Managing bullying and harassment
| Grade | Work Samples |
|---|---|
| End of Stage 4 (end of Year 8) | |
| Grade A | Jamie |
| Grade B | Robyn Bobby Lou |
| Grade C | Jessie Morgan Dale Reese Cam Terry |
| Grade D | Bailey Riley |
| Grade E | Casey |
Description of activity
Students read the scenario ‘Shirley’s Story’ and write responses to the questions that follow. The task is an individual activity that can be completed in 1-2 lessons or as a homework task.
(The scenario is taken from the Stage 4 Child Protection Education resource developed by the NSW Department of Education and Training. An alternative scenario titled ‘Michael’s Story’ is also included in this publication)
Context
This unit of work builds on previous study in the areas of interpersonal relationships and child protection in K–6. Leading up to this activity students have explored the characteristics of caring and respectful relationships, and the role of power in relationships. Students are now investigating the forms of bullying and harassment, why it occurs, how it impacts on wellbeing, and strategies for effective management.
Areas for Assessment
Outcomes
A student:
4.2 identifies and selects strategies that enhance their ability to cope and feel supported
4.3 describes the qualities of positive relationships and strategies to address the abuse of power
4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on to their ability to:
- recognise different forms of bullying and harassment
- describe why the bullying and harassment is occurring
- explain the effects of bullying and harassment
- explain how the situation could be managed.