Activity Overview

AimofActive Bystanders

TheActive BystandersActivitysuiteofresourceshasbeendevelopedfortheNationalDayofActionagainstBullyingandViolence(NDA).Theyaredesignedtoassistteachersandstudentstoexploretheroleofbystandersinbullying.

Theresourcesincludeaframeworkforasemesterunit,asinglelessonplanandteachingresourcestoenablestudentstoreflectontheNDAtheme‘TakeaStandTogether’.Lessonplansandsupportingresourceshavebeendevelopedforearlyprimary,upperprimary,andlowersecondaryandseniorsecondarystudents.Seepage5and6foraquickviewofthescopeandcontent.

TheActive Bystanderslessonmaybedeliveredinasingle40‐50minutelessonorspreadoverseveralshortersessions.Itaimsto:

  • Raiseawarenessandexplorethekeytheme‘TakingaStandTogether’,whatisabystander,andwhatbystanderscandoinasituationwhenthereisbullying
  • SupportthecreationofaphotoforsubmittingtotheBullying.NoWay!siteforagalleryofschoolphotosfromaroundthecountry.

TheActive Bystandersunitoutlines:

  • Aframeworkforeachagelevelwithspecificlinesofinquiry.Itissuggestedthattheunitculminateinapublicscreening,exhibitionorpresentationtocontinuebuildingwholeschoolawarenessofbullying.Theunitissuitedtothepastoralcareclass,HealthandPhysicalEducationlearningareaorsimilarcontext.

Thefocus/corequestionsforthelessonsandresources:

  • Whatisabystandertobullying?
  • Whatisanactivebystander?
  • Whybeanactivebystander?
  • Howtobeanactiveandsafebystander?
  • Whyistakingastandtogetherimportant?

Teacherscanadapttheactivitiesinthelessonsandtheunitstosuitthestudentage,stageofaparticularclassandthecurriculumfocusintheirschool.AlltheActive BystandersresourcesarebasedontheresearchandinformationontheBullyingNoWay!website.

Theoreticalbasis

Bullyingisacomplexmultifacetedissue,differentineachschoolandyearlevel.Ratherthanfocusonthecausesofbullying,theActive Bystanderslessonsfocusontheimpactandimportanceofactivebystandersforindividualstudentsandtheschoolcommunity.Bystanders’responses‘communicate’theschool’scultureandvaluesaboutbehaviour;howbystandersactwhentheyseebullyingservestoeitherendorseorchallengethebehaviour.

Theroleofbystandersinbullyingiscomplex.Theappropriatewaytointerveneisdifferentforeachsituationandforeverystudent.Studentsneedtoknowtheirschoolsupportsactivebystandersandrespectseachstudent’sjudgementabouttheirownsafetyandtheappropriatenessoftakingactionsinabullyingsituation.

1

Pedagogicalform:DramaEducationandCommunityofInquiry

TheActive Bystanderslessonswillcreateacommunityofinquiryusingdramastrategies.Dramaeducationisexperientialandprovidesasafeplaceforstudentstoexplorethechallengesanddiversitiesoftheworld.

Thelessonsusedramatechniques,languagesandskillstoprovideexperiencesandactivitiesforstudentstoembodyandkinaestheticallyexploretheroleofthebystander.Theunitwillusedramaprocessestodevelop,refine,rehearseandpresentclassinvestigations.Theunitswillnotbetheatrebased,butwillusestrategieslikeplay‐buildingtogatherandcreatematerial.

Communityofinquiryisaninquirylearningstrategythatallowstheteacherandstudentstoworktogethertomakesenseofideas,buildonideasanddevelopadeep,sharedunderstandingofconceptsexplored.

Acommunityofinquiryisagroupofpeople(usuallyaclassandateacher)whoconstructpersonalmeaningbycollaborativelyengaginginpurposefulcriticaldiscourseandreflection.Membersofacommunityofinquiryexplorebigquestionsaboutlife.Understandingthephenomenaofbullyingrequiresdeepthinkingandquestioningforall,andthatiswhywerecommendthatschoolcommunitiesapproachtheseexplorationsfromthisfoundation.

Communityofinquirydiscussionrules:

Listenattentively

Thismeanslisteningverycarefully,towhatisbeingsaidorsuggestedbyothers.

Buildonandconnecttoideas

Addtoideasofotherstostretchourunderstandingfurther.

Respectothersandtheirideas

Thinkingcarefullyabouttheideasofothersisoneclearwayof

showingrespectforthatidea.Listeningandbuildingonideasalsodemonstratesrespect.

Disagreereasonablyandrespectfully

Wedisagreewiththeideanottheperson.Sometimeswemay

evenchangeourmindafterlisteningtoanotherpersongivegoodreasonsfortheirthinking.

Theremaybenosinglecorrectanswer

Whenweexploreinquiryquestionstheremaybemanycorrect

answers.

Specialnotes

TheActive Bystanderslessonsincontext

TheActive Bystanderslessonplansaredesignedtocomplementongoing

workbyschoolstocounterbullying.Effectiveapproachestoreducingbullyingneedtoinvolvemuchmorethanjust‘stoppingbullying’campaigns.Thelong‐termaimistofosteraschoolculturebasedonpositivevaluesandsupportiverelationshipswhichfeaturerespect,inclusion,belongingandcooperation.

Approachestobullyingincluderestorativepractices,conflictmanagement,equalisingpowerimbalancesamongststudents,andsocialskillsdevelopment.Staffandstudentscanfindthemselvesintheroleofbystanderstobullying,andbothneedskills,confidenceandsupporttobeactivebystanders.

Diversityoflearners

Teacherswillneedtoconsiderthelearningstylesandindividuallearningneedsoftheirstudentsanddecideifthelessonsaresuitedtotheirstudents’skillsatthisstageoftheyear.

Personaldisclosure

Itissuggestedthattheselessonsarenottheplaceforpersonal

disclosuresfromstudents.Ifstudentsstarttorelatepersonalstoriesorexamplestheyhaveseen,thismaydistractfromtheaimoftheclass.Teachersareencouragedtobealerttoemergingproblemsandifpersonaldisclosuresaremade,makeatimetofollowupwithindividualstudentssoonafterthelesson.

Exacerbatingexistingissues

Teachersneedtobesensitivetowhethertheclassisintheright

emotionalmoodtoexploretheseissues.Iftherehasbeenarecentseriousproblemitmaybewisetodelayuntilthesituationhassettled.

Linkstokeydocuments

AustralianCurriculumGeneralCapabilities

TheselessonsfocusontheGeneralCapability‐Personal and social

capability whichencompasses:

  • Self‐awareness
  • Self‐management
  • Social‐awareness
  • Social‐management

Duringthelessonsstudentswillengagewithactivitiestoexploreandembodyself‐awareness.

Self‐awareness

Thiselementinvolvesstudentsrecognising, understanding and labelingtheirownemotions,values, strengthsand capacities. Itinvolvesstudentsknowingwhattheyare feeling inthe moment,havingarealisticassessmentof theirown abilities andawell‐groundedsenseofself‐worthandself‐confidence. Self‐awarenessalsoinvolvesreflectingonandevaluatingone’s learning,identifyingpersonalcharacteristicsthat contribute toor limiteffectiveness,learningfromsuccessesorfailures,and beingable tointerpretone’sown emotionalstates, needsandperspectives. Insummary, Self‐awarenessprimarilyconsistsof:

  • recognitionofemotions
  • self‐knowledge
  • self‐perception
  • self‐worth
  • reflectivepractice

Thelinesofinquiry in theActive Bystanders unitframeworksprovidean opportunity forteacherstoexplore furtherself‐ management,socialawareness,andsocial management.

NationalSafeSchoolsFramework

TheNationalSafeSchoolsFrameworkprovidesavisionandasetof

guidingprinciplesforsafe,supportiveandrespectfulschoolcommunitiesthatpromotestudentwellbeing.TheActive Bystanderslessonslinkwiththefollowingelementsinparticular:

  • Element2:Asupportiveandconnectedschoolculture
  • Element6:Engagement,skilldevelopmentandsafeschoolcurriculum
  • Element7:Afocusonstudentwellbeingandstudentownership

AbouttheNationalDayofActionagainstBullyingandViolence

TheannualNationalDayofActionagainstBullyingandViolenceoccursonthethirdFridayinMarcheachyear.

TheNationalDayofActionisanopportunityforstudents,teachers,parentsandthewholecommunitytotakeastandtogetheragainstbullyingandviolence.Thisannualdayprovidesafocusforschoolswhowanttosay,‘Bullying.NoWay!’andtostrengthentheireverydaymessagesthatbullyingandviolenceatschoolarenotokayatanytime.

TheannualNationalDayofActionisorganisedbyallAustralianeducationauthoritiesthroughtheSafeandSupportiveSchoolCommunitiesProject.

ThefirstNationalDayofActionwason18March2011andisaninitiativeofallAustralianEducationMinisters.

Invitationtoprovidefeedback

TeachersarewelcometoemailBullying.NoWay!withyourfeedbackorwithideasabouthowyouimplementedthelessonandhowithaswasreceivedbyyourclass.

EmailBullying.NoWay!

References

Australiancurriculum‐ General capabilities

Bullying.No Way!

Cam,P.(1995). ThinkingTogether: PhilosophicalInquiryfor the Classroom. Sydney: HaleIremonger.

Cam,P.(2006). 20 ThinkingTools: Collaborative Inquiryforthe Classroom. Camberwell,Vic:ACER Press.

Cam,P.,Fynes‐Clinton, L., Harrison, K.,Hinton, L., Scholl, R., & Vaseo,S., (2007.) Philosophy with Young Children –A Classroom Handbook. ACSA, DeakinWest, ACT.

NationalSafe SchoolsFramework

StudentWelfare directorate,NSW Department of Education Training (2008). Anti‐bullying how to encourage your childto be an effective bystander:a guide for parentsand carers.

Twemlow, S.W., Fonagy, P,Sacco,F.C.(2004). The roleof the bystander in the social architecture of bullyingand violence in schools and communities. Annalsof theNewYorkAcademyofSciences, Vol 1036,215‐32.

QuickView

Yearlevel / Active Bystanders
lesson
One50minutes lesson with a 10‐15 minutepost lesson activity / Structure
Each lessonhas 3 activities andaPost lesson activity in which students createa Takea Stand Together image / Focusquestions / Resources
Downloadablefrom the Active bystanders page / ProposedUnit
focus
Provided as a frameworkto suggest possible extensions / Keyquestionto
exploreintheUnit
Early
Primary / FocusArea:
SelfawarenessSocialcompetency:WorkingtogetherInnerstrength Beinganactive,safebystander / Orientation:Wholeofclass
dramagamesDeveloping:Sculptureactivitytokinaestheticallyexploreinnerandouterstrength
Reflection:ActiveBystanders;whatdoesthismean?Whyisthetheme
‘TakeaStandTogether’important? / Whatisstrength?
Whatisinnerstrength?HowcanIbestrongwhenIseeabullyingsituation?Whatisabystander? Whoisabystander? WhatisanactivebystanderandwhyshouldIbeone?
HowcanIbeanactivesafebystander? / Definitionofbullyingand
bystanderBlankProfile
Profile:ActiveBystanders / Findingmystrength / Whatisstrength?Whatis
strengthontheoutside?Whatisstrengthontheinside?Whenhaveyoubeenstrong?HowcanIbestronginabullyingsituation?
Upper
Primary / FocusArea:
Selfawareness
Socialcompetency:workingtogetherInvestigatingtheroleoftheactivesafebystanderAppreciatingthevalueofactivebystanders. / Orientation:Wholeofclass
dramagames
Developing:ExplorationofTheAccidentalBystandersscript
Reflection:Active
Bystanders:Whatdoesthismean?Whyisthetheme‘TakeaStandTogether’important? / Whendoesdisagreeing
withsomeonebecome
bullying?Whatisabystander?Whenisit okaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeanactiveandsafebystander? / Definitionofbullyingand
bystanders
ScriptandrolecardsforTheAccidentalBystandersProfile:ActiveBystanders / Findingyourvoice / WhenshouldIspeakup?
Haveyoueverlostyour
voice?Whymightyouloseyourvoice?Whenisitimportanttospeakup?HowIcanbeanactiveandsafebystander?
Yearlevel / Active Bystanders
lesson
One50minutes lesson with a 10‐15 minutepost lesson activity / Structure
Each lessonhas 3 activities andaPost lesson activity in which students createa Takea Stand Together image / Focusquestions / Resources
Downloadablefrom the Active bystanders page / ProposedUnit
focus
Provided as a frameworkto suggest possible extensions / Keyquestionto
exploreintheUnit
LowerSecondary / FocusArea:SelfawarenessExploringthe
definitionofbullying
InvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders. / Orientation:Wholeofclassdramagames Developing:ExplorationofTheAccidentalBystandersscript.
Reflection:ActiveBystanders:Whatdoesthis
mean?Whyisthetheme‘TakeaStandTogether’important? / Whendoesdisagreeingwithsomeonebecomebullying?Whatisabystander?Whenisit okaytostanduptosomeonebullying?Whatisanactivebystander?Whybeanactivebystander?Howcanyoubeasafeandactivebystander? / Definitionofbullyingandbystander
ScriptandrolecardsforTheAccidentalBystanders
Profile:ActiveBystanders / Findingoutyouaredifferent / Whatdoesitfeelliketobetheoddoneout?Have youeverbeenthenewpersoninagroup?Whyarewesometimesscaredofpeoplewhoaredifferent?Arewealldifferent?Howdoweincludeothers?HowcanIrespondasanactiveandbystanderinbullying?
Senior
secondary / FocusArea:
SelfawarenessSocialcompetency:
workingtogetherExploringthedefinitionofbullyingandcyberbullyingInvestigatingtheroleoftheactivebystanderAppreciatingthevalueofactivebystanders. / Orientation:Wholeofclass
dramagames
Developing:Drama
Sculpture/HotseattoinvestigatecyberbullyingReflection:ActiveBystanders:Whatdoesthismean?
Whyisthetheme‘TakeaStandTogether’important? / Whatisabystander?
Whatisbullying?Whocanbeabystander?When
shouldIspeakupinabullyingsituation?WhatisanactivebystanderandwhyshouldIbeone?Howisface‐to‐facebullyingdifferentfromcyberbullying?HowcanIbeanactivebystanderonline? / Definitionofbullyingand
bystanders
Profile:ActiveBystanders / Findingempathy / HowcanIgivesupport?
HowcanIbesupportive?WhenshouldIbe
concernedforothers?HowcanInurturethepositive?HowcanIsupportvulnerablestudents?Whybekind?Whatisempathy?Whyareactivebystandersimportant?