Stand Together Lesson Plans Complete Set

Contents
Activity Overview
Aim of Stand Together
Pedagogical form
Links to key documents
Quick View
Early Primary
Lesson Plan for Early Primary
11
Early Primary: Definitions
16
Early Primary: Blank Profile
17
Early Primary: Active Bystanders Profile
18
Upper Primary
Lesson Plan for Upper Primary
21
Upper Primary: Definitions
26
Upper Primary: Script and role cards
27
Upper Primary: Active Bystanders Profile
29
Lower Secondary
Lesson Plan for Lower Secondary
31
Lower Secondary: Definitions
36
Lower Secondary: Script and role cards
37
Lower Secondary: Active Bystanders Profile
39
Senior Secondary
Lesson Plan for Senior Secondary
41
Senior Secondary: Definitions
47
Senior Secondary: Active Bystanders Profile
48
Unit Frameworks for all year levels

Overview
51
Early Primary
52
Upper Primary
53
Lower Secondary
54
Senior Secondary
55
Activity Overview
Aim of Stand Together
TheStandTogetherActivitysuiteofresourceshasbeendevelopedforthe
NationalDayofActionagainstBullyingandViolence(NDA).Theyare
designedtoassistteachersandstudentstoexploretheroleofbystanders
inbullying.
Theresourcesincludeaframeworkforasemesterunit,asinglelesson
planandteachingresourcestoenablestudentstoreflectontheNDA
themeTakeaStandTogether.Lessonplansandsupportingresources
havebeendevelopedforearlyprimary,upperprimary,andlower
secondaryandseniorsecondarystudents.Seepage5and6foraquick
viewofthescopeandcontent.
TheStandTogetherlessonmaybedeliveredinasingle4050minute
lessonorspreadoverseveralshortersessions.Itaimsto:
RaiseawarenessandexplorethekeythemeTakingaStand
Together,whatisabystander,andwhatbystanderscandoina
situationwhenthereisbullying
SupportthecreationofaphotoforsubmittingtotheBullying.No
Way!siteforagalleryofschoolphotosfromaroundthecountry.
TheStandTogetherunitoutlines:
Aframeworkforeachagelevelwithspecificlinesofinquiry.Itis
suggestedthattheunitculminateinapublicscreening,exhibition
orpresentationtocontinuebuildingwholeschoolawarenessof
bullying.Theunitissuitedtothepastoralcareclass,Healthand
PhysicalEducationlearningareaorsimilarcontext.
Thefocus/corequestionsforthelessonsandresources:
Whatisabystandertobullying?
Whatisanactivebystander?
Whybeanactivebystander?
Howtobeanactiveandsafebystander?
Whyistakingastandtogetherimportant?
Teacherscanadapttheactivitiesinthelessonsandtheunitstosuitthe
studentage,stageofaparticularclassandthecurriculumfocusintheir
school.AlltheStandTogetherresourcesarebasedontheresearchand
informationontheBullyingNoWay!website.
Theoretical basis
Bullyingisacomplexmultifacetedissue,differentineachschoolandyear
level.Ratherthanfocusonthecausesofbullying,theStandTogether
lessonsfocusontheimpactandimportanceofactivebystandersfor
individualstudentsandtheschoolcommunity.Bystandersresponses
communicatetheschoolscultureandvaluesaboutbehaviour;how
bystandersactwhentheyseebullyingservestoeitherendorseor
challengethebehaviour.
Theroleofbystandersinbullyingiscomplex.Theappropriatewayto
interveneisdifferentforeachsituationandforeverystudent.Students
needtoknowtheirschoolsupportsactivebystandersandrespectseach
studentsjudgementabouttheirownsafetyandtheappropriatenessof
takingactionsinabullyingsituation.
StandTogetherActivityOverview
Pedagogical form: Drama Education and

Community of Inquiry
TheStandTogetherlessonswillcreateacommunityofinquiryusing
dramastrategies.Dramaeducationisexperientialandprovidesasafe
placeforstudentstoexplorethechallengesanddiversitiesoftheworld.
Thelessonsusedramatechniques,languagesandskillstoprovide
experiencesandactivitiesforstudentstoembodyandkinaesthetically
exploretheroleofthebystander.Theunitwillusedramaprocessesto
develop,refine,rehearseandpresentclassinvestigations.Theunitswill
notbetheatrebased,butwillusestrategieslikeplaybuildingtogather
andcreatematerial.
Communityofinquiryisaninquirylearningstrategythatallowsthe
teacherandstudentstoworktogethertomakesenseofideas,buildon
ideasanddevelopadeep,sharedunderstandingofconceptsexplored.
Acommunityofinquiryisagroupofpeople(usuallyaclassandateacher)
whoconstructpersonalmeaningbycollaborativelyengagingin
purposefulcriticaldiscourseandreflection.Membersofacommunityof
inquiryexplorebigquestionsaboutlife.Understandingthephenomenaof
bullyingrequiresdeepthinkingandquestioningforall,andthatiswhywe
recommendthatschoolcommunitiesapproachtheseexplorationsfrom
thisfoundation.
Communityofinquirydiscussionrules:
Listenattentively
Thismeanslisteningverycarefully,towhatisbeingsaidor
suggestedbyothers.
Buildonandconnecttoideas
Addtoideasofotherstostretchourunderstandingfurther.
Respectothersandtheirideas
Thinkingcarefullyabouttheideasofothersisoneclearwayof
showingrespectforthatidea.Listeningandbuildingonideasalso
demonstratesrespect.
Disagreereasonablyandrespectfully
Wedisagreewiththeideanottheperson.Sometimeswemay
evenchangeourmindafterlisteningtoanotherpersongivegood
reasonsfortheirthinking.
Theremaybenosinglecorrectanswer
Whenweexploreinquiryquestionstheremaybemanycorrect
answers.
Special notes
The Stand Together lessons in context
TheStandTogetherlessonplansaredesignedtocomplementongoing
workbyschoolstocounterbullying.Effectiveapproachestoreducing
bullyingneedtoinvolvemuchmorethanjuststoppingbullying
campaigns.Thelongtermaimistofosteraschoolculturebasedon
positivevaluesandsupportiverelationshipswhichfeaturerespect,
inclusion,belongingandcooperation.
Approachestobullyingincluderestorativepractices,conflict
management,equalisingpowerimbalancesamongststudents,andsocial
skillsdevelopment.Staffandstudentscanfindthemselvesintheroleof
bystanderstobullying,andbothneedskills,confidenceandsupporttobe
activebystanders.
Diversity of learners
Teacherswillneedtoconsiderthelearningstylesandindividuallearning
needsoftheirstudentsanddecideifthelessonsaresuitedtotheir
studentsskillsatthisstageoftheyear.
Personal disclosure
Itissuggestedthattheselessonsarenottheplaceforpersonal
disclosuresfromstudents.Ifstudentsstarttorelatepersonalstoriesor
examplestheyhaveseen,thismaydistractfromtheaimoftheclass.
Teachersareencouragedtobealerttoemergingproblemsandifpersonal
disclosuresaremade,makeatimetofollowupwithindividualstudents
soonafterthelesson.
Exacerbating existing issues
Teachersneedtobesensitivetowhethertheclassisintheright
emotionalmoodtoexploretheseissues.Iftherehasbeenarecent
seriousproblemitmaybewisetodelayuntilthesituationhassettled.
Links to key documents

Australian Curriculum General Capabilities
TheselessonsfocusontheGeneralCapabilityPersonalandsocial
capabilitywhichencompasses:
Selfawareness
Selfmanagement
Socialawareness
Socialmanagement
Duringthelessonsstudentswillengagewithactivitiestoexploreand
embodyselfawareness.
Selfawareness
Thiselementinvolvesstudentsrecognising,understandingandlabeling
theirownemotions,values,strengthsandcapacities.Itinvolvesstudents
knowingwhattheyarefeelinginthemoment,havingarealistic
assessmentoftheirownabilitiesandawellgroundedsenseofselfworth
andselfconfidence.Selfawarenessalsoinvolvesreflectingonand
evaluatingoneslearning,identifyingpersonalcharacteristicsthat
contributetoorlimiteffectiveness,learningfromsuccessesorfailures,
andbeingabletointerpretonesownemotionalstates,needsand
perspectives.Insummary,Selfawarenessprimarilyconsistsof:
recognitionofemotions
selfknowledge
selfperception
selfworth
reflectivepractice
ThelinesofinquiryintheStandTogetherunitframeworksprovidean
opportunityforteacherstoexplorefurtherselfmanagement,social
awareness,andsocialmanagement.
National Safe Schools Framework
TheNationalSafeSchoolsFrameworkprovidesavisionandasetof
guidingprinciplesforsafe,supportiveandrespectfulschoolcommunities
thatpromotestudentwellbeing.TheStandTogetherlessonslinkwiththe
followingelementsinparticular:
Element2:Asupportiveandconnectedschoolculture
Element6:Engagement,skilldevelopmentandsafeschool
curriculum
Element7:Afocusonstudentwellbeingandstudentownership
About the National Day of Action against Bullying

and Violence
TheannualNationalDayofActionagainstBullyingandViolenceoccurson
thethirdFridayinMarcheachyear.
TheNationalDayofActionisanopportunityforstudents,teachers,
parentsandthewholecommunitytotakeastandtogetheragainst
bullyingandviolence.Thisannualdayprovidesafocusforschoolswho
wanttosay,Bullying.NoWay!andtostrengthentheireveryday
messagesthatbullyingandviolenceatschoolarenotokayatanytime.
TheannualNationalDayofActionisorganisedbyallAustralianeducation
authoritiesthroughtheSafeandSupportiveSchoolCommunitiesProject.
ThefirstNationalDayofActionwason18March2011andisaninitiative
ofallAustralianEducationMinisters.
Invitation to provide feedback

TeachersarewelcometoemailBullying.NoWay!withyourfeedbackor
withideasabouthowyouimplementedthelessonandhowithaswas
receivedbyyourclass.
EmailBullying.NoWay!atbnw.website@dete.qld.gov.au
References
AustraliancurriculumGeneralcapabilities
http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabil
ities.pdf
Bullying.NoWay!http://www.bullyingnoway.gov.au/
Cam,P.(1995).ThinkingTogether:PhilosophicalInquiryfortheClassroom.
Sydney:Hale&Iremonger.
Cam,P.(2006).20ThinkingTools:CollaborativeInquiryfortheClassroom.
Camberwell,Vic:ACERPress.
Cam,P.,FynesClinton,L.,Harrison,K.,Hinton,L.,Scholl,R.,&Vaseo,S.,(2007.)
PhilosophywithYoungChildrenAClassroomHandbook.ACSA,DeakinWest,
ACT.
NationalSafeSchoolsFramework
http://bullyingnoway.gov.au/teachers/nssf/index.html
StudentWelfaredirectorate,NSWDepartmentofEducation&Training(2008).
Antibullyinghowtoencourageyourchildtobeaneffectivebystander:aguide
forparentsandcarers.
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/
behaviourpgrms/antibullying/bystanderbhvr.pdf
Twemlow,S.W.,Fonagy,P,&Sacco,F.C.(2004).Theroleofthebystanderinthe
socialarchitectureofbullyingandviolenceinschoolsandcommunities.Annalsof
theNewYorkAcademyofSciences,Vol1036,21532.
Quick View
Yearlevel StandTogether Structure
lesson
Focusquestions
Resources
ProposedUnit
focus
Keyquestionto
exploreintheUnit
One50minutes
lessonwitha1015
minutepostlesson
activity
Eachlessonhas3
activitiesandaPost
lessonactivityinwhich
studentscreateaTakea
StandTogetherimage
Downloadablefromthe
Providedasa
Bullying.NoWay!website frameworkto
suggestpossible
extensions
Early
Primary
FocusArea:
Selfawareness
Socialcompetency:
Workingtogether
Innerstrength
Beinganactive,safe
bystander
Orientation:Wholeofclass
dramagames
Developing:Sculpture
activitytokinaesthetically
exploreinnerandouter
strength
Reflection:Active
Bystanders;whatdoesthis
mean?Whyisthetheme
TakeaStandTogether
important?
Whatisstrength?
Whatisinnerstrength?
HowcanIbestrongwhen
Iseeabullyingsituation?
Whatisabystander?
Whoisabystander?
Whatisanactive
bystanderandwhyshould
Ibeone?
HowcanIbeanactive
safebystander?
Definitionofbullyingand
bystander
BlankProfile
Profile:ActiveBystanders
Findingmystrength
Whatisstrength?Whatis
strengthontheoutside?
Whatisstrengthonthe
inside?Whenhaveyou
beenstrong?HowcanI
bestronginabullying
situation?
Upper
Primary
FocusArea:
Selfawareness
Socialcompetency:
workingtogether
Investigatingtherole
oftheactivesafe
bystander
Appreciatingthe
valueofactive
bystanders.
dramagames
Developing:Explorationof
TheAccidentalBystanders
script
Reflection:Active
Bystanders:Whatdoesthis
mean?Whyisthetheme
TakeaStandTogether
important?
Whendoesdisagreeing
withsomeonebecome
bullying?Whatisa
bystander?Whenisit
okaytostandupto
someonebullying?Whatis
anactivebystander?Why
beanactivebystander?
Howcanyoubeanactive
andsafebystander?
bystanders
Scriptandrolecardsfor
Findingyourvoice
WhenshouldIspeakup?
Haveyoueverlostyour
voice?Whymightyoulose
yourvoice?Whenisit
importanttospeakup?
HowIcanbeanactiveand
safebystander?
Yearlevel StandTogether Structure

lesson
Focusquestions
Resources
ProposedUnit
focus
Keyquestionto
exploreintheUnit
One50minutes
lessonwitha1015
minutepostlesson
activity
Eachlessonhas3
activitiesandaPost
lessonactivityinwhich
studentscreateaTakea
StandTogetherimage
Downloadablefromthe
Providedasa
Bullying.NoWay!website frameworkto
suggestpossible
extensions
Lower
Secondary
FocusArea:
Selfawareness
Exploringthe
definitionofbullying
oftheactive
bystander
Appreciatingthe
valueofactive
bystanders.
dramagames
Developing:Explorationof
script.
Reflection:Active
mean?Whyisthetheme
TakeaStandTogether
important?
Whendoesdisagreeing
withsomeonebecome
bullying?Whatisa
bystander?Whenisit
okaytostandupto
someonebullying?Whatis
anactivebystander?Why
beanactivebystander?
Howcanyoubeasafeand
activebystander?
bystander
Scriptandrolecardsfor
Findingoutyouare
different
Whatdoesitfeelliketobe
theoddoneout?Have
youeverbeenthenew
personinagroup?Why
arewesometimesscared
ofpeoplewhoare
different?Areweall
different?Howdowe
includeothers?HowcanI
respondasanactiveand
bystanderinbullying?
Senior
secondary
FocusArea:
Selfawareness
Socialcompetency:
workingtogether
Exploringthe
definitionofbullying
andcyberbullying
oftheactive
bystander
Appreciatingthe
valueofactive
bystanders.
dramagames
Developing:Drama
Sculpture/Hotseatto
investigatecyberbullying
Reflection:Active
mean?
WhyisthethemeTakea
StandTogetherimportant?
Whatisabystander?
Whatisbullying?Whocan
beabystander?When
shouldIspeakupina
bullyingsituation?Whatis
anactivebystanderand
whyshouldIbeone?How
isfacetofacebullying
differentfrom
cyberbullying?HowcanI
beanactivebystander
online?
bystanders
Findingempathy
HowcanIgivesupport?
HowcanIbesupportive?
WhenshouldIbe
concernedforothers?
HowcanInurturethe
positive?HowcanI
supportvulnerable
students?Whybekind?
Whatisempathy?Why
areactivebystanders
important?
10
Lesson Plan for Early Primary
Introduction
Purpose
IntroducetheNationalDayofActionagainstBullyingandViolence(NDA)campaign
Exploretheroleofbystanderstobullying
InvestigateandthemeTakeaStandTogether
PedagogicalForm
DramaEducationandCommunityofInquiry
Australian Curriculum Focus
GeneralcapabilitiesPersonalandsocialcapability:Selfawareness
Key words
bystander,activebystander,strength,friend,help,kindness,protect
Pre lesson preparation
ReadtheStandTogetherActivityOverview
DownloadandprepareEarlyPrimaryresources
o Definitionofbullyingandbystanders(onecopytoreadout)
o Profileblank(onecopyA3fordisplay)
o Profile:ActiveBystanders(printonecopyA4backtobackperstudent)
DecidewhichTakeaStandTogethermaterialstousefromtheForSchoolssectionofthe
NationalDayofActionwebpages
o NationalDayofActionPoster(printonecopyanddisplay)
o StandTogetherblankposter
o Yourselectionofothermaterials,forexample,buntingandpostcards
Lessondurationandadaptations
Thislessonisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
activitiesoverafewdays.Teacherscanadapttheactivities/experiencesinthelessontosuitthe
studentage,stageofaparticularclassandthecurriculumfocusintheirschool.Activitiesinthefirst
sectioncanbeomittedifnecessary.ThelessonisbasedontheinformationfromtheBullyingNo
Way!website.
Specialnote
Wesuggestthatthislessonisnottheplaceforpersonaldisclosuresofbullyingexperiencesfrom
students.Teachersareencouragedtobealerttoproblemsemergingandifpersonaldisclosuresare
made,makeatimetofollowupwithindividualstudentssoonafterthelesson.
Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeach
situationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersand
respectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftakingaction
inabullyingsituation.
11
StandTogetherLessonPlanforEarlyPrimary
Teaching and Learning Activities
1. IntroductiontotheNDAcampaignandthemes
Duration10minutes
ThisactivityintroducestheNationalDayofActionandexplainsthepurposeofthelessonand
preparesthegroupforafocuseddramaactivity.
TeacherexplainsthattheNationalDayofActionagainstBullyingandViolenceoccursonthethird
FridayinMarcheachyearandhasthethemeTakeaStandTogether:
PointtotheNationalDayofActionposterdisplayedintheclassroom.
Showanyofyourselectedresourceswhichpromotethetheme.
ExplainthislessonisadramalessonwhichwillexplorewhatitmeanstoTakeaStand
Together.
Teachernotes
Explainthatthiswillbeadramalessonandtherearesomekeymessagesforhowweworktogether:
1. WearenotsittingbehinddeskstoworksoletsrememberthatifIsayfreeze,weallstop
whateverwearedoingandfreeze.Remindthemgentlytheycanbreathe,blinkandlookaround.
Teachermaydothisbyquestioning.
2. Aswewillbeworkingingroupsandpairsitisveryimportanttolookaftereachotherand
respectotherstudentsbodies.Listencarefullytowhatyourgrouporpartnerissaying.
Ha!Game:Buildinggroupskills(1minute)
Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!.Theclass
havetowatchverycloselysothattheyallsaytheHa!together.Everyonestandsquietlywaitingfor
theHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencourages
studentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.
Changethemotion:Buildinggroupskills
Studentsinthecirclefollowmovementsstartedbytheteacher.Afterthepatternisestablished,
selectastudenttoleadthemovements.Explainthatonestudentwillnowgooutsideandtheleader
ofthemovementwillchange.Whenthestudentreenterstheclasshis/hertaskistoworkoutwhois
leadingthemovementsthatthewholegroupisdoing.Thetaskofthestudentsinthecircleistowork
socloselytogetherthatitisdifficulttoworkoutwhoisleading.Highlightthevalueofworking
together,beingobservantandwatchingotherpeoplecarefully.
2. Developingandexploringthekeythemes
Duration20minutes
Thisactivityexplores,usingdramaactivities,thepositivebehavioursofinnerstrength.Keyquestions
include:
Whatisstrength?
Whatisinnerstrength?
HowcanIbestrongwhenIthinksomethingisntright?
12
Statues:Physicalisingkeyemotionalstates
Allstudentscreateafrozenstatueofthefollowingactionsandemotions.Teachermodellinginitially
willbeuseful.Calloutthefollowingoneatatimeandthensay,1,2,3,freezetogivestudentssome
timetothinkbeforemakingthestatue.
Watchingotherchildrenplayintheplayground
Noticingthatafighthasstartedintheplayground
Feelingsad
Feelinghurt
Helping
Feelinghappy
Encouragethestudentstoresumetheirownstatueofhelping.Askthemtothinkaboutthe
situationandaboutwhomtheymaybehelping.
Sculptures:Exploringstrengthandinnerstrength
Inpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshape
theclayintoasculptureofastudentbeingstrong.Thestudentpretendingtobetheclayislimpand
acceptsalltheoffersfromthesculptorastheyareshaped.
Encouragetheclasstothinkaboutfacialexpressionsandbodylanguage.
Lookatallstatues,pointoutdetailstoclass.Aretheyallofpeoplebeingstrongontheoutside?
Invitestudentstothinkaboutstrength;isthereanotherwayofbeingstrong?Whatdoesitlooklike
andfeellikewhenwearestrongontheinside?Whatmightwebedoing?
TeacherNotes
Somesuggestionsforbeingstrongontheinside:whentheyarehelpingafriend,whentheyignore
peopletryingtogetthemtodothewrongthing,whentheyhelpathomewithoutbeingasked,when
theytaketheirtimewithadifficultproblem,whentheykeeptryingwithsomethingtheyfindhard,
whentheyhelpsomeonewhoishurt,whentheyhelpsomeonewhoisbullying.Supportstudentsto
buildontheseideas,comingupwiththeirownsuggestions.
Remindstudentstorespecttheideasofothers.
Studentsnowchangeroles,sothatiftheywerethesculptortheyarenowtheclay,andthestudent
whowastheclayisnowthesculptor.
Asktheclasstothinkcarefullyaboutwhentheyhavebeenstrongontheinsideandforthenew
sculptortoshapetheclayintoastudentbeingstrongontheinside.Studentscraftthesculpture.
Askallthestudentswhodidthesculptingtositdown,directtheclasstocarefullyexaminethe
sculptures.Whatdowenotice,whatishappening?Askthechildwhoisthesculptortoprovidemore
detailsfortheirsculptureasyouvieweachone.
Celebratetheinnerstrengthsondisplay.Talkaboutthevalueofbeingstrongontheinsideandhow
itcanbeparticularlyhelpfulifweseethingswedontlikehappening.
13
3. ReflectivePractice:TheActiveBystanders
Duration:20mins
Thisactivityinvolvesstudentsreflectingonthedramaactivityandworkingtowardsaclass
understandingofhowtobeactivebystanders.Keyquestionsinclude:
WhyshouldIbeanactivebystander?
HowcanIbeanactivebystander?
Definitionofbullyingandbystander
Theteacherreadsoutthedefinitionofbullyingandbystander.Outlinethedefinitiontoprovidea
backgroundtotalkingaboutbystanderbehaviour,andthenmoveonquickly.
TeacherNotes
Theaimistooutlinethedefinitiontoprovideabackgroundtotalkingaboutbystanderbehaviour,
andthenmoveonquickly.Avoidlengthydiscussionatthispointaboutbullyingitself.Ifstudentsbegin
personalanecdotesordisclosure,suggestyouwillaskthemaboutthatatalatertime,butrightnow
thefocusisontheiractivity.
Remindstudentsthatasweexploretheseissueswemaydisagreeandthatattimesitisimportantto
disagree,sowethinkaboutideasthataredifferentfromourown.
Roleonthewall
DisplaytheA3Profileblankfortheclass.Asktheclass,Whatwordsdescribeapersonwhoisstrong
ontheinsideandwillstandupiftheyseebullyinghappening?Studentscanusewordsgenerated
fromtheSculpturesactivity:kind,careful,looksafterothers,isobservant,anddoesntfollowthe
leader.Thesewordsarewritteninsideoftheoutline.
Asktheclasswhatsomeonewhoisstrongontheinsidemightactuallylooklike?Wordsfromthe
studentsareaddedaroundtheoutsideofthefigure.Brainstormwiththeclassdescriptionstoarrive
attheunderstandingthatthepersoncanlooklikeanyone,e.g.red,black,blondehair;big,small,tall,
short,etc.WriteActivebystanderscanbeanyoneonthebottomofthepage.
HandouttheProfile:ActiveBystandersandcompareittotheonethechildrenhavecomeupwith.
Pointoutthesimilaritiesandwhereithassomeofthesamewordsandideasfromtheclass.Consider
ifyoucanaddanyextrawordstotheprofilethattheclasssuggested.
SpendsometimethenreadingandexaminingthesuggestionsontheWhy?sideoftheprofile,then
theHow?sideoftheprofile.Encouragediscussionabouthowthesewillworkinreallife.
LeadtheclassattentionbacktotheNationalDayofActionposter,andpointoutthatthethemeTake
aStandTogetherisabouttheimportantroleofactivebystanders.Concludethelessonbysayingthat
anyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportanttohelp
peoplewhenbullyinghappens.
TeacherNotes
Throughoutdiscussion,encouragestudentstoactivelylistentoeachotherandadvisethattheremay
benosinglecorrectanswerandthisisnormalandokay.Youmayliketoincludeintherecapatthe
endofthelessonthatinourschoolwewantactivebystanderswhofeelstrongandcanhelpin
situationswheresomeoneisbullyinganotherperson.Remindstudentsthattheymustalwaysfeel
safebeforehelpinginabullyingsituation.
14
Post lesson activity for NDA: Capturing the class Taking a Stand
Together
Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhat
theclasshaslearnedintheStandTogetherlesson.Thiscanbeonanassemblyorotherpublic
presentationorthroughtakingaphototosharewithothers.
OntheNationalDayofAction,remindstudentsaboutthesloganTakeaStandTogether.The
classthenworkstogethertocreateawholeclassfreezeframethatcapturesthistheme.Ask
studentstothinkbacktotheChangetheMotiongamewhentheyallworkedtogether.Canthe
classthinkofamovementthattheycanalldotogethertoshowtheyareallTakingastand
together,whatcouldtheyallbedoingatthesametime?
Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmayliketo
incorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.
Studentsbrainstormandthenfreezethemoment.Teachercoachingcaninclude:
Makethemovementorphysicalposebigsoeveryonecanseeit
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether.
Capturethemomentbytakingaclassphoto.
SendyourfreezeframephototoBullying.NoWay!
Bullying.NoWay!hascreatedagalleryofphotographstocelebratethevarietyofimages
createdbyschoolsaroundAustralia.TheycanbelodgedusinganuploadfacilityontheNational
DayofActionsectionofthewebsite.IfteacherswishtosendaphototoBullying.NoWay!,itis
essentialtoensurethattheschoolpolicyforthereleaseofmediaimageshasbeenfollowed,
andthatthespecificBullying.NoWay!Consentformissignedbyeachstudentandadultinthe
photo.Moredetailsareprovidedonthewebsite.
Welookforwardtoseeingtheworkofyourstudents!
15
Early Primary: Definitions
What is bullying?
Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonly
happensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:
keepspickingonyouagainandagainandtriestomakeyoufeelbad
saysordoeslotsofmeanthingsthatupsetyou
makesfunofyoualot
triestostopyoufromjoininginormakeothersnotlikeyou
keepshurtingyousuchashittingorpunchingyou.
Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisis
calledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oran
adultwhowilllistentoyou!
What is a bystander?
Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyou
ifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbe
bulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachers
aboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.
16
Early Primary: Blank Profile
Early Primary: Active Bystanders Profile
Lesson Plan for Upper Primary
Introduction
Purpose
InvestigatethethemeTakeaStandTogether
PedagogicalForm
AustralianCurriculumFocus
Keywords
bystander,freezeframe,conflict,kind,strength,tension,witness,active,uncomfortable
Prelessonpreparation
DownloadandprepareUpperPrimaryresources
o Definitionofbullyingandbystanders(prepareonecopyfordisplay)
o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)
o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialstousefromtheForSchoolssectionofthe
NationalDayofActionwebpages
activitiesoverafewdays.Activitiescanbechangedtosuittheclassneeds.Teacherscanadaptthe
lessonandactivitiestosuitthestudentage,stageofaparticularclassandthecurriculumfocusin
theirschool.ThelessonisbasedontheinformationfromtheBullyingNoWay!website.
Specialnote
students.Teachersneedtobealerttostudentsbeginningtorevealpersonalstoriesortotensions
emergingwiththelesson,andtomakeatimetofollowupwithindividualstudentssoonafterthe
lesson.
21
StandTogetherLessonPlanforUpperPrimary
Teaching and learning activities
Duration:15minutes
Thisactivityintroducesthecampaignandpurposeofthelessonandpreparesthegroupfora
focuseddramaactivity.
Together.
TeacherNotes
Inyourintroduction,youmayexplainthattherearesomerulesforhowweworktogetherinadrama
lesson.Tellstudents,forexample:
1.Wearenotsittingbehinddesks,wellbemovingaround,butifIsayFreeze,weallstopwhatever
wearedoingandfreeze.Wecanbreathe,blinkandlookaround,butnotmovearound.
2.Aswewillbeworkingingroupsandpairs,itisveryimportanttolookaftereachotherandbehave
respectfully.Listencarefullytowhatyourgrouporpartnerissaying.
Ha!Game:Buildinggroupskills(1minute)Optional
Studentsstandinacircle.Theteacherjumps,bendsknees,putshandsupandsays,Ha!Theclass
havetowatchverycloselysothattheyallsaytheHa!together.Everyonestandsquietlywaitingfor
theHa!.TheaimistosaytheHa!atexactlythesametimeastheteacher.Teacherencourages
studentstobealertandpaycloseattention.TeacherallowssomestudentstoleadtheHa!.
Statues:Physicalisingkeyemotionalstates(2minute)
Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,students
createastatueofeach:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protective
Theteachercommentsonindividualstatues,drawingattentiontobodylanguageandfacial
expressions.
Headtotoe:Preparationforpairwork(1minute)
Studentsnowformpairs.Explaintheywillbeworkingtogetherbutwithoutspeakingtoconnectthe
bodypartsthattheteachercallsout,e.g.iftheteachercalledoutelbowtoelbow,thestudents
connect/linktheirelbows.Otherexamplesarefingertofoot,toetoknee,backtoback.
Freezeframes:Embodyingkeystagesininteraction(2minutes)
Studentsworkinthesamepairs.Teacherexplainstheywillbeworkingtogethertocreateaseriesof
picturesorfreezeframes(astillphysicalimage).Theteachercallsoutthefollowing,keepingthe
activitymovingquicklywherebystudentsmovefromoneimagetoanotherwithoutmuch
conversation:
twostudentsplayingtogether
twostudentsdisagreeingabouthowtoplaytogether
22
twostudentsdisagreeingbutwhereoneofthemfeelsoverwhelmedorpowerless
twostudentssortingoutadisagreement
Duration:1520minutes
Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwhosees
bullyinghappening.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying?
Definitionofbullyingandbystander(2minutes)
Theteacherreadsoutthedisplayeddefinitionofbullyingandbystanders.
TeacherNotes
thefocusisontheiractivity.Remindstudentsthatastheyexploretheideasinthelesson,theymay
disagreeandthatisusefulsothattheycanthinkaboutideasthataredifferentfromtheirown.
Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudentswhofind
themselvesintheroleofTheAccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingto
theclassusingaseriesoffreezeframes.
StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsort
themselvesintotheroles.Therolecardsare:
1. Bystander1
2. Bystander2
3. Bystanders3,4
4. Astudentwhoisdoingthebullying
5. Astudentwhoisthetargetofthebullying
Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothink
aboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen
Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.
Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.Theonlyspoken
lineinthepresentationisthestatementfromBystander1.
Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeach
freezeframetogivetheperformersacuetomovetothenextfreezeframeandallowtimeforthe
audiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsifthe
audienceaccuratelyidentifiedwhatwashappening.
23
Wholeclassdiscussion
Attheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocused
questionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive?
WhatmightBystander1haveworriedaboutindecidingtosaysomething?
HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup?
HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup?
WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied?
WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying?
DidBystander1actsafely?
Werethebystanderssafe?
Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothe
finalactivityofthelesson.
TeacherNotes
Remindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthat
therearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscourage
personaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwill
askthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.
Duration:1520minutes
understandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyisitimportanttoTakeaStandTogether?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionlookingatthe
frontoftheprofilenotingthatanyonecanbeanactivebystanderandthebenefitsforeveryone
listedunderWhy?Spendsometimeexploringtheinformationpresented.
Invitestudentstothenconsiderthereversesideoftheprofile:How?Discusstheimplicationsofthe
findingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?
Teacherpointsoutthatinschoolswherestudentsareactivebystandersbullyingisnotsupported.A
unitedfrontbyteachersandstudentscanreducethenumberofbullyingincidentsandstudents
respectabystanderwhospeaksout.
aStandTogetheristalkingabouttheimportantroleofactivebystanders.Concludethelessonby
sayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportant
tohelppeoplewhenbullyinghappens.
TeacherNotes
TeachercandirectstudentstoBullying.NoWay!websiteaddressonActiveBystandersprofile,other
relevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthisapproach
advocatesforaquestioningandphilosophicalattitudetotheinherentissues.
24
Post lesson activity for NDA: Capturing the class Taking a

Stand Together
Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhat
theclasshaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
OntheNationalDayofAction,remindstudentsoftheTakeaStandTogethertheme,which
promotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreduce
bullying.
Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthe
themeTakeaStandTogether.Useresourcesproducedbythestudents.
Tohighlightthetheme,thestudentscoulddisplayanyresourcestheyproduced.Youmaylike
toincorporatetheStandTogetherblankposterwithkeywordsintothefreezeframe.
Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowthey
areallTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teacher
coachingcaninclude:
Makethemovementorposebigsoitisobvious.
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmay
beontheground.
Usefacialexpressionstosuggestgroupsolidarityandstandingtogether
Bullying.NoWay!iscreatingagalleryofphotographstocelebrateschoolsacrossAustralia
TakingaStandTogetheragainstbullyingandviolence.Photoscanbelodgedusinganupload
facilityontheNationalDayofActionsectionofthewebsite.Ifteacherswishtosendaphototo
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmedia
imageshasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedby
eachstudentandadultinthephoto.Moredetailsareprovidedonthewebsite.
Welookforwardtoseeingtheworkofyourstudents.
25
Upper Primary: Definitions
What is bullying?
Sometimesyoumighthaveafightorargumentwithsomeone.Ifitonly
happensonce,that'snotbullyingeventhoughitcanbeupsetting.
Bullyingiswhensomeone:
keepspickingonyouagainandagainandtriestomakeyoufeelbad
saysordoeslotsofmeanthingsthatupsetyou
makesfunofyoualot
triestostopyoufromjoininginormakeothersnotlikeyou
keepshurtingyousuchashittingorpunchingyou.
Bullyingcanalsohappenthroughamobilephoneorontheinternet.Thisis
calledcyberbullying.
Bullyingisnotfair.Itfeelsawful.Youhavearighttofeelsafe.
Ifyoudon'tfeelsafe,gethelprightnowfromyourmum,dad,teacher,oran
adultwhowilllistentoyou!
Abystanderissomeonewhoseesorknowsthatbullyingishappening.
Ifsomeoneyouknowisbeingbulliedtheyneedyourhelp.Othersrespectyou
ifyoustandupforsomeonewhoisbeingbullied.
Sometimespeopledon'tsayordoanythingbecausethey'reafraidtheywillbe
bulliedaswell.Butifyoudon'tdoanythingthebullyingwillonlycontinue.
Don'tstandbyandletbullyinghappenatyourschool!Talktoyourteachers
aboutdoingsomethingaboutthebullying.
Youmaynotbeabletostopthebullyingyourself,butyoucanhelp.
26
Upper Primary: Script and Role cards
The Accidental Bystanders
Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchinga
bullyingsituation.Onestudentispickingonanotherstudentagainand
again.Bystander1istherewithatleastoneotherstudent(Bystander2)or
withmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingI
dontwanttobehereanymore.Allthebystandersarelookingdownand
tryingtomoveaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamoment
lookonhisorherface.Wecancallthismomentthelook.Itrepresentsa
senseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthepickingonthestudenthasgoneonfortoolong.
He/shefeelsliketheyshoulddosomething.Bystander1sayssomethingto
thestudentwhoisdoingthebullying.Thelineissaidandthegroupresumes
thefreeze.
5. ThecommentfromBystander1makesthestudentstopthebullying
behaviour.Bystander2(and3,4)lookshappythatBystander1hasspoken
up.
Student doing
the bullying
Student who is
being bullied
Bystander 1
Bystander 2
Bystander 3
Bystander 4
Upper Primary: Active Bystanders Profile
Lesson Plan for Lower Secondary
Introduction
Purpose
PedagogicalForm
Keywords
bystander,freezeframe,conflict,strength,mutual,tension,witness,active,uncomfortable
DownloadLowerSecondaryresources
o Scriptandrolecards:TheAccidentalBystanders(onecopypergroupofsixstudents;
cutuprolecards)
o Profile:ActiveBystanders(printonecopyA4backtobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDay
ofActionwebpages
Thisclassisapproximately50minutesinduration,andcanbeheldinonesessionorbrokeninto
theirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.
Specialnote
lesson.
31
StandTogetherLessonPlanforLowerSecondary
Teaching and learning activities
Duration:10minutes
Together.
Astheteachercallsoutthefollowingemotions,movingfairlyrapidlyfromonetothenext,students
createastatueofthefollowingemotionalstates:
happy,brave,angry,confident,lonely,unhappy,strong,uncomfortable,kind,protective
Theteachercommentsonindividualstatues,drawingattentiontothebodylanguageandthefacial
expressionsusedtoshowtheemotionalstatebythestudent.
Freezeframes:Embodyingkeystagesininteraction
Studentsworkinpairs.Theteacherexplainstheywillbeworkingtogethertocreateapictureor
freezeframe(astillphysicalimage).Theteachercallsoutthefollowing,keepingtheactivitymoving
quicklywherebystudentsmovefromoneimagetoanotherwithoutmuchconversation:
twostudentinconversation(playingorlaughingtogether)
twostudentsdisagreeinginmutualconflict
twostudentsinconflictandoneisnowbeingbulliedandfeelingpowerless
twostudentsinconflictsortingthingsout.
Definitionofbullyingandbystander
Theteacherreadsoutthedisplayeddefinitionsofbullyingandbystanders.
TeacherNotes
thefocusisontheiractivity.Remindstudentsthatastheyexploretheseissuestheymaydisagreeand
thatattimesitisimportanttodisagree,sotheycanthinkaboutideasthataredifferentfromour
own.
32
Duration:20Minutes
Thisactivityexplores,usingdrama,someofthestagesthatcanbeinvolvedforastudentwho
witnessesabullyingsituation.Keyquestionsinclude:
Whenisitokaytostanduptosomeonebullying?
Teacherexplainsthisactivityinvolvesascriptaboutthefeelingsanddecisionsofstudents:The
AccidentalBystanders.Afterrehearsal,eachgroupwillbepresentingtotheclassusingaseriesof
freezeframes.
StudentsingroupsofsixaregivenTheAccidentalBystandersscriptandrolecards,andsort
themselvesintotheroles.Therolecardsare:
1. Bystander1
2. Bystander2
3. Bystander3,4
4. Astudentwhoisdoingthebullying
5. Astudentwhoisthetargetofthebullying
Teacherremindsstudents:
Todeviseaclearsettingorcontextwhichwillinformtheirroleplaying;theyneedtothink
aboutwhere,when,why,whatandhowisthishappening
Tothinkofavarietyofcontextsandsituationswherebullyingmighthappen.
Tocreaterealisticroleswithrecognisablebodyposturesandfacialexpressions.
Thegroupthencreatefivefreezeframestodemonstrateeachstageinthescript.Theonlyspoken
lineinthepresentationisthestatementfromBystander1.
Studentspresenttheirseriesoffreezeframestoriestoclass.Teacherannouncesthenumberofeach
freezeframetogivetheperformersacuetomovetothenextfreezeframeandallowstimeforthe
audiencetosuggestthedetailsofeachpresentation.Teachercanaskthepresentingstudentsifthe
audienceaccuratelyidentifiedwhatwashappening.
Wholeclassdiscussion
Attheconclusionofallthepresentations,theteacherleadsawholeclassdiscussion,withfocused
questionswhichcaninclude:
WhatwastheturningpointforBystander1,whendidhe/shebecomeactive?
WhatmightBystander1haveworriedaboutindecidingtosaysomething?
HowdideachofBystanders2,3,etcfeelwhenBystander1spokeup?
HowdidthepresenceofmorethanoneBystanderhelpBystander1tospeakup?
WhateffectdidtheresponsefromBystander1haveonthepersonbeingbullied?
WhateffectdidtheresponsefromBystander1haveforthepersondoingthebullying?
DidBystander1actsafely?
Werethebystanderssafe?
Teachermaysummarisethediscussionandmakeconcludingcommentsormovedirectlyintothe
finalactivityofthelesson.
33
TeacherNotes
Remindstudentsatthisstagethatbullyingiscomplex,differentforeverygroupandschoolandthat
therearemanyendingstotheabovescenario.However,againbealerttotheneedtodiscourage
personaldisclosureinthisforum.Ifstudentsbeginpersonalanecdotesordisclosure,suggestyouwill
askthemaboutthatatalatertime,butrightnowthefocusisontheclassactivity.
Duration:20Mins
understandingofhowtobeanactivebystander.Keyquestionsinclude:
WhyisitimportanttoTakeaStandTogether?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontof
theprofilelookingatWhy?Spendsometimeexploringtheinformationpresented.
InvitestudentstothenconsiderthereversesideoftheprofilelookingatHow?Discussthe
implicationsofthefindingsandinvitestudentscomments.Dotheyhaveanyquestionsorconcerns?
Encouragestudentstoaskquestionsaboutpositiveinterventionsfrombystandersandthatthere
maybemorethanoneanswerforquestions.
sayingthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderisimportant
tohelppeoplewhenbullyinghappens.
TeacherNotes
TeachercandirectstudentstoBullying.NoWay!websiteaddressontheActiveBystanderprofile,
otherrelevantresourcesandKidsHelpLine.Endwithareminderthatbullyingiscomplexandthis
approachadvocatesforaquestioningandphilosophicalattitudetotheinherentissues.
34
Together
Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhatthe
classhaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
promotesthatwhenstudentssupporteachothertobeactivebystanders,thishelpsreduce
bullying.
Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthetheme
TakeaStandTogether.
Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyare
allTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcan
include:
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground.
Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustralia
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimages
hasbeenfollowed,andthattheBullying.NoWay!Consentformissignedbyeachstudentand
adultinthephoto.Moredetailsareprovidedonthewebsite.
35
Lower Secondary: Definitions
What is bullying?
Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsa
specificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreate
fear.
Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone
leavingsomeoneout
sayingmeanorhumiliatingthings
usingtechnologytosendnastymessagesorimages.
Apersoncanbebulliedabout:
howtheylook
homeorfamily
schoolwork
popularity
achievements
raceorculture
beingmale
beingfemale
adisability
theirmentalhealth
beinglesbian,gay,bisexual,transgender.
It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanlead
tobullying.
Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand
'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).
Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying
stoodandwatchedinsilence
laughedorwalkedawayfromthesituation
forwardedanoffensiveimage,postortextmessagetosomeone
saidsomethingtothepersonbullyingtostop.
Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthe
bullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhois
beingbullied.
36
Lower secondary: Script and role cards
The Accidental Bystanders
Createfreezeframesoractedpictureimagesforthisseriesofscenarios:
1. Astudent(Bystander1)happenstoaccidentallyfindhim/herselfwatchinga
bullyingsituation.Onestudentisverballybullyinganotherstudentagain
andagain.Bystander1istherewithatleastoneotherstudent(Bystander2)
orwithmore(Bystanders3,4).
2. Bystander1startstofeelincreasinglyuncomfortableandhasthefeelingI
dontwanttobehereanymore.Allthebystandersareshufflingaround,
closingofftheirbodylanguageandpullingaway.
3. Bystander1noticesthatBystander2(and3/4)hasahangonamoment
lookonhisorherface.Wecancallthismomentthelook.Itrepresentsa
senseofunfairnessandthedesireforthebullyingbehaviourtostop.
4. Bystander1feelsthenamecallinghasgoneonfortoolong.Bystander1
sayssomethingtodistractthestudentwhoisdoingthebullyingoruses
humourtochangethemoodofthegroup.Thelineissaidandthegroup
resumesthefreeze.
5. Bystander2(and3,4)supportBystander1thoughtfacialexpressionand
bodylanguage.Thebullyingbehaviourstops.
Student doing
the bullying
Student who is
being bullied
Bystander 1
Bystander 2
Bystander 3
Bystander 4
Lower Secondary: Active Bystanders Profile
Lesson Plan for Senior Secondary
Introduction
Purpose
PedagogicalForm
Keywords
bystander,active,bullying,freezeframe,conflict,quizzical,unease,kind,strength,mutual,
tension,witness,active,uncomfortable,stalking,privacy,publicity,risk,snooping,hacking,
eavesdropping,blocking,access,harass,violated,protect,empathy,sympathy
DownloadandprepareSeniorSecondaryresources
o Profile:ActiveBystanders(printonA4copybacktobackforeachstudent)
DownloadTakeaStandTogethermaterialsfromtheForSchoolssectionoftheNationalDay
ofActionwebpages
theirschool.TheresourcesarebasedontheinformationfromtheBullyingNoWay!website.
Specialnote
lesson.
thesituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystanders
andrespectseachstudentsjudgementabouttheirownsafetyandtheappropriatenessoftaking
actioninabullyingsituation.
41
StandTogetherLessonPlanforSeniorSecondary
Teaching and Learning Activities
Duration:10minutes
FridayinMarcheachyearandhasthethemeTakeaStandTogether.
Together.
Studentsstandinacircle.Allstudentscreateafrozenstatueofthefollowingactions:
watching,stalking,creeping,gazing,eavesdropping,gossiping,snooping,spying,blocking,
hacking,threatening,harassing,puttingsomeonedown
Checkthatstudentsknowthemeaningofwords,e.g.creeping,harassing.Pointoutfeaturesin
studentsstatues,e.g.Thisiswhatthreateninglookslike.
Sculptures:Exploringthepotentialroleofbystandersonline
Inpairs,onestudentisasculptorandtheothertheclay.Thesculptorsjobistocarefullyshapethe
clayintoafrozendramaticimagesorpicture.Thestudentpretendingtobetheclayisinertand
acceptsallthesculptingfromthesculptorastheyaremovedintoshape.Encouragetheclassto
thinkcarefullyaboutfacialexpressionsandbodylanguage.
Firstsculpturescenario:Theclayisshapedintoapopularstudentwhoisreactingtoseeinga
Facebookstatusupdateontheirphonefromaclosefriendwhichsays;Allmyfriendsarelosers.The
studentsuspectstheirfriendsaccounthasbeenhacked.(Teachermayselectanalternativeexample
forthestatusupdateappropriatetotheschoolcohortandcircumstances.)Theteachercomments
onindividualstatues,particularlynoticingbodylanguageandfacialexpressions.Thenstudents
changerolessothateachgetsaturnofbeingtheclayandthesculptor.
Secondsculpturescenario:Theclayisshapedintoashy,quietstudentwhoisonFacebookandsees
intheirfeedaveryunflatteringphotoofamemberoftheirEnglishclass,notaclosefriend,withthe
description,Likeifyouthinktheyareugly.Theteachercommentsonindividualstatues,particularly
noticingbodylanguageandfacialexpressions.
Theteacherselectsonesculptureandaskstherestoftheclasstositandcarefullyexaminethe
details.Pointoutthatthesculptureisofabystandertowhatappearstobecyberbullying.Leada
classdiscussionaboutwhatmighthappennext.
Teachernotes
Pointoutthatthesescenariosarecomplex,differentforeverystudentandschoolandthatthereare
manyendingstotheabovescenarios.
Theissuesinbullyingrequiredeepanalysisandquestioning;toservethispurpose,theclasswillwork
withaphilosophicalperspective;listeningcarefullytoothersandrespectingothersandtheirideas.
42
Carefullyremindtheclasstonotmoveintodisclosureofpersonalanecdotesbutratherencourage
andelicittheirquestionsandconcerns.
Definitionsofbullyingandbystander
Readoutthedefinitionofbullyingandbystanders.
Teachernotes
thefocusisontheiractivity.
Duration:20minutes
Thisactivityexplores,usingdrama,thebackground,feeling,thinkingstagesandagesofbystanders
tobullying.Keyquestionsinclude:
Whybeanactivebystander?
HowcanIbeasafeandactivebystander?
Tapandtalk:Toinvestigatethethoughtsandfeelingsoftheonlinebystander
StudentsreturntothesculpturesfromtheSculptureactivityandrecreatethefrozensculpturethat
theywereplacedintowhenitwastheirturntobetheclay.Remindtheclassthatwhenthey
recreatedthesestatuestheywerebystandersinthescenariotheyweregiven.
Thus,allstudentswillbebystandersculptures.Explaintostudentstoremainfrozen,butiftheyare
tappedontheshoulderbytheteacher,theyaretosayoutaloudinrolewhattheyarethinkingin
theirheads;aresponsetothedramaticsituation.Forexample,theymightsay,Whatthe?,How
didthishappen?,PoorAnna.
Walkaroundtheroomandselectstudentstotap.Aimtoelicitemotions,suggestion,plansfor
actions,fearsandconcerns.Dependingonthenatureofcommentsandyourassessmentofthe
emotionalstateofthestudents,continueuntilallhavehadachancetospeakoutaloud.Provide
somesuggestionsofthingstorespondto,e.g.Shouldthestudentstarttothinkofasolutiontothe
problem?,Mighttheybescareditwillhappentothem?
Classreturntoacircle,theteachersummarisesthegeneralthoughtsofthecharacterswitnessingthe
incidentofcyberbullying.Summariseresponsestothesituation.
Teachernotes
Notallstudentswillbewillingtobeanactivebystanderatthisstage;weneedtorespectthatthis
remainsapersonaldecisionineverysituation.Pointouteverysituationisdifferent,otherstudents
respectastudentwhostandsuptobullying,andthatitreallyhelpsthestudentbeingbulliedwhen
anotherstudentsupportsthem.
43
Hotseat
Astudentinroleisinterviewedbyothers(theclass)whoareoutofrole.Theinterviewisto
establishthebackground,motivationsandfutureactionsofthecharacter.
TheteacherselectstwostudentsorasksforvolunteerswhowillbeBystander1&Bystander2.Both
studentswillbehotseatedaboutthecontextandbackgroundtothebullyingbehaviour
representedintheSculptures.Suggestitmightbegoodifthepersonbeingthebystanderforthehot
seathassomesuggestionsfortacklingcyberbullying.
HotseatBystander1:FirstscenarioonFacebookaccounthacking
Studentplayingabystanderinscenariooneisseatedatthetopofthecircle.Teacherguidesthe
studentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestions
tosupportthestudentbeingbullied.Questionsmayinclude:
Whatareyoufeelingforyourfriend?
Whatsthefirstthingyouwoulddo?
Howmanytimeshasthishappened?
Doyouthinkyoushouldcontactyourfriend?
Howdoyouthinkthishackingoccurred?
Haveyouseenmalicioushackingbefore?
Whydopeopledothistypeofthing?
Whatstrategiescanyouusetostopit?
Theteachermaygivesomeotherstudentsachanceatthehotseatroledependingonhowthe
improvisationgoes.
HotseatBystander2:SecondscenarioonFacebooktrolling
Studentplayingabystanderinscenariotwoisseatedatthetopofthecircle.Teacherguidesthe
studentstoconsiderquestionsthatwillhelpdiscoverthewaythebystanderisfeelingandquestions
tosupportthestudentbeingbullied,including:
Whatareyoufeelingfortheotherstudent?
Whatsthefirstthingyouwoulddo?
Howmanytimeshasthishappened?
Doyouthinkyoushouldcontacttheotherstudent?
Haveyouseenthissortoftrollingonlinebefore?
Whydopeopledothistypeofthing?
Whatstrategiescanyouusetostopit?
TeacherNotes
Facilitatethequestioning,encouragingthestudentstosuggestwaystoblockanddealwith
cyberbullying.Supportthestudentstobuildontheideasofothersandstretchthesuggestions.Atthe
closeofthehotseatsession,remindstudentsthattheremaybenoonerightanswerandthatwe
needtoworktogethertocontinuecomingupwithstrategiestobeabletocontinuetoenjoythe
benefitsoftheonlineworld;associalmediacontinuestoevolvewemustcontinuetobeawareand
proactive.
44
3.Reflectivepractice:TheActiveBystanders
Duration:20minutes
Thisactivityinvolvesstudentsinterrogatingtheprofile:TheActiveBystandersandworkingtowards
aclassunderstandingofhowtobeanactivebystander.Keyquestionsinclude:
Howisfacetofacebullyingdifferentfromcyberbullying?
WhenshouldIspeakupinabullyingsituationbothonlineandinfacetofacesituations?
TeacherhandsoutTheActiveBystandersprofileandleadsawholeclassdiscussionaboutthefrontof
theprofileWhy?Spendsometimeexploringtheinformationpresented.
Invitestudentstothenconsiderthereversesideoftheprofile,lookingatHow?Discussthe
implicationsofthefindingsandinvitestudentscomment.Dotheyhaveanyquestionsorconcerns?
Encouragestudentstoaskquestionsaboutpossiblewaysforbystanderstoactandthattheremaybe
morethanoneanswerforquestions.
sayingthatthatanyonecanbeanactivebystanderandbeinganactive,butsafe,bystanderis
importanttohelppeoplewhenbullyinghappens.
TeacherNotes
DirectstudentstotheBullying.NoWay!website,otherrelevantresourcesandHelplines.Itwillalso
beimportanttoendwithareminderthatthelessonusesanapproachthatacknowledgesthe
complexityofbullyingandencouragesaquestioningandphilosophicalattitudetotheinherentissues.
45
Together
Thepurposeofthepostlessonactivityistodemonstratetothewiderschoolcommunitywhatthe
classhaslearnedintheStandTogetherlesson.Thiscouldbeonanassemblyorotherpublic
promotesthatwhenstudentssupporteachothertobeactivebystanders,helpingtoreduce
bullying.
Theclassthenworktogethertocreateasinglewholeclassfreezeframethatcapturesthetheme
TakeaStandTogether.
Asktheclasstothinkofafreezeframemovementthattheycanalldotogethertoshowtheyare
allTakingastandtogether;whatcouldtheyallbedoingatthesametime?Teachercoachingcan
include:
Putsomelevelsinsowecanseeeveryone,somestudentsmaystand,andothersmaybe
ontheground.
Bullying.NoWay!hascreatedagalleryofphotographstocelebrateschoolsacrossAustralia
Bullying.NoWay!,itisessentialtoensurethattheschoolpolicyforthereleaseofmediaimages
hasbeenfollowed,andthatthespecificBullying.NoWay!Consentformissignedbyeachstudent
andadultinthephoto.Moredetailsareprovidedonthewebsite.
46
Senior Secondary: Definitions
What is bullying?
Bullyingisapatternofrepeatedphysical,verbalorsocialaggressionthatisdirectedtowardsa
specificstudentbysomeonewithmorepowerandisintendedtocauseharm,distressand/orcreate
fear.
Bullyingmightinvolverepeatedly:
physicallyhurtingsomeone
leavingsomeoneout
sayingmeanorhumiliatingthings
usingtechnologytosendnastymessagesorimages.
Apersoncanbebulliedabout:
howtheylook
homeorfamily
schoolwork
popularity
achievements
raceorculture
beingmale
beingfemale
adisability
theirmentalhealth
beinglesbian,gay,bisexual,transgender.
It'snotthesameasconflictordislikingsomeoneeventhough,insomecases,thesethingscanlead
tobullying.
Inanybullyingsituationthereisusuallythepersonbeingbullied,thepersonbullyingand
'bystanders'(otherpeoplewhowatchorarenearbyatthetimethebullyingtakesplace).
Youmayhavebeenabystanderifyouhave:
cheeredthepersonbullying
stoodandwatchedinsilence
laughedorwalkedawayfromthesituation
forwardedanoffensiveimage,postortextmessagetosomeone
saidsomethingtothepersonbullyingtostop.
Ifbystandersareconfidenttotakesafeandeffectiveactionthereisagreaterpossibilitythatthe
bullyingwillstop.Anactivebystanderwillusewordsand/oractionsthatcanhelpsomeonewhois
beingbullied.
47
Senior Secondary: Active Bystanders Profile
Unit frameworks for all year levels
Overview
TheStandTogetherunitsallowexplorationoftheroleofbystandersinbullyingbeyondthestarting
pointprovidedintheStandTogetherlessonplans.Thisdocumentprovidesaframeworkforfour
unitsinwhichstudentsinvestigatepersonalskills,supportpositiverelationships,optimisticattitudes
andresilientresponsestodifficultsituations.Thefourunitsare:
EarlyprimaryFindingyourstrength
UpperprimaryFindingyourvoice
LowersecondaryFindingoutyouaredifferent
SeniorsecondaryFindingempathy
Eachunitculminatesinapresentationorexhibitionofstudentwork.InTheDisciplinedMind(2000),
HowardGardnerurgededucatorstoteachimportantthingsinmanydifferentways.Gardner
suggestedthatmorestudentswillbereachediflearningisapproachedfromdifferentangles
providingavarietyofentrypoints,e.g.narrative,worksofart,groupwork,handsonmanipulation
andplay.Thestyleofpresentationandartformselectedshouldbedeterminedbyteacherand
studentexpertiseandinterest.Theartformssuggestedhereforeachlevelarestartingpointsforthe
grouptoconsider.
Theframeworkforeachunitisbasedon10stepsorlessonswhichcouldberunoverasemesterina
suitableclass,e.g.thepastoralorhomegroupclass.Thetenstepsare:
1. Exploreandgatherideaswithclassonthesuggestedfocus
2. Researchthethemesandissuesthroughotherkeytextsorarticles
3. Assessemergingpatternsandareasofinterestfromstudentsandteachers
4. Identifykeyquestions,focusandpurposeforthegroupandtheartformforpresentation
5. Studentscreatecontentforaperformance/screeningexhibition
6. Createaplan,storyboardorscriptforaperformance/exhibition/screening
7. Refineandrehearsematerialandactivitiesforpresentation
8. Considerproductionvaluesthatcanbeincludedtosupportthemese.g.music,props,
lighting
9. Presenttoanaudienceorcommunity
10. Reflectandevaluatetheculminatingpresentation.
Inimplementingtheunit,teachershouldconsider:
Supportingthedifferentlearningstylesoftheclassandthecurriculumfocus
Achanceforallstudentstobeinvolvedandextended
Theinclusionintheperformance/exhibitionofproductionvaluesincludingdesign,musicand
digitalarttobestshowcasethestudentsabilities.
Theculminatingpresentationisintendedtobeanopportunitytodisplaytheoutcomeofthe
studentsquestioningandlearning.Ensuretheaudienceisawarethatthepresentationisasharingof
studentworkandthatallcontentisstudentdevised:theresultoftheirexplorationsanda
celebrationoftheirwork.
51
Unit Framework - Early Years
Finding Your Strength

FocusQuestions
Suggestedartform
Stage1Exploreand
gatherideas
Stage2Research
Stage3Assess
emergingpatterns
Stage4Identify
focusandpurpose
Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values
Stage9Presentto
anaudience
Stage10Reflectand
evaluate
Whatisstrength?Whatisstrengthontheoutside?Whatisstrengthontheinside?
WhenhaveIbeenstrong?HowcanIbestronginabullyingsituation?
Collagedrama:Acombinationofarangeofperformancematerialslikemovement
pieces,interviews,freezeframes,shortroleplays,storytelling,orpoetry.The
materialisusuallylinkedbyathemeorsetofquestionsinthisinstance.
Investigatethekeyquestions
Explorepriorknowledgeofthetopicwithstudents
Useroleplaystodevisemultipleresponsestosituations
Studentstogiveexamples ofwhentheyhavebeenstrong
Teachertogivesomefurtherexamplesofpersonalinnerstrengthe.g.para
Olympians
Studentstoresearchstoriesaboutheroesinordinarylife
Doaclassauditofskillsinartformsareasanddiscussformsthatcouldbelinked
together,i.e.poetry,movementpiece
Summarisewithclassdiscoveriessofar, e.g.itisimportanttolookafterourfriends
andfamily
Finalisewithclassthepresentationstyle, e.g.aseriesofroleplays/personal
narrativeslinkedintoacollagedrama
Selectatitletohelpdefinethemessageorpurpose,e.g.HowcanIflourish?
Defineanddecidetheaudience, e.g.apresentationforthePrepstudents,a
presentationonassembly
Identifythekey messagefortheaudience,thepurposeofthepresentation,e.g.To
presentaseriesofministoriesthatshowsomeonesinnerstrength
Studentsbrainstorm,extend,selectandstarttoeditideastobeincludedand
shapedintotheartform
Rolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplan
Theclasstodivideinto sectionsand taskstoachieveafinalplan,storyboardor
script
Reviewtheplan/storyboard/script withwhole class
Studentspracticetheirsectioningroupsorindividuallyorcomposetheir
visual/digitalartworkforanexhibition
Classtobrainstormotherartisticlayersthatcouldhelpthepresentation
Selectmusic,lighting,locationofperformance,propsorsymbolstobeincluded
Somestudentsatthisstagemaystarttoselfselectrolese.g.Iwilloperatethe
music.
Selectastudenttointroducethepresentationandexplaintheprocess
Studentsgivetheirpresentationtothe selected audience
Studentsassessthe successoftheirpresentation
Didtheythinktheirmessage/purposewascleartotheaudience?
Whatworked?
Whatcouldhavebeenimproved?
52
Unit Framework - Upper Primary
Finding Your Voice

FocusQuestions
Suggestedartform
Stage1Exploreand
gatherideas
Stage2Research
Stage3Assess
emergingpatterns
Stage4Identify
focusandpurpose
Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values
Stage9Presentto
anaudience
Stage10Reflectand
evaluate
WhenshouldIspeakup?Haveyoueverlostyourvoice?Whymightyouloseyour
voice?Whenisitimportanttospeakup?HowcanIbeasafeactivebystander?
Shortvideos/photographs
Investigatethekeyquestionsusedramaskillslikefreezeframesorroleplays
Studentstogiveexamplesofwhentheyhavebeentoonervoustospeakupor,
alternativelywhentheyhavespokenup
Studentstodevisesmallroleplaystodemonstrateresponsestothefocus
questions;capturetheseinfreezeframes
Teachertogivesomehistoricalexamplesofwhenpeoplehavebeentooscaredto
speakup
Studentstoresearchstorieswherepeoplehavetakenspokenupwithpositive
outcomes
Doaclassauditofskills inartformsareas: visualartists,dancers,circusperformers,
photographers
Summarisewithclassthediscoveriessofar, e.g.itsimportanttostandupand
speakoutwhenpeoplearenotbeingfair.
Finalisewithclasspresentationstyle, e.g.aseriesofshortvideos
Selectatitletohelp definethemessageorpurpose,e.g.FindingYourVoice
Defineanddecidetheaudience,e.g. apresentationforthePrepstudents,a
presentationonassembly
Identifythekeymessagefortheaudience,thepurposeofthepresentation,e.g. to
showstoriesaboutfindingyourvoicetoencourageothers
Dependingonartformselectedstudentsbrainstorm,extend,selectandstartto
editideastobeincluded
Rolesanddutieswithintheclasstobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplans,storyboardorscript
Theclasstodivideinto sectionsandtaskstoachieveafinalplan/storyboard/script
Reviewtheplan/storyboard/script withthewholeclass
Studentspracticetheirsectioningroupsorindividuallyor composetheir
visual/digitalartworkforanexhibition
Classtobrainstormotherlayersthatcouldenhance thepresentation
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethe
music
Studentspresentto theselectedaudience
Whatworked?
Whatcouldhavebeenimproved
53
Unit Framework - Lower secondary
Finding Out You are Different

FocusQuestions
Suggestedartform
Stage1Exploreand
gatherideas
Stage2Research
Stage3Assess
emergingpatterns
Stage4Identify
focusandpurpose
Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values
Stage9Presentto
anaudience
Stage10Reflectand
evaluate
Whatdoesitfeelliketobetheoddoneout?Haveyoueverbeenthenewpersonin
agroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Areweall
different?Howdoweincludeothers?HowcanIrespondasanactivebystanderin
thetypeofbullyingthatexcludesothers?
Anexhibitionofdigitalphotographyandphotocollages: makingnewimagesby
editing,cutting,joiningorcopyingpartsofotherphotographs;theculminating
exhibitionissortedbykeyquestionsthatexplorethetheme
Usedramagamestofindhowwearealldifferent,e.g.gossipmill:studentsmove
aroundthespaceandatasignaltheywhispertoanotherstudent,Iamdifferent
because.
Studentstogiveexamplesofwhentheyhavebeenstronginpresentingthemselves
astheyare,e.g.inaninterview
Teachertogivesomehistoricalexamplesoftheacceptanceofdifference
Studentstoresearchstoriesaboutoutsidersinsocietyandexamplesofpeoplefrom
differentculturesorbackgroundsworkingsuccessfullytogether
Doaclassauditofskillsinartformsareas, e.g.mediaartists,dancers,circus
performers,etc
Summariseclassdiscoveriessofar, e.g.Ourindividualitymeansweareall
different..
Finalisewithclassthepresentationstyle, e.g.aseriesofquestionsthatare
respondedtoinphotography
Selectatitletohelpdefinethemessageorpurpose,e.g. AllHere,AllDifferent
Defineanddecidetheaudience, e.g.apresentation/exhibitionfortheschool
community,apresentationonassembly
Identifythekeymessagefortheaudienceorthefocusofthepresentation;e.g.
explorationofdifferenceintheschoolcommunity
Studentsbrainstorm,extend,selectandstarttoeditideastobeincluded
Rolesanddutieswithintheclass tobeconsideredatthisstage,i.e.taskallocation
Finalisethecontentandwriteuptheplan/storyboard/script
Reviewthescriptorplanwithwholeclass
Studentspracticetheirsectioningroupsorindividually,or compose,designand
capturetheirvisual/digitalartworkforanexhibition.
Classtobrainstormotherlayersthatcould helpthepresentation
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethemusic
Studentspresenttotheirselectedaudience
Whatworked?
54
Unit framework - Senior secondary

Finding Empathy
FocusQuestions
Suggestedartform
Stage1Exploreand
gatherideas
Stage2Research
Stage3Assess
emergingpatterns
Stage4Identify
focusandpurpose
Stage5Create
content
Stage6Createa
plan,storyboardor
script
Stage7Refineand
rehearse
Stage8Production
values
Stage9Presentto
anaudience
Stage10Reflectand
evaluate
HowcanIgivesupport?HowcanIbesupportive?WhenshouldIbeconcernedfor
others?HowcanInurturethepositive?HowcanIsupportvulnerablepeople?Why
bekind?Whatisempathy?Whyareactivebystandersimportant?
Anadvertorial:a performancethataimstopromoteanideaoraseriesofideas
Apublicinstallation/muralthatusesquestionsandasoundtracktoraiseawareness
ofthekeymessage
Studentstodeviseroleplaysthatdemonstratesupportbeinggiventoavulnerable
person.
Studentstogiveexamplesofwhentheyhavebeenempathetic,whenhavethey
beensupportive
Teachertogivesomeexamplesofthepositiveeffectsofsupportandincidents
whereacrowdhasdisplayednoempathyforapersonintrouble;explorewhythere
canbesuchdifferentresponsesbyotherpeople
Studentstoresearchstoriesaboutempatheticbystanders
Doaclassauditofskillsinartformsareas: visualart,design,media,drama,dance
Summarisewithclassdiscoveriessofar,e.g.thedifferencebetweensympathyand
empathy
Finalisewithclassthepresentationstyle, e.g.alargescalepublicsculptureusing
boxesandordinarymaterialsandasoundtrack
Selectatitletohelp definethemessageorpurpose,e.g.WhenshouldIsayRU
OK?
Defineanddecidetheaudience, e.g.thewholeschool,apresentationonassembly
Identifythekey messagefortheaudienceorthepurposeofthepresentation, e.g.
toraiseawarenessofvulnerablepeopleinthecommunity
Dependingonartformselected, studentsbrainstorm,extend,selectandstartto
editideastobeincluded
Rolesanddutieswithintheclasstobeconsideredatthisstage.i.e.taskallocation
Finalisethecontentandwriteuptheplan/storyboard/script
Reviewthescriptorplan/designwiththewholeclass
Studentspracticetheirsectioningroupsorindividuallyor composetheirvisual
/digitalartworkfortheexhibitionorinstallation
Classtobrainstormotherlayersthatcouldhelpthestudentpresentation
Somestudentsatthisstagemaystarttoselfselectroles, e.g.Iwilloperatethe
music
Studentspresenttotheirselectionaudience
Whatworked?
55

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Contents

Links to key documents

Early Primary: Definitions

Early Primary: Blank Profile

Early Primary: Active Bystanders Profile

Upper Primary: Definitions

Upper Primary: Script and role cards

Upper Primary: Active Bystanders Profile

Lower Secondary: Definitions

Lower Secondary: Script and role cards

Lower Secondary: Active Bystanders Profile

Senior Secondary: Definitions

Senior Secondary: Active Bystanders Profile

Unit Frameworks for all year levels

Pedagogical form: Drama Education and

Links to key documents

About the National Day of Action against Bullying

Invitation to provide feedback

Yearlevel StandTogether Structure

Lesson Plan for Early Primary

Pre lesson preparation

Teaching and Learning Activities

Early Primary: Definitions

Early Primary: Blank Profile

Early Primary: Active Bystanders Profile

Lesson Plan for Upper Primary

Teaching and learning activities

Post lesson activity for NDA: Capturing the class Taking a

Upper Primary: Definitions

Upper Primary: Script and Role cards

The Accidental Bystanders

Upper Primary: Active Bystanders Profile

Lesson Plan for Lower Secondary

Teaching and learning activities

Lower Secondary: Definitions

Lower secondary: Script and role cards

The Accidental Bystanders

Lower Secondary: Active Bystanders Profile

Lesson Plan for Senior Secondary

Teaching and Learning Activities

Senior Secondary: Definitions

Senior Secondary: Active Bystanders Profile

Unit frameworks for all year levels

Unit Framework - Early Years

Finding Your Strength

Unit Framework - Upper Primary

Finding Your Voice

Unit Framework - Lower secondary

Finding Out You are Different

Unit framework - Senior secondary

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