ࡱ> c .Hbjbj A؎U\؎U\>5Dt+t+------8..-/"3(J3J3J3KRT$ձ-U7JKUUt+t+J3J3ӦZZZUt+J3-J3ZUZZ(-žJ3`WF0d^YW`YžžY-ܡZUUUXUUUUUUUYUUUUUUUUU> :*: Kia Kaha Years 0-3 Focus area 3 This section contains one of the focus areas of the Kia Kaha programme for students at years 03 (ages 57): The same but different A happy, safe classroom Lets all be friends I have choices Helping hands We have made a difference Note: Research suggests that an effective Kia Kaha programme should include learning experiences from each of the focus areas. Focus area 3: Lets all be friends Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc479149836" Focus area 3: Lets all be friends  PAGEREF _Toc479149836 \h 3  HYPERLINK \l "_Toc479149837" Explanation  PAGEREF _Toc479149837 \h 3  HYPERLINK \l "_Toc479149838" Curriculum links  PAGEREF _Toc479149838 \h 3  HYPERLINK \l "_Toc479149839" Success criteria  PAGEREF _Toc479149839 \h 3  HYPERLINK \l "_Toc479149840" Learning experience 1: Bullying  PAGEREF _Toc479149840 \h 4  HYPERLINK \l "_Toc479149841" Learning intentions  PAGEREF _Toc479149841 \h 4  HYPERLINK \l "_Toc479149842" Notes for the teacher  PAGEREF _Toc479149842 \h 4  HYPERLINK \l "_Toc479149843" Resources  PAGEREF _Toc479149843 \h 4  HYPERLINK \l "_Toc479149844" Activities  PAGEREF _Toc479149844 \h 4  HYPERLINK \l "_Toc479149845" The Crocodile on the Roof  PAGEREF _Toc479149845 \h 7  HYPERLINK \l "_Toc479149846" Copysheet: Bullying  PAGEREF _Toc479149846 \h 9  HYPERLINK \l "_Toc479149847" Learning experience 2: Safe places to play  PAGEREF _Toc479149847 \h 10  HYPERLINK \l "_Toc479149848" Learning intention  PAGEREF _Toc479149848 \h 10  HYPERLINK \l "_Toc479149849" Notes for the teacher  PAGEREF _Toc479149849 \h 10  HYPERLINK \l "_Toc479149850" Resources  PAGEREF _Toc479149850 \h 10  HYPERLINK \l "_Toc479149851" Activities  PAGEREF _Toc479149851 \h 10  HYPERLINK \l "_Toc479149852" Homework activities  PAGEREF _Toc479149852 \h 11  HYPERLINK \l "_Toc479149853" Copysheet: Safe Places  PAGEREF _Toc479149853 \h 12  HYPERLINK \l "_Toc479149854" Learning experience 3: Survey  PAGEREF _Toc479149854 \h 13  HYPERLINK \l "_Toc479149855" Learning intention  PAGEREF _Toc479149855 \h 13  HYPERLINK \l "_Toc479149856" Notes for the teacher  PAGEREF _Toc479149856 \h 13  HYPERLINK \l "_Toc479149857" Resources  PAGEREF _Toc479149857 \h 13  HYPERLINK \l "_Toc479149858" Activities  PAGEREF _Toc479149858 \h 13  HYPERLINK \l "_Toc479149859" Copysheet: Survey  PAGEREF _Toc479149859 \h 14  Focus area 3: Lets all be friends Explanation In this focus area students identify what bullying behaviour is and know that it is wrong and unacceptable. They know some strategies to overcome it. They identify places in their school environment where they feel safe to play. Curriculum links Key Competencies: Managing self; Relating to others, Participating and contributing Learning areas: Level 1 Health and Physical Education Strand A: Safety Management; Strand D: Community Resources; Level 2 Health and Physical Education Strand A: Safety Management Success criteria Students can: explain what bullying is and recognise it in relation to themselves and others explain that bullying is wrong and unacceptable identify places that are safe for them to play in identify bullying and non-bullying behaviour that affects them. Learning experience 1: Bullying Learning intentions Students can: explain what bullying is and recognise it in relation to themselves and others explain that bullying is wrong and unacceptable. Notes for the teacher If students in your class have mobile phones, or use the computer and email confidently, it is important that you cover cyber bullying. Resources Year 1 Story: The Crocodile on the Roof by Diana Noonan Picture Sequence Cards Note: Suggested sequence for cards: 1 One girl kicks the other. 2 The girl who has been kicked is sad. A friend comes to support her. 3 She tells the teacher what has happened. 4 The teacher talks to the victim and to the girl who did the kicking. 5 The girls shake hands and agree to be friends. Years 23 Copysheet: Bullying Optional: Videos: Bryan and Bobby Bully and/or Positive Play online at  HYPERLINK "http://bryanandbobby.co.nz/video/" http://bryanandbobby.co.nz/video/ Activities Year 1 Read the class the story The Crocodile on the Roof. Ask: What happened in the story? How did Zoe and Aroha make Cherry feel? Was this behaviour that we like? Do you think Cherry should have told Liam what happened? Why, or why not? Do you think Liam should have told Mr Argus? Why or why not? What did you think of the ending to the story? How do you think Zoe and Aroha will treat Cherry next time? Work with the class to define this type of behaviour as bullying. A suitable definition might be: Bullying is when someone hurts you or makes you sad, on purpose. A person who is bullying might kick or hit you, might call you nasty names, threaten you, take your things or make you do things you dont want to do. Sometimes other people can threaten you or leave nasty messages on your mobile phone or by email. Ask: Is bullying OK in our class? Why dont we like it? How does it make us feel? Establish that bullying is behaviour the class doesnt like, that it is wrong and that you wont accept it in your class. Hold up each picture from the Picture Sequence in random order. Ask: What do you think is happening here? With the class, decide on the right order for the pictures and make up suitable captions for each. The completed sequence could be pinned on the wall. Note: The cards are numbered on the back to indicate the correct sequence, although children may justify another order. Look at each picture in turn and ask how they think the people are feeling. Ask: Do you think this was a good ending? Why, or why not? What could you do if someone was bullying you? Years 23 Write the word bullying on a chart. Ask for examples of bullying and record these. Make sure, through questioning, that examples of all types of bullying are included physical, emotional, exclusion, damage to property, cyber bullying, and coercion. Work with the class to decide on a definition of bullying. An example is given below, but it is preferable that students devise their own. Bullying is when someone hurts you or makes you sad, on purpose. A bully might kick or kick you, might call you nasty names, threaten you, take your things or make you do things you dont want to do. The bully wants to be more powerful than you. They can do these things face to face, or by mobile phone or email. Ask: Is bullying acceptable (good, OK) behaviour? Why, or why not? How do we feel about bullying behaviour? Will we accept bullying in our classroom? Why, or why not? What can we do to stop it? Divide students into small groups. Give each group Copysheet: Bullying. The group cuts out the pictures and decides on their correct order. They then paste these on to a new page, writing captions under each. In the blank square they draw a picture to show what they think might happen next. As an alternative, this could be done as an individual or whole class activity. Ask: Do you think this was a good ending? Why, or why not? What might have happened if the child being bullied hadnt asked for help? What could you do if you were being bullied? Optional learning activity Show the videos Bryan and Bobby Bully and/or Positive Play, both available online at  HYPERLINK "http://bryanandbobby.co.nz/video/" http://bryanandbobby.co.nz/video/ The Crocodile on the Roof by Diana Noonan Cherry got a new crocodile backpack for her birthday. It was green with big white teeth poking out over the zip. She was in such a hurry to show it to everyone at school that she forgot, and took the short-cut track behind the swimming pool. Zoe and Aroha were there. They popped out from behind the sticking-out bit of the changing shed wall. This is our track, four eyes, said Zoe. She looked really mean. We told you before, said Aroha, you cant come this way. Cherrys tummy felt hot and tight. She didnt want to run, or theyd chase her, and hit her like last time. She turned around very slowly and started walking back the way she had come. Whats that stupid thing on your back? shouted Zoe. Then Cherry heard them coming after her. She ran, but Aroha caught up to her and pushed her over. Her glasses went skidding along the concrete path. Zoe pulled off the crocodile backpack, and when Cherry rolled over she saw a fuzzy blob of green go flying up and onto the changing shed roof. Aroha was puffing hard. You tell anyone, she said, and Zoes big brother will get your bag and chuck it away. When Cherry got to school the long way, Aroha and Zoe were already at their desks. Youre late, Cherry, said Mr Argus. Then right in front of everybody, he asked her how shed skinned her knee. Zoe was watching. I fell over, said Cherry quietly. At spelling time, Mr Argus put a cross on the whiteboard beside Cherrys name because she didnt have her spelling notebook with her. She wished she could tell him that it was in her bag and that her bag was on the changing shed roof, but what if Zoe heard and told her brother At morning break Cherry didnt have any play-lunch. You can have one of my crackers, said Liam. Cherry didnt feel like eating anything but she did whisper to Liam what Zoe and Aroha had done. Dont tell anyone, she said. Cherry felt really miserable all morning. What if someone saw her crocodile bag on the roof and stole it before she could get it back? Then it started raining. She stared out of the window. Her backpack would get ruined. Cherry? said Mr Argus. His voice seemed a long way off. Cherry, its raining and were having lunch inside. Did you bring your Lion King video for everyone to watch? Lion King! shouted the class. Yay! Cool! Everyone was jumping up and down with their lunch boxes. Zoe and Aroha were already sitting on the mat in front of the video player. Hurry up! Get your video, Cherry, called Aroha. Cherry didnt know what to say. The video was in her bag and her bag was on ... Suddenly she started to cry. Mr Argus wanted to know what was going on. Cherry was too scared to tell. But Liam wasnt. They chucked it on the changing shed roof, he said, pointing to Zoe and Aroha. And they pushed Cherry over. Now Aroha looked like she was going to cry. Zoe went red. Mr Argus sent Zoe and Aroha to Mr Faavaes office. Then he put on his coat and went away with the school ladder on his shoulder. When he came back, he had Cherrys bag. Cherry still felt miserable but the crocodile was all right and, when she pulled open its zipper mouth, she found that everything inside was safe and dry. Dont worry, Liam whispered to Cherry when Mr Argus was putting on the video. Ill walk home with you after school. Im not scared of them. Cherry gave a big sniff. Then Mr Argus sat on a chair behind her, and Liam sat on the mat next to her. She gave them both a bit of her left-over birthday cake. She wished she could be as brave as the Lion King. Copysheet: Bullying  Learning experience 2: Safe places to play Learning intention Students can identify places that are safe for them to play in. Notes for the teacher The emphasis in this learning experience is safety in relation to other people, rather than safety from hazards such as water or traffic. Older students could be involved in this learning experience to see where younger students feel unsafe and to decide what they could do to help. It is advisable that the whole school is aware that this learning experience is taking place to avoid sabotage (in one of the trial schools, senior students popped the balloons at lunchtime). Choose a sunny, still day. Resources Year 1 Balloons one for each student (balloons with happy faces already on them are helpful) Paints Copysheet: Safe Places Years 23 Large map or outline of the school, clearly labelled Art materials Activities Year 1 Ask: Where do you feel safe playing at school? Why do you feel safe in these places? Where does it feel unsafe to play? Why does it feel unsafe here? Some answers might be: I feel unsafe on the field because the big children run fast and could knock me over. I feel safe in the sandpit because everyone shares. I feel unsafe by the trees because the teachers cant see what is happening. I feel safe on the bottom playground because only little kids go there. You may need to teach the words safe and unsafe. Give each student a balloon. Help them to paint a happy face and their name on their balloon. Go outside with the class. Walk around the playground identifying the places they have said were safe and unsafe for them to play. Invite each student to tie their balloon in a place where they feel safe to play. Years 23 Put up, or draw, a map or outline of the school and help students to identify and label landmarks. Ask: Where do you feel safe playing at school? Why do you feel safe playing there? Where does it feel unsafe to play? Why do you feel unsafe there? Mark the safe places on the map with a tick. Mark the unsafe places with a cross. The map could be shared with the principal. Each student completes the following sentences: One place I feel safe playing is I feel safe here because They could draw a picture of themselves playing in this place. Homework activities Year 1 After school each student can collect their balloon and take it home. Also give them Copysheet: Safe Places to take home and discuss with an adult. Year 23 Each student takes home their picture and completed sentences to share with an adult. Copysheet: Safe Places Dear Parents and Caregivers Today in Kia Kaha we talked about places at school where your child feels safe to play. Your child tied a balloon in one of these places. Please ask your child to show you the balloon and to talk about where he or she put it, and why they put it there. Talk about the following with your child. 1 What places are safe to play in at home? 2 What places are safe to play in outside home? Thank you for your help. Please return this copysheet to school by _____________________ _____________________________ (Name of teacher) Learning experience 3: Survey Learning intention Students can identify bullying and non-bullying behaviour that affects them. Notes for the teacher The results of both Learning experience 2 and Learning experience 3 could be shared with the principal and Board of Trustees so that they can work to make the school a safe, happy place. Resources Years 23 Copysheet: Survey Activities Years 23 Remind students of the behaviour that they decided was bullying in Learning experience 1. Give each child Copysheet: Survey. Go over each question. As you explain each one, students can colour in their choice of answer, either Yes or No. The choice should be made individually, without influence from any other class members. Either: Divide students into six groups. Give each group the responses to one of the questions. They graph the results. Display the completed graphs around the walls. Help could be enlisted for this learning experience from older students. Or: Take responses to each question from the class by a show of hands. Graph the results of some questions on the board and make summary statement of others. For example: All members of our class have been bullied. Half the people like helping others. Copysheet: Survey Colour in either the YES or NO symbol to show your answer. 1 Has anyone ever bullied you at school?2 Has anyone ever left nasty messages on your mobile phone or email?3 Have you ever bullied or been unfair to other people?4 Do you like helping other people at school?5 Do other people help you at school?6 Do you know what to do if someone bullies you?7 Do you feel safe at school?     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