ࡱ> uwtU@ I!bjbj 3F ?8888888L,,,8H,d,,L|dd,.(...j9n BE\ccccccc$kR2nd!d8Fj9j9FF!d88.. 6dIIIF8.8.cIFcI$IIS|88T., &<,pG$ETcLd0|dWTnHn$TLL8888T^n8WY IFFF!d!dLL ,^IXLL,Kia Kaha Years 910 Focus area 4 This section of the Kia Kaha programme contains one of the following focus areas for students at years 910 (ages 1314): Bullying defined Bullying unravelled Managing bullying Healthy groups and relationships Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 4: Healthy groups and relationships Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382320156" Focus area 4: Healthy groups and relationships  PAGEREF _Toc382320156 \h 2  HYPERLINK \l "_Toc382320157" Notes for the teacher  PAGEREF _Toc382320157 \h 2  HYPERLINK \l "_Toc382320158" Curriculum links  PAGEREF _Toc382320158 \h 2  HYPERLINK \l "_Toc382320159" Resources  PAGEREF _Toc382320159 \h 2  HYPERLINK \l "_Toc382320160" Learning intentions  PAGEREF _Toc382320160 \h 2  HYPERLINK \l "_Toc382320162" Activities  PAGEREF _Toc382320162 \h 3  HYPERLINK \l "_Toc382320163" Healthy and unhealthy  PAGEREF _Toc382320163 \h 3  HYPERLINK \l "_Toc382320164" Healthy functioning for groups and relationships  PAGEREF _Toc382320164 \h 3  HYPERLINK \l "_Toc382320165" Guidelines for a safe, healthy classroom  PAGEREF _Toc382320165 \h 3  HYPERLINK \l "_Toc382320166" Homework  PAGEREF _Toc382320166 \h 3  HYPERLINK \l "_Toc382320167" Copysheet: Qualities of Groups and Relationships  PAGEREF _Toc382320167 \h 4  Focus area 4: Healthy groups and relationships Notes for the teacher It is important to emphasise that it is very difficult for the victim to do anything to stop the bullying, other than tell someone about it. The onus is on the bully and the bystanders to take action. Choose cartoons that are appropriate for your class. This focus area gives students the opportunity to practise skills to overcome bullying. It is important that they do not practise the negative bullying behaviour, but rather the positive action to overcome it. Ensure that safety guidelines are in place before the skills practice begins. De-role players afterwards. Curriculum links Key Competencies: Thinking; Managing self; Relating to others; Participating and contributing Learning area: Level 4 Health and Physical Education Strand A: Safety management Underlying concepts: Well-being, Hauora (all aspects) identifying the qualities of relationships that will lead to a sense of well-being Health promotion developing guidelines to ensure the emotional safety of class members The Socio-ecological perspective recognising the need for shared responsibility and mutual care within their class Attitudes and values developing care and concern for others Resources Copysheet: Qualities of Groups and Relationships (the copysheet could be used as is, or could be cut up and made into sets for group work, allowing students to physically group the qualities) Learning intentions At the end of this focus area students will be able to: identify the characteristics of healthy groups and relationships explain what it would be like to be in a healthy group or relationship. Activities Healthy and unhealthy Write the terms healthy and unhealthy on the board. Discuss them to see how students interpret the terms. Brainstorm with the class words and phrases relating to healthy and unhealthy relationships or groups. Remember to include relationships and groups on the Internet. Write the brainstorm words on the board. Healthy functioning for groups and relationships Either Give each individual student Copysheet: Qualities of Groups and Relationships. Ask them to circle in red all the qualities of a relationship or group that was functioning in a healthy way. They can add other healthy qualities from the list on the board. Each student then completes the three sentences at the bottom of the copysheet. Or Divide students into groups. Give each group a set of cards made from Copysheet: Qualities of Groups and Relationships. Invite the groups to sort the qualities into three piles: healthy, unhealthy, unsure. Ask: If our classroom was functioning in a healthy way, what would we see happening? What would we hear happening? How would we feel? Guidelines for a safe, healthy classroom Divide students into groups. Using the ideas from the previous activity, each group develops a set of guidelines, or code of conduct, that would allow their group or class to be a safe, healthy place where bullying cannot flourish. As groups report back, build up a code of conduct for the whole class. Seek class agreement on this. The completed code of conduct could be: presented at a special morning tea to invited guests such as the principal, staff, and representatives of the Board presented to the Student Council, which could then work to develop a whole-school code of conduct published in the school newsletter or local newspaper or posted in the gymnasium or on the school noticeboard. Homework Invite students to talk about healthy relationships and groups with family and friends. Copysheet: Qualities of Groups and Relationships secrecy honesty integrity confidentiality manipulation caring bossy sensitive narky revengeful passive angry anonymous inactive aggressive optimistic detached motivated accepting rejecting active inclusive aggressive assertive loyal co-operative welcoming warm cold obsessive single-minded possessive peaceful selfish withdrawn extroverted introverted pessimistic dominant petty loud shy mean interrupting sharing emphatic sympathetic listening selfish supportive arrogant Add other healthy words from the board here: Complete these sentences: 1. My description of a healthy group or relationship is 2. I think people who are in healthy groups and relationships would feel 3. 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