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Bardia PS

Bardia Public School 1 of 30 Amended 2014 ~ Scheduled Review 2016

Contents Page

What is Bullying 3Bardia Policy on Bullying 4The Roll of the School 5Combating Bullying Program Outline for 2014 5Staff Background Information & Hierarchy of Consequences 6Strategies For Teachers To Prevent Bullying 7When Aware of Bullying Teachers Should Not 7Over-riding Guidelines for dealing with Bullying 8Possible Indicators Of Bullying 8Asking an Adult for Support 9Aggressive / Submissive / Assertive Behaviour 10“Bullies” a poem 11Corrective Strategies for a Student Who is Being Bullied 12Some Suggested Lesson Themes to Counteract Bullying 14Suggested Lessons 17Outcomes Covered Throughout Bardia PS Bullying Program 30

This policy & resource collection draws heavily from resources provided by the NSW Department of Education and Training. It draws on “Just Kidding - sex-based harassment at school” and policies or programs that have been prepared by many local primary schools in the Wollongong District. We are indebted to their efforts and in particular to Austinmer Public school for generously sharing this document. Amended by Brett Moseley Principal of Bardia Public School in 2012 & 2014.

WARNING: This policy is for use by teachers, parents and carers. It contains lots of useful information and practical ideas. The definition of bullying, the concept that bullying may initially be of different severity and the steps in dealing with bullying need to be carefully explained to students to avoid mixed messages.


The definition of bullying behaviour has broadened beyond the traditional concept of the physical to include a range of behaviour that expresses itself in repeated aggression (psychological or physical) toward a less powerful person by a more powerful person or group of people (Rigby 1961).

While bullying behaviour can be described as “serious” (high level physical violence), and “less serious” (poking tongue out, teasing) the effects of bullying over time are similar (i.e. being flicked softly on the ear every day for six months can be psychologically draining and can cause great distress for the victim).

Bullying is a type of behaviour that is deeply embedded in our culture and is often carried out in secret, shared only by the victim and the perpetrator. Problematic is the ethos of "not telling" by either the victim or by witnesses.

We need to realise that bullies are everywhere, not just in our schools. To attempt to deal with the problem, collaboration between the school, teachers, parents, students and the broader community is essential. Children need to learn how to deal with school bullies in order to develop the social survival skills to deal with the bullies they may meet outside of the school environment and in adult life.

Evelyn M Fields, author of "Bully Busting" believes that the key issue in dealing with bullies is publicity. Violence is bred in secrecy. Creating a school culture where victims of bullying feel safe in reporting such incidents and ensuring that these bullies face appropriate consequences should be the aim of every school. Even so, research indicates that despite doing all we can to prevent bullying there will still be bullies. Therefore we need to teach our students the skills required to protect them and avoid being bullied.

Parents and teachers need to teach children those skills that help them to deal with bullying (applying these skills alone may “sap” the bully’s power). Children also need to be able to identify bullying. Sometimes children will argue with a peer or peers and then complain to an adult that they have been bullied. This often exasperates teachers and parents and children are then less likely to complain about actual bullying. Children must be taught that if their attempts to deal with the bullying are unsuccessful, they must inform a teacher or their parent immediately.

Bullying should not have to be part of any child's life. By working together, the students, teachers and parents of Bardia Public School can make a difference.


Bullying is repeated intimidation, over time, of a physical, verbal or psychological nature, of a less powerful person by a more powerful person or group of people.

Bardia Public SchoolSCHOOL POLICY ON BULLYING

Bullying is a pattern of behaviour by one person or a group towards another or a group that is designed to hurt, injure, embarrass, upset or cause discomfort.

Types of Bullying:

There are many forms of bullying but those listed below are probably the most common.

Our school does not tolerate bullying or harassment.


PhysicalHittingKickingSpitting

Throwing stonesThrowing sticks

BrandingTrippingPushing

VerbalInsultsName CallingTeasing

Swearing

GesturePulling faces

Obscene gesturesStaring

Dismissal

IsolationExclusion

from games or activities

Group secrets

Note passing

CyberUsing technology to send unwanted messages or to humiliate victims

IntimidationThreatening

Overt threateningCovert threatening

Extortion

Damage to Property

Hiding propertyDamaging property

All teachers are firmly committed to putting an end to acts of bullying. Victims of bullying will be supported. No one deserves to be bullied, even if their behaviour is irritating or annoying. There are other positive and constructive ways to deal with irritating and annoying behaviour.

THE ROLE OF THE SCHOOL:

The role of the school in the prevention of bullying includes:

sending very clear messages to students about acceptable behaviour consistently applying sanctions against bullying behaviour creating an environment where students care for and are interested in each

other providing the students with skills to solve problems and avoid conflict establishing links between the school and the community so that everyone

knows the content of the anti-bullying program

COMBATING BULLYING PROGRAM – 2014 to 2016

Scope of the Program

I Principal to discuss with students the definition of bullying and the procedures for

dealing with bullying at INPS

2. Clear and consistent communication to students that bullying is not acceptable behaviour Classroom teachers to follow up with class discussion / public speaking,

etc

3. Classroom teachers to develop students’ skills so that victims can attempt to solve the problems themselves by:

Ignoring the bullyWalking awayDiscussing the problem with a teacher

4. Who are bullies? Class discussion in all classes on what makes a bully

6. All acts of bullying are to be recorded on a student’s behaviour card

7. Policy and Program distributed to be placed on the school website

Staff Background Information


Some students are confused about when "telling" is acceptable and when it isn't. Teachers should have at least one session about this issue.

The problem for teachers at INPS is that many of our students inform their teacher about the slightest infringement of the rules by another student. While this is time consuming, the opposite behaviour (students not informing their teachers of any infringements) is a far greater problem. We are lucky that the students at INPS do feel that we are approachable.

The implications for teachers are that we need to: listen to students complaints and deal with them appropriately be observant of signs of victim distress or suspected incidents of bullying make efforts to remove occasions for bullying by actively patrolling during

supervision take steps to help victims and to remove sources of distress without placing

the victim at further risk report suspected incidents to the Assistant Principal or to the Principal

and/or share these concerns at a staff meeting record all acts of bullying on SENTRAL

Hierarchy of Consequences

Consequences need not be applied in a lock-step method, but creatively. It is important though, that the erring student realise that his or her choices will result in certain consequences. Acts of serious bullying may result in immediate suspension.

1. Warning teacher refers student to the rules regarding bullying

2. Detention teacher may place the student on detention - age x 2

minutes detention and record the bullying on SENTRAL

3. Isolation teacher may limit the child to one area of the playground

4. Orange Level A.P. to complete Orange level requirements and inform

parents by note home or by telephone

5. Red Level Principal to inform child’s parents informed by note and

by phone or by interview

5. Suspension Principal may suspend the child. If the bullying


is of a serious kind (violent for example), or if the student

continues to bully after repeated consequences and/or

warnings, the Principal MUST suspend the erring child

Suggested Teacher Strategies to Prevent the Likelihood of Bullying1 Ensure Quality Supervision

be punctual to duty or class remember our “Duty of Care” maintain effective communication be aware of “risk areas” in the school

2 Acknowledge or follow up incidents Bullying often begins with teasing or low level incidents – “nipping these in

the bud” may prevent an escalation of bullying

DON’T DO ignore be accessible send children away give children a chance to explain overreact to an incident record/deal with each incident

appropriately

3 Follow School Policy & Procedures implement procedures use the suggested strategies and ideas

Use the Behaviour Cards for Recording Bullying Incidents consider the use of a personal recording book remember to keep Welfare Committee &/or Executive informed

When aware of bullying, teachers should not: ignore students’ complaints or problems

dismiss students as attention seekers or whingers

expect students to sort it out, get tough or cope alone

be over protective and refuse to allow students to help himself/herself

overreact to incidents - treat them in context

ask why questions or attempt to assign blame or guilt to the bully


label students / parents

make references to other members of the family – “just like your brother”

give bullies mixed messages by using inappropriate punitive measures

give additional chances and warnings to offenders

Over-riding Guidelines1. Students should, in most circumstances, attempt to solve the problem

themselves first, and only refer the problem to a teacher if their efforts are unsuccessful. They should be encouraged to speak assertively and make firm requests, or to ignore problems that can be ignored.

2. Students should be prepared to explain to the teacher what they have done to try and solve the problem and to justify why they are asking for help from a teacher.

3. Circumstances where a student is obliged to seek help from a teacher should be agreed upon, e.g. when there is physical danger to anyone in the situation, when damage to property is occurring, when there is likely to be a serious outcome, when the student has exhausted strategies to deal with the bullying. This should be discussed with the students.

4. Use expressions other than "dobbing", such as asking for support passing on information

5. Discuss with your students some of the other motivations for drawing a teacher into a problem such as: revenge attention seeking and a desire for teacher approval dependency

6. Encourage students to use appropriate social behaviour when they are asking you for help.

7. Students should make eye contact, use a statement starting with "I", express how the problem is adversely affecting them and avoid using a whinging or complaining tone.

Possible Indicators of Someone Who is Being Bullied

Under achievement Refusing to attend school Personality change - snappy, withdrawn, tired, outbursts of crying,

weepiness Loss of appetite


Lack of confidence, withdrawn from social activities Temper flare-ups, abusive language, impulsive hitting out Avoidance of specific lessons/days Late for school/ staying late at school Desire to work/play near supervising teacher Torn/damaged clothing, belongings Bruises, cuts

ASKING AN ADULT FOR SUPPORT

Stay cool and ask for help.DOsMake sure you tell a teacher or your parent immediately if the bullying involves violence, or is very upsetting

Make sure you have tried other ways to deal with being given a hard time, before you ask an adult for support.

Make sure you really want to stop the annoying behaviour, not just get them into trouble.

Say "If you don't stop, I'll go and ask a teacher for support".

Tell the teacher what the problem is, how many times it has happened or for how long it has been happening, and what you have already tried to do to deal with it.

DON’TSDon't ask for adult support until after you've tried to deal with it yourself – unless it involves violence, or is very upsetting

Don't just call an argument bullying to get the other person into trouble.


Don't keep threatening the bully that you will ask for support. Just say it once. If the bullying happens again tell a teacher immediately.

Looking at Behaviours

Aggressive Behaviour

When a person behaves in an aggressive manner, they:

• show a lack of concern for other people's rights and feelings• tend to dominate• humiliate others• think only of themselves• can be hostile or defensive• don't accept responsibility for their behaviour• bully others• are only interested in what they want to do

Submissive Behaviour

When a person behaves in a submissive manner, they:

• ignore their rights• allow others to dominate them• don't offer any thoughts or opinions• rarely say what they are thinking and feeling• keep things bottled up and quite often explode or seek

excessive support and assurance

Assertive Behaviour

When a person behaves in an assertive manner, they:

• respect themselves and others• stand up for their own rights and those of others• say what they think, feel or need without excuses• are confident when with others• do not buy into the behaviour of others


• accept responsibility for their behaviour• communicate openly and honestly

BulliesI hate it how there’s bullies All around the place. They kick you, pinch you, call you names Or punch you in the face.

It’s a pity that there's bullies Everywhere you go. I wish that they could understand I wish that they could know, That it’s not nice to be bullied That it's just not nice at all, That it makes you feel quite little That it makes you feel so small.

But the world's not full of bullies I'm very glad of that: Some people show great kindness In the way they act.

Sierra Mc Manus


CORRECTIVE STRATEGIES: For a student who is being bullied1. TELL SOMEONE

another student or duty teacher class teacher, another teacher peer support group parent/uncle/aunt/grandparent brother/sister

2. IGNORE BULLYING

training/practice in walking away from the bullying situation to a "safe area" training/practice in non-response to bullying remain calm - this may need to be done lots of times or for a long time ignoring bullying without retaliating in the normal way

3. RESPONDING IN AN UNEXPECTED WAY (only when ignoring has been tried for a long time and only with non-violent bullying)

When called a nasty name say, "I think I've got a bad hearing problem."

4. REMAINING CALM

5. CONFIDENT, POSITIVE RESPONSE

e.g. a confident, non-emotive response such “You are only trying to bully me and it is not working.”

6. APPROPRIATE BODY LANGUAGE

establish eye contact

confident facial expression

smile

stand tall

walk away quickly without running

7. LEARNED RESPONSESBardia Public School 12 of 30 Amended 2014 ~ Scheduled Review 2016

“You can tease me as much as you like but I am going to ignore it.”

“If you continue bullying me I will have to report it.”

8. ASSERTIVE MESSAGES

“I feel hurt when you tease me. I would like you to stop." “I know that you can beat me, you're a better fighter. So? You win. Now we do not have to fight.”

9. AVOID PROVOCATIVE BEHAVIOUR

trying too hard to be accepted - boasting, lying, different haircuts, outlandish clothing, buying friendship

showing fear, getting upset, being abusive, crying, running away, tantrums

don't satisfy bully/teaser's motives by being afraid, looking sad, providing money, lending toys

10. POSITIVE AFFIRMATION

look at individual personal strengths

focus on and develop these strengths

11. NETWORKING

establish a group of friends

discuss the problems and arrange for support especially at the critical times

"Buddy" systems

12. IMAGERY

imagine a "force field" (protective area) around you

imagine that the bully is wearing nappies

13. HUMOUR

Making the teasing statement into a bit of a joke

Some Suggested Lesson Themes.


1 Saying "Stop it Now"

Why Teach This Skill?Sometimes students find it hard to resist pressure from classmates to do things that they don't really want to do or which are mean, against the rules, or dangerous.

The key aspects to this skill are:

continuing to say no confidently and calmly

not lecturing the other person

not giving in to attempts to change your mind

being friendly but firm so you don't alienate others

3 Having A Go!

Set up role-plays in which one student is asked by two others to do something that they don't want to do. Initially use scenarios, which involve not wanting to do something for personal reasons, e.g. not wanting to play a certain game, or go to a certain place. Then move to role-plays involving saying no when the other two students ask the main actor to take part in an activity which is mean, against the rules, or dangerous. Your students will have lots of ideas! Here are some starters:

• they are asked to call another student nasty names

• they are asked to take someone else's property

• they are asked to damage or steal school property

• they are asked to go to a forbidden part of the school

• they are asked to do something which is both dangerous and against the rules, e.g. smoking

Elicit positive feedback on the performance of the main actor by asking:

• What did they do well?

• What could they have done to make it even better?

Have as many students as possible take the role of main actor.

4 Practice Makes Perfect!

This is a difficult skill to arrange real-life practice opportunities for. We suggest instead that you use -drama sessions to do some more role-plays, - asking your students to suggest scenarios that they have recently found themselves in (without giving the names of other students involved).


As well, if you find yourself in a situation where you observe one of your students saying "no" appropriately, give positive feedback and encouragement.

5. TELLING SOMEONE TO STOP ANNOYING YOU

Stay cool.

Stand tall and tell them to "Stop it Now!”

Do's

Stay cool.

Stand tall.

Say their name (if you know it).

Look in their eyes.

Say firmly, and in a slightly louder voice,“Stop it , Now!”

If they do it again, tell them more finally to stop it.

If they keep doing it you can: - ignore them - walk away - ask an adult for support if you feel you are in danger.

Don'ts

Don't get aggro.

Don't argue with them.

Don't annoy them back.

Don't smile.

Don't use a whingeing tone of voice.

IGNORING SOMEONE WHO IS GIVING YOU A HARD TIME

Stay cool.Smart people know when to walk away.

Do's

Stop looking at them.

Try to keep all the expression off your face. Look normal.

Turn your body away.Bardia Public School 15 of 30 Amended 2014 ~ Scheduled Review 2016

Do something else or talk to others near you.

If the other person keeps annoying you, STAY COOL. AND WALK CALMLY AWAY.

If they follow you and keep giving you a hard time you may consider asking an adult for support

Don'ts

Don't look at them.

Don't smile.

Don't argue.

Don't insult back.

Don't get AGGRO.

Suggested lesson outlines for all students

Stages 1, 2 & 3

Lesson Ideas for Stage 1

1. Draw up a bullying chart for students to contribute to display on the bottom of the chart numerous statements around “Bullying is ........................”

2. Whole class contributions to poems (or an acrostic poem) on BULLYING

3. Students draw their own pictures to decorate class poem.

4. On a large sheet of paper write: "Why do students bully"?

5. Transfer students responses to original Bullying chartBardia Public School 16 of 30 Amended 2014 ~ Scheduled Review 2016

6. When is it "Dobbing?

Many students are confused about when 'dobbing' is acceptable and when it isn't. Have at least I session about this issue, because many students will suggest 'telling the teacher' as a possible alternative solution when you are problem solving.

Students and teachers alike often frown upon asking for help from a person in authority. Yet it is a reasonable solution when it is used appropriately.

Most adults would report a theft or assault to a person in authority, i.e., a police officer. If someone has blocked your car in, you would probably try to solve the problem yourself first, e.g. by looking for the person and asking for co-operation. But if that wasn't effective (the person may have disappeared or they may be unwilling to help), you might then request assistance from someone in authority, e.g. the manager of the car park or the police

Circumstances where a student is obliged to seek help from an adult should be agreedupon. For example, when there is physical danger to anyone in the situation, when damage to property is occurring or when there is likely to be a serious outcome. They should be discussed with the students.

For example, if a smaller child is being injured or if a student is ripping books or if a student has lit a fire under the school, it is appropriate to inform a teacher and ask for help. On the other hand, if two students are teasing another student, it would be more appropriate for the teasing victim to try to deal with it themself and only request assistance if it occurred over a period of time to the point of harassment.

Encourage students to use appropriate social behaviour when they are asking for help. They should make eye contact, use a statement that starts with "I" so that they own the problem, state how the problem is adversely affecting them and avoid using a whingeing or complaining tone of voice.

Lesson Outline

No -one likes 'dobbing' but sometimes you might need to ask me or another teacher for assistance to help you solve a problem you are having with another person.

Feel free to ask me for help if you've tried to solve the problem yourself with no success.

Let me know pretty quickly if it is a serious problem, le. if there is real danger to people or property.

"Include me out" if you just want to get someone into trouble, or if you just want me to notice you, or if you're being 'helpless'. This is dobbing, not asking for help.

When you come to me, here is what I'll say

Is it a serious problem?Bardia Public School 17 of 30 Amended 2014 ~ Scheduled Review 2016

Is it your problem?

What have you tried already to solve the problem?

Do you want a solution, revenge or attention?

If you've tried to solve the problem, your motives are good or it's a dangerous situation, I'll help you find a solution.

7. "Make Your Own Drawings"

Ask students to sit in a circle with four other students

Each student individually draws a scene of teasing that becomes bullying

The drawing is passed around the circle and a comment is made about the drawing

e.g. "The victim looks scared.""The bully is large."

The last question, "What have you learned about bullying and teasing?" is responded to individually

SORTING OUT OUR PROBLEMS

Name

When you have a problem often someone wins and someone loses.


But you can solve the problem together so that it's fair for all when you attack the problem, not each other.

Tick the things you think will help to solve the problem

hide it share

shout and yell fight

play a different game call each other names

break it pull a face

tell mum take turns

listen to the other person get another toy

ATTACK THE PROBLEM NOT THE PERSON

Name

Act out these problems with a partner.

Problem Winner / Loser Fair for allAttack the person Attack the

problem


Look at what is happening. Draw a picture in the last square of each row that shows how to attack the problem not the person. Colour it in. Now you've solved the problem so it's fair for all.

STAGE I

Scenario #1: TEASING AND BULLYING.Jimmy was different to the other kids. He never really fitted in. He sort of looked different and sometimes made strange comments. Joe was a popular boy and enjoyed a good laugh. He often joked around with JiT1My and teased him. Joe never really said nasty things but lightly teased Jimmy. Unfortunately what Joe thought was funny Jimmy felt was cruel and unfair. Every time Jimmy tried to make friends Joe turned it into a joke. Jimmy found it harder and harder to come to school. He wished he could think of something to do to help the situation.

1. Why did Joe tease Jimmy?

2. How do you think Jimmy felt?


3. What do you think Jimmy could do to help himself'?

4. If you could talk to Joe, what would you say?

5. If you could talk to Jimmy what would you say?

STAGE I

Scenario 2: Teasing and Bullying

Name

Josh enjoyed a good joke but it was really starting to bug him that the other kids wore going too far. They were stealing his lunch, hiding his school bag and scribbling on his books. Josh wondered if he should tell a teacher but he'd always been told "don't dob".

1. What do you think Josh should do?


2. Why do you think the other kids are teasing him like this?

3. Do you think there are situations in which it is OK to 'dob'? What are these situations?

STAGE 1

Scenario 3: Teasing and Bullying

Name:

Rebecca is a quiet girl who doesn't share her friend’s obsession with clothes and boys. Rebecca enjoys her music and the success she has with her school work. Sadly, this seems to make her a victim of teasing and ridicule. The other girls like to tease her about her academic success. Rebecca tries to ignore them but this doesn't really help the hurt and sadness that she feels. Rebecca loves her music but wonders if she should give it up and that way the girls might like her more.

1. Why do the girls tease Rebecca?


2. How do you think she feels?

3. What could Rebecca do to make herself feel OK?

4. What could other people do to help Rebecca feel OK?

Suggested lessons for all students - Stages 1, 2 & 3

Lesson Ideas for Stage 2


2. Individual poems written and illustrated by students


4. Transfer students responses to original Bullying chart

5. Bystanders

The aim is to sensitise students to their responsibilities in society when they see people being bullied.

Define a bystander (two types - those who watch what is going on and don't get involved; and those who do choose to be involved)

What are some reasons why a bystander chooses not to get involved?~ afraid he might get hurt or bullied himself~ thinks the victim would be better off if he worked out the

problem himself.

What are some ways the bystander could help without getting hurt himself


Would he be a 'dobber' if he decides to go get help?

What kind of bullying situations should he intervene in? (dangerous ones)

Is it likely that the bystander could make things worse for the victim?(making him look helpless, or inviting retaliation from the bully)

What responsibility do you have as a witness 'm a situation like this?

Present a bullying situation. One student is being robbed by other children in the neighbourhood.

As a bystander, decide to get help or help.

Further behaviour rehearsals might include bullying between brothers and sisters

and how this can be handled. Emphasise the importance of "NO … GO … TALK.

Name

A FAIR DEAL FOR FRED

FAIR TACTICS FOUL TACTICS

tell me how you feel nagging I think we can asking at the wrong

time work it out together name calling making it fair for everyone blaming how about talking about the past be willing to solve the problem put downs listen to what others want and feel hitting or threatening tell what the problem is for you not listening attack the problem not the person excuses think of many different solutions getting even

Read this story. Underline the fair tactics 'in red and the foul tactics *in black.

FRED'S STORY"Mum, can John come over to play tomorrow after school?""No, I'm very Busy.""Oh, come on, Mum. You're mean! I'm never allowed to have anyone over and Sue has her friends over all the time.""No, don't go on like that or I'll get angry.""All right, Mum. But tell me why you don't want him to come.""Look Fred, I've got this important project to finish for work and I just don't want to be interrupted."


"Mum, I think we can work this out together so that it's fair for both of us.We'll play outside and I'll get our afternoon snack myself. You won't have to do anything and we'll be quiet. It's fair for you and fair for me. What do you say, Mum?""Ok. If you promise not to disturb me."

List two mistakes that Fred made.

1.

2.

What are two things that he promised his mother?

1.

2.

ATTACK THE PROBLEM NOT PERSONName

Co-operative problem solving leads to everyone attacking the problem and not the person.

Circle the things you think will solve the problem.

break it tell mum walk


listen to each other share

take turns hit each other play a different

gamehide it pull a face

whinge shout and yell sulk interrupt

get another skateboard

Write what you would choose to make it fair for both children. You can have more than one answer.

GOOD TACTICS, BAD TACTICS.

Name:

Good Tactics

tell me how you feel

I think I can ………

work it out together

make it fair for everyone

how about ...................

be willing to solve the problem

listen to what others want and feel

tell what the problem is for you

attack the problem not the person

Bad Tactics

nagging

asking at the wrong time

name calling

blaming

talking about the past

put downs

hitting or threatening not listening

making excuses

getting even


Which of the tactics above have you used in the past?

Choose two tactics that you believe work the best for you. Explain why.

Read the story. Underline in red the good tactics and in black the bad tactics.

Fiona's Story"Dad, are you busy? I want to talk to you for a minute. Kate is having a party on Saturday night. Can I go?” "No. I'm not keen about that." "Oh, come on dad. Why not?” "I think you are too young to go to parties at night." "Gee, you're mean. You never let me go anywhere. You always treat me like a little kid. Peter is allowed to go anywhere he likes.” "That's not true. Anyway, Peter is a lot older than you. You're not going and that's that." "Okay dad. So you're worried about me going out at night, but why are you worried about Kate's party?'“Well, for a start, I don't know her parents very well.”“Yes, but you know Dianne's parents and she's going.”“How about talking to them? I’ll give you Kate’s Parents’ number too.Then if you feel happy about it, I can go with Dianne and you can pick us u p.”All right. If I check it out ant it seems okay, I’ll let you go. But you’ll have to agree to be picked up at a reasonable time.”“That’s great Dad, thanks.”


Write a passage about an argument that you have had. Did you both win?Could you have handled it better?

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Suggested lessons for stages 3


2. Individual poems written and illustrated by students.


4. Transfer student’s responses to original Bullying chart.

5. Good tactics, bad tactics.


Outcomes that are covered through the teaching / learning activities involved in the

Bardia Public School Bullying Program.

Values and Attitudes OutcomesThroughout the years of primary schooling students will develop an appreciation and commitment to healthy and socially just ways of living. The following outcomes apply at all stages.A student:

V1 refers to a sense of their own worth and dignity; V2 respects the right of others to hold different values and attitudes from

their own; V3 enjoys a sense of belonging; V4 increasingly accepts responsibility for personal and community health; V5 willingly participates in regular physical activity; and V6 commits to realising their full potential.

Communicating COES1.1Expresses feelings, needs and wants in appropriate ways.COS1.1Communicates appropriately in a variety of ways.COS2.1Uses a variety of ways to communicate with and within groups.COS3.3Communicates confidently in a variety of situations.

Decision Making DMES1.2Identifies some options available when making simple decisions.DMS1.2Recalls past experiences in making decisions.DMS2.2Makes decisions as an individual and as a group member.DMS3.2Makes informed decisions and accepts responsibility for consequences.

Interacting INES1.3Relates well to others in work and play situations. INS1.3Develops positive relationships with peers and other people.INS2.3Makes positive contributions in group activities.INS3.3Acts in ways that enhance the contribution of self and others in a range of cooperative

situations.

Problem Solving Bardia Public School 29 of 30 Amended 2014 ~ Scheduled Review 2016

PSES1.5Seeks help as needed when faced with simple problems.PSS1.5Draws on past experiences to solve familiar problems.PSS2.5Uses a range of problem-solving strategies.PSS3.5Suggests, considers and selects appropriate alternatives when resolving problems.

Growth and DevelopmentGDES1.9Identifies how people grow and change.GDS1.9Describes the characteristics that make them both similar to others and unique.GDS2.9Describes life changes and associated feelings.GDS3.9Explains and demonstrates strategies for dealing with life changes.

Interpersonal RelationshipsIRES1.11Identifies how individuals care for each other.IRS1.11Identifies the ways in which they communicate, cooperate and care for others.IRS2.11Describes how relationships with a range of people enhance well-being.IRS3.11Describes roles and responsibilities in developing and maintaining positive relationships.


BULLYING - Home - Bardia Public School (Ingleburn … · Web viewThe definition of bullying, the...

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