bullying resources package...rationale schools have an obligation to instil in children the values...

© Jason Smith, 2015

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Bullying Resources Package


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Human Society and its Environment (HSIE) – NSW syllabus

Stage 2 (Year 4)

What can I do to stop bullying?

Social Systems and Structures education

Roles, Rights and Responsibilities SSS2.8

Investigates rights, responsibilities and decision-making processes in the school and

community and demonstrates how participation can contribute to the quality of their school

and community life (Board of Studies NSW [BoSNSW], 2006a).

Learning goals

The children will be able to:

Explain why all people have the right to a safe and supportive school community;

Articulate specific actions children can take against bullying behaviour;

Participate in democratic decision-making processes;

Assert their views to benefit the school community.

Teaching goals

To engage the children in an important school issue, and provide them with the

opportunity to construct positive strategies for dealing with bullying behaviour.

Children will create motivational presentations based on their research and ideas. In

doing so the children will develop collaborative skills as they consider other people’s

views and make decisions democratically.

Introduction

Children have the right to a safe school community, and a responsibility to stand up for

themselves and other students in the face of bullying and other discriminatory behaviour. On

1 December 1955, Rosa Parks was arrested for refusing to give up her seat on a bus in the

United States city of Montgomery (United States Library of Congress, n.d.). Her ‘crime’ was

the colour of her skin. Her action that day led to a city-wide bus boycott, civil rights marches

across the United States, and eventually the abolition of the bus segregation law. One

person, standing up for her rights, changed the world. This historic event is the inspiration for

a Stage 2 (Year 4) unit of work called What can I do to stop bullying?


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Rationale

Schools have an obligation to instil in children the values of fairness and equality (Ministerial

Council on Education, Employment, Training and Youth Affairs, 2008, p. 5). That objective is

the basis for this unit of work. It is aligned to the NSW Human Society and its Environment

(HSIE) syllabus for Social Systems and Structures. Specifically it meets outcome SSS 2.8 as

children explore their rights, and how their actions contribute to a quality school environment.

Resource 1

Text

Super Emma (Warner, 2006) is a fiction text about

Year 3 girl Emma, who stands up for her friend who’s

being harassed by the class bully, Jared. When she

then becomes the bully’s next victim, she must

decide what to do.

Rationale

This engaging story satisfies the teaching and

learning goals because it helps children see the

benefits of standing up for friends, and standing up to

bullies. It demonstrates people’s rights, and how

participation can improve communities. The resource

links with academic theory by being relevant to children’s daily lives at school, and providing

a genuine opportunity to take action (Reynolds, 2011, p. 34)

Resource 2

Web link

https://youtu.be/v8A9gvb5Fh0

Rationale

This short video focuses on Rosa Parks

and how one decision she made in 1955 made sweeping social changes, and helped



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overturn discriminatory practices. The theme is about rights and participation for a fairer

society, and so aligns with the teaching and learning goals. As such, the video stimulates

higher cognitive and affective processes in line with academic theory (Reynolds, 2011, p. 34)

Resource 3

Related organisational resource

http://bullyingnoway.gov.au/

Rationale

The Bullying No Way website has

been created by the Federal and all

State and Territory Governments. It

contains age-specific bullying

information for students, anti-bullying

resources, fact sheets and streaming

videos.

The resource meets the teaching and

learning goals because children explore how their actions against bullying can support their

right to be safe. Children utilise the “six big information processing skills” (Reynolds, 2011, p.

97) and work collaboratively to evaluate the content (Reynolds, 2011, p. 108).

Resource 4

Student Learning Activity

Phase 1 – Focus: What can I do to stop bullying?

Phase 2 – Identification: The students work in groups of four (consider diversity and ability

levels). They each read the text, Super Emma (Resource 1) over one week, and then review

the video, Rosa Parks – Mini Bio (Resource 2).

Phase 3 – Analysis and organisation: Children work in their groups to investigate and

evaluate the various resources from the Federal and State and Territory Governments for

http://bullyingnoway.gov.au/


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combatting the problem of bullying in schools (Resource 3). The synthesis of this evidence

guides and influences the children in their Student Learning Activity (Resource 4).

Phase 4 – Action: Each group produces a presentation to motivate the school community to

take specific action against bullying. Group members must democratically select one of the

following presentation formats: Infographic; podcast; video; or narrated Prezi. All completed

works will be uploaded to the class weebly and school website (subject to parental

permission).

Phase 5 – Reflection: Students – in their groups and as a whole class – review the success

of their collaborative work efforts, and their final presentations. Constructive points for

improvement are discussed and documented.

Rationale

The teaching and learning goals are met by the children working together to construct their

own answers to the focus question, and to formulate a presentation that makes a

contribution to the school community. The learning activity addresses Bloom’s Taxonomy’s

higher order thinking of evaluation and creativity (Reynolds, 2011, p. 102). Further it ensures

the children maintain the locus of control (Reynolds, 2011, p. 16) and engages reflective

practices (Reynolds, 2011, p. 110).

Extension

Groups can re-form later and amend their presentations in preparation for a future ‘Call to

Action’ address to the whole school assembly. There is also an opportunity for the children

to apply their understanding of rights and contribution to other areas of school and

community life. Importantly this unit prepares students for Stage 3 learning which includes

democratic representation and social justice.

ICT

Digital technologies have been considered and included in this unit of work. These include

internet-based resources, and digital formats for the preparation and transmission of the

children’s presentations.


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Other learning areas

ENGLISH (BoSNSW, 2012)

EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently

read, view and comprehend a range of texts on increasingly challenging topics in

different media and technologies

EN2-7B: identifies and uses language forms and features in their own writing

appropriate to a range of purposes, audiences and contexts

PDHPE (BoSNSW, 2007)

SLS-2.13: discusses how safe practices promote personal wellbeing

INS-2.3: makes positive contributions in group activities


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Human Society and its Environment (HSIE) – NSW syllabus

Stage 2 (Year 4)

Should the Berowra District Hall be protected from demolition?

Environment education

Patterns of place and location ENS 2.5

Describes places in the local area and other parts of Australia and explains their

significance.

Elaboration: “names and locates natural, built and heritage features in their local area and

evaluates their significance” (BoSNSW], 2006a)

Learning goals

The children will be able to:

Explain that buildings are erected for a purpose, and how those purposes can

change over time;

Describe how the demolition of buildings can impact the community;

Apply inquiry skills to determine the significance of a local building;

Present inquiry findings to an authentic audience.

Teaching goals

To introduce children to the notion that sustainability applies to the built environment,

just as it applies to nature. This is achieved through an engaging series of activities

focused on a well-known local hall, thereby making the unit relevant and meaningful

to the children (Reynolds, 2011, p. 199). Students will strengthen their inquiry skills

and begin to understand sustainable development principles.


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Introduction

Important local buildings can add a sense of community to a suburb. The demand for more

housing, however, can put some of those buildings at risk. In the 1970s a building union, led

by Jack Mundey, banned the demolition of significant homes in The Rocks area of Sydney

(CFMEU, 2011). This action, based on the joint desire to protect the built environment and

maintain a community, saved the area from mass demolition. This unit of work for a Stage 2

(Year 4) class stimulates children’s critical thinking skills as they evaluate an important local

building. They answer the question Should the Berowra District Hall be protected from

demolition?

Rationale

Environment education begins with local knowledge and experience (BoSNSW, 2006a, p. 9).

This unit of work adheres to that principle by addressing the broader issue of

overdevelopment through the study of a local hall. Further, it satisfies a key rationale within

the NSW HSIE syllabus (BoSNSW, 2006a, p. 7). It meets outcome ENS 2.5 as the children

are empowered to explore and explain the importance of a local building.

Resource 1

Text

Demolished Houses of Sydney (Hughes, 1999) is

a non-fiction text. It shows, through hundreds of

compelling photographs, the effect that

widespread demolition of houses and other

buildings can have on local areas. One section of

the book covers the part of Sydney in which the

children live.

Rationale

Use of this book will focus on the photographs. A whole class “grand conversation”

(Tompkins, Campbell, Green & Smith, 2015, p. 401) will stimulate children’s thoughts,

feelings and values about the need to manage the built environment carefully. Discussion


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would be regularly directed back to the local area, helping children make important links to

their existing knowledge (Reynolds, 2011, p. 192).

Resource 2

Web link

https://youtu.be/Tug7x1EDHjA

Rationale

Jack Mundey is arrested for trying to stop the demolition of local homes in The Rocks in

1971 (Sydney Harbour Foreshore Authority, 2012). The brief video helps children see how

development can have negative impacts on a community. It aligns with the learning and

teaching goals by raising children’s awareness about sustainable development. It aligns with

academic theory by serving as an introduction to the four principles (conservation; peace

and equity; appropriate development; democracy) of sustainable development (Reynolds,

2011, p. 193).

Resource 3

Related organisational resource

http://sydneylivingmuseums.com.au/homes

Rationale

This resource is managed by the Historic Houses Trust of NSW. The ‘Related Stories’ tab

extends children’s thinking about sustainable development and preservation. This resource

supports the learning and teaching goals because children explore why a diversity of homes

and buildings has been given protection from demolition.

The process supports an “inductive thinking” approach (Reynolds, 2011, p. 96) by inviting

children to list and categorise the varied reasons why homes and buildings are identified as

significant. They can then apply that thinking to the Berowra District Hall.

(Pearce, 2012)

https://youtu.be/Tug7x1EDHjA



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Resource 4

Student Learning Activity

Phase 1 – Focus: Should the Berowra District Hall be protected from demolition?

Phase 2 – Identification: Whole class discussion about the photographs of demolished

homes in the chosen text (Resource 1) (Hughes, 1999). Discussion is related to the Berowra

District Hall and the children’s knowledge and understanding. Background information then

introduces the Jack Mundey video (Resource 2).

Phase 3 – Analysis and organisation: Children work in groups of six, ensuring a mix of ability

levels, to explore the educational

information (Resource 3).

Collaboration is essential for the

groups to draw conclusions.

Evaluation is supplemented by a

visit to Berowra District Hall where

NSW Government architect Matthew

Devine guides children in relating

their research to the building.

Phase 4 – Action: Children, in their groups, use their information to write scripts for a mock

TV news program announcing their inquiry findings. Each group designs and decorates an

appropriate backdrop for the program, and records the video using teacher scaffolds.

Completed videos are uploaded to the class blog (subject to parental permission).

Phase 5 – Reflection: Teacher leads a Socratic Circle (Reynolds, 2011, p. 100) for children

to evaluate their own and others’ work, and to consider points for future improvements.

Rationale

This activity addresses the learning and teaching goals by engaging the children in a

meaningful and relevant inquiry into a local issue (Reynolds, 2011, p. 198). It is based on

academic theory by taking the form of an inquiry, encouraging the expression of the

children’s thoughts and feelings, and resulting in an authentic application of their knowledge.

(Museum of Berowra, 2015)


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Further, the activity supports critical and creative thinking (Reynolds, 2011, p. 99) and

concludes with a circle discussion for class reflection.

Extension

The nature of this unit provides motivation for students to think deeply about local

environmental issues, and to consider how their new knowledge might apply in different

parts of their lives and community (Reynolds, 2011, p. 206). It dovetails with ENS 2.6

relating to responsible environmental action (BoSNSW, 2006a, p.54). It is also good

grounding for ENS 3.6 in Stage 3.

ICT

The children have numerous opportunities to use digital technologies in this unit. Phase 3

requires the review of internet-based materials, and in Phase 4 the production of a digital

video recording.

Other learning areas

ENGLISH (BoSNSW, 2012)

EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently

read, view and comprehend a range of texts on increasingly challenging topics in

different media and technologies

EN2-7B: identifies and uses language forms and features in their own writing

appropriate to a range of purposes, audiences and contexts

CREATIVE ARTS (BoSNSW, 2006b)

VAS-2.3: acknowledges that artists make artworks for different reasons and that

various interpretations are possible

(Word count = 2165)


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References

Bio (2010, January 26). Rosa Parks – Mini bio [video file]. Retrieved from


Board of Studies NSW (2006a). Human society and its environment K-6: Syllabus. Retrieved

from http://www.boardofstudies.nsw.edu.au/k-6/

Board of Studies NSW (2006b). Creative arts K-6 syllabus. Retrieved from

http://k6.boardofstudies.nsw.edu.au/wps/portal/go/creative-arts

Board of Studies NSW (2007). Personal development, health and physical education K-6:

Syllabus. Retrieved from http://www.boardofstudies.nsw.edu.au/k-6/

Board of Studies NSW (2012). English K-10: Syllabus. Retrieved from

http://www.boardofstudies.nsw.edu.au/k-6/

Bullying No Way (2015). News and resources. Retrieved from http://bullyingnoway.gov.au/

CFMEU (2011). We saved this city: Construction workers mark 40th anniversary of first green

ban. Retrieved from http://www.cfmeu.asn.au/news/construction-workers-saved-our-

heritage

Historic Houses Trust of NSW (2015). Home and architecture [online resources]. Retrieved

from http://sydneylivingmuseums.com.au/homes

Hughes, J. (1999). Demolished houses of Sydney. Glebe, NSW: Historic Houses Trust of

NSW.

Ministerial Council on Education, Employment, Training and Youth Affairs (2008).

Melbourne declaration on educational goals for young Australians. Retrieved from

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educat

ional_Goals_for_Young_Australians.pdf

Museum of Berowra (2015). Old Berowra school [photograph]. Retrieved from

https://berowramuseum.files.wordpress.com/2012/06/headline-image.jpg



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Pearce, R. (2012). Jack Mundey arrested [photograph]. Retrieved from

http://www.smh.com.au/environment/conservation/newsmaker-green-bans-

20120330-1w372.html

Reynolds, R. (2011). Teaching history, geography and SOSE in the primary school. (2nd ed.).

Melbourne, VIC: Oxford University Press.

Sydney Harbour Foreshore Authority (2012, March 28). Jack Mundey and the victory – Part

3 of 3 [video file]. Retrieved from https://youtu.be/Tug7x1EDHjA

Tompkins, G., Campbell, R., Green, D., and Smith, C. (2015). Literacy for the 21st century: A

balanced approach (2nd ed.). Melbourne, VIC: Pearson Australia

United States Library of Congress (n.d.). Rosa Parks Was Arrested for Civil

Disobedience December 1, 1955. Retrieved from

http://www.americaslibrary.gov/jb/modern/jb_modern_parks_1.html

Warner, S. (2006). Super Emma. New York, USA: Viking Books

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