stand together lesson plans complete set

Activity Overview

Aim of Stand Together 5

Pedagogical form 6

Links to key documents 7

Quick View 9

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

Contents

Aim of Stand Together TheStandTogetherActivitysuiteofresourceshasbeendevelopedfortheNationalDayofActionagainstBullyingandViolence(NDA).Theyaredesignedtoassistteachersandstudentstoexploretheroleofbystandersinbullying.Theresourcesincludeaframeworkforasemesterunit,asinglelessonplanandteachingresourcestoenablestudentstoreflectontheNDAthemeTakeaStandTogether.Lessonplansandsupportingresourceshavebeendevelopedforearlyprimary,upperprimary,andlowersecondaryandseniorsecondarystudents.Seepage5and6foraquickviewofthescopeandcontent.TheStandTogetherlessonmaybedeliveredinasingle4050minutelessonorspreadoverseveralshortersessions.Itaimsto:

RaiseawarenessandexplorethekeythemeTakingaStandTogether,whatisabystander,andwhatbystanderscandoinasituationwhenthereisbullying

SupportthecreationofaphotoforsubmittingtotheBullying.NoWay!siteforagalleryofschoolphotosfromaroundthecountry.

TheStandTogetherunitoutlines:

Aframeworkforeachagelevelwithspecificlinesofinquiry.Itissuggestedthattheunitculminateinapublicscreening,exhibitionorpresentationtocontinuebuildingwholeschoolawarenessofbullying.Theunitissuitedtothepastoralcareclass,HealthandPhysicalEducationlearningareaorsimilarcontext.

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

Teacherscanadapttheactivitiesinthelessonsandtheunitstosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.AlltheStandTogetherresourcesarebasedontheresearchandinformationontheBullyingNoWay!website.

Theoretical basis Bullyingisacomplexmultifacetedissue,differentineachschoolandyearlevel.Ratherthanfocusonthecausesofbullying,theStandTogetherlessonsfocusontheimpactandimportanceofactivebystandersforindividualstudentsandtheschoolcommunity.Bystandersresponsescommunicatetheschoolscultureandvaluesaboutbehaviour;howbystandersactwhentheyseebullyingservestoeitherendorseorchallengethebehaviour.Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactionsinabullyingsituation.

Activity Overview

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StandTogetherActivityOverview

Pedagogical form: Drama Education and Community of Inquiry TheStandTogetherlessonswillcreateacommunityofinquiryusingdramastrategies.Dramaeducationisexperientialandprovidesasafeplaceforstudentstoexplorethechallengesanddiversitiesoftheworld.Thelessonsusedramatechniques,languagesandskillstoprovideexperiencesandactivitiesforstudentstoembodyandkinaestheticallyexploretheroleofthebystander.Theunitwillusedramaprocessestodevelop,refine,rehearseandpresentclassinvestigations.Theunitswillnotbetheatrebased,butwillusestrategieslikeplaybuildingtogatherandcreatematerial.Communityofinquiryisaninquirylearningstrategythatallowstheteacherandstudentstoworktogethertomakesenseofideas,buildonideasanddevelopadeep,sharedunderstandingofconceptsexplored.Acommunityofinquiryisagroupofpeople(usuallyaclassandateacher)whoconstructpersonalmeaningbycollaborativelyengaginginpurposefulcriticaldiscourseandreflection.Membersofacommunityofinquiryexplorebigquestionsaboutlife.Understandingthephenomenaofbullyingrequiresdeepthinkingandquestioningforall,andthatiswhywerecommendthatschoolcommunitiesapproachtheseexplorationsfromthisfoundation.Communityofinquirydiscussionrules:

ListenattentivelyThismeanslisteningverycarefully,towhatisbeingsaidorsuggestedbyothers.

BuildonandconnecttoideasAddtoideasofotherstostretchourunderstandingfurther.

RespectothersandtheirideasThinkingcarefullyabouttheideasofothersisoneclearwayofshowingrespectforthatidea.Listeningandbuildingonideasalsodemonstratesrespect.

DisagreereasonablyandrespectfullyWedisagreewiththeideanottheperson.Sometimeswemayevenchangeourmindafterlisteningtoanotherpersongivegoodreasonsfortheirthinking.

TheremaybenosinglecorrectanswerWhenweexploreinquiryquestionstheremaybemanycorrectanswers.

Special notes

The Stand Together lessons in context TheStandTogetherlessonplansaredesignedtocomplementongoingworkbyschoolstocounterbullying.Effectiveapproachestoreducingbullyingneedtoinvolvemuchmorethanjuststoppingbullyingcampaigns.Thelongtermaimistofosteraschoolculturebasedonpositivevaluesandsupportiverelationshipswhichfeaturerespect,inclusion,belongingandcooperation.Approachestobullyingincluderestorativepractices,conflictmanagement,equalisingpowerimbalancesamongststudents,andsocialskillsdevelopment.Staffandstudentscanfindthemselvesintheroleofbystanderstobullying,andbothneedskills,confidenceandsupporttobeactivebystanders.

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Diversity of learners Teacherswillneedtoconsiderthelearningstylesandindividuallearningneedsoftheirstudentsanddecideifthelessonsaresuitedtotheirstudentsskillsatthisstageoftheyear.

Personal disclosure Itissuggestedthattheselessonsarenottheplaceforpersonaldisclosuresfromstudents.Ifstudentsstarttorelatepersonalstoriesorexamplestheyhaveseen,thismaydistractfromtheaimoftheclass.Teachersareencouragedtobealerttoemergingproblemsandifpersonaldisclosuresaremade,makeatimetofollowupwithindividualstudentssoonafterthelesson.

Exacerbating existing issues Teachersneedtobesensitivetowhethertheclassisintherightemotionalmoodtoexploretheseissues.Iftherehasbeenarecentseriousproblemitmaybewisetodelayuntilthesituationhassettled.

Links to key documents

Australian Curriculum General Capabilities TheselessonsfocusontheGeneralCapabilityPersonalandsocialcapabilitywhichencompasses:

Selfawareness Selfmanagement Socialawareness Socialmanagement

Duringthelessonsstudentswillengagewithactivitiestoexploreandembodyselfawareness.

SelfawarenessThiselementinvolvesstudentsrecognising,understandingandlabelingtheirownemotions,values,strengthsandcapacities.Itinvolvesstudentsknowingwhattheyarefeelinginthemoment,havingarealisticassessmentoftheirownabilitiesandawellgroundedsenseofselfworthandselfconfidence.Selfawarenessalsoinvolvesreflectingonandevaluatingoneslearning,identifyingpersonalcharacteristicsthatcontributetoorlimiteffectiveness,learningfromsuccessesorfailures,andbeingabletointerpretonesownemotionalstates,needsandperspectives.Insummary,Selfawarenessprimarilyconsistsof:

recognitionofemotions selfknowledge selfperception selfworth reflectivepractice

ThelinesofinquiryintheStandTogetherunitframeworksprovideanopportunityforteacherstoexplorefurtherselfmanagement,socialawareness,andsocialmanagement.

National Safe Schools Framework TheNationalSafeSchoolsFrameworkprovidesavisionandasetofguidingprinciplesforsafe,supportiveandrespectfulschoolcommunitiesthatpromotestudentwellbeing.TheStandTogetherlessonslinkwiththefollowingelementsinparticular:

Element2:Asupportiveandconnectedschoolculture Element6:Engagement,skilldevelopmentandsafeschool

curriculum Element7:Afocusonstudentwellbeingandstudentownership

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About the National Day of Action against Bullying and Violence

TheannualNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyear.

TheNationalDayofActionisanopportunityforstudents,teachers,parentsandthewholecommunitytotakeastandtogetheragainstbullyingandviolence.Thisannualdayprovidesafocusforschoolswhowanttosay,Bullying.NoWay!andtostrengthentheireverydaymessagesthatbullyingandviolenceatschoolarenotokayatanytime.

TheannualNationalDayofActionisorganisedbyallAustralianeducationauthoritiesthroughtheSafeandSupportiveSchoolCommunitiesProject.

ThefirstNationalDayofActionwason18March2011andisaninitiativeofallAustralianEducationMinisters.

Invitation to provide feedback TeachersarewelcometoemailBullying.NoWay!withyourfeedbackorwithideasabouthowyouimplementedthelessonandhowithaswasreceivedbyyourclass.

[email protected]

References AustraliancurriculumGeneralcapabilitieshttp://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.pdfBullying.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.NationalSafeSchoolsFrameworkhttp://bullyingnoway.gov.au/teachers/nssf/index.htmlStudentWelfaredirectorate,NSWDepartmentofEducation&Training(2008).Antibullyinghowtoencourageyourchildtobeaneffectivebystander:aguideforparentsandcarers.http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/behaviourpgrms/antibullying/bystanderbhvr.pdfTwemlow,S.W.,Fonagy,P,&Sacco,F.C.(2004).Theroleofthebystanderinthesocialarchitectureofbullyingandviolenceinschoolsandcommunities.AnnalsoftheNewYorkAcademyofSciences,Vol1036,21532.

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Quick View Yearlevel StandTogether

lessonStructure

Focusquestions Resources

ProposedUnitfocus

KeyquestiontoexploreintheUnit

One50minuteslessonwitha1015minutepostlessonactivity

Eachlessonhas3activitiesandaPostlessonactivityinwhichstudentscreateaTakeaStandTogetherimage

DownloadablefromtheBullying.NoWay!website

Providedasaframeworktosuggestpossibleextensions

EarlyPrimary

FocusArea:SelfawarenessSocialcompetency:WorkingtogetherInnerstrengthBeinganactive,safebystander

Orientation:WholeofclassdramagamesDeveloping:SculptureactivitytokinaestheticallyexploreinnerandouterstrengthReflection:ActiveBystanders;whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?

Whatisstrength?Whatisinnerstrength?HowcanIbestrongwhenIseeabullyingsituation?Whatisabystander?Whoisabystander?WhatisanactivebystanderandwhyshouldIbeone?HowcanIbeanactivesafebystander?

DefinitionofbullyingandbystanderBlankProfileProfile:ActiveBystanders

Findingmystrength

Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?Whenhaveyoubeenstrong?HowcanIbestronginabullyingsituation?

UpperPrimary

FocusArea:SelfawarenessSocialcompetency:workingtogetherInvestigatingtheroleoftheactivesafebystanderAppreciatingthevalueofactivebystanders.

Orientation:WholeofclassdramagamesDeveloping:ExplorationofTheAccidentalBystandersscriptReflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?

Whendoesdisagreeingwithsomeonebecomebullying?Whatisabystander?Whenisitokaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeanactiveandsafebystander?

DefinitionofbullyingandbystandersScriptandrolecardsforTheAccidentalBystandersProfile:ActiveBystanders

Findingyourvoice

WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyourvoice?Whenisitimportanttospeakup?HowIcanbeanactiveandsafebystander?

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Yearlevel StandTogetherlesson

Structure

Focusquestions Resources

ProposedUnitfocus

KeyquestiontoexploreintheUnit

One50minuteslessonwitha1015minutepostlessonactivity

Eachlessonhas3activitiesandaPostlessonactivityinwhichstudentscreateaTakeaStandTogetherimage

DownloadablefromtheBullying.NoWay!website

Providedasaframeworktosuggestpossibleextensions

LowerSecondary

FocusArea:SelfawarenessExploringthedefinitionofbullyingInvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders.

Orientation:WholeofclassdramagamesDeveloping:ExplorationofTheAccidentalBystandersscript.Reflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?

Whendoesdisagreeingwithsomeonebecomebullying?Whatisabystander?Whenisitokaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeasafeandactivebystander?

DefinitionofbullyingandbystanderScriptandrolecardsforTheAccidentalBystandersProfile:ActiveBystanders

Findingoutyouaredifferent

Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersoninagroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Arewealldifferent?Howdoweincludeothers?HowcanIrespondasanactiveandbystanderinbullying?

Seniorsecondary

FocusArea:SelfawarenessSocialcompetency:workingtogetherExploringthedefinitionofbullyingandcyberbullyingInvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders.

Orientation:WholeofclassdramagamesDeveloping:DramaSculpture/HotseattoinvestigatecyberbullyingReflection:ActiveBystanders:Whatdoesthismean?WhyisthethemeTakeaStandTogetherimportant?

Whatisabystander?Whatisbullying?Whocanbeabystander?WhenshouldIspeakupinabullyingsituation?WhatisanactivebystanderandwhyshouldIbeone?Howisfacetofacebullyingdifferentfromcyberbullying?HowcanIbeanactivebystanderonline?

DefinitionofbullyingandbystandersProfile:ActiveBystanders

Findingempathy

HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedforothers?HowcanInurturethepositive?HowcanIsupportvulnerablestudents?Whybekind?Whatisempathy?Whyareactivebystandersimportant?

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Introduction Purpose

IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigateandthemeTakeaStandTogether

PedagogicalForm

DramaEducationandCommunityofInquiry Australian Curriculum Focus

GeneralcapabilitiesPersonalandsocialcapability:Selfawareness Key words

bystander,activebystander,strength,friend,help,kindness,protectPre lesson preparation

ReadtheStandTogetherActivityOverview DownloadandprepareEarlyPrimaryresources

o Definitionofbullyingandbystanders(onecopytoreadout)o Profileblank(onecopyA3fordisplay)o Profile:ActiveBystanders(printonecopyA4backtobackperstudent)

DecidewhichTakeaStandTogethermaterialstousefromtheForSchoolssectionoftheNationalDayofActionwebpages

o NationalDayofActionPoster(printonecopyanddisplay)o StandTogetherblankpostero Yourselectionofothermaterials,forexample,buntingandpostcards

LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Teacherscanadapttheactivities/experiencesinthelessontosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.Activitiesinthefirstsectioncanbeomittedifnecessary.ThelessonisbasedontheinformationfromtheBullyingNoWay!website. SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersareencouragedtobealerttoproblemsemergingandifpersonaldisclosuresaremade,makeatimetofollowupwithindividualstudentssoonafterthelesson.Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.

Lesson Plan for Early Primary

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StandTogetherLessonPlanforEarlyPrimary

Teaching and Learning Activities

1. IntroductiontotheNDAcampaignandthemesDuration10minutes

ThisactivityintroducestheNationalDayofActionandexplainsthepurposeofthelessonandpreparesthegroupforafocuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:

PointtotheNationalDayofActionposterdisplayedintheclassroom. Showanyofyourselectedresourceswhichpromotethetheme. ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand

Together.TeachernotesExplainthatthiswillbeadramalessonandtherearesomekeymessagesforhowweworktogether:1. WearenotsittingbehinddeskstoworksoletsrememberthatifIsayfreeze,weallstopwhateverwearedoingandfreeze.Remindthemgentlytheycanbreathe,blinkandlookaround.Teachermaydothisbyquestioning.2. Aswewillbeworkingingroupsandpairsitisveryimportanttolookaftereachotherandrespectotherstudentsbodies.Listencarefullytowhatyourgrouporpartnerissaying.Ha!Game:Buildinggroupskills(1minute)Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!.TheclasshavetowatchverycloselysothattheyallsaytheHa!together.EveryonestandsquietlywaitingfortheHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencouragesstudentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.Changethemotion:BuildinggroupskillsStudentsinthecirclefollowmovementsstartedbytheteacher.Afterthepatternisestablished,selectastudenttoleadthemovements.Explainthatonestudentwillnowgooutsideandtheleaderofthemovementwillchange.Whenthestudentreenterstheclasshis/hertaskistoworkoutwhoisleadingthemovementsthatthewholegroupisdoing.Thetaskofthestudentsinthecircleistoworksocloselytogetherthatitisdifficulttoworkoutwhoisleading.Highlightthevalueofworkingtogether,beingobservantandwatchingotherpeoplecarefully.

2. Developingandexploringthekeythemes

Duration20minutes

Thisactivityexplores,usingdramaactivities,thepositivebehavioursofinnerstrength.Keyquestionsinclude:

Whatisstrength? Whatisinnerstrength? HowcanIbestrongwhenIthinksomethingisntright?

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Statues:PhysicalisingkeyemotionalstatesAllstudentscreateafrozenstatueofthefollowingactionsandemotions.Teachermodellinginitiallywillbeuseful.Calloutthefollowingoneatatimeandthensay,1,2,3,freezetogivestudentssometimetothinkbeforemakingthestatue.

Watchingotherchildrenplayintheplayground Noticingthatafighthasstartedintheplayground Feelingsad Feelinghurt Helping Feelinghappy

Encouragethestudentstoresumetheirownstatueofhelping.Askthemtothinkaboutthesituationandaboutwhomtheymaybehelping.Sculptures:ExploringstrengthandinnerstrengthInpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapetheclayintoasculptureofastudentbeingstrong.Thestudentpretendingtobetheclayislimpandacceptsalltheoffersfromthesculptorastheyareshaped.Encouragetheclasstothinkaboutfacialexpressionsandbodylanguage.Lookatallstatues,pointoutdetailstoclass.Aretheyallofpeoplebeingstrongontheoutside?Invitestudentstothinkaboutstrength;isthereanotherwayofbeingstrong?Whatdoesitlooklikeandfeellikewhenwearestrongontheinside?Whatmightwebedoing?TeacherNotesSomesuggestionsforbeingstrongontheinside:whentheyarehelpingafriend,whentheyignorepeopletryingtogetthemtodothewrongthing,whentheyhelpathomewithoutbeingasked,whentheytaketheirtimewithadifficultproblem,whentheykeeptryingwithsomethingtheyfindhard,whentheyhelpsomeonewhoishurt,whentheyhelpsomeonewhoisbullying.Supportstudentstobuildontheseideas,comingupwiththeirownsuggestions.Remindstudentstorespecttheideasofothers.Studentsnowchangeroles,sothatiftheywerethesculptortheyarenowtheclay,andthestudentwhowastheclayisnowthesculptor.Asktheclasstothinkcarefullyaboutwhentheyhavebeenstrongontheinsideandforthenewsculptortoshapetheclayintoastudentbeingstrongontheinside.Studentscraftthesculpture.Askallthestudentswhodidthesculptingtositdown,directtheclasstocarefullyexaminethesculptures.Whatdowenotice,whatishappening?Askthechildwhoisthesculptortoprovidemoredetailsfortheirsculptureasyouvieweachone.Celebratetheinnerstrengthsondisplay.Talkaboutthevalueofbeingstrongontheinsideandhowitcanbeparticularlyhelpfulifweseethingswedontlikehappening.

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3. ReflectivePractice:TheActiveBystanders

Duration:20mins

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeactivebystanders.Keyquestionsinclude:

WhyshouldIbeanactivebystander? HowcanIbeanactivebystander?

DefinitionofbullyingandbystanderTheteacherreadsoutthedefinitionofbullyingandbystander.Outlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatasweexploretheseissueswemaydisagreeandthatattimesitisimportanttodisagree,sowethinkaboutideasthataredifferentfromourown.RoleonthewallDisplaytheA3Profileblankfortheclass.Asktheclass,Whatwordsdescribeapersonwhoisstrongontheinsideandwillstandupiftheyseebullyinghappening?StudentscanusewordsgeneratedfromtheSculpturesactivity:kind,careful,looksafterothers,isobservant,anddoesntfollowtheleader.Thesewordsarewritteninsideoftheoutline.Asktheclasswhatsomeonewhoisstrongontheinsidemightactuallylooklike?Wordsfromthestudentsareaddedaroundtheoutsideofthefigure.Brainstormwiththeclassdescriptionstoarriveattheunderstandingthatthepersoncanlooklikeanyone,e.g.red,black,blondehair;big,small,tall,short,etc.WriteActivebystanderscanbeanyoneonthebottomofthepage.HandouttheProfile:ActiveBystandersandcompareittotheonethechildrenhavecomeupwith.Pointoutthesimilaritiesandwhereithassomeofthesamewordsandideasfromtheclass.Considerifyoucanaddanyextrawordstotheprofilethattheclasssuggested.SpendsometimethenreadingandexaminingthesuggestionsontheWhy?sideoftheprofile,thentheHow?sideoftheprofile.Encouragediscussionabouthowthesewillworkinreallife.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetherisabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesThroughoutdiscussion,encouragestudentstoactivelylistentoeachotherandadvisethattheremaybenosinglecorrectanswerandthisisnormalandokay.Youmayliketoincludeintherecapattheendofthelessonthatinourschoolwewantactivebystanderswhofeelstrongandcanhelpinsituationswheresomeoneisbullyinganotherperson.Remindstudentsthattheymustalwaysfeelsafebeforehelpinginabullyingsituation.

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Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscanbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsaboutthesloganTakeaStandTogether.Theclassthenworkstogethertocreateawholeclassfreezeframethatcapturesthistheme.AskstudentstothinkbacktotheChangetheMotiongamewhentheyallworkedtogether.CantheclassthinkofamovementthattheycanalldotogethertoshowtheyareallTakingastandtogether,whatcouldtheyallbedoingatthesametime?Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.Studentsbrainstormandthenfreezethemoment.Teachercoachingcaninclude:

Makethemovementorphysicalposebigsoeveryonecanseeit Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay

beontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether.

Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebratethevarietyofimagescreatedbyschoolsaroundAustralia.TheycanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents!

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What is bullying? Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonlyhappensonce,that'snotbullyingeventhoughitcanbeupsetting.

Bullyingiswhensomeone:

keepspickingonyouagainandagainandtriestomakeyoufeelbad saysordoeslotsofmeanthingsthatupsetyou makesfunofyoualot triestostopyoufromjoininginormakeothersnotlikeyou keepshurtingyousuchashittingorpunchingyou.

Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisiscalledcyberbullying.

Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.

Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oranadultwhowilllistentoyou!

What is a bystander? Abystanderissomeonewhoseesorknowsthatbullyingishappening.

Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyouifyoustandupforsomeonewhoisbeingbullied.

Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbebulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.

Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachersaboutdoingsomethingaboutthebullying.

Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.

Early Primary: Definitions

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Early Primary: Blank Profile

Early Primary: Active Bystanders Profile


IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign Exploretheroleofbystanderstobullying InvestigatethethemeTakeaStandTogether

PedagogicalForm DramaEducationandCommunityofInquiry

AustralianCurriculumFocus GeneralcapabilitiesPersonalandsocialcapability:Selfawareness

Keywordsbystander,freezeframe,conflict,kind,strength,tension,witness,active,uncomfortable

Prelessonpreparation ReadtheStandTogetherActivityOverview DownloadandprepareUpperPrimaryresources

o Definitionofbullyingandbystanders(prepareonecopyfordisplay)o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;

cutuprolecards)o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)

DownloadTakeaStandTogethermaterialstousefromtheForSchoolssectionoftheNationalDayofActionwebpages


LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.ThelessonisbasedontheinformationfromtheBullyingNoWay!website.SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.

Lesson Plan for Upper Primary

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StandTogetherLessonPlanforUpperPrimary

Teaching and learning activities

1. IntroductiontotheNDAcampaignandthemesDuration:15minutes

Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.

TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:


Together.TeacherNotesInyourintroduction,youmayexplainthattherearesomerulesforhowweworktogetherinadramalesson.Tellstudents,forexample:1.Wearenotsittingbehinddesks,wellbemovingaround,butifIsayFreeze,weallstopwhateverwearedoingandfreeze.Wecanbreathe,blinkandlookaround,butnotmovearound.2.Aswewillbeworkingingroupsandpairs,itisveryimportanttolookaftereachotherandbehaverespectfully.Listencarefullytowhatyourgrouporpartnerissaying.Ha!Game:Buildinggroupskills(1minute)OptionalStudentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!TheclasshavetowatchverycloselysothattheyallsaytheHa!together.EveryonestandsquietlywaitingfortheHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencouragesstudentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.Statues:Physicalisingkeyemotionalstates(2minute)Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,studentscreateastatueofeach:

happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protectiveTheteachercommentsonindividualstatues,drawingattentiontobodylanguageandfacialexpressions.Headtotoe:Preparationforpairwork(1minute)Studentsnowformpairs.Explaintheywillbeworkingtogetherbutwithoutspeakingtoconnectthebodypartsthattheteachercallsout,e.g.iftheteachercalledoutelbowtoelbow,thestudentsconnect/linktheirelbows.Otherexamplesarefingertofoot,toetoknee,backtoback.Freezeframes:Embodyingkeystagesininteraction(2minutes)Studentsworkinthesamepairs.Teacherexplainstheywillbeworkingtogethertocreateaseriesofpicturesorfreezeframes(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:

twostudentsplayingtogether twostudentsdisagreeingabouthowtoplaytogether

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twostudentsdisagreeingbutwhereoneofthemfeelsoverwhelmedorpowerless twostudentssortingoutadisagreement

2. DevelopingandexploringthekeythemesDuration:1520minutes

Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhoseesbullyinghappening.Keyquestionsinclude:

Whenisitokaytostanduptosomeonebullying? Whatisanactivebystander?

Definitionofbullyingandbystander(2minutes)

Theteacherreadsoutthedisplayeddefinitionofbullyingandbystanders.

TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatastheyexploretheideasinthelesson,theymaydisagreeandthatisusefulsothattheycanthinkaboutideasthataredifferentfromtheirown.TheAccidentalBystandersTeacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudentswhofindthemselvesintheroleofTheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesoffreezeframes.StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsortthemselvesintotheroles.Therolecardsare:

1. Bystander12. Bystander23. Bystanders3,44. Astudentwhoisdoingthebullying5. Astudentwhoisthetargetofthebullying

Teacherremindsstudents:

Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothinkaboutwhere,when,why,whatandhowisthishappening

Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.

Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.TheonlyspokenlineinthepresentationisthestatementfromBystander1.Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeachfreezeframetogivetheperformersacuetomovetothenextfreezeframeandallowtimefortheaudiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsiftheaudienceaccuratelyidentifiedwhatwashappening.

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WholeclassdiscussionAttheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocusedquestionswhichcaninclude:

WhatwastheturningpointforBystander1,whendidhe/shebecomeactive? WhatmightBystander1haveworriedaboutindecidingtosaysomething? HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup? HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup? WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied? WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying? DidBystander1actsafely? Werethebystanderssafe?

Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothefinalactivityofthelesson.

TeacherNotesRemindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthattherearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscouragepersonaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.

3. ReflectivePractice:TheActiveBystandersDuration:1520minutes

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:

WhyshouldIbeanactivebystander? HowcanIbeanactivebystander? WhyisitimportanttoTakeaStandTogether?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionlookingatthefrontoftheprofilenotingthatanyonecanbeanactivebystanderandthebenefitsforeveryonelistedunderWhy?Spendsometimeexploringtheinformationpresented.Invitestudentstothenconsiderthereversesideoftheprofile:How?Discusstheimplicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.

TeacherNotesTeachercandirectstudentstoBullying.NoWay!websiteaddressonActiveBystandersprofile,otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.

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Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Useresourcesproducedbythestudents.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:

Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay

beontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!iscreatingagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.

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What is bullying? Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonlyhappensonce,that'snotbullyingeventhoughitcanbeupsetting.

Bullyingiswhensomeone:

keepspickingonyouagainandagainandtriestomakeyoufeelbad saysordoeslotsofmeanthingsthatupsetyou makesfunofyoualot triestostopyoufromjoininginormakeothersnotlikeyou keepshurtingyousuchashittingorpunchingyou.

Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisiscalledcyberbullying.

Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.

Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oranadultwhowilllistentoyou!

What is a bystander? Abystanderissomeonewhoseesorknowsthatbullyingishappening.

Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyouifyoustandupforsomeonewhoisbeingbullied.

Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbebulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.

Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachersaboutdoingsomethingaboutthebullying.

Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.

Upper Primary: Definitions

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The Accidental Bystanders

Createfreezeframesoractedpictureimagesforthisseriesofscenarios:

1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchingabullyingsituation.Onestudentispickingonanotherstudentagainandagain.Bystander1istherewithatleastoneotherstudent(Bystander2)orwithmore(Bystanders3,4).

2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingIdontwanttobehereanymore.Allthebystandersarelookingdownandtryingtomoveaway.

3. Bystander1noticesthatBystander2(and3/4)hasahangonamomentlookonhisorherface.Wecancallthismomentthelook.Itrepresentsasenseofunfairnessandthedesireforthebullyingbehaviourtostop.

4. Bystander1feelsthepickingonthestudenthasgoneonfortoolong.He/shefeelsliketheyshoulddosomething.Bystander1sayssomethingtothestudentwhoisdoingthebullying.Thelineissaidandthegroupresumesthefreeze.

5. ThecommentfromBystander1makesthestudentstopthebullyingbehaviour.Bystander2(and3,4)lookshappythatBystander1hasspokenup.

Upper Primary: Script and Role cards

Student doing the bullying

Student who is being bullied

Bystander 1 Bystander 2


Upper Primary: Active Bystanders Profile



PedagogicalForm DramaEducationandCommunityofInquiry


Keywordsbystander,freezeframe,conflict,strength,mutual,tension,witness,active,uncomfortable

Prelessonpreparation ReadtheStandTogetherActivityOverview DownloadLowerSecondaryresources

o Definitionofbullyingandbystanders(prepareonecopyfordisplay)o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;

cutuprolecards)o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)

DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDayofActionwebpages


LessondurationandadaptationsThisclassisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.

SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.

Lesson Plan for Lower Secondary

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StandTogetherLessonPlanforLowerSecondary

Teaching and learning activities


Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether:


Together.Statues:PhysicalisingkeyemotionalstatesAstheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,studentscreateastatueofthefollowingemotionalstates:

happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protectiveTheteachercommentsonindividualstatues,drawingattentiontothebodylanguageandthefacialexpressionsusedtoshowtheemotionalstatebythestudent.Freezeframes:EmbodyingkeystagesininteractionStudentsworkinpairs.Theteacherexplainstheywillbeworkingtogethertocreateapictureorfreezeframe(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:

twostudentinconversation(playingorlaughingtogether) twostudentsdisagreeinginmutualconflict twostudentsinconflictandoneisnowbeingbulliedandfeelingpowerless twostudentsinconflictsortingthingsout.

DefinitionofbullyingandbystanderTheteacherreadsoutthedisplayeddefinitionsofbullyingandbystanders.TeacherNotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.Remindstudentsthatastheyexploretheseissuestheymaydisagreeandthatattimesitisimportanttodisagree,sotheycanthinkaboutideasthataredifferentfromourown.

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2. DevelopingandexploringthekeythemesDuration:20Minutes

Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhowitnessesabullyingsituation.Keyquestionsinclude:

Whenisitokaytostanduptosomeonebullying? Whatisanactivebystander?

Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudents:TheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesoffreezeframes.StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsortthemselvesintotheroles.Therolecardsare:

1. Bystander12. Bystander23. Bystander3,44. Astudentwhoisdoingthebullying5. Astudentwhoisthetargetofthebullying

Teacherremindsstudents:

Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothinkaboutwhere,when,why,whatandhowisthishappening

Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen. Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.

Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.TheonlyspokenlineinthepresentationisthestatementfromBystander1.Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeachfreezeframetogivetheperformersacuetomovetothenextfreezeframeandallowstimefortheaudiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsiftheaudienceaccuratelyidentifiedwhatwashappening.WholeclassdiscussionAttheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocusedquestionswhichcaninclude:

WhatwastheturningpointforBystander1,whendidhe/shebecomeactive? WhatmightBystander1haveworriedaboutindecidingtosaysomething? HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup? HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup? WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied? WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying? DidBystander1actsafely? Werethebystanderssafe?

Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothefinalactivityofthelesson.

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TeacherNotesRemindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthattherearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscouragepersonaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.

3. ReflectivePractice:TheActiveBystandersDuration:20Mins

Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:

WhyshouldIbeanactivebystander? HowcanIbeanactivebystander? WhyisitimportanttoTakeaStandTogether?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontoftheprofilelookingatWhy?Spendsometimeexploringtheinformationpresented.

Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.

InvitestudentstothenconsiderthereversesideoftheprofilelookingatHow?Discusstheimplicationsofthefindingsandinvitestudentscomments.Dotheyhaveanyquestionsorconcerns?Encouragestudentstoaskquestionsaboutpositiveinterventionsfrombystandersandthattheremaybemorethanoneanswerforquestions.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesTeachercandirectstudentstoBullying.NoWay!websiteaddressontheActiveBystanderprofile,otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.

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Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,thishelpsreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:

Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe

ontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthattheBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.

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What is bullying? Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsaspecificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreatefear.Bullyingmightinvolverepeatedly:

physicallyhurtingsomeone leavingsomeoneout sayingmeanorhumiliatingthings usingtechnologytosendnastymessagesorimages.

Apersoncanbebulliedabout:

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

It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanleadtobullying. What is a bystander? Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).Youmayhavebeenabystanderifyouhave:

cheeredthepersonbullying stoodandwatchedinsilence laughedorwalkedawayfromthesituation forwardedanoffensiveimage,postortextmessagetosomeone saidsomethingtothepersonbullyingtostop.

Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthebullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhoisbeingbullied.

Lower Secondary: Definitions

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The Accidental Bystanders

Createfreezeframesoractedpictureimagesforthisseriesofscenarios:

1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchingabullyingsituation.Onestudentisverballybullyinganotherstudentagainandagain.Bystander1istherewithatleastoneotherstudent(Bystander2)orwithmore(Bystanders3,4).

2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingIdontwanttobehereanymore.Allthebystandersareshufflingaround,closingofftheirbodylanguageandpullingaway.

3. Bystander1noticesthatBystander2(and3/4)hasahangonamomentlookonhisorherface.Wecancallthismomentthelook.Itrepresentsasenseofunfairnessandthedesireforthebullyingbehaviourtostop.

4. Bystander1feelsthenamecallinghasgoneonfortoolong.Bystander1sayssomethingtodistractthestudentwhoisdoingthebullyingoruseshumourtochangethemoodofthegroup.Thelineissaidandthegroupresumesthefreeze.

5. Bystander2(and3,4)supportBystander1thoughtfacialexpressionandbodylanguage.Thebullyingbehaviourstops.

Lower secondary: Script and role cards

Student doing the bullying

Student who is being bullied



Lower Secondary: Active Bystanders Profile



PedagogicalForm

DramaEducationandCommunityofInquiry


Keywordsbystander,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)

DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDayofActionwebpages


LessondurationandadaptationsThislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokenintoactivitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthelessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.

SpecialnoteWesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfromstudents.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensionsemergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthelesson.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachthesituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingactioninabullyingsituation.

Lesson Plan for Senior Secondary

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StandTogetherLessonPlanforSeniorSecondary

Teaching and Learning Activities


Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupforafocuseddramaactivity.TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyearandhasthethemeTakeaStandTogether.


Together.Statues:PhysicalisingkeyemotionalstatesStudentsstandinacircle.Allstudentscreateafrozenstatueofthefollowingactions:

watching,stalking,creeping,gazing,eavesdropping,gossiping,snooping,spying,blocking,hacking,threatening,harassing,puttingsomeonedown

Checkthatstudentsknowthemeaningofwords,e.g.creeping,harassing.Pointoutfeaturesinstudentsstatues,e.g.Thisiswhatthreateninglookslike.Sculptures:ExploringthepotentialroleofbystandersonlineInpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapetheclayintoafrozendramaticimagesorpicture.Thestudentpretendingtobetheclayisinertandacceptsallthesculptingfromthesculptorastheyaremovedintoshape.Encouragetheclasstothinkcarefullyaboutfacialexpressionsandbodylanguage.Firstsculpturescenario:TheclayisshapedintoapopularstudentwhoisreactingtoseeingaFacebookstatusupdateontheirphonefromaclosefriendwhichsays;Allmyfriendsarelosers.Thestudentsuspectstheirfriendsaccounthasbeenhacked.(Teachermayselectanalternativeexampleforthestatusupdateappropriatetotheschoolcohortandcircumstances.)Theteachercommentsonindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Thenstudentschangerolessothateachgetsaturnofbeingtheclayandthesculptor.Secondsculpturescenario:Theclayisshapedintoashy,quietstudentwhoisonFacebookandseesintheirfeedaveryunflatteringphotoofamemberoftheirEnglishclass,notaclosefriend,withthedescription,Likeifyouthinktheyareugly.Theteachercommentsonindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Theteacherselectsonesculptureandaskstherestoftheclasstositandcarefullyexaminethedetails.Pointoutthatthesculptureisofabystandertowhatappearstobecyberbullying.Leadaclassdiscussionaboutwhatmighthappennext.TeachernotesPointoutthatthesescenariosarecomplex,differentforeverystudentandschoolandthattherearemanyendingstotheabovescenarios.Theissuesinbullyingrequiredeepanalysisandquestioning;toservethispurpose,theclasswillworkwithaphilosophicalperspective;listeningcarefullytoothersandrespectingothersandtheirideas.

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Carefullyremindtheclasstonotmoveintodisclosureofpersonalanecdotesbutratherencourageandelicittheirquestionsandconcerns.DefinitionsofbullyingandbystanderReadoutthedefinitionofbullyingandbystanders.TeachernotesTheaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnowthefocusisontheiractivity.

2. DevelopingandexploringthekeythemesDuration:20minutes

Thisactivityexplores,usingdrama,thebackground,feeling,thinkingstagesandagesofbystanderstobullying.Keyquestionsinclude:

Whatisanactivebystander? Whybeanactivebystander? HowcanIbeasafeandactivebystander?

Tapandtalk:ToinvestigatethethoughtsandfeelingsoftheonlinebystanderStudentsreturntothesculpturesfromtheSculptureactivityandrecreatethefrozensculpturethattheywereplacedintowhenitwastheirturntobetheclay.Remindtheclassthatwhentheyrecreatedthesestatuestheywerebystandersinthescenariotheyweregiven.Thus,allstudentswillbebystandersculptures.Explaintostudentstoremainfrozen,butiftheyaretappedontheshoulderbytheteacher,theyaretosayoutaloudinrolewhattheyarethinkingintheirheads;aresponsetothedramaticsituation.Forexample,theymightsay,Whatthe?,Howdidthishappen?,PoorAnna.Walkaroundtheroomandselectstudentstotap.Aimtoelicitemotions,suggestion,plansforactions,fearsandconcerns.Dependingonthenatureofcommentsandyourassessmentoftheemotionalstateofthestudents,continueuntilallhavehadachancetospeakoutaloud.Providesomesuggestionsofthingstorespondto,e.g.Shouldthestudentstarttothinkofasolutiontotheproblem?,Mighttheybescareditwillhappentothem?Classreturntoacircle,theteachersummarisesthegeneralthoughtsofthecharacterswitnessingtheincidentofcyberbullying.Summariseresponsestothesituation.TeachernotesNotallstudentswillbewillingtobeanactivebystanderatthisstage;weneedtorespectthatthisremainsapersonaldecisionineverysituation.Pointouteverysituationisdifferent,otherstudentsrespectastudentwhostandsuptobullying,andthatitreallyhelpsthestudentbeingbulliedwhenanotherstudentsupportsthem.

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HotseatAstudentinroleisinterviewedbyothers(theclass)whoareoutofrole.Theinterviewistoestablishthebackground,motivationsandfutureactionsofthecharacter.TheteacherselectstwostudentsorasksforvolunteerswhowillbeBystander1&Bystander2.BothstudentswillbehotseatedaboutthecontextandbackgroundtothebullyingbehaviourrepresentedintheSculptures.Suggestitmightbegoodifthepersonbeingthebystanderforthehotseathassomesuggestionsfortacklingcyberbullying.HotseatBystander1:FirstscenarioonFacebookaccounthackingStudentplayingabystanderinscenariooneisseatedatthetopofthecircle.Teacherguidesthestudentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestionstosupportthestudentbeingbullied.Questionsmayinclude:

Whatareyoufeelingforyourfriend? Whatsthefirstthingyouwoulddo? Howmanytimeshasthishappened? Doyouthinkyoushouldcontactyourfriend? Howdoyouthinkthishackingoccurred? Haveyouseenmalicioushackingbefore? Whydopeopledothistypeofthing? Whatstrategiescanyouusetostopit?

Theteachermaygivesomeotherstudentsachanceatthehotseatroledependingonhowtheimprovisationgoes.HotseatBystander2:SecondscenarioonFacebooktrollingStudentplayingabystanderinscenariotwoisseatedatthetopofthecircle.Teacherguidesthestudentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestionstosupportthestudentbeingbullied,including:

Whatareyoufeelingfortheotherstudent? Whatsthefirstthingyouwoulddo? Howmanytimeshasthishappened? Doyouthinkyoushouldcontacttheotherstudent? Haveyouseenthissortoftrollingonlinebefore? Whydopeopledothistypeofthing? Whatstrategiescanyouusetostopit?

TeacherNotesFacilitatethequestioning,encouragingthestudentstosuggestwaystoblockanddealwithcyberbullying.Supportthestudentstobuildontheideasofothersandstretchthesuggestions.Atthecloseofthehotseatsession,remindstudentsthattheremaybenoonerightanswerandthatweneedtoworktogethertocontinuecomingupwithstrategiestobeabletocontinuetoenjoythebenefitsoftheonlineworld;associalmediacontinuestoevolvewemustcontinuetobeawareandproactive.

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3.Reflectivepractice:TheActiveBystandersDuration:20minutes

Thisactivityinvolvesstudentsinterrogatingtheprofile:TheActiveBystandersandworkingtowardsaclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:

Howisfacetofacebullyingdifferentfromcyberbullying? WhenshouldIspeakupinabullyingsituationbothonlineandinfacetofacesituations?

TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontoftheprofileWhy?Spendsometimeexploringtheinformationpresented.

Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.Aunitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudentsrespectabystanderwhospeaksout.

Invitestudentstothenconsiderthereversesideoftheprofile,lookingatHow?Discusstheimplicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?Encouragestudentstoaskquestionsaboutpossiblewaysforbystanderstoactandthattheremaybemorethanoneanswerforquestions.LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTakeaStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonbysayingthatthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelppeoplewhenbullyinghappens.TeacherNotesDirectstudentstotheBullying.NoWay!website,otherrelevantresourcesandHelplines.Itwillalsobeimportanttoendwithareminderthatthelessonusesanapproachthatacknowledgesthecomplexityofbullyingandencouragesaquestioningandphilosophicalattitudetotheinherentissues.

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Post lesson activity for NDA: Capturing the class Taking a Stand Together ThepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhattheclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublicpresentationorthroughtakingaphototosharewithothers.OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,whichpromotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreducebullying.TheclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthethemeTakeaStandTogether.Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.YoumayliketoincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.AsktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyareallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcaninclude:

Makethemovementorposebigsoitisobvious. Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe

ontheground. Usefacialexpressionstosuggestgroupsolidarityandstandingtogether

Capturethemomentbytakingaclassphoto.SendyourfreezeframephototoBullying.NoWay!Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustraliaTakingaStandTogetheragainstbullyingandviolence.PhotoscanbelodgedusinganuploadfacilityontheNationalDayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.Welookforwardtoseeingtheworkofyourstudents.

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What is bullying? Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsaspecificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreatefear.Bullyingmightinvolverepeatedly:

physicallyhurtingsomeone leavingsomeoneout sayingmeanorhumiliatingthings usingtechnologytosendnastymessagesorimages.

Apersoncanbebulliedabout:

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

It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanleadtobullying. What is a bystander? Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).Youmayhavebeenabystanderifyouhave:

cheeredthepersonbullying stoodandwatchedinsilence laughedorwalkedawayfromthesituation forwardedanoffensiveimage,postortextmessagetosomeone saidsomethingtothepersonbullyingtostop.

Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthebullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhoisbeingbullied.

Senior Secondary: Definitions

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Senior Secondary: Active Bystanders Profile

OverviewTheStandTogetherunitsallowexplorationoftheroleofbystandersinbullyingbeyondthestartingpointprovidedintheStandTogetherlessonplans.Thisdocumentprovidesaframeworkforfourunitsinwhichstudentsinvestigatepersonalskills,supportpositiverelationships,optimisticattitudesandresilientresponsestodifficultsituations.Thefourunitsare:

EarlyprimaryFindingyourstrength UpperprimaryFindingyourvoice LowersecondaryFindingoutyouaredifferent SeniorsecondaryFindingempathy

Eachunitculminatesinapresentationorexhibitionofstudentwork.InTheDisciplinedMind(2000),HowardGardnerurgededucatorstoteachimportantthingsinmanydifferentways.Gardnersuggestedthatmorestudentswillbereachediflearningisapproachedfromdifferentanglesprovidingavarietyofentrypoints,e.g.narrative,worksofart,groupwork,handsonmanipulationandplay.Thestyleofpresentationandartformselectedshouldbedeterminedbyteacherandstudentexpertiseandinterest.Theartformssuggestedhereforeachlevelarestartingpointsforthegrouptoconsider.Theframeworkforeachunitisbasedon10stepsorlessonswhichcouldberunoverasemesterinasuitableclass,e.g.thepastoralorhomegroupclass.Thetenstepsare:

1. Exploreandgatherideaswithclassonthesuggestedfocus2. Researchthethemesandissuesthroughotherkeytextsorarticles3. Assessemergingpatternsandareasofinterestfromstudentsandteachers4. Identifykeyquestions,focusandpurposeforthegroupandtheartformforpresentation5. Studentscreatecontentforaperformance/screeningexhibition6. Createaplan,storyboardorscriptforaperformance/exhibition/screening7. Refineandrehearsematerialandactivitiesforpresentation8. Considerproductionvaluesthatcanbeincludedtosupportthemese.g.music,props,

lighting9. Presenttoanaudienceorcommunity10. Reflectandevaluatetheculminatingpresentation.

Inimplementingtheunit,teachershouldconsider:

Supportingthedifferentlearningstylesoftheclassandthecurriculumfocus Achanceforallstudentstobeinvolvedandextended Theinclusionintheperformance/exhibitionofproductionvaluesincludingdesign,musicand

digitalarttobestshowcasethestudentsabilities.Theculminatingpresentationisintendedtobeanopportunitytodisplaytheoutcomeofthestudentsquestioningandlearning.Ensuretheaudienceisawarethatthepresentationisasharingofstudentworkandthatallcontentisstudentdevised:theresultoftheirexplorationsandacelebrationoftheirwork.

Unit frameworks for all year levels

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Finding Your Strength FocusQuestions Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?

WhenhaveIbeenstrong?HowcanIbestronginabullyingsituation?Suggestedartform Collagedrama:Acombinationofarangeofperformancematerialslikemovement

pieces,interviews,freezeframes,shortroleplays,storytelling,orpoetry.Thematerialisusuallylinkedbyathemeorsetofquestionsinthisinstance.

Stage1Exploreandgatherideas

InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsUseroleplaystodevisemultipleresponsestosituationsStudentstogiveexamples ofwhentheyhavebeenstrong

Stage2Research

Teachertogivesomefurtherexamplesofpersonalinnerstrengthe.g.paraOlympiansStudentstoresearchstoriesaboutheroesinordinarylife

Stage3Assessemergingpatterns

Doaclassauditofskillsinartformsareasanddiscussformsthatcouldbelinkedtogether,i.e.poetry,movementpieceSummarisewithclassdiscoveriessofar, e.g.itisimportanttolookafterourfriendsandfamily

Stage4Identifyfocusandpurpose

Finalisewithclassthepresentationstyle, e.g.aseriesofroleplays/personalnarrativeslinkedintoacollagedramaSelectatitletohelpdefinethemessageorpurpose,e.g.HowcanIflourish?Defineanddecidetheaudience, e.g.apresentationforthePrepstudents,apresentationonassemblyIdentifythekey messagefortheaudience,thepurposeofthepresentation,e.g.Topresentaseriesofministoriesthatshowsomeonesinnerstrength

Stage5Createcontent

Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedandshapedintotheartformRolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation

Stage6Createaplan,storyboardorscript

FinalisethecontentandwriteuptheplanTheclasstodivideinto sectionsand taskstoachieveafinalplan,storyboardorscriptReviewtheplan/storyboard/script withwhole class

Stage7Refineandrehearse

Studentspracticetheirsectioningroupsorindividuallyorcomposetheirvisual/digitalartworkforanexhibition

Stage8Productionvalues

ClasstobrainstormotherartisticlayersthatcouldhelpthepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectrolese.g.Iwilloperatethemusic.

Stage9Presenttoanaudience

SelectastudenttointroducethepresentationandexplaintheprocessStudentsgivetheirpresentationtothe selected audience

Stage10Reflectandevaluate

Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved?

Unit Framework - Early Years

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Finding Your Voice FocusQuestions WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyour

voice?Whenisitimportanttospeakup?HowcanIbeasafeactivebystander?Suggestedartform Shortvideos/photographsStage1Exploreandgatherideas

InvestigatethekeyquestionsusedramaskillslikefreezeframesorroleplaysExplorepriorknowledgeofthetopicwithstudentsStudentstogiveexamplesofwhentheyhavebeentoonervoustospeakupor,alternativelywhentheyhavespokenupStudentstodevisesmallroleplaystodemonstrateresponsestothefocusquestions;capturetheseinfreezeframes

Stage2Research

TeachertogivesomehistoricalexamplesofwhenpeoplehavebeentooscaredtospeakupStudentstoresearchstorieswherepeoplehavetakenspokenupwithpositiveoutcomes


Doaclassauditofskills inartformsareas: visualartists,dancers,circusperformers,photographersSummarisewithclassthediscoveriessofar, e.g.itsimportanttostandupandspeakoutwhenpeoplearenotbeingfair.


Finalisewithclasspresentationstyle, e.g.aseriesofshortvideosSelectatitletohelp definethemessageorpurpose,e.g.FindingYourVoiceDefineanddecidetheaudience,e.g. apresentationforthePrepstudents,apresentationonassemblyIdentifythekeymessagefortheaudience,thepurposeofthepresentation,e.g. toshowstoriesaboutfindingyourvoicetoencourageothers

Stage5Createcontent

Dependingonartformselectedstudentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation


Finalisethecontentandwriteuptheplans,storyboardorscriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewtheplan/storyboard/script withthewholeclass


Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual/digitalartworkforanexhibition


Classtobrainstormotherlayersthatcouldenhance thepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic


SelectastudenttointroducethepresentationandexplaintheprocessStudentspresentto theselectedaudience


Studentsassessthe successoftheirpresentation Didtheythinktheirmessage/purposewascleartotheaudience? Whatworked? Whatcouldhavebeenimproved

Unit Framework - Upper Primary

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Finding Out You are Different FocusQuestions Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersonin

agroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Arewealldifferent?Howdoweincludeothers?HowcanIrespondasanactivebystanderinthetypeofbullyingthatexcludesothers?

Suggestedartform Anexhibitionofdigitalphotographyandphotocollages: makingnewimagesbyediting,cutting,joiningorcopyingpartsofotherphotographs;theculminatingexhibitionissortedbykeyquestionsthatexplorethetheme


InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsUsedramagamestofindhowwearealldifferent,e.g.gossipmill:studentsmovearoundthespaceandatasignaltheywhispertoanotherstudent,Iamdifferentbecause.Studentstogiveexamplesofwhentheyhavebeenstronginpresentingthemselvesastheyare,e.g.inaninterview

Stage2Research

TeachertogivesomehistoricalexamplesoftheacceptanceofdifferenceStudentstoresearchstoriesaboutoutsidersinsocietyandexamplesofpeoplefromdifferentculturesorbackgroundsworkingsuccessfullytogether


Doaclassauditofskillsinartformsareas, e.g.mediaartists,dancers,circusperformers,etcSummariseclassdiscoveriessofar, e.g.Ourindividualitymeanswearealldifferent..


Finalisewithclassthepresentationstyle, e.g.aseriesofquestionsthatarerespondedtoinphotographySelectatitletohelpdefinethemessageorpurpose,e.g. AllHere,AllDifferentDefineanddecidetheaudience, e.g.apresentation/exhibitionfortheschoolcommunity,apresentationonassemblyIdentifythekeymessagefortheaudienceorthefocusofthepresentation;e.g.explorationofdifferenceintheschoolcommunity

Stage5Createcontent

Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclass tobeconsideredatthisstage,i.e.taskallocation


Finalisethecontentandwriteuptheplan/storyboard/scriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewthescriptorplanwithwholeclass


Studentspracticetheirsectioningroupsorindividually,or compose,designandcapturetheirvisual/digitalartworkforanexhibition.


Classtobrainstormotherlayersthatcould helpthepresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic


SelectastudenttointroducethepresentationandexplaintheprocessStudentspresenttotheirselectedaudience



Unit Framework - Lower secondary

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Finding Empathy FocusQuestions HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedfor

others?HowcanInurturethepositive?HowcanIsupportvulnerablepeople?Whybekind?Whatisempathy?Whyareactivebystandersimportant?

Suggestedartform Anadvertorial:a performancethataimstopromoteanideaoraseriesofideasApublicinstallation/muralthatusesquestionsandasoundtracktoraiseawarenessofthekeymessage


InvestigatethekeyquestionsExplorepriorknowledgeofthetopicwithstudentsStudentstodeviseroleplaysthatdemonstratesupportbeinggiventoavulnerableperson.Studentstogiveexamplesofwhentheyhavebeenempathetic,whenhavetheybeensupportive

Stage2Research

Teachertogivesomeexamplesofthepositiveeffectsofsupportandincidentswhereacrowdhasdisplayednoempathyforapersonintrouble;explorewhytherecanbesuchdifferentresponsesbyotherpeopleStudentstoresearchstoriesaboutempatheticbystanders


Doaclassauditofskillsinartformsareas: visualart,design,media,drama,danceSummarisewithclassdiscoveriessofar,e.g.thedifferencebetweensympathyandempathy


Finalisewithclassthepresentationstyle, e.g.alargescalepublicsculptureusingboxesandordinarymaterialsandasoundtrackSelectatitletohelp definethemessageorpurpose,e.g.WhenshouldIsayRUOK?Defineanddecidetheaudience, e.g.thewholeschool,apresentationonassemblyIdentifythekey messagefortheaudienceorthepurposeofthepresentation, e.g.toraiseawarenessofvulnerablepeopleinthecommunity

Stage5Createcontent

Dependingonartformselected, studentsbrainstorm,extend,selectandstarttoeditideastobeincludedRolesanddutieswithintheclasstobeconsideredatthisstage.i.e.taskallocation


Finalisethecontentandwriteuptheplan/storyboard/scriptTheclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/scriptReviewthescriptorplan/designwiththewholeclass


Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual/digitalartworkfortheexhibitionorinstallation


ClasstobrainstormotherlayersthatcouldhelpthestudentpresentationSelectmusic,lighting,locationofperformance,propsorsymbolstobeincludedSomestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic


SelectastudenttointroducethepresentationandexplaintheprocessStudentspresenttotheirselectionaudience



Unit framework - Senior secondary

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