Forward Planning Document

Term/Weeks: Term 1 W5-9
Overarching learning goals:
As a result of this module of work students will be able
to know:
 Bullying is an ongoing or repeated misuse of
power in relationships, with the intention to
cause deliberate psychological harm
 Bullying behaviours can be verbal, social,
physical or cyber
 School bullying policy
Year level: Year 3
As a result of this module of work students will be
able to understand that:
 Bullying can be very hurtful and cause a lot
of pain
 There are people you can talk to if you are
being bullied (friends, parents, school
support)
 You can be bullied online as well as in person
Teaching and Learning area: Health/ Bullying-
building resilient students
As a result of this module of work students will be able
to:
 Apply bullying strategies protect themselves/
others during a bullying scenario

Achievement standard:

At Standard, students identify appropriate actions and behaviours, including those used in daily routines that promote health, safety and wellbeing.
Students describe how emotional responses vary in different situations, and behaviours that support positive relationships, such as the ability to show empathy and
respect for others.

General capabilities
Literacy Numeracy ICT Critical and creative Ethical behaviour Personal and social Intercultural
thinking competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
cultures
Lesson Curriculum Specific lesson Assessm Teaching and Learning experiences (including Learner Resources
Links objectives ent key inquiry questions) diversity
(include code) As a result of (for
this lesson learning,
students will be as
able to: learning,
of
learning)

1 (ACPPS037) 1. Identify Diagnostic Key Questions: Enable: https://antibullying.nsw.gov.au/media/documents/

Defining current assessment:  What do you know about the term bullying? activities/Anti-bullying-Activity-Booklet-A4.pdf
and knowledge KWL  What do you want to know/ know more about? Extend:
identifyin of bullying assessment  What does the term bullying mean to you? https://www.sdera.wa.edu.au/resources/primary-
g bullying using a  How does your/ our definition differ to the actual resources/challenges-and-choices-primary/
KWL chart definition? What key words are we missing?
2. Discuss  Why did you classify that situation as a bullying KWL chart
and define situation? Student whiteboard
the term Intro: Bullying/ not bully scenario cards- Paper to stick
bullying Write the word bullying on the board – Ask students what scenarios down
3. Classify they think of when they hear the word bullying, and how it
scenarios makes them feel
as either Record their responses on whiteboard
bullying or Students to receive and complete the K & Section of a KWL
not chart on ‘bullying’ at desks
bullying With desk partners students will partner up and discuss
WALT: some things they K / W to know about bullying
Define and Identify
bullying Body:
Ask students to write a definition for bullying
TIB: Bring students back to mat- create and scribe a shared
By understanding definition of bullying
what bullying is, we Display the actual definition of bullying and discuss what is
can help to protect similar/ different
ourselves and others Using the definition students will read a range of scenarios
and decide if it is bullying by using the definition
SUCCESS Remind students that situations that are classified as
CRITERIA bullying are scenarios where the behaviour is:
 I can define  ongoing or repeated
the term  meant to hurt, upset or cause harm
bullying
 a misuse of power
 I can Students will complete this in groups of 4 for discussion but
classify a will have a sheet each to complete
scenario as Conclusions:
either Create 3 areas in the classroom: yes, no, maybe
bullying or Read different scenarios listed and have students move to
not the area of the room they believe
bullying Using pop sticks encourage students to justify why they
 think a scenario is or is not bullying

2 (ACPPS037 1. Identify Formative Key Questions: Enable: YouTube video (projector)

Types of (ACPPS035) situations assessmen  Is all bullying the same? Scoot Types of bullying game- recording sheet
as either
bullying t:  What type of bullying would you describe Extend: situation cards
verbal,
Checklist this scenario as? Why? iPad (12)- QR code that takes students straight
physical,
social or
Kahoot  Do you think a scenario could be more than to kahoot
online quiz just one type of bullying? E.g., Could you
bullying have verbal and physical?
2. Demonstrat  When being bullied, how could that make
e an someone feel?
understandi
 What is something you could do in that
ng of the
important situation to help you or a friend if you are a
role bystander to the bullying?
bystanders Intro:
play in Students commence lesson on the mat- play YouTube
bullying video (Types of bullying)
situations
3. Work Body:
respectivel Using a PowerPoint introduce different types of
y and
bullying (Verbal, physical, social, cyber)
cooperative
ly in pairs Provide situations and identify what type of bullying
to they are
participate Students will receive a Scootle game board
in an online Around the classroom- different situations cards have
quiz been blue tacked to walls
WALT: Assign students to a starting number- students will
Different types of read the situation card and write down if that number
bullying
is either a verbal, physical or social or cyber bullying
TIB: Continue until all students have done all scenario
By understanding cards
what bullying is, we Mark as a class on the mat
can help to protect Using the scenario cards- discuss what an onlooker or
ourselves and others bystander could do to help in situations were someone
is being bullied- introduce ‘upstander’ concept
SUCCESS Conclusion:
CRITERIA:
In pairs of 2 students participate in a kahoot on the
 I can
identify a
information they have learnt so far
scenario as
verbal,
physical
 social or
online
bullying
 I can use
my
understandi
ng of
bullying to
reflect on
how it may
make
someone
feel
3 (ACPPS035) 1. Assess the Formative Key Questions: Enable: https://www.esafety.gov.au/educators/classroom-
Cyberbull impacts of assessment:  What are some of the online games/ app you play resources/hectors-world/cyberbullying
ying online Annotated or are apart of an online community that enable Extend:
bullying work you to speak to others? Youtube Video
2. Express sample  Have you ever experienced bullying online? Do WAGOLL example
personal against the you know of anyone that has experienced bullying Letter template/ health books
concerns of criteria for online? Peer feedback response cards
cyber letter  Why was Ming so upset?
bullying Verbal peer  Why is digitally altering a photo and sharing it
3. Request feedback with others hurtful?
information  What could you do to help if you were ever in this
on school situation?
bullying Intro:
policy As a class to construct a list of all the games/ apps they play
through a online that enable you to communicate to someone else-
letter discuss if anyone feels they have been bullied on here and
WALT: what they did about it
Cyberbullying Display the definition of cyberbullying to revisit from
yesterday’s lesson
TIB: Students watch and listen to the first three minutes of
Technology is a big You’re Not Alone
part of our lives and Discuss:
we must know how  Why was Ming so upset?
to protect ourselves
 Why is digitally altering a photo and sharing it
online
with others hurtful?
 What would you do to help if you were Ming’s
SUCCESS
friend?
CRITERIA:
 I can
Body:
express my
Using the Building Resilience PowerPoint discuss with
own
students discuss:
concerns
– What cyberbullying is
about cyber
– What different forms of cyberbullying are
bullying
– How to be safe online
 I can list at Independent task: In health books students will write a letter
least 2 to Principal. The letter should:
different
 ways 1. Express concerns about cyber bullying
someone 2. Highlight different ways that people can be bullied
can be online
bullied 3. Request information regarding the school policy if
online students receive bullying from another school student
Before sending students off to begin working on the task ask
for different ideas and write these on the board that could be
included in each of the paragraphs

Conclusion:
Students to swap writing with another student and using
peer feedback responses cards provide verbal feedback to
student on their letter

4 (ACPPS037) 1. Identify 5 Formative: Key Questions: Enable: Scenario cards

Respondin (ACPPS037) strategies Thumbs  What are some strategies or actions you could Mini whiteboards
g to that can be up/ down- take if you are being bullied? Extend: Visible timer on board/ noise control
bullying- used to observation  What could you say to an adult if you needed to
strategies respond to Checklist ask for help?
bullying  How may an adult be able to support you if you
2. Apply are being bullied?
strategies  What could you say to the bully to make them stop
to bullying using a strong and assertive voice?
situation  Would pushing the bully be a good strategy to
responses use? What could happen?
3. Work Intro:
collaborati Conduct a thumbs up, thumbs down using a list of
vely with statements- call on some students to share reasons behind
peers to their votes
create a Explain to students that developing the ability to have
drama skit confidence and think on their own can help them to protect
WALT: themselves from bullying as well as help others if they are
Strategies to apply in being bullied- ‘upstander’
bullying situations
Body:
TIB: Ask students using whiteboards to record 5 strategies that
Using strategies they could use if they were being bullied
helps to reduce Think-pair-share with a partner on the mat
bullying and protects On the board display the 5 things you could do if you are
our safety being bullied (1. Ignore them, 2. Move away, 3. Ask them to
stop, 4. Stare and ask them to stop in a strong voice, 5. Ask
SUCCESS a teacher for help)
CRITERIA: Explain to students that they may not always needs to do
 I can work every step but if the bullying continues, they should always
 responsibly tell an adult to ensure they are safe and supported
and Ask students for examples of responses that could be used
collaborati in steps and write them on the board
vely with Model to students the whole process by choosing a student
my group to be the ‘bully’ and you acting as the victim
to plan a Place students into groups of 3- each group will be assigned
drama skit a bullying scenario
 I can The groups will have to pick one strategy and role play the
choose and scenario showing how they can apply one of these strategies
apply one Provide students with sufficient planning time and pre-warn
bullying students that they will perform the role-play to the class
strategy to
protect Conclusion:
myself Have students perform their role-plays to the class
against
bullying

5 (ACPPS037) 1. Understand Summative Intro: Enable: https://antibullying.nsw.gov.au/media/documents/

Bringing it that there is Assessment Invite Principal to address students on bullying- As a follow activities/Anti-bullying-Activity-Booklet-A4.pdf
all (ACPPS037) a bullying : on from the letter constructed in Week 3 students will learn Extend:
together policy in Rubric about the school bullying policy and what they can do in the Assessment sheet
the school KWL chart school if they are being bullied Scenarios in a mystery box- mixture of cyber,
that is there Students will have time to ask the principal any questions if verbal, physical and social
to protect required Original KWL sheets
them
2. Apply Body:
understandi Students will complete an end of term summative
ng of assessment which will incorporate all the learning over the
bullying to unit (lucky dip- student will reach into a hat and pull out a
a scenario scenario to respond to)
and plan an This will include:
appropriate 1. Defining the term bullying
response 2. Reading a scenario given to the students
- Identifying what type of bullying the student
SUCCESS is experiencing
CRITERIA - Suggest how the student may be feeling in
 I can the situation
identify a - Offer a strategy on how the student could
bullying deal with the situation
scenario as - Offer another suggestion on how you could
physical, help Nathan if you were his friend- being an
social, ‘upstander’
verbal or Conclusion:
cyber Students will begin the lesson by re-visiting KWL that was
 I can initially completed by students
 suggest at Students will have time to add to the L section of the KWL
least 2 Students can tick the off the questions formulated by the
emotions students that have been answered
the victim
may
experience
as a result
of being
bullied
 I can
suggest and
explain a
suitable
strategy
that can
protect
someone
who is
being
bullied
 I can
suggest and
explain a
suitable
strategy
that can
help to
support a
friend
when they
are being
bullied