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© Jason Smith, 2015
1
Bullying Resources Package
© Jason Smith, 2015
2
Human Society and its Environment (HSIE) – NSW syllabus
Stage 2 (Year 4)
What can I do to stop bullying?
Social Systems and Structures education
Roles, Rights and Responsibilities SSS2.8
Investigates rights, responsibilities and decision-making processes in the school and
community and demonstrates how participation can contribute to the quality of their school
and community life (Board of Studies NSW [BoSNSW], 2006a).
Learning goals
The children will be able to:
Explain why all people have the right to a safe and supportive school community;
Articulate specific actions children can take against bullying behaviour;
Participate in democratic decision-making processes;
Assert their views to benefit the school community.
Teaching goals
To engage the children in an important school issue, and provide them with the
opportunity to construct positive strategies for dealing with bullying behaviour.
Children will create motivational presentations based on their research and ideas. In
doing so the children will develop collaborative skills as they consider other people’s
views and make decisions democratically.
Introduction
Children have the right to a safe school community, and a responsibility to stand up for
themselves and other students in the face of bullying and other discriminatory behaviour. On
1 December 1955, Rosa Parks was arrested for refusing to give up her seat on a bus in the
United States city of Montgomery (United States Library of Congress, n.d.). Her ‘crime’ was
the colour of her skin. Her action that day led to a city-wide bus boycott, civil rights marches
across the United States, and eventually the abolition of the bus segregation law. One
person, standing up for her rights, changed the world. This historic event is the inspiration for
a Stage 2 (Year 4) unit of work called What can I do to stop bullying?
© Jason Smith, 2015
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Rationale
Schools have an obligation to instil in children the values of fairness and equality (Ministerial
Council on Education, Employment, Training and Youth Affairs, 2008, p. 5). That objective is
the basis for this unit of work. It is aligned to the NSW Human Society and its Environment
(HSIE) syllabus for Social Systems and Structures. Specifically it meets outcome SSS 2.8 as
children explore their rights, and how their actions contribute to a quality school environment.
Resource 1
Text
Super Emma (Warner, 2006) is a fiction text about
Year 3 girl Emma, who stands up for her friend who’s
being harassed by the class bully, Jared. When she
then becomes the bully’s next victim, she must
decide what to do.
Rationale
This engaging story satisfies the teaching and
learning goals because it helps children see the
benefits of standing up for friends, and standing up to
bullies. It demonstrates people’s rights, and how
participation can improve communities. The resource
links with academic theory by being relevant to children’s daily lives at school, and providing
a genuine opportunity to take action (Reynolds, 2011, p. 34)
Resource 2
Web link
https://youtu.be/v8A9gvb5Fh0
Rationale
This short video focuses on Rosa Parks
and how one decision she made in 1955 made sweeping social changes, and helped
© Jason Smith, 2015
4
overturn discriminatory practices. The theme is about rights and participation for a fairer
society, and so aligns with the teaching and learning goals. As such, the video stimulates
higher cognitive and affective processes in line with academic theory (Reynolds, 2011, p. 34)
Resource 3
Related organisational resource
http://bullyingnoway.gov.au/
Rationale
The Bullying No Way website has
been created by the Federal and all
State and Territory Governments. It
contains age-specific bullying
information for students, anti-bullying
resources, fact sheets and streaming
videos.
The resource meets the teaching and
learning goals because children explore how their actions against bullying can support their
right to be safe. Children utilise the “six big information processing skills” (Reynolds, 2011, p.
97) and work collaboratively to evaluate the content (Reynolds, 2011, p. 108).
Resource 4
Student Learning Activity
Phase 1 – Focus: What can I do to stop bullying?
Phase 2 – Identification: The students work in groups of four (consider diversity and ability
levels). They each read the text, Super Emma (Resource 1) over one week, and then review
the video, Rosa Parks – Mini Bio (Resource 2).
Phase 3 – Analysis and organisation: Children work in their groups to investigate and
evaluate the various resources from the Federal and State and Territory Governments for
© Jason Smith, 2015
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combatting the problem of bullying in schools (Resource 3). The synthesis of this evidence
guides and influences the children in their Student Learning Activity (Resource 4).
Phase 4 – Action: Each group produces a presentation to motivate the school community to
take specific action against bullying. Group members must democratically select one of the
following presentation formats: Infographic; podcast; video; or narrated Prezi. All completed
works will be uploaded to the class weebly and school website (subject to parental
permission).
Phase 5 – Reflection: Students – in their groups and as a whole class – review the success
of their collaborative work efforts, and their final presentations. Constructive points for
improvement are discussed and documented.
Rationale
The teaching and learning goals are met by the children working together to construct their
own answers to the focus question, and to formulate a presentation that makes a
contribution to the school community. The learning activity addresses Bloom’s Taxonomy’s
higher order thinking of evaluation and creativity (Reynolds, 2011, p. 102). Further it ensures
the children maintain the locus of control (Reynolds, 2011, p. 16) and engages reflective
practices (Reynolds, 2011, p. 110).
Extension
Groups can re-form later and amend their presentations in preparation for a future ‘Call to
Action’ address to the whole school assembly. There is also an opportunity for the children
to apply their understanding of rights and contribution to other areas of school and
community life. Importantly this unit prepares students for Stage 3 learning which includes
democratic representation and social justice.
ICT
Digital technologies have been considered and included in this unit of work. These include
internet-based resources, and digital formats for the preparation and transmission of the
children’s presentations.
© Jason Smith, 2015
6
Other learning areas
ENGLISH (BoSNSW, 2012)
EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently
read, view and comprehend a range of texts on increasingly challenging topics in
different media and technologies
EN2-7B: identifies and uses language forms and features in their own writing
appropriate to a range of purposes, audiences and contexts
PDHPE (BoSNSW, 2007)
SLS-2.13: discusses how safe practices promote personal wellbeing
INS-2.3: makes positive contributions in group activities
© Jason Smith, 2015
7
Human Society and its Environment (HSIE) – NSW syllabus
Stage 2 (Year 4)
Should the Berowra District Hall be protected from demolition?
Environment education
Patterns of place and location ENS 2.5
Describes places in the local area and other parts of Australia and explains their
significance.
Elaboration: “names and locates natural, built and heritage features in their local area and
evaluates their significance” (BoSNSW], 2006a)
Learning goals
The children will be able to:
Explain that buildings are erected for a purpose, and how those purposes can
change over time;
Describe how the demolition of buildings can impact the community;
Apply inquiry skills to determine the significance of a local building;
Present inquiry findings to an authentic audience.
Teaching goals
To introduce children to the notion that sustainability applies to the built environment,
just as it applies to nature. This is achieved through an engaging series of activities
focused on a well-known local hall, thereby making the unit relevant and meaningful
to the children (Reynolds, 2011, p. 199). Students will strengthen their inquiry skills
and begin to understand sustainable development principles.
© Jason Smith, 2015
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Introduction
Important local buildings can add a sense of community to a suburb. The demand for more
housing, however, can put some of those buildings at risk. In the 1970s a building union, led
by Jack Mundey, banned the demolition of significant homes in The Rocks area of Sydney
(CFMEU, 2011). This action, based on the joint desire to protect the built environment and
maintain a community, saved the area from mass demolition. This unit of work for a Stage 2
(Year 4) class stimulates children’s critical thinking skills as they evaluate an important local
building. They answer the question Should the Berowra District Hall be protected from
demolition?
Rationale
Environment education begins with local knowledge and experience (BoSNSW, 2006a, p. 9).
This unit of work adheres to that principle by addressing the broader issue of
overdevelopment through the study of a local hall. Further, it satisfies a key rationale within
the NSW HSIE syllabus (BoSNSW, 2006a, p. 7). It meets outcome ENS 2.5 as the children
are empowered to explore and explain the importance of a local building.
Resource 1
Text
Demolished Houses of Sydney (Hughes, 1999) is
a non-fiction text. It shows, through hundreds of
compelling photographs, the effect that
widespread demolition of houses and other
buildings can have on local areas. One section of
the book covers the part of Sydney in which the
children live.
Rationale
Use of this book will focus on the photographs. A whole class “grand conversation”
(Tompkins, Campbell, Green & Smith, 2015, p. 401) will stimulate children’s thoughts,
feelings and values about the need to manage the built environment carefully. Discussion
© Jason Smith, 2015
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would be regularly directed back to the local area, helping children make important links to
their existing knowledge (Reynolds, 2011, p. 192).
Resource 2
Web link
https://youtu.be/Tug7x1EDHjA
Rationale
Jack Mundey is arrested for trying to stop the demolition of local homes in The Rocks in
1971 (Sydney Harbour Foreshore Authority, 2012). The brief video helps children see how
development can have negative impacts on a community. It aligns with the learning and
teaching goals by raising children’s awareness about sustainable development. It aligns with
academic theory by serving as an introduction to the four principles (conservation; peace
and equity; appropriate development; democracy) of sustainable development (Reynolds,
2011, p. 193).
Resource 3
Related organisational resource
http://sydneylivingmuseums.com.au/homes
Rationale
This resource is managed by the Historic Houses Trust of NSW. The ‘Related Stories’ tab
extends children’s thinking about sustainable development and preservation. This resource
supports the learning and teaching goals because children explore why a diversity of homes
and buildings has been given protection from demolition.
The process supports an “inductive thinking” approach (Reynolds, 2011, p. 96) by inviting
children to list and categorise the varied reasons why homes and buildings are identified as
significant. They can then apply that thinking to the Berowra District Hall.
(Pearce, 2012)
© Jason Smith, 2015
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Resource 4
Student Learning Activity
Phase 1 – Focus: Should the Berowra District Hall be protected from demolition?
Phase 2 – Identification: Whole class discussion about the photographs of demolished
homes in the chosen text (Resource 1) (Hughes, 1999). Discussion is related to the Berowra
District Hall and the children’s knowledge and understanding. Background information then
introduces the Jack Mundey video (Resource 2).
Phase 3 – Analysis and organisation: Children work in groups of six, ensuring a mix of ability
levels, to explore the educational
information (Resource 3).
Collaboration is essential for the
groups to draw conclusions.
Evaluation is supplemented by a
visit to Berowra District Hall where
NSW Government architect Matthew
Devine guides children in relating
their research to the building.
Phase 4 – Action: Children, in their groups, use their information to write scripts for a mock
TV news program announcing their inquiry findings. Each group designs and decorates an
appropriate backdrop for the program, and records the video using teacher scaffolds.
Completed videos are uploaded to the class blog (subject to parental permission).
Phase 5 – Reflection: Teacher leads a Socratic Circle (Reynolds, 2011, p. 100) for children
to evaluate their own and others’ work, and to consider points for future improvements.
Rationale
This activity addresses the learning and teaching goals by engaging the children in a
meaningful and relevant inquiry into a local issue (Reynolds, 2011, p. 198). It is based on
academic theory by taking the form of an inquiry, encouraging the expression of the
children’s thoughts and feelings, and resulting in an authentic application of their knowledge.
(Museum of Berowra, 2015)
© Jason Smith, 2015
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Further, the activity supports critical and creative thinking (Reynolds, 2011, p. 99) and
concludes with a circle discussion for class reflection.
Extension
The nature of this unit provides motivation for students to think deeply about local
environmental issues, and to consider how their new knowledge might apply in different
parts of their lives and community (Reynolds, 2011, p. 206). It dovetails with ENS 2.6
relating to responsible environmental action (BoSNSW, 2006a, p.54). It is also good
grounding for ENS 3.6 in Stage 3.
ICT
The children have numerous opportunities to use digital technologies in this unit. Phase 3
requires the review of internet-based materials, and in Phase 4 the production of a digital
video recording.
Other learning areas
ENGLISH (BoSNSW, 2012)
EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently
read, view and comprehend a range of texts on increasingly challenging topics in
different media and technologies
EN2-7B: identifies and uses language forms and features in their own writing
appropriate to a range of purposes, audiences and contexts
CREATIVE ARTS (BoSNSW, 2006b)
VAS-2.3: acknowledges that artists make artworks for different reasons and that
various interpretations are possible
(Word count = 2165)
© Jason Smith, 2015
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References
Bio (2010, January 26). Rosa Parks – Mini bio [video file]. Retrieved from
https://youtu.be/v8A9gvb5Fh0
Board of Studies NSW (2006a). Human society and its environment K-6: Syllabus. Retrieved
from http://www.boardofstudies.nsw.edu.au/k-6/
Board of Studies NSW (2006b). Creative arts K-6 syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/creative-arts
Board of Studies NSW (2007). Personal development, health and physical education K-6:
Syllabus. Retrieved from http://www.boardofstudies.nsw.edu.au/k-6/
Board of Studies NSW (2012). English K-10: Syllabus. Retrieved from
http://www.boardofstudies.nsw.edu.au/k-6/
Bullying No Way (2015). News and resources. Retrieved from http://bullyingnoway.gov.au/
CFMEU (2011). We saved this city: Construction workers mark 40th anniversary of first green
ban. Retrieved from http://www.cfmeu.asn.au/news/construction-workers-saved-our-
heritage
Historic Houses Trust of NSW (2015). Home and architecture [online resources]. Retrieved
from http://sydneylivingmuseums.com.au/homes
Hughes, J. (1999). Demolished houses of Sydney. Glebe, NSW: Historic Houses Trust of
NSW.
Ministerial Council on Education, Employment, Training and Youth Affairs (2008).
Melbourne declaration on educational goals for young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educat
ional_Goals_for_Young_Australians.pdf
Museum of Berowra (2015). Old Berowra school [photograph]. Retrieved from
https://berowramuseum.files.wordpress.com/2012/06/headline-image.jpg
© Jason Smith, 2015
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Pearce, R. (2012). Jack Mundey arrested [photograph]. Retrieved from
http://www.smh.com.au/environment/conservation/newsmaker-green-bans-
20120330-1w372.html
Reynolds, R. (2011). Teaching history, geography and SOSE in the primary school. (2nd ed.).
Melbourne, VIC: Oxford University Press.
Sydney Harbour Foreshore Authority (2012, March 28). Jack Mundey and the victory – Part
3 of 3 [video file]. Retrieved from https://youtu.be/Tug7x1EDHjA
Tompkins, G., Campbell, R., Green, D., and Smith, C. (2015). Literacy for the 21st century: A
balanced approach (2nd ed.). Melbourne, VIC: Pearson Australia
United States Library of Congress (n.d.). Rosa Parks Was Arrested for Civil
Disobedience December 1, 1955. Retrieved from
http://www.americaslibrary.gov/jb/modern/jb_modern_parks_1.html
Warner, S. (2006). Super Emma. New York, USA: Viking Books