(PDF) Key Stage 1, PDMU, Sarah and The Whammi - Unit 2 · 7 Unit 2 Sarah and the Whammi Task 2.3 Making Excuses The task helps the children develop empathy for victims of bullying

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Unit 2 Sarah and the Whammi

Unit 2

Bullying

Section 1: Starting Out ............................................................ 4-7Task 2.1 Sarah’s diary ............................................................................................4Media clip 2.1 Sarah and David walking to the bus ................... 5Task 2.2 A picture of David .............................................................................6Task 2.3 Making excuses ...................................................................................7

Section 2: Moving On .............................................................8-10Media clip 2.2 Sarah using the magic eye trick ............................ 8Task 2.4 Understanding David ....................................................................9Task 2.5 Why people bully ...........................................................................10

Section 3: Going Further ..................................................11-12Task 2.6 The fight ..................................................................................................11Media clip 2.3 The fight in the playground .................................. 12Task 2.7 Fair and unfair ....................................................................................12

Section 4: Exploring Deeper .........................................13-15Task 2.8 Beat the monsters ..........................................................................13Media clip 2.4 Sarah going to mrs. Craig ....................................... 14Task 2.9 Finding friends ..................................................................................15

BullyingUnit TwoLearning Intention:Discuss and understand what bullying is.Recognise the benefits of managing problems/conflicts peacefully.

Thinking, Problem-Solving and Decision-Making• Besystematicandworkthroughthestagesinatask.• Explaintheirmethodsandopinionsandreasonsfortheirchoicesandactions.

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This unit deals with Sarah’s encounters with the real world, which begin at her front door. It is a different reality from the one she experiences at home. Whether she likes it or not, other people and other children, impinge on her life in lots of different ways and cause her to re-evaluate her place in the world.This re-evaluation is a necessary part of the adjustment process every child will have to undergo if they are to have a happy and fulfilled childhood. It requires constant re-adjustment because circumstances are constantly shifting, people change and relationships become more complex.

Alongside the joy and wonder of new experiences, (it is important to stress the positive aspects of growing independence) there is the downside – the fear and insecurity of being thrust into an unknown and possibly hostile environment. Most children will experience, or at least witness, bullying behaviour. It will take many forms, from name-calling to outright persecution. No bullying behaviour is harmless. It is always damaging for the children who experience it and will distort and disable their ability to adjust.

We know that some children are more prone to exhibiting bullying behaviour than others, just as some children are more inclined to attract such treatment. While it is tempting to classify children into three different groups – bullies, victims and bystanders – it is important that we don’t apply fixed labels to individuals and even more important that children do not adopt the roles such labels imply. Bullying is behaviour. Victimhood can result in certain forms of behaviour. Neither types of behaviour are necessarily part of any child’s nature. And behaviour can change. The bully can change his/her behaviour and the victim can become stronger with help.

In Sarah and the Whammi, empathy is the key to understanding and action. Because she has experienced bullying herself, Sarah can more readily empathise with David’s feelings and can understand the misery, loneliness and alienation that he habitually experiences. Ultimately it provokes her to intervene on his behalf by telling an adult about the situation. Children must be confident that adults, parents and teachers will intervene, protect and provide support in all cases of bullying.

BullyingUnit Two

Background

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Learning Intentions:We will be able to better understand our feelings.•We will be able to recognise bullying behaviour in its many forms.•We will learn more about challenging bullying behaviour.•

Success Criteria:We will keep a diary to help us understand our feelings.•We will act out and then make a glossary of behaviours associated with •bullying and also behaviours that challenge it.

Links to Living.Learning.Together.

Blue Unit

LEARNING ACTIVITY Background Notes

WHAT TO DO

Task 2.1Sarah’s Diary

This task is designed to encourage empathy for Sarah. Mark and Paul are bigger and older than Sarah. They try to intimidate her by preventing her from moving away, calling her David’s “girlfriend” and taunting her that her father is a nurse.

Yet, Sarah is only the incidental recipient of their cruelty. Their attack on Sarah is a thinly disguised humiliation of David. She is only “fair game” because she is with David. The boys are driving the point home to David that, not only is he “freaky”, everything or everyone he touches is equally “freaky.”

Invite the children to drag and drop the words to complete the sentences in •Sarah’s scrap book.

Discuss why Sarah is angry. Organise the class into small groups. Have each •group look at Sarah’s anger from a different perspective, for example: - Group 1 – angry at her father; - Group 2 – angry at her mother; - Group 3 – angry at David; and - Group 4 – angry at Mark and Paul.

Ask the class who they think Sarah should be angry with. •

Next, ask them to consider if they ever take their anger out on those who don’t •deserve it.

Use the following question to initiate a class discussion: When does Sarah forget her anger and replace it with sympathy for David?

Extension ActivityTalk about how keeping a diary can help us to deal with strong feelings and understand why we feel/felt that way. When we read the diary later, we can try to understand where the emotions came from, what triggered them and what the response could be in future.

Have the children complete their own diary entry for a time when they felt •strong emotions.

Section 1Starting Out

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Media Clip 2.1Sarah And David Walking To The Bus

Sarah seeks the safest passage for herself and recognises that David does not represent safety. She fully understands that she is contaminated by David’s alienation and therefore will be made to share his victimhood. Her initial reaction is one of anger at:- what she sees as her mother’s

abandonment; - David for sticking so responsibly

to his duty to protect her; and - her father for being a nurse.

Sarah might have little anger left for Mark and Paul who did the actual bullying. Her anger is a healthy response to an unfair event.

David accepts a lower status and is passive in the face of insult and humiliation. He has given up on attempts to form friendships, feels isolated from his peers, sits by himself on the bus and thus reinforces, and in fact shares, the perception of himself as “freaky”. He is stirred out of his self-contempt by his instinct to protect Sarah. His attempt to do so requires enormous courage on his part because he deliberately draws attention to himself. This sacrifice restores his self-worth and brings about an improvement in his situation. It also represents a challenge to Mark and Paul. David’s behaviour is unexpected. It unnerves them and momentarily shakes their confidence so that they run off.

It is a psychological truism that bullying is a form of cowardice and the exercise of power over someone perceived as weak and defenceless.

Use circle time to discuss the different ways people can bully or be bullied.•

Encouragethechildrentotalkaboutanyincidentswheretheyfeltpickedon•because of who they are friends with/sit beside/talk to. Have them use the following sentence stem to talk about their experiences: A time I’ve been picked on was…

Talk about how and why David now believes that he is “freaky.”•

Invite the children to complete the sentence stem: I feel sad in the playground •when…

Find out if the children are aware of the courage that David showed.•

Extension ActivitiesLabel three areas of the room with the words yes, no and don’t know.•

Invite the children to move to the area of their choice in response to the •following questions:

Is it bullying if someone… •- in class makes fun of the way someone else looks/speaks? - is a bit rough at sport? - gets called a name in class? - is always being left out? - ignores someone asking a question? - doesn’t share their colouring pencils? - asks you to do something you don’t want to do? - laughs at someone else being made fun of? - walks on when they see someone they don’t like being called hurtful names?

Work together as a class to draw up a friendship charter.•

Find out about ways of working towards win-win solutions (see Blue Unit in •Living.Learning.Together.) or access the free resources on the Save The Children website at www.savethechildren.org.uk/en/154.htm

Sing the song• I am Special Too (to the tune of Frere Jacque) You can access this on the NI Anti Bullying forum at www.niabf.org.uk I am special, I am special If you look, you will see Someone very special, Someone very special, Yes that’s you, yes that’s me.

Other useful websites include: •www.luckyduck.co.uk www.antibullying.net www.childline.org.uk www.nspcc.org.uk and www.niccy.org

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Task 2.2A Picture of David

This task helps the children to understand David better. It also raises the following questions:- Why is David a victim of bullying? - Does he deserve the treatment

he gets?- Is he bothered about what

people say?

Have the children choose the correct phrases to build up a picture of David.Use a • community of enquiry approach to generate views on David.

Allow the children to use a software package such as Painter 2 to draw a picture •of David. Have them transfer their picture to Writer and write a sentence about him.

Extension ActivityHave everyone in the class use mirrors to observe each others features, for •example hair, eye colour, skin tone and who wears glasses. Include both children and staff in this activity.

Observe, talk about and sort pictures of different homes or sports. Remind the •children that we are all different and that we all have similarities too. We all need a place to belong to, people to love and people to love us.

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Task 2.3 Making Excuses

The task helps the children develop empathy for victims of bullying and see bullying behaviour as something they would be ashamed of doing.

Our definition of bullying is: the wilful mistreatment of people perceived to be vulnerable, weak or defenceless. Mistreatment can take many forms. It can be silent, sly or merely attitudinal, for example ignoring someone can be wilful mistreatment. We will be looking at other forms of bullying later on. However at this point, it is the threatening behaviour of Mark and Paul that the children must analyse.

Have the children choose the best reply to Mark and Paul’s excuses for bullying. •

Talk about excuses in general.•

Discuss very exaggerated/ridiculous excuses we might make to get us out of •trouble or to cover up a bad choice of behaviour.

Set homework to write five excuses for not completing your homework.•

Extension ActivitiesOrganise the class into four groups. Assign one type of bullying to each group: •physical, emotional, verbal or non-verbal.

Ask each group to research their form of bullying and find examples of this •using pictures, words and symbols.

Invite groups to report their findings to the rest of the class.•

Check on the children’s understanding of what bullying is. Invite them to close •their eyes. Call out statements about bullying and ask them to indicate if they agree or disagree by pointing their thumbs up or thumbs down.

Organise the class into pairs. Have them complete the following sentence stem:•

- I’m the same as you because… (for example, I have brown hair) but different from you because… (for example, I have no brothers). Have the children repeat the activity but with a different partner.

Invite the children to create a glossary of words/actions/terms associated with •bullying. Invite them to act out the words/actions/terms. Freeze frame those that best explain terms such as empathy or worried and take a digital photo. Print the photos and ask the children to write about what is happening in the situation and to define the term. Laminate these and make them into a booklet. Encouragethechildrentorefertothebookletwhentheyneedremindingabout the meaning of a bullying term.

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Learning Intentions:We will be able to understand situations from different people’s perspective.•

Success Criteria:We will look at bullying from the perspective of the victim, the bully and the •onlooker.We will practise empathy by putting ourselves in another person’s place.•We will challenge stereotypes.•


Blue Unit


DETAILS OF WHAT TO DO

Media Clip 2.2Sarah Using The Magic Eye Trick

At the beginning of this clip, Sarah’s thinking is focused on her own situation. She is relieved by the comforting presence of Laura who commiserates with her. It is only when Laura joins in the general dismissal of David Harris as “freaky” that Sarah’s sense of fairness comes into play. She defends David and questions, for the first time, her own assumption that “big boys don’t care” if they are bullied. Using her magic eye trick, she realises how unhappy and lonely David must feel and that he is just as hurt by Mark and Paul as she was herself. She begins to appreciate how brave David has been in his attempt to protect her from bullying and ridicule. This is really the first time that Sarah shows genuine awareness and concern for anybody’s feelings other than her own. It is a major turning point in her development.

After viewing the clip, talk about: •- what a good friend is; - what we look for in a good friend; and - how to be a good friend.

If appropriate, review the friendship charter completed in Section 1. Add to it •or amend as necessary.

Extension ActivityDraw three circles on the playground. Label each one either yes, no or maybe.

Read out the statements and ask the children to put one foot in the circle that •best represents their response.

A good friend is someone who: •- knows that we are all different; - is very popular; - notices the feelings of others; - stands up for you when you are being treated unfairly; - wants to please you all the time; - knows how important it is to be honest even if it makes them unpopular; - likes to tell their friends what to do; - includes everyone; and - sticks up for you no matter what you do.

Section 2Moving On

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Task 2.4 Understanding David

The questions or statements in this task are designed to get the children to think about David’s life and imagine how they would feel if they were in his shoes.

The magic eye trick is simply a metaphor for empathy. Having empathy, or being able to exercise it in a deliberate fashion, is the key to the other activities in this unit. It is at the root of emotional intelligence. It is difficult to get children to associate openly with victims around them, simply because they don’t want to share the victim’s emotions of isolation and alienation.

The statements in this task challenge the children to think seriously about their behaviour and reactions. They also make the children aware of the possibility that they are empowered to intervene and help.

Invite the children to use their empathy to work out which of the statements is •correct.

Talk about peer group pressure. •

Point out real examples of peer group pressure and empathy as and when they •happen in class.

Ask the children: •- What can we learn about good friendship? - Was David/Laura/Sarah a good friend?

Extension ActivitiesFocus the entire school on the theme of bullying for one week. Have each class work on different elements. For example, ask one class to devise strategies that could be used by the children to help themselves and others. Ask another class to create posters with advice on how to ward off bullying behaviour.

Draw a wheel with three connected circles. Label each circle with the words •self, others and the wider community (school). Ask the children to write in each circle and describe how they would respond to bullying in each instance, for example: - I will be brave and stand up to the bully (self ); - I will use empathy to imagine how others feel (others); and - I will tell a bully buster (school).

Inform the children of a bullying type incident that may have occurred in •school. Ask the class to think what it looks like from the perspective of the bully, the victim and the bystander (see Other People’s Views Active Learning and Teaching Methods for KS1 and KS2, page 55, from the Curriculum Support and Implementation Box).

Logon to • www.welltown.gov.uk and have the children take part in some of the interactive activities.

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Task 2.5 Why People Bully

This activity is about peer group pressure. Children need to use their empathy to understand what is going on. The scoring system directs them towards particular insights even though they might not initially choose them.

It’s worth repeating this exercise and through discussion, identifying the reasons why people so readily join in when someone is being victimised. It might seem odd to use empathy to understand bullying behaviour, but it is important that children realise that anyone can be a bully. Everyoneiscapableofbullyingbehaviour.

It is also important that the children come to regard bullying as the behaviour of the weak and cowardly.

Have the children click on a, b or c to read what the bully might be thinking. •Only one of the answers in each group shows real insight into the motivation of each boy. The children must use their empathy to choose an answer.

Extension Activities

As a class, talk about what a bully looks like.•

Ask the children to draw a bully and write describing words around their •drawing.

Have a gallery session to examine the drawings. Draw out similarities and •differences. Challenge stereotypes by asking, for example: - Do you think all bullies wear hoodies? - Do all bullies have piercings, tattoos or spiky hair?

Talk about older brothers/cousins and what they wear. Inform the class that just •because a person dresses a certain way that doesn’t make them a bully.

Invite the children to draw a second picture to see if opinions have changed. •

Use puppets to encourage empathy. Have the puppets talk about how •- they feel when people make fun of them; - how they felt on the first day at school; and - how they feel when left out of a game.

Encouragethechildrentoaskthepuppetsquestions,forexample: •- How do you feel? - What do you do when you feel sad?

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Learning Intention:We will learn more about bullying, peer pressure and fair and unfair behaviour. •

Success Criteria:We will make our own rule book to challenge peer pressure and unfair •behaviour.


Orange UnitBlue Unit



Task 2.6 The Fight

This task involves a comprehension test. It tests whether the children understand the issues involved in being an onlooker.

It is important to distinguish between fighting and bullying behaviour. Not all fights are bullying situations, and not all aggressors are bullies. We want the children to think about their own reactions and responses when confronted with these situations.

Have the children match three statements to each of the six characters.•

Next, ask them to rank order the characters according to how much they agree •or disagree with them. The person they agree most with is first, and the person they agree least with is last.

Talk about each of the characters on the screen. Ask the children who they most empathise with.

Extension ActivityOrganise the class into small groups. Ask each group to make one choice about what they could do if faced with the same situation, for example:

- cheer during a fight; - support your friend even if the other person in the fight doesn’t have any

friends; and/or- report the fight to a teacher.Next, use a thinking frame and ask the children to discuss the pros and cons of •their choice. Talk about the consequences of these options.

Section 3Going Further

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Media Clip 2.3 The Fight In The Playground

Mr Gill deliberately misunderstands who “Freaky” is, to show Mark how it feels to be called names. He goes on to criticise the bystanders who were cheering on the fight. Mr Gill believes that fighting is not the answer and that it is against the school rules. Whilst we feel sorry for David, we cannot support the action of lashing out and using violence.

Fighting and bullying are interconnected but they are not the same thing. Mr Gill’s concern is firstly to ensure neither boy is hurt, and secondly, to examine the motives of those who were enjoying the excitement of the spectacle.

After viewing the clip, talk about why Mr Gill deliberately misunderstands who •“Freaky” is.

Ask the children if they think Mr Gill got his point across and if they think that •Mark got the message.

Extension ActivityLogon to the Save The Children website at• www.savethechildren.org.uk/en/154.htm

This website has a number of resources to explore alongside this unit. Follow •the link for Something to Say. Use the scenarios on page 48 to explore differentattitudes.Encouragethechildrento:

- work together in groups to decide what they would do in a particular situation;

- report some of their solutions back to the class; and - use the information to form the basis of an agreed class charter.

Task 2.7 Fair and Unfair

This activity empowers children to make their own decisions about what is fair and unfair, in the context of being part of a group.

All of the important decisions and statements about behaviour, friendships and peer group pressure go into a rule book, but only after being discussed and agreed by the whole class.

The class must have a sense of ownership of their rule book. It needs to be specific to each class, not just a list of general principles. You can amend the rule book (or class charter) if necessary as you progress through the rest of the activities.

Have the children sort the actions/behaviours on the list into two categories - •fair and unfair.

As a class, talk about each of the actions/behaviours. •

Ask the children if any of these have ever occurred in class or in school. •

Invite them to reflect on what part they may have played.•

Extension ActivitiesHave the children write and design a personal or class rule book.

Use role-play situations to enhance learning about how the rules will look in •practice. Freeze frame the action and ask the children what happens next. Take digital photographs of the children role-playing the rules and print them out. Attach speech bubbles with the children’s suggestions written on them. You can add these to a class mural.

Usecircletimetoempowerthechildrentoseekhelpandadvice.Encourage•them to complete the sentence stem: I need help with... Have class members respond with: Would it help if…

Commendgoodpractice.Encouragethechildrentosaywhentheyseeothers•show respect or keep the class rules

Logon to • www.primaryresources.co.uk/pshe Complete Activity 123: How do you want to be treated by others?

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Learning Intentions:We will learn more about our fears.•We will learn more about making right and wrong decisions.•

Success Criteria:We will draw and describe our monsters.•We will know ways to act responsibly and help others in difficult situations.•


Blue Unit



Task 2.8 Beat The Monsters

Sarah’s fears, the monsters that she has to overcome, are the doubts and taboos that all children have to face when they are confronted with the choice of enduring bullying behaviour or telling an adult.

Sarah’s decision is about someone else and therefore she can be more objective and slightly more confident. It would be much more difficult if she was the actual victim herself.

It’s important to create a culture in which anyone with the empathy to recognise bullying behaviour and the sense of fairness to care, can intervene on another’s behalf and tell an adult.

Have the children help Sarah get to the Principal’s office. Tell them to click on •the correct response to make the monster disappear.

Talk about monsters. Ask the children what monsters prevent them from being •the way they want to be or doing what they want. Extension Activity

Ask the children to draw a picture of their monsters.•Have them describe what prevents them from doing what they need/want to •do.

Section 4Exploring Deeper

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Media Clip 2.4 Sarah Going To Mrs Craig

In this clip, we see how Sarah’s sense of fairness helps her to overcome peer group pressure and her fears and taboos. She follows her mother’s advice and tells an adult. Children need to understand that when they see bullying behaviour, the right thing to do is to tell a responsible adult and allow them to administer justice.

If children do not see telling an adult as an option, they will be powerless and the law of the jungle will prevail.

Adults have a responsibility to act upon information and intervene with wisdom and justice.

After viewing the clip ask the children to think of positive words to describe •helping others in difficult situations.

Extension Activities Logon to • www.primaryresources.co.uk/pshePrint out a set of friendship cards. Have the children complete them. For example, they might write: - My name is…and I can be friendly to others by… - If my friend was being bullied, I could…Logon to • www.savethechildren.org.uk/en/154.htm- Go to the Something to Say section. Read the Rip, Rip story to the children

and have them complete the worksheets on pages 46, 53, 54 and 55.- Show the children the paper doll on page 46.- Read aloud the story on page 53 and tear a piece off the doll every time

she is hurt.- Ask the children how the person that the doll represents is feeling at the

beginning and end of the day.- Divide the class into five groups. Allocate one of the following areas to each group:thebusstop,PEhall,playground,lunchroomandtoilets.Giveeachgroup the appropriate worksheets from pages 54 and 55. Allow them time to carry out their investigation.

- Invite each group to report back to class.- Ask the children what they have learned about peer group pressure and the

importance of telling an adult if they see bullying. - Ask the children what monsters they might have to overcome as the victim.

You can role-play the situation with one child doing the bullying and others looking on.

Finish with an affirmation/closing exercise. See Pass the Hand Clap on page •237 of Joined Up. This is available online at www.corrymeela.org/sitepage/freeresources.aspx

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Task 2:9 Finding Friends

In this activity, the objective is to gather the right sort of friends to help. There are consequences for choosing the wrong friends.

Friendship skillsChildren learn that:

teasing is hurtful; •it is important to be honest; •andit is important to take notice of •others’ feelings.

Ask the children to gather four friends along the path in the dark forest. At each •stageofthegame,theymustmakechoices.Eachchoicewilltakethemdownadifferent path.

Extension Activity•Invite the children to practise using I statements to deliver clear messages. •For example, I felt let down when you…

Use scenarios or puppets to help them practise using the statements. •

Talk about the importance of facial expression, body language and tone of •voice in developing friendship skills.

(PDF) Key Stage 1, PDMU, Sarah and The Whammi - Unit 2 · 7 Unit 2 Sarah and the Whammi Task 2.3 Making Excuses The task helps the children develop empathy for victims of bullying

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