ࡱ> U@ <)bjbj 348888888L66686L7L*rd<8:(*:*:*:Dn TNQ\qqqqqqq$yR{dq-8dRDDdRdRq88*:*: qTTTdRd8*:8*:qTdRqT$TT^88`*:08 5<6Rp__-odq0*rq_D|8S$D|$`LL8888`^D|8qd TdRdRdRqqLLD6\TXLL6Kia Kaha Years 1113 Focus area 1 This section of the Kia Kaha programme contains one of the following focus areas for students at years 1113 (ages 1517): Bullying revisited Societal bullying Rights and responsibilities Deciding on strategies Cyberbullying An action planning process for years 1113 Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 1: Bullying revisited Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382320915" Focus area 1: Bullying revisited  PAGEREF _Toc382320915 \h 2  HYPERLINK \l "_Toc382320916" Notes for the teacher  PAGEREF _Toc382320916 \h 2  HYPERLINK \l "_Toc382320917" Curriculum links  PAGEREF _Toc382320917 \h 2  HYPERLINK \l "_Toc382320918" Resources  PAGEREF _Toc382320918 \h 2  HYPERLINK \l "_Toc382320919" Learning intention  PAGEREF _Toc382320919 \h 2  HYPERLINK \l "_Toc382320920" Activities  PAGEREF _Toc382320920 \h 3  HYPERLINK \l "_Toc382320921" Defining bullying  PAGEREF _Toc382320921 \h 3  HYPERLINK \l "_Toc382320922" Continuum  PAGEREF _Toc382320922 \h 3  HYPERLINK \l "_Toc382320923" Health journal  PAGEREF _Toc382320923 \h 4  HYPERLINK \l "_Toc382320924" Copysheet: Types of Bullying  PAGEREF _Toc382320924 \h 5  HYPERLINK \l "_Toc382320925" Copysheet: Definitions of Bullying  PAGEREF _Toc382320925 \h 6  HYPERLINK \l "_Toc382320926" Copysheet: Personas  PAGEREF _Toc382320926 \h 7  Focus area 1: Bullying revisited Notes for the teacher Since people have different viewpoints about what constitutes bullying and how serious its effects can be, it may take time for a school or community to reach a position where all members agree that bullying is unacceptable and wish to adopt a policy of zero tolerance of bullying. Curriculum links Key Competencies: Thinking; Relating to others; Participating and contributing Learning areas: Levels 67 Health and Physical Education Strand C: Identity, sensitivity and respect Underlying concepts: Well-being, Hauora (especially taha hinengaro and taha whnau)  expressing feelings about being bullied Attitudes and values  own and societal attitudes to bullying Resources Copysheet: Types of Bullying (this copysheet is used in two ways: it provides the headings which will be written on to A4 paper and it will be cut up for use in the continuum activity) Copysheet: Definitions of Bullying Copysheet: Personas 11 A3 sheets of paper 11 A4 sheets of paper Felt pens Learning intention At the end of this focus area students will demonstrate an awareness of bullying in schools and society. Activities Defining bullying Refresh the class view of what bullying is. Divide students into 11 groups. Allocate each group one of the A4 pages with one type of bullying written on it (headings taken from Copysheet: Types of Bullying). Give each group a few minutes to write a one-line explanation of their term. They then pass the paper on in a clockwise direction for the next group to write their view and so on. Continue this until each group has responded to each term, and each paper is back at its point of origin. The groups then make a single statement representing all viewpoints. This is written on the left-hand side of an A3 page, as shown below. Type of bullyingClass view Stated view  Hand out Copysheet: Definitions of Bullying to each group. Students write the stated view for their bullying term in the second column of their chart. They compare the two definitions. The teacher asks the whole class: If these views differ, why might that be? Is it acceptable to have different understandings of these terms? Why. or why not? How might these different understandings come about? How might the consequences of different groups viewpoints about bullying and violence affect individuals? What other types of bullying are you familiar with in this school and community? Continuum Divide students into groups. Allocate each group one of the personas from Copysheet: Personas. Ask them to familiarise themselves with the persona. Tell them that they will all need to respond as their persona for the whole of this activity. Give each group two of the cards cut up from Copysheet: Types of Bullying. As their character, they must decide where they would place this type of bullying on a continuum, one end of which is less severe, while the other is most severe. They must be able to justify their choice. Pace the continuum out on the floor. Invite one group at a time to place their cards on the line. Once all cards are down, any group (still in role) may change the position of other cards on the line. They must give a reason for doing so. De-role students. Ask: What did this activity tell you about people? What did you learn about yourself? What problems do you think might arise because of these different viewpoints? Health journal Students can complete the following reflective journal questions as an individual activity: What are three types of bullying you have seen or been involved with in your school or community? Why do you think different groups may respond to different bullying situations in different ways? Select two of the societal roles from the last activity. How do you think their views on bullying may affect the dimension of Hauora? Copysheet: Types of Bullying IntimidationHomophobiaTeasingVictimisationHarassmentCoercionCyberbullyingBullying because of disabilityExclusion/isolationRacial bullyingViolenceHomophobiaPut-downs Copysheet: Definitions of Bullying Type of bullyingDefinitionIntimidationFrightening somebody by threats.Teasing Bothering someone by mocking or poking fun at them. Harassment Bothering someone with unwanted attention, remarks or comments.CyberbullyingThe deliberate use of ICT, particularly mobile phones and the Internet, to upset somebody else.Racial bullyingBullying someone because of their ethnic background.Exclusion/isolationDeliberately leaving somebody out of a group or activity.Bullying because of disability Treating people with disabilities as inferior and excluding them.ViolenceThe deliberate use of force against someone with the intention of harming them.ExtortionThe use of threats or violence to get possessions or money from another person.Put-downsHurtful remarks about such things as a persons appearance, race, abilities or family.VictimisationThe unfair or selective punishment of or discrimination against someone. HomophobiaThe fear and hatred or irrational and distorted view of homosexuality, or perceived homosexuality.CoercionThe use of force or threats to make another person do something. Copysheet: Personas Police Officer You are conscientious. You promote safe, law-abiding behaviour. You have a strong personal commitment to helping young people. You witness a lot of criminal violence. Mother of a teenager You are a bit of a rebel. You rebelled against your strict, conservative upbringing. You have a trendy, well-paid job. You cant relate to violence of any sort. Year 11 student Last week you were bullied every day by someone online and by text message. You are feeling desperate about this. Grandfather You are retired from the Armed Services after a successful career. You believe your daughter is being far too lenient with your grandchildren. Teacher You dont tolerate bullying among your students. To keep good discipline in class, you have all the desks in rows facing the front, with students seated in alphabetical order. When students dont perform to your standards, you stand them up in class and give them a lengthy reminder about their responsibilities. 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