ࡱ> U@ ^5bjbj 3t+JX6X6X6867t79(999tD NOjR$Rb8-StDtDSS899 e$X$X$XSf99$XS$X$X8XJt|97 %wX6`UB6{0J2sNV~s||^sڭ\ $XSSS88X6WXX6Kia Kaha Years 1113 Focus area 6 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 6: An action planning process for years 1113 Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc376630913" Focus area 6: An action planning process for years 1113  PAGEREF _Toc376630913 \h 2  HYPERLINK \l "_Toc376630914" Explanation  PAGEREF _Toc376630914 \h 2  HYPERLINK \l "_Toc376630915" Notes for the teacher  PAGEREF _Toc376630915 \h 2  HYPERLINK \l "_Toc376630916" Curriculum links  PAGEREF _Toc376630916 \h 2  HYPERLINK \l "_Toc376630917" Resources  PAGEREF _Toc376630917 \h 2  HYPERLINK \l "_Toc376630918" Learning intention  PAGEREF _Toc376630918 \h 3  HYPERLINK \l "_Toc376630919" The action planning process  PAGEREF _Toc376630919 \h 4  HYPERLINK \l "_Toc376630920" Step 1: Clarifying the issue  PAGEREF _Toc376630920 \h 4  HYPERLINK \l "_Toc376630921" Step 2: Identifying the need  PAGEREF _Toc376630921 \h 4  HYPERLINK \l "_Toc376630922" Step 3: Developing an action plan  PAGEREF _Toc376630922 \h 5  HYPERLINK \l "_Toc376630923" Step 4: Implementing the plan  PAGEREF _Toc376630923 \h 6  HYPERLINK \l "_Toc376630924" Step 5: Evaluation  PAGEREF _Toc376630924 \h 6  HYPERLINK \l "_Toc376630925" Copysheet: Writing a Survey  PAGEREF _Toc376630925 \h 7  Focus area 6: An action planning process for years 1113 Explanation In this focus area students take action to create a safe school environment. Notes for the teacher This teaching and learning process supports Level 2 Health Education Achievement Standard 91237 Take action to enhance an aspect of peoples well-being within the school or wider community. To meet the requirements of the Achievement Standard, the teaching and learning about bullying and the planning and implementation of the action plan will need to take several weeks, possibly spread over one or more terms. Teachers should familiarise themselves with the critical thinking, action planning process. It is assumed that students will be building on prior knowledge of hauora and specific bullying issues. Surveys of peers, staff members and members of the school community and implementation of action plans will need to be endorsed by the principal, senior management team, and the guidance network, as appropriate.. It is important to acknowledge that it is the process of developing, implementing and evaluating, not its final outcome, that determines the value of the action plan. For the young people to be empowered, students need to own and drive the process. This process will be strengthened by making links with school-wide anti-bullying initiatives, peer support, Positive Behaviour for Learning (PB4L), and parent and teacher information and education. Groups will need lesson time to present their progress for example, survey findings, action plan, and progress reports. Curriculum links Key Competencies: Thinking; Relating to others; Participating and contributing Learning areas: Levels 67 Health and Physical Education Strand A Safety management; Strand C Interpersonal skills; Strand D Community resources Underlying concepts: Well-being, Hauora (especially taha whnau) Health promotion  helping to develop supportive policies and practices to ensure the physical and emotional safety of all members of the school community The Socio-ecological perspective  actively contributing to their own and others well-being Attitudes and values developing positive care and concern for members of the school community through positive involvement and participation Resources Copysheet: Writing a Survey Learning intention At the end of this focus area students will: identify an area of need and develop an action plan to enhance the safety of themselves and others, to minimise bullying in the wider school community implement and evaluate the action plan. The action planning process Students can work in groups for this action planning process. However, for assessment purposes individual students will need to keep a careful record of work done. Step 1: Clarifying the issue This step involves one or two weeks of background teaching and learning. This will provide students with stimulus for the later action plan process. This step could include: revisiting the terminology of bullying, violence and victimisation, such as harassment, cyberbullying, homophobia, racism, teasing, exclusion (see Focus area 1: Bullying revisited ) examining the school policy and procedures on bullying and-harassment exploring the impact of bullying on Hauora (see Focus area 3: Rights and responsibilities) looking at research findings on bullying in New Zealand on the Internet such as youth well-being surveys ( HYPERLINK "http://www.fmhs.auckland.ac.nz/faculty/ahrg" www.fmhs.auckland.ac.nz/faculty/ahrg) brainstorming what is known about bullying situations in their own school community (see the school wide survey carried out as part of the schools year 1 plan) finding out what, where, who, why, consequences, impact on hauora, legal aspects. Step 2: Identifying the need From research and discussion, groups of students identify an aspect of bullying to be addressed that is relevant to their school community. Possible identifications include: homophobia gay/lesbian name-calling, labelling, exclusion, gay bashing sexual pressure to conform to group expectations party scene pressure to conform to group expectations social exclusion in-crowd issues standover tactics money, food, clothing, use of others equipment body image haircuts, colour of hair, skin colour, disfigurement, disability, size, or any other form of perceived difference tall poppy syndrome pressure not to succeed, intimidation when recognised for success racial discrimination pecking orders, exclusion perceived non-conformist behaviours boys doing drama or ballet, students attending Christian or other religious groups perceived class system brands/labels permission to wear, acceptance cyberbullying email, text messaging, social networking sites differences in ability academic, sporting, creative teachers who bully workplace bullying school institutional bullying unfair systems location bullying may occur in quite specific parts of the school or community. Survey The group designs a survey to find out more about their issue. See Copysheet: Writing a Survey. The survey is administered. In a group of five members, each student could administer 10 surveys, giving a total of 50 samples for the group. The survey data is compiled, analysed and presented in a visually appropriate format. On the basis of the findings from the survey, each group decides on a particular area of need to focus on. Students may need guidance on selecting their area, as it will need to be something for which they can design an achievable action plan. It would be useful for teachers to provide some structured lessons to further explore some of the specific areas that students are working on. Step 3: Developing an action plan Recall with students the essential features of action planning: achievable the steps to be taken are defined barriers are identified and addressed resources (people or materials) are identified realistic time frame is set evaluation procedures are identified. Examples of possible action plans1A visual display of posters and related material produced by students in: school foyer library student centre community venue other.2Advocating for: a support group to be established for students, such as gaystraight alliances lunchtime activities a private area within changing rooms for intersex and transgender/questioning students more duty teachers/seniors in unsafe areas redesign or improvement of unsafe areas in school or community3Writing a report for the principal and/or Board of Trustees making recommendations for improvements to: a safe school/anti-harassment, anti-bullying policy, or ICT use policy anti-harassment procedures, contact people or peer mediation4Contributing to newsletters that go out to the school community5Prepare a PowerPoint presentation for parents/caregivers on cyberbullying6Perform role plays, song (check out the Kia Kaha music video), dance or rap with anti-bullying messages at school assembly or parents meetings as part of the school-wide programme7Making a DVD for use with students Step 4: Implementing the plan The group puts their plan into action. It is recommended that, for the purposes of assessment, students keep individual journals or diaries of their work, along with a folder of survey responses, planning drafts, photographs of displays and so on. This is the necessary evidence of their individual contribution to the group initiative. In addition, it would be useful for peers to assess aspects of each others involvement throughout the process. Step 5: Evaluation Students will need to collect some further information after implementation to decide: if all parts of the action plan have been implemented which parts of the plan were successful and which were not which aspects didnt go as planned, with the reasons for this what things could be done differently next time how the Senior Management Team have endorsed the plan recommendations for future developments, such as a follow-up survey and suggestions for adapting the process to meet new criteria. Copysheet: Writing a Survey When designing your survey, consider these questions. What do you want to find out? Who is your survey designed for? What questions will you need to ask to get the information you need? Will you do a face-to-face survey, a telephone survey, or an online survey? Should your questions be open or closed? Will the surveys be completed anonymously? How many questions will you need to ask? Will the respondent write the answers or will you? Will responses be written answers, a tick in a check box, or marking a place on a continuum? Is your survey user friendly? Are any questions misleading? Are your questions safe, not too personal, and not threatening, discriminatory or insensitive? Have the principal, senior management or guidance network endorsed your survey? Will the responses provide useful and useable information? How many people do you want to survey? Have you tested your survey first with others in the class? How will you manage your data? 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