Resources: Powerpoint, Internet access Course: Btec First Diploma in Health Social Care and

Whiteboard Early Years.

3 sets of cards: platforms of
cyberbullying; ways of cyberbullying;
strategies for coping/avoiding
cyberbullying.
Whiteboard pens, identification of other
coping strategies
Questionnaire, are you a cyberbully?
Handout
Level: 1
Session Topic: Tutorial – Cyberbullying
Date: 8/12/10
Additional Needs: One member of the group is borderline dyslexic. Most
members of the group are screening at E3 for literacy and therefore we use
simple language in powerpoints and handouts. However we also spend time
clarifying terminology to extend their learning.

6.4 Session Plan TS1302 / TS2/3302

The Aim of the Session is to:-

The aim of this session is to introduce the learners to the skills which are needed in the child care profession, why these skills are
necessary and how children’s development benefits from skilled child care practitioners.

Learning outcomes:
At the end of the session all learners will be able to:- At the end of the session some learners will be able to:-

1 Identify the different platforms of cyberbullying 1 Suggest further coping/avoidance strategies

2 Identify strategies to avoid and cope with cyberbullying 2

3 Know where to go for help and support if they are being bullied 3
or know someone who is being bullied

During the session learners will undertake the following (if appropriate) in relation to literacy, numeracy and ICT
Literacy
Reading the questionnaire
Numeracy
Calculating the individual score on the cyberbully questionnaire.
ICT
The handout identifies web addresses for the learners to visit to reinforce today’s lesson. The extension activities are also linked to online activities
Please insert the relevant number on the plan to indicate evidence of the following theme: ECM (Every Child Matters)

 Being healthy  Staying safe  Enjoying and achieving  Making a positive contribution  Achieving economic well-being
 Learning
Time Outcomes Lesson Content (what Learning Activity (what are Differentiation Assessment (how Resources (what
(L,N,ICT) am I teaching?) learners doing?) (what additional do I know learning materials am I
(ECM) activities will I have has taken place?) using to facilitate
available) learning and
assessment?)
9.00 ECM 2 Register. Register, watch the video (3 ½ Use of the video to What is the focus Powerpoint, link
Load the powerpoint. mins) embed the focus of of the lesson? to you tube.
Show learners the Discussion, recap of ECM, the lesson is
video on slide 1. what is it? supportive of both the
Introduce the lesson, visual and auditory
recap of ECM. What learners
does ECM stand for?
Link to strand 2 –
Staying Safe
9.05/9.1 ECM 2 Is there anyone in the Talking about cyber bullying, Fully inclusive of all Informal Whiteboard and
0 L.O. 1 class who does not which strand of ECM would learners due to all assessment of pens
have access to mobile that be? learners having learners
phone, email, social So what is cyberbullying? access at some point understanding.
network, instant Discuss on your tables for 2 to technology, even if
messenger, chat minutes. only through the IM on
rooms? Fully inclusive. moodle.
Allocate a learner from each
After discussion reveal table to write on the
definition of whiteboard one of the groups
cyberbullying. idea.

9.10 ECM 2 Introduce the tutorial Take a note if they wish, but a On the plan (but not Powerpoint
L.O. 1,2,3 learning outcomes. handout will be given at the on the slide) more
end of the lesson with them able learners may be
on. able to suggest
coping/avoidance
strategies not listed.
 Learning
Time Outcomes Lesson Content (what Learning Activity (what are Differentiation Assessment (how Resources (what
(L,N,ICT) am I teaching?) learners doing?) (what additional do I know learning materials am I
(ECM) activities will I have has taken place?) using to facilitate
available) learning and
assessment?)
9.15 ECM 2 Group activity. Use the Move to appropriate grouped Differentiation will Successful Laminated card
L.O. 1 group generator to split tables. occur through the completion of the activity. This will
Literacy into groups (3 groups of learners questioning first part of the promote literacy
4. 1 group of 5). Complete the activity as each other’s activity. and also appeal
Complete the activity as instructed suggestions for types to the large
identified on slide of bullying. The focus Peer assessment proportion of
 Yellow Each table to nominate a of the activity is to of group answers kinesthetic
=platform for speaker and identify a platform promote discussion. learners in the
bullying for bullying, and what they Does everyone agree? group
 White = types of consider the types of bullying to Do any learners have
bullying be. further points to
consider?
Feedback to the group. 2 tables will identify 2 platforms (4 groups, therefore
Facilitate discussion. and explain/discuss the more able learners
to identify 2 platforms).
9.30/ ECM 2 Activity Continued. Complete part two of the Match the identified Individual Laminated cards,
9.35 L.O. 2 What are coping activity. coping/avoidance question and coping/avoidance
literacy strategies? strategies. answers while strategies with
Give the learners the Each group (4) to feedback on facilitating blanks and
next cards and instruct a different platform to their first. More able learners discussion within whiteboard pens.
to match the coping may be able to groups
strategies to the Tutor to identify the two suggest further
platform. remaining platforms and ask for strategies.
group suggestions.

Learning
Time Outcomes Lesson Content (what Learning Activity (what are Differentiation Assessment (how Resources (what
(L,N,ICT) am I teaching?) learners doing?) (what additional do I know learning materials am I
(ECM) activities will I have has taken place?) using to facilitate
available) learning and
assessment?)
9.40/ ECM 2 Praise, well done. Good Learners to individually Ensure all learners are Open Questionnaire
9.45 L.O. 1 discussion. Now going complete the questionnaire, able to read the questioning to handout.
to consider our own They do not have to reveal their handout, work way the group about
actions through the scores to the group but take on around the classroom their scores in
questionnaire provided. board the score feedback. to ensure that general.
Reveal the Saint or everyone understands
Sinner scores. the terminology.
9.50 ECM 2 Beating the bullies. Receive handout. Observe The website Powerpoint
L.O. 2,3. Already identified a Information on the handout. addresses are varied Handout to
range of and offer advice aimed support.
coping/avoidance at different levels of
strategies in the ability to understand.
activity. These are the Also reinforce that you
official guidelines. can also speak to a
member of staff for
Netiquette – what is it? support and advice as
Treat others as you some learners may not
would like to be treated. have easy access to a
computer.
9.55 ECM 2 Bring learners attention Student identification of own Directed Handouts
L.O. 1,2,3 back to the handout, At learning. questioning to
the top of the handout Types of bullying learners to
are the learning Reducing the risk ensure that the
outcomes for today’s Where can we go for support learning
session. Have we met and help? outcomes have
the L.O.? been met.