowhatyourgrouporpartnerissaying.

Ha!Game:Buildinggroupskills(1minute)
Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!.Theclass
havetowatchverycloselysothattheyallsaytheHa!together.Everyonestandsquietlywaitingfor
theHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencourages
studentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.

Changethemotion:Buildinggroupskills
Studentsinthecirclefollowmovementsstartedbytheteacher.Afterthepatternisestablished,
selectastudenttoleadthemovements.Explainthatonestudentwillnowgooutsideandtheleader
ofthemovementwillchange.Whenthestudentreenterstheclasshis/hertaskistoworkoutwhois
leadingthemovementsthatthewholegroupisdoing.Thetaskofthestudentsinthecircleistowork
socloselytogetherthatitisdifficulttoworkoutwhoisleading.Highlightthevalueofworking
together,beingobservantandwatchingotherpeoplecarefully.

2. Developingandexploringthekeythemes
Duration20minutes

Thisactivityexplores,usingdramaactivities,thepositivebehavioursofinnerstrength.Keyquestions
include:
Whatisstrength?
Whatisinnerstrength?
HowcanIbestrongwhenIthinksomethingisntright?

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StandTogetherLessonPlanforEarlyPrimary

Statues:Physicalisingkeyemotionalstates
Allstudentscreateafrozenstatueofthefollowingactionsandemotions.Teachermodellinginitially
willbeuseful.Calloutthefollowingoneatatimeandthensay,1,2,3,freezetogivestudentssome
timetothinkbeforemakingthestatue.
Watchingotherchildrenplayintheplayground
Noticingthatafighthasstartedintheplayground
Feelingsad
Feelinghurt
Helping
Feelinghappy

Encouragethestudentstoresumetheirownstatueofhelping.Askthemtothinkaboutthe
situationandaboutwhomtheymaybehelping.

Sculptures:Exploringstrengthandinnerstrength
Inpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshape
theclayintoasculptureofastudentbeingstrong.Thestudentpretendingtobetheclayislimpand
acceptsalltheoffersfromthesculptorastheyareshaped.

Encouragetheclasstothinkaboutfacialexpressionsandbodylanguage.

Lookatallstatues,pointoutdetailstoclass.Aretheyallofpeoplebeingstrongontheoutside?
Invitestudentstothinkaboutstrength;isthereanotherwayofbeingstrong?Whatdoesitlooklike
andfeellikewhenwearestrongontheinside?Whatmightwebedoing?

TeacherNotes
Somesuggestionsforbeingstrongontheinside:whentheyarehelpingafriend,whentheyignore
peopletryingtogetthemtodothewrongthing,whentheyhelpathomewithoutbeingasked,when
theytaketheirtimewithadifficultproblem,whentheykeeptryingwithsomethingtheyfindhard,
whentheyhelpsomeonewhoishurt,whentheyhelpsomeonewhoisbullying.Supportstudentsto
buildontheseideas,comingupwiththeirownsuggestions.
Remindstudentstorespecttheideasofothers.

Studentsnowchangeroles,sothatiftheywerethesculptortheyarenowtheclay,andthestudent
whowastheclayisnowthesculptor.

Asktheclasstothinkcarefullyaboutwhentheyhavebeenstrongontheinsideandforthenew
sculptortoshapetheclayintoastudentbeingstrongontheinside.Studentscraftthesculpture.
Askallthestudentswhodidthesculptingtositdown,directtheclasstocarefullyexaminethe
sculptures.Whatdowenotice,whatishappening?Askthechildwhoisthesculptortoprovidemore
detailsfortheirsculptureasyouvieweachone.

Celebratetheinnerstrengthsondisplay.Talkaboutthevalueofbeingstrongontheinsideandhow
itcanbeparticularlyhelpfulifweseethingswedontlikehappening.

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StandTogetherLessonPlanforEarlyPrimary

3. ReflectivePractice:TheActiveBystanders
Duration:20mins

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclass
understandingofhowtobeactivebystanders.Keyquestionsinclude:
WhyshouldIbeanactivebystander?
HowcanIbeanactivebystander?

Definitionofbullyingandbystander
Theteacherreadsoutthedefinitionofbullyingandbystander.Outlinethedefinitiontoprovidea
backgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.

TeacherNotes
Theaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,
andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbegin
personalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnow
thefocusisontheiractivity.
Remindstudentsthatasweexploretheseissueswemaydisagreeandthatattimesitisimportantto
disagree,sowethinkaboutideasthataredifferentfromourown.

Roleonthewall
DisplaytheA3Profileblankfortheclass.Asktheclass,Whatwordsdescribeapersonwhoisstrong
ontheinsideandwillstandupiftheyseebullyinghappening?Studentscanusewordsgenerated
fromtheSculpturesactivity:kind,careful,looksafterothers,isobservant,anddoesntfollowthe
leader.Thesewordsarewritteninsideoftheoutline.

Asktheclasswhatsomeonewhoisstrongontheinsidemightactuallylooklike?Wordsfromthe
studentsareaddedaroundtheoutsideofthefigure.Brainstormwiththeclassdescriptionstoarrive
attheunderstandingthatthepersoncanlooklikeanyone,e.g.red,black,blondehair;big,small,tall,
short,etc.WriteActivebystanderscanbeanyoneonthebottomofthepage.

HandouttheProfile:ActiveBystandersandcompareittotheonethechildrenhavecomeupwith.
Pointoutthesimilaritiesandwhereithassomeofthesamewordsandideasfromtheclass.Consider
ifyoucanaddanyextrawordstotheprofilethattheclasssuggested.

SpendsometimethenreadingandexaminingthesuggestionsontheWhy?sideoftheprofile,then
theHow?sideoftheprofile.Encouragediscussionabouthowthesewillworkinreallife.

LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTake
aStandTogetherisabouttheimportantroleofactivebystanders.Concludethelessonbysayingthat
anyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelp
peoplewhenbullyinghappens.

TeacherNotes
Throughoutdiscussion,encouragestudentstoactivelylistentoeachotherandadvisethattheremay
benosinglecorrectanswerandthisisnormalandokay.Youmayliketoincludeintherecapatthe
endofthelessonthatinourschoolwewantactivebystanderswhofeelstrongandcanhelpin
situationswheresomeoneisbullyinganotherperson.Remindstudentsthattheymustalwaysfeel
safebeforehelpinginabullyingsituation.

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StandTogetherLessonPlanforEarlyPrimary

Post lesson activity for NDA: Capturing the class Taking a Stand
Together

Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhat
theclasshaslearnedintheStandTogetherlesson.Thiscanbeonanassemblyorotherpublic
presentationorthroughtakingaphototosharewithothers.

OntheNationalDayofAction,remindstudentsaboutthesloganTakeaStandTogether.The
classthenworkstogethertocreateawholeclassfreezeframethatcapturesthistheme.Ask
studentstothinkbacktotheChangetheMotiongamewhentheyallworkedtogether.Canthe
classthinkofamovementthattheycanalldotogethertoshowtheyareallTakingastand
together,whatcouldtheyallbedoingatthesametime?

Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmayliketo
incorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.

Studentsbrainstormandthenfreezethemoment.Teachercoachingcaninclude:
Makethemovementorphysicalposebigsoeveryonecanseeit
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether.

Capturethemomentbytakingaclassphoto.

SendyourfreezeframephototoBullying.NoWay!

Bullying.NoWay!hascreatedagalleryofphotographstocelebratethevarietyofimages
createdbyschoolsaroundAustralia.TheycanbelodgedusinganuploadfacilityontheNational
DayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itis
essentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,
andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthe
photo.Moredetailsareprovidedonthewebsite.

Welookforwardtoseeingtheworkofyourstudents!

15

Early Primary: Definitions

What is bullying?
Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonly
happensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:

keepspickingonyouagainandagainandtriestomakeyoufeelbad
saysordoeslotsofmeanthingsthatupsetyou
makesfunofyoualot
triestostopyoufromjoininginormakeothersnotlikeyou
keepshurtingyousuchashittingorpunchingyou.

Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisis
calledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oran
adultwhowilllistentoyou!

What is a bystander?
Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyou
ifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbe
bulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachers
aboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.

16

Early Primary: Blank Profile

Early Primary: Active Bystanders Profile

Lesson Plan for Upper Primary

Introduction
Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign
Exploretheroleofbystanderstobullying
InvestigatethethemeTakeaStandTogether

PedagogicalForm
DramaEducationandCommunityofInquiry

AustralianCurriculumFocus
GeneralcapabilitiesPersonalandsocialcapability:Selfawareness

Keywords
bystander,freezeframe,conflict,kind,strength,tension,witness,active,uncomfortable

Prelessonpreparation
ReadtheStandTogetherActivityOverview

DownloadandprepareUpperPrimaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)
o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)
o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialstousefromtheForSchoolssectionofthe
NationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)
o StandTogetherblankposter
o Yourselectionofothermaterials,forexample,buntingandpostcards

Lessondurationandadaptations
Thislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
activitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthe
lessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusin
theirschool.ThelessonisbasedontheinformationfromtheBullyingNoWay!website.

Specialnote
Wesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfrom
students.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensions
emergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthe
lesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeach
situationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersand
respectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingaction
inabullyingsituation.

21

StandTogetherLessonPlanforUpperPrimary

Teaching and learning activities

1. IntroductiontotheNDAcampaignandthemes
Duration:15minutes

Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupfora
focuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethird
FridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom.
Showanyofyourselectedresourceswhichpromotethetheme.
ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.

TeacherNotes

Inyourintroduction,youmayexplainthattherearesomerulesforhowweworktogetherinadrama
lesson.Tellstudents,forexample:
1.Wearenotsittingbehinddesks,wellbemovingaround,butifIsayFreeze,weallstopwhatever
wearedoingandfreeze.Wecanbreathe,blinkandlookaround,butnotmovearound.
2.Aswewillbeworkingingroupsandpairs,itisveryimportanttolookaftereachotherandbehave
respectfully.Listencarefullytowhatyourgrouporpartnerissaying.

Ha!Game:Buildinggroupskills(1minute)Optional
Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!Theclass
havetowatchverycloselysothattheyallsaytheHa!together.Everyonestandsquietlywaitingfor
theHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencourages
studentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.

Statues:Physicalisingkeyemotionalstates(2minute)
Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,students
createastatueofeach:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protective

Theteachercommentsonindividualstatues,drawingattentiontobodylanguageandfacial
expressions.

Headtotoe:Preparationforpairwork(1minute)
Studentsnowformpairs.Explaintheywillbeworkingtogetherbutwithoutspeakingtoconnectthe
bodypartsthattheteachercallsout,e.g.iftheteachercalledoutelbowtoelbow,thestudents
connect/linktheirelbows.Otherexamplesarefingertofoot,toetoknee,backtoback.

Freezeframes:Embodyingkeystagesininteraction(2minutes)
Studentsworkinthesamepairs.Teacherexplainstheywillbeworkingtogethertocreateaseriesof
picturesorfreezeframes(astillphysicalimage).Theteachercallsoutthefollowing,keepingthe
activitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuch
conversation:
twostudentsplayingtogether
twostudentsdisagreeingabouthowtoplaytogether

22

StandTogetherLessonPlanforUpperPrimary

twostudentsdisagreeingbutwhereoneofthemfeelsoverwhelmedorpowerless
twostudentssortingoutadisagreement

2. Developingandexploringthekeythemes
Duration:1520minutes

Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhosees
bullyinghappening.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying?
Whatisanactivebystander?

Definitionofbullyingandbystander(2minutes)
Theteacherreadsoutthedisplayeddefinitionofbullyingandbystanders.

TeacherNotes

Theaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,
andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbegin
personalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnow
thefocusisontheiractivity.Remindstudentsthatastheyexploretheideasinthelesson,theymay
disagreeandthatisusefulsothattheycanthinkaboutideasthataredifferentfromtheirown.

TheAccidentalBystanders
Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudentswhofind
themselvesintheroleofTheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingto
theclassusingaseriesoffreezeframes.

StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsort
themselvesintotheroles.Therolecardsare:
1. Bystander1
2. Bystander2
3. Bystanders3,4
4. Astudentwhoisdoingthebullying
5. Astudentwhoisthetargetofthebullying

Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothink
aboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen
Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.

Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.Theonlyspoken
lineinthepresentationisthestatementfromBystander1.

Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeach
freezeframetogivetheperformersacuetomovetothenextfreezeframeandallowtimeforthe
audiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsifthe
audienceaccuratelyidentifiedwhatwashappening.

23

StandTogetherLessonPlanforUpperPrimary

Wholeclassdiscussion
Attheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocused
questionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive?
WhatmightBystander1haveworriedaboutindecidingtosaysomething?
HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup?
HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup?
WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied?
WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying?
DidBystander1actsafely?
Werethebystanderssafe?

Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothe
finalactivityofthelesson.

TeacherNotes
Remindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthat
therearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscourage
personaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwill
askthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.

3. ReflectivePractice:TheActiveBystanders
Duration:1520minutes

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclass
understandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyshouldIbeanactivebystander?
HowcanIbeanactivebystander?
WhyisitimportanttoTakeaStandTogether?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionlookingatthe
frontoftheprofilenotingthatanyonecanbeanactivebystanderandthebenefitsforeveryone
listedunderWhy?Spendsometimeexploringtheinformationpresented.

Invitestudentstothenconsiderthereversesideoftheprofile:How?Discusstheimplicationsofthe
findingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?

Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.A
unitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudents
respectabystanderwhospeaksout.

LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTake
aStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonby
sayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportant
tohelppeoplewhenbullyinghappens.

TeacherNotes
TeachercandirectstudentstoBullying.NoWay!websiteaddressonActiveBystandersprofile,other
relevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproach
advocatesforaquestioningandphilosophicalattitudetotheinherentissues.

24

StandTogetherLessonPlanforUpperPrimary

Post lesson activity for NDA: Capturing the class Taking a


Stand Together

Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhat
theclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
presentationorthroughtakingaphototosharewithothers.

OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,which
promotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreduce
bullying.

Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthe
themeTakeaStandTogether.Useresourcesproducedbythestudents.

Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmaylike
toincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.

Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowthey
areallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teacher
coachingcaninclude:
Makethemovementorposebigsoitisobvious.
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.

SendyourfreezeframephototoBullying.NoWay!

Bullying.NoWay!iscreatingagalleryofphotographstocelebrateschoolsacrossAustralia
TakingaStandTogetheragainstbullyingandviolence.Photoscanbelodgedusinganupload
facilityontheNationalDayofActionsectionofthewebsite.Ifteacherswishtosendaphototo
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmedia
imageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedby
eachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.

Welookforwardtoseeingtheworkofyourstudents.

25

Upper Primary: Definitions

What is bullying?
Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonly
happensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:

keepspickingonyouagainandagainandtriestomakeyoufeelbad
saysordoeslotsofmeanthingsthatupsetyou
makesfunofyoualot
triestostopyoufromjoininginormakeothersnotlikeyou
keepshurtingyousuchashittingorpunchingyou.

Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisis
calledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oran
adultwhowilllistentoyou!

What is a bystander?
Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyou
ifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbe
bulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachers
aboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.

26

Upper Primary: Script and Role cards

The Accidental Bystanders

Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchinga
bullyingsituation.Onestudentispickingonanotherstudentagainand
again.Bystander1istherewithatleastoneotherstudent(Bystander2)or
withmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingI
dontwanttobehereanymore.Allthebystandersarelookingdownand
tryingtomoveaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamoment
lookonhisorherface.Wecancallthismomentthelook.Itrepresentsa
senseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthepickingonthestudenthasgoneonfortoolong.
He/shefeelsliketheyshoulddosomething.Bystander1sayssomethingto
thestudentwhoisdoingthebullying.Thelineissaidandthegroupresumes
thefreeze.
5. ThecommentfromBystander1makesthestudentstopthebullying
behaviour.Bystander2(and3,4)lookshappythatBystander1hasspoken
up.

Student doing
the bullying

Student who is
being bullied

Bystander 1

Bystander 2

Bystander 3

Bystander 4

Upper Primary: Active Bystanders Profile

Lesson Plan for Lower Secondary

Introduction
Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign
Exploretheroleofbystanderstobullying
InvestigatethethemeTakeaStandTogether

PedagogicalForm
DramaEducationandCommunityofInquiry

AustralianCurriculumFocus
GeneralcapabilitiesPersonalandsocialcapability:Selfawareness

Keywords
bystander,freezeframe,conflict,strength,mutual,tension,witness,active,uncomfortable

Prelessonpreparation
ReadtheStandTogetherActivityOverview
DownloadLowerSecondaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)
o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)
o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDay
ofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)
o StandTogetherblankposter
o Yourselectionofothermaterials,forexample,buntingandpostcards

Lessondurationandadaptations
Thisclassisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
activitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthe
lessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusin
theirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.

Specialnote
Wesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfrom
students.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensions
emergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthe
lesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeach
situationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersand
respectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingaction
inabullyingsituation.

31

StandTogetherLessonPlanforLowerSecondary

Teaching and learning activities

1. IntroductiontotheNDAcampaignandthemes
Duration:10minutes

Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupfora
focuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethird
FridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom.
Showanyofyourselectedresourceswhichpromotethetheme.
ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.

Statues:Physicalisingkeyemotionalstates
Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,students
createastatueofthefollowingemotionalstates:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protective

Theteachercommentsonindividualstatues,drawingattentiontothebodylanguageandthefacial
expressionsusedtoshowtheemotionalstatebythestudent.

Freezeframes:Embodyingkeystagesininteraction
Studentsworkinpairs.Theteacherexplainstheywillbeworkingtogethertocreateapictureor
freezeframe(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymoving
quicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:
twostudentinconversation(playingorlaughingtogether)
twostudentsdisagreeinginmutualconflict
twostudentsinconflictandoneisnowbeingbulliedandfeelingpowerless
twostudentsinconflictsortingthingsout.

Definitionofbullyingandbystander
Theteacherreadsoutthedisplayeddefinitionsofbullyingandbystanders.

TeacherNotes
Theaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,
andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbegin
personalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnow
thefocusisontheiractivity.Remindstudentsthatastheyexploretheseissuestheymaydisagreeand
thatattimesitisimportanttodisagree,sotheycanthinkaboutideasthataredifferentfromour
own.

32

StandTogetherLessonPlanforLowerSecondary

2. Developingandexploringthekeythemes
Duration:20Minutes

Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwho
witnessesabullyingsituation.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying?
Whatisanactivebystander?

Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudents:The
AccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesof
freezeframes.

StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsort
themselvesintotheroles.Therolecardsare:
1. Bystander1
2. Bystander2
3. Bystander3,4
4. Astudentwhoisdoingthebullying
5. Astudentwhoisthetargetofthebullying

Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothink
aboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen.
Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.

Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.Theonlyspoken
lineinthepresentationisthestatementfromBystander1.

Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeach
freezeframetogivetheperformersacuetomovetothenextfreezeframeandallowstimeforthe
audiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsifthe
audienceaccuratelyidentifiedwhatwashappening.

Wholeclassdiscussion
Attheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocused
questionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive?
WhatmightBystander1haveworriedaboutindecidingtosaysomething?
HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup?
HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup?
WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied?
WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying?
DidBystander1actsafely?
Werethebystanderssafe?

Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothe
finalactivityofthelesson.

33

StandTogetherLessonPlanforLowerSecondary

TeacherNotes
Remindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthat
therearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscourage
personaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwill
askthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.

3. ReflectivePractice:TheActiveBystanders
Duration:20Mins

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclass
understandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyshouldIbeanactivebystander?
HowcanIbeanactivebystander?
WhyisitimportanttoTakeaStandTogether?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontof
theprofilelookingatWhy?Spendsometimeexploringtheinformationpresented.
Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.A
unitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudents
respectabystanderwhospeaksout.
InvitestudentstothenconsiderthereversesideoftheprofilelookingatHow?Discussthe
implicationsofthefindingsandinvitestudentscomments.Dotheyhaveanyquestionsorconcerns?

Encouragestudentstoaskquestionsaboutpositiveinterventionsfrombystandersandthatthere
maybemorethanoneanswerforquestions.

LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTake
aStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonby
sayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportant
tohelppeoplewhenbullyinghappens.

TeacherNotes
TeachercandirectstudentstoBullying.NoWay!websiteaddressontheActiveBystanderprofile,
otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthis
approachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.

34

StandTogetherLessonPlanforLowerSecondary

Post lesson activity for NDA: Capturing the class Taking a Stand
Together

Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhatthe
classhaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
presentationorthroughtakingaphototosharewithothers.

OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,which
promotesthatwhenstudentssupporteachothertobeactivebystanders,thishelpsreduce
bullying.

Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthetheme
TakeaStandTogether.

Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmayliketo
incorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.

Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyare
allTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcan
include:
Makethemovementorposebigsoitisobvious.
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.

SendyourfreezeframephototoBullying.NoWay!

Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustralia
TakingaStandTogetheragainstbullyingandviolence.Photoscanbelodgedusinganupload
facilityontheNationalDayofActionsectionofthewebsite.Ifteacherswishtosendaphototo
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimages
hasbeenfollowed,andthattheBullying.NoWay!Consentformissignedbyeachstudentand
adultinthephoto.Moredetailsareprovidedonthewebsite.

Welookforwardtoseeingtheworkofyourstudents.

35

Lower Secondary: Definitions

What is bullying?

Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsa
specificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreate
fear.

Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone
leavingsomeoneout
sayingmeanorhumiliatingthings
usingtechnologytosendnastymessagesorimages.

Apersoncanbebulliedabout:
howtheylook
homeorfamily
schoolwork
popularity
achievements
raceorculture
beingmale
beingfemale
adisability
theirmentalhealth
beinglesbian,gay,bisexual,transgender.

It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanlead
tobullying.

What is a bystander?

Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand
'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).
Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying
stoodandwatchedinsilence
laughedorwalkedawayfromthesituation
forwardedanoffensiveimage,postortextmessagetosomeone
saidsomethingtothepersonbullyingtostop.

Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthe
bullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhois
beingbullied.

36

Lower secondary: Script and role cards

The Accidental Bystanders

Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchinga
bullyingsituation.Onestudentisverballybullyinganotherstudentagain
andagain.Bystander1istherewithatleastoneotherstudent(Bystander2)
orwithmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingI
dontwanttobehereanymore.Allthebystandersareshufflingaround,
closingofftheirbodylanguageandpullingaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamoment
lookonhisorherface.Wecancallthismomentthelook.Itrepresentsa
senseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthenamecallinghasgoneonfortoolong.Bystander1
sayssomethingtodistractthestudentwhoisdoingthebullyingoruses
humourtochangethemoodofthegroup.Thelineissaidandthegroup
resumesthefreeze.
5. Bystander2(and3,4)supportBystander1thoughtfacialexpressionand
bodylanguage.Thebullyingbehaviourstops.

Student doing
the bullying

Student who is
being bullied

Bystander 1

Bystander 2

Bystander 3

Bystander 4

Lower Secondary: Active Bystanders Profile

Lesson Plan for Senior Secondary

Introduction
Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign
Exploretheroleofbystanderstobullying
InvestigatethethemeTakeaStandTogether

PedagogicalForm
DramaEducationandCommunityofInquiry

AustralianCurriculumFocus
GeneralcapabilitiesPersonalandsocialcapability:Selfawareness

Keywords
bystander,active,bullying,freezeframe,conflict,quizzical,unease,kind,strength,mutual,
tension,witness,active,uncomfortable,stalking,privacy,publicity,risk,snooping,hacking,
eavesdropping,blocking,access,harass,violated,protect,empathy,sympathy

Prelessonpreparation
ReadtheStandTogetherActivityOverview
DownloadandprepareSeniorSecondaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)
o Profile:ActiveBystanders(printonA4copybacktobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDay
ofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)
o StandTogetherblankposter
o Yourselectionofothermaterials,forexample,buntingandpostcards

Lessondurationandadaptations
Thislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
activitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthe
lessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusin
theirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.

Specialnote
Wesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfrom
students.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensions
emergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthe
lesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeach
thesituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystanders
andrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftaking
actioninabullyingsituation.

41

StandTogetherLessonPlanforSeniorSecondary

Teaching and Learning Activities

1. IntroductiontotheNDAcampaignandthemes
Duration:10minutes

Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupfora
focuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethird
FridayinMarcheachyearandhasthethemeTakeaStandTogether.
PointtotheNationalDayofActionposterdisplayedintheclassroom.
Showanyofyourselectedresourceswhichpromotethetheme.
ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.

Statues:Physicalisingkeyemotionalstates
Studentsstandinacircle.Allstudentscreateafrozenstatueofthefollowingactions:
watching,stalking,creeping,gazing,eavesdropping,gossiping,snooping,spying,blocking,
hacking,threatening,harassing,puttingsomeonedown

Checkthatstudentsknowthemeaningofwords,e.g.creeping,harassing.Pointoutfeaturesin
studentsstatues,e.g.Thisiswhatthreateninglookslike.

Sculptures:Exploringthepotentialroleofbystandersonline
Inpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapethe
clayintoafrozendramaticimagesorpicture.Thestudentpretendingtobetheclayisinertand
acceptsallthesculptingfromthesculptorastheyaremovedintoshape.Encouragetheclassto
thinkcarefullyaboutfacialexpressionsandbodylanguage.

Firstsculpturescenario:Theclayisshapedintoapopularstudentwhoisreactingtoseeinga
Facebookstatusupdateontheirphonefromaclosefriendwhichsays;Allmyfriendsarelosers.The
studentsuspectstheirfriendsaccounthasbeenhacked.(Teachermayselectanalternativeexample
forthestatusupdateappropriatetotheschoolcohortandcircumstances.)Theteachercomments
onindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Thenstudents
changerolessothateachgetsaturnofbeingtheclayandthesculptor.

Secondsculpturescenario:Theclayisshapedintoashy,quietstudentwhoisonFacebookandsees
intheirfeedaveryunflatteringphotoofamemberoftheirEnglishclass,notaclosefriend,withthe
description,Likeifyouthinktheyareugly.Theteachercommentsonindividualstatues,particularly
noticingbodylanguageandfacialexpressions.

Theteacherselectsonesculptureandaskstherestoftheclasstositandcarefullyexaminethe
details.Pointoutthatthesculptureisofabystandertowhatappearstobecyberbullying.Leada
classdiscussionaboutwhatmighthappennext.

Teachernotes
Pointoutthatthesescenariosarecomplex,differentforeverystudentandschoolandthatthereare
manyendingstotheabovescenarios.
Theissuesinbullyingrequiredeepanalysisandquestioning;toservethispurpose,theclasswillwork
withaphilosophicalperspective;listeningcarefullytoothersandrespectingothersandtheirideas.

42

StandTogetherLessonPlanforSeniorSecondary

Carefullyremindtheclasstonotmoveintodisclosureofpersonalanecdotesbutratherencourage
andelicittheirquestionsandconcerns.

Definitionsofbullyingandbystander
Readoutthedefinitionofbullyingandbystanders.

Teachernotes
Theaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,
andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbegin
personalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnow
thefocusisontheiractivity.

2. Developingandexploringthekeythemes
Duration:20minutes

Thisactivityexplores,usingdrama,thebackground,feeling,thinkingstagesandagesofbystanders
tobullying.Keyquestionsinclude:
Whatisanactivebystander?
Whybeanactivebystander?
HowcanIbeasafeandactivebystander?

Tapandtalk:Toinvestigatethethoughtsandfeelingsoftheonlinebystander
StudentsreturntothesculpturesfromtheSculptureactivityandrecreatethefrozensculpturethat
theywereplacedintowhenitwastheirturntobetheclay.Remindtheclassthatwhenthey
recreatedthesestatuestheywerebystandersinthescenariotheyweregiven.

Thus,allstudentswillbebystandersculptures.Explaintostudentstoremainfrozen,butiftheyare
tappedontheshoulderbytheteacher,theyaretosayoutaloudinrolewhattheyarethinkingin
theirheads;aresponsetothedramaticsituation.Forexample,theymightsay,Whatthe?,How
didthishappen?,PoorAnna.

Walkaroundtheroomandselectstudentstotap.Aimtoelicitemotions,suggestion,plansfor
actions,fearsandconcerns.Dependingonthenatureofcommentsandyourassessmentofthe
emotionalstateofthestudents,continueuntilallhavehadachancetospeakoutaloud.Provide
somesuggestionsofthingstorespondto,e.g.Shouldthestudentstarttothinkofasolutiontothe
problem?,Mighttheybescareditwillhappentothem?

Classreturntoacircle,theteachersummarisesthegeneralthoughtsofthecharacterswitnessingthe
incidentofcyberbullying.Summariseresponsestothesituation.

Teachernotes
Notallstudentswillbewillingtobeanactivebystanderatthisstage;weneedtorespectthatthis
remainsapersonaldecisionineverysituation.Pointouteverysituationisdifferent,otherstudents
respectastudentwhostandsuptobullying,andthatitreallyhelpsthestudentbeingbulliedwhen
anotherstudentsupportsthem.

43

StandTogetherLessonPlanforSeniorSecondary

Hotseat
Astudentinroleisinterviewedbyothers(theclass)whoareoutofrole.Theinterviewisto
establishthebackground,motivationsandfutureactionsofthecharacter.

TheteacherselectstwostudentsorasksforvolunteerswhowillbeBystander1&Bystander2.Both
studentswillbehotseatedaboutthecontextandbackgroundtothebullyingbehaviour
representedintheSculptures.Suggestitmightbegoodifthepersonbeingthebystanderforthehot
seathassomesuggestionsfortacklingcyberbullying.

HotseatBystander1:FirstscenarioonFacebookaccounthacking
Studentplayingabystanderinscenariooneisseatedatthetopofthecircle.Teacherguidesthe
studentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestions
tosupportthestudentbeingbullied.Questionsmayinclude:
Whatareyoufeelingforyourfriend?
Whatsthefirstthingyouwoulddo?
Howmanytimeshasthishappened?
Doyouthinkyoushouldcontactyourfriend?
Howdoyouthinkthishackingoccurred?
Haveyouseenmalicioushackingbefore?
Whydopeopledothistypeofthing?
Whatstrategiescanyouusetostopit?

Theteachermaygivesomeotherstudentsachanceatthehotseatroledependingonhowthe
improvisationgoes.

HotseatBystander2:SecondscenarioonFacebooktrolling
Studentplayingabystanderinscenariotwoisseatedatthetopofthecircle.Teacherguidesthe
studentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestions
tosupportthestudentbeingbullied,including:
Whatareyoufeelingfortheotherstudent?
Whatsthefirstthingyouwoulddo?
Howmanytimeshasthishappened?
Doyouthinkyoushouldcontacttheotherstudent?
Haveyouseenthissortoftrollingonlinebefore?
Whydopeopledothistypeofthing?
Whatstrategiescanyouusetostopit?

TeacherNotes
Facilitatethequestioning,encouragingthestudentstosuggestwaystoblockanddealwith
cyberbullying.Supportthestudentstobuildontheideasofothersandstretchthesuggestions.Atthe
closeofthehotseatsession,remindstudentsthattheremaybenoonerightanswerandthatwe
needtoworktogethertocontinuecomingupwithstrategiestobeabletocontinuetoenjoythe
benefitsoftheonlineworld;associalmediacontinuestoevolvewemustcontinuetobeawareand
proactive.

44

StandTogetherLessonPlanforSeniorSecondary

3.Reflectivepractice:TheActiveBystanders
Duration:20minutes

Thisactivityinvolvesstudentsinterrogatingtheprofile:TheActiveBystandersandworkingtowards
aclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:
Howisfacetofacebullyingdifferentfromcyberbullying?
WhenshouldIspeakupinabullyingsituationbothonlineandinfacetofacesituations?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontof
theprofileWhy?Spendsometimeexploringtheinformationpresented.
Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.A
unitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudents
respectabystanderwhospeaksout.
Invitestudentstothenconsiderthereversesideoftheprofile,lookingatHow?Discussthe
implicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?

Encouragestudentstoaskquestionsaboutpossiblewaysforbystanderstoactandthattheremaybe
morethanoneanswerforquestions.

LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTake
aStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonby
sayingthatthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderis
importanttohelppeoplewhenbullyinghappens.

TeacherNotes
DirectstudentstotheBullying.NoWay!website,otherrelevantresourcesandHelplines.Itwillalso
beimportanttoendwithareminderthatthelessonusesanapproachthatacknowledgesthe
complexityofbullyingandencouragesaquestioningandphilosophicalattitudetotheinherentissues.

45

StandTogetherLessonPlanforSeniorSecondary

Post lesson activity for NDA: Capturing the class Taking a Stand
Together

Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhatthe
classhaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
presentationorthroughtakingaphototosharewithothers.

OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,which
promotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreduce
bullying.

Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthetheme
TakeaStandTogether.

Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmayliketo
incorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.

Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyare
allTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcan
include:
Makethemovementorposebigsoitisobvious.
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.

SendyourfreezeframephototoBullying.NoWay!

Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustralia
TakingaStandTogetheragainstbullyingandviolence.Photoscanbelodgedusinganupload
facilityontheNationalDayofActionsectionofthewebsite.Ifteacherswishtosendaphototo
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimages
hasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudent
andadultinthephoto.Moredetailsareprovidedonthewebsite.

Welookforwardtoseeingtheworkofyourstudents.

46

Senior Secondary: Definitions

What is bullying?

Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsa
specificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreate
fear.

Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone
leavingsomeoneout
sayingmeanorhumiliatingthings
usingtechnologytosendnastymessagesorimages.

Apersoncanbebulliedabout:
howtheylook
homeorfamily
schoolwork
popularity
achievements
raceorculture
beingmale
beingfemale
adisability
theirmentalhealth
beinglesbian,gay,bisexual,transgender.

It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanlead
tobullying.

What is a bystander?

Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand
'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).
Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying
stoodandwatchedinsilence
laughedorwalkedawayfromthesituation
forwardedanoffensiveimage,postortextmessagetosomeone
saidsomethingtothepersonbullyingtostop.

Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthe
bullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhois
beingbullied.

47

Senior Secondary: Active Bystanders Profile

Unit frameworks for all year levels

Overview

TheStandTogetherunitsallowexplorationoftheroleofbystandersinbullyingbeyondthestarting
pointprovidedintheStandTogetherlessonplans.Thisdocumentprovidesaframeworkforfour
unitsinwhichstudentsinvestigatepersonalskills,supportpositiverelationships,optimisticattitudes
andresilientresponsestodifficultsituations.Thefourunitsare:
EarlyprimaryFindingyourstrength
UpperprimaryFindingyourvoice
LowersecondaryFindingoutyouaredifferent
SeniorsecondaryFindingempathy

Eachunitculminatesinapresentationorexhibitionofstudentwork.InTheDisciplinedMind(2000),
HowardGardnerurgededucatorstoteachimportantthingsinmanydifferentways.Gardner
suggestedthatmorestudentswillbereachediflearningisapproachedfromdifferentangles
providingavarietyofentrypoints,e.g.narrative,worksofart,groupwork,handsonmanipulation
andplay.Thestyleofpresentationandartformselectedshouldbedeterminedbyteacherand
studentexpertiseandinterest.Theartformssuggestedhereforeachlevelarestartingpointsforthe
grouptoconsider.

Theframeworkforeachunitisbasedon10stepsorlessonswhichcouldberunoverasemesterina
suitableclass,e.g.thepastoralorhomegroupclass.Thetenstepsare:
1. Exploreandgatherideaswithclassonthesuggestedfocus
2. Researchthethemesandissuesthroughotherkeytextsorarticles
3. Assessemergingpatternsandareasofinterestfromstudentsandteachers
4. Identifykeyquestions,focusandpurposeforthegroupandtheartformforpresentation
5. Studentscreatecontentforaperformance/screeningexhibition
6. Createaplan,storyboardorscriptforaperformance/exhibition/screening
7. Refineandrehearsematerialandactivitiesforpresentation
8. Considerproductionvaluesthatcanbeincludedtosupportthemese.g.music,props,
lighting
9. Presenttoanaudienceorcommunity
10. Reflectandevaluatetheculminatingpresentation.

Inimplementingtheunit,teachershouldconsider:
Supportingthedifferentlearningstylesoftheclassandthecurriculumfocus
Achanceforallstudentstobeinvolvedandextended
Theinclusionintheperformance/exhibitionofproductionvaluesincludingdesign,musicand
digitalarttobestshowcasethestudentsabilities.

Theculminatingpresentationisintendedtobeanopportunitytodisplaytheoutcomeofthe
studentsquestioningandlearning.Ensuretheaudienceisawarethatthepresentationisasharingof
studentworkandthatallcontentisstudentdevised:theresultoftheirexplorationsanda
celebrationoftheirwork.

51

Unit Framework - Early Years

Finding Your Strength


FocusQuestions
Suggestedartform

Stage1Exploreand
gatherideas

Stage2Research

Stage3Assess
emergingpatterns

Stage4Identify
focusandpurpose

Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values

Stage9Presentto
anaudience
Stage10Reflectand
evaluate

Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?
WhenhaveIbeenstrong?HowcanIbestronginabullyingsituation?
Collagedrama:Acombinationofarangeofperformancematerialslikemovement
pieces,interviews,freezeframes,shortroleplays,storytelling,orpoetry.The
materialisusuallylinkedbyathemeorsetofquestionsinthisinstance.
Investigatethekeyquestions
Explorepriorknowledgeofthetopicwithstudents
Useroleplaystodevisemultipleresponsestosituations
Studentstogiveexamples ofwhentheyhavebeenstrong
Teachertogivesomefurtherexamplesofpersonalinnerstrengthe.g.para
Olympians
Studentstoresearchstoriesaboutheroesinordinarylife
Doaclassauditofskillsinartformsareasanddiscussformsthatcouldbelinked
together,i.e.poetry,movementpiece
Summarisewithclassdiscoveriessofar, e.g.itisimportanttolookafterourfriends
andfamily
Finalisewithclassthepresentationstyle, e.g.aseriesofroleplays/personal
narrativeslinkedintoacollagedrama
Selectatitletohelpdefinethemessageorpurpose,e.g.HowcanIflourish?
Defineanddecidetheaudience, e.g.apresentationforthePrepstudents,a
presentationonassembly
Identifythekey messagefortheaudience,thepurposeofthepresentation,e.g.To
presentaseriesofministoriesthatshowsomeonesinnerstrength
Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedand
shapedintotheartform
Rolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplan
Theclasstodivideinto sectionsand taskstoachieveafinalplan,storyboardor
script
Reviewtheplan/storyboard/script withwhole class
Studentspracticetheirsectioningroupsorindividuallyorcomposetheir
visual/digitalartworkforanexhibition
Classtobrainstormotherartisticlayersthatcouldhelpthepresentation
Selectmusic,lighting,locationofperformance,propsorsymbolstobeincluded
Somestudentsatthisstagemaystarttoselfselectrolese.g.Iwilloperatethe
music.
Selectastudenttointroducethepresentationandexplaintheprocess
Studentsgivetheirpresentationtothe selected audience
Studentsassessthe successoftheirpresentation
Didtheythinktheirmessage/purposewascleartotheaudience?
Whatworked?
Whatcouldhavebeenimproved?

52

Unit Framework - Upper Primary

Finding Your Voice


FocusQuestions
Suggestedartform
Stage1Exploreand
gatherideas

Stage2Research

Stage3Assess
emergingpatterns

Stage4Identify
focusandpurpose

Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values

Stage9Presentto
anaudience
Stage10Reflectand
evaluate

WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyour
voice?Whenisitimportanttospeakup?HowcanIbeasafeactivebystander?
Shortvideos/photographs
Investigatethekeyquestionsusedramaskillslikefreezeframesorroleplays
Explorepriorknowledgeofthetopicwithstudents
Studentstogiveexamplesofwhentheyhavebeentoonervoustospeakupor,
alternativelywhentheyhavespokenup
Studentstodevisesmallroleplaystodemonstrateresponsestothefocus
questions;capturetheseinfreezeframes
Teachertogivesomehistoricalexamplesofwhenpeoplehavebeentooscaredto
speakup
Studentstoresearchstorieswherepeoplehavetakenspokenupwithpositive
outcomes
Doaclassauditofskills inartformsareas: visualartists,dancers,circusperformers,
photographers
Summarisewithclassthediscoveriessofar, e.g.itsimportanttostandupand
speakoutwhenpeoplearenotbeingfair.
Finalisewithclasspresentationstyle, e.g.aseriesofshortvideos
Selectatitletohelp definethemessageorpurpose,e.g.FindingYourVoice
Defineanddecidetheaudience,e.g. apresentationforthePrepstudents,a
presentationonassembly
Identifythekeymessagefortheaudience,thepurposeofthepresentation,e.g. to
showstoriesaboutfindingyourvoicetoencourageothers
Dependingonartformselectedstudentsbrainstorm,extend,selectandstartto
editideastobeincluded
Rolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplans,storyboardorscript
Theclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/script
Reviewtheplan/storyboard/script withthewholeclass
Studentspracticetheirsectioningroupsorindividuallyor composetheir
visual/digitalartworkforanexhibition
Classtobrainstormotherlayersthatcouldenhance thepresentation
Selectmusic,lighting,locationofperformance,propsorsymbolstobeincluded
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethe
music
Selectastudenttointroducethepresentationandexplaintheprocess
Studentspresentto theselectedaudience
Studentsassessthe successoftheirpresentation
Didtheythinktheirmessage/purposewascleartotheaudience?
Whatworked?
Whatcouldhavebeenimproved

53

Unit Framework - Lower secondary

Finding Out You are Different


FocusQuestions

Suggestedartform

Stage1Exploreand
gatherideas

Stage2Research

Stage3Assess
emergingpatterns

Stage4Identify
focusandpurpose

Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values
Stage9Presentto
anaudience
Stage10Reflectand
evaluate

Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersonin
agroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Areweall
different?Howdoweincludeothers?HowcanIrespondasanactivebystanderin
thetypeofbullyingthatexcludesothers?
Anexhibitionofdigitalphotographyandphotocollages: makingnewimagesby
editing,cutting,joiningorcopyingpartsofotherphotographs;theculminating
exhibitionissortedbykeyquestionsthatexplorethetheme
Investigatethekeyquestions
Explorepriorknowledgeofthetopicwithstudents
Usedramagamestofindhowwearealldifferent,e.g.gossipmill:studentsmove
aroundthespaceandatasignaltheywhispertoanotherstudent,Iamdifferent
because.
Studentstogiveexamplesofwhentheyhavebeenstronginpresentingthemselves
astheyare,e.g.inaninterview
Teachertogivesomehistoricalexamplesoftheacceptanceofdifference
Studentstoresearchstoriesaboutoutsidersinsocietyandexamplesofpeoplefrom
differentculturesorbackgroundsworkingsuccessfullytogether
Doaclassauditofskillsinartformsareas, e.g.mediaartists,dancers,circus
performers,etc
Summariseclassdiscoveriessofar, e.g.Ourindividualitymeansweareall
different..
Finalisewithclassthepresentationstyle, e.g.aseriesofquestionsthatare
respondedtoinphotography
Selectatitletohelpdefinethemessageorpurpose,e.g. AllHere,AllDifferent
Defineanddecidetheaudience, e.g.apresentation/exhibitionfortheschool
community,apresentationonassembly
Identifythekeymessagefortheaudienceorthefocusofthepresentation;e.g.
explorationofdifferenceintheschoolcommunity
Studentsbrainstorm,extend,selectandstarttoeditideastobeincluded
Rolesanddutieswithintheclass tobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplan/storyboard/script
Theclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/script
Reviewthescriptorplanwithwholeclass
Studentspracticetheirsectioningroupsorindividually,or compose,designand
capturetheirvisual/digitalartworkforanexhibition.
Classtobrainstormotherlayersthatcould helpthepresentation
Selectmusic,lighting,locationofperformance,propsorsymbolstobeincluded
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic
Selectastudenttointroducethepresentationandexplaintheprocess
Studentspresenttotheirselectedaudience
Studentsassessthe successoftheirpresentation
Didtheythinktheirmessage/purposewascleartotheaudience?
Whatworked?
Whatcouldhavebeenimproved?

54

Unit framework - Senior secondary


Finding Empathy
FocusQuestions

Suggestedartform

Stage1Exploreand
gatherideas

Stage2Research

Stage3Assess
emergingpatterns
Stage4Identify
focusandpurpose

Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values

Stage9Presentto
anaudience
Stage10Reflectand
evaluate

HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedfor
others?HowcanInurturethepositive?HowcanIsupportvulnerablepeople?Why
bekind?Whatisempathy?Whyareactivebystandersimportant?
Anadvertorial:a performancethataimstopromoteanideaoraseriesofideas
Apublicinstallation/muralthatusesquestionsandasoundtracktoraiseawareness
ofthekeymessage
Investigatethekeyquestions
Explorepriorknowledgeofthetopicwithstudents
Studentstodeviseroleplaysthatdemonstratesupportbeinggiventoavulnerable
person.
Studentstogiveexamplesofwhentheyhavebeenempathetic,whenhavethey
beensupportive
Teachertogivesomeexamplesofthepositiveeffectsofsupportandincidents
whereacrowdhasdisplayednoempathyforapersonintrouble;explorewhythere
canbesuchdifferentresponsesbyotherpeople
Studentstoresearchstoriesaboutempatheticbystanders
Doaclassauditofskillsinartformsareas: visualart,design,media,drama,dance
Summarisewithclassdiscoveriessofar,e.g.thedifferencebetweensympathyand
empathy
Finalisewithclassthepresentationstyle, e.g.alargescalepublicsculptureusing
boxesandordinarymaterialsandasoundtrack
Selectatitletohelp definethemessageorpurpose,e.g.WhenshouldIsayRU
OK?
Defineanddecidetheaudience, e.g.thewholeschool,apresentationonassembly
Identifythekey messagefortheaudienceorthepurposeofthepresentation, e.g.
toraiseawarenessofvulnerablepeopleinthecommunity
Dependingonartformselected, studentsbrainstorm,extend,selectandstartto
editideastobeincluded
Rolesanddutieswithintheclasstobeconsideredatthisstage.i.e.taskallocation
Finalisethecontentandwriteuptheplan/storyboard/script
Theclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/script
Reviewthescriptorplan/designwiththewholeclass
Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual
/digitalartworkfortheexhibitionorinstallation
Classtobrainstormotherlayersthatcouldhelpthestudentpresentation
Selectmusic,lighting,locationofperformance,propsorsymbolstobeincluded
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethe
music
Selectastudenttointroducethepresentationandexplaintheprocess
Studentspresenttotheirselectionaudience
Studentsassessthe successoftheirpresentation
Didtheythinktheirmessage/purposewascleartotheaudience?
Whatworked?
Whatcouldhavebeenimproved?

55