Page 90

Preventing bullying

The game Focus


To read and discuss a play about bullying, and identify ways bullying could be prevented by actions from the target, the associates and/ or the passive bystanders

Page 72

Teacher information • Through activities to develop appropriate knowledge, attitudes and behaviours, teachers of young students can help them to prevent bullying. The students need to:

1. Ava and Sienna picked people they wanted for a game where they sat in a circle and had to put their hand up if they agreed with what one of the girls said.

2. Ava said they should let Mia join in that day as she had a surprise for her.

r o e t s Bo r e p ok u S

– be able to identify bullying behaviours and realise that bullying is wrong

– understand that it is acceptable to report bullying—whether they are the target, associate or bystander

– know they will be listened to and action taken when they report bullying

– empathise with targets and understand more about bullying through discussions and role-plays

– have strategies to employ when being bullied; e.g. things they can do or say

– accept they have a role in supporting targets in preventing bullying, and

– help to resolve conflicts that could lead to bullying.

3. Mia was allowed to play the game and was happy. Ava got Sienna and the other children not to put their hand up if they liked Mia, which meant she had to leave the game.

4. Mia was upset and had tears in her eyes.

5. Ava and Sienna were pleased with what they made happen.

6. Answers should indicate they would do it again because they liked the reaction they got from Mia and the other children.

Page 73

1. (a) (b) (e) (f)

2. Teacher check

Supporting activity

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Teac he r

• Students take turns role-playing different characters in the script. Before the role-play, talk about how each character would be feeling. Role-play some of the endings the students make up for Question 2 on page 73.

• Refer to pages x-xii for further information.

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• The scenario on page 71 includes the characters of Ava and Sienna, who are displaying bullying behaviours; Mia, who becomes their target; bystanders who are joining in by laughing; and bystanders, who are either playing the game but don’t laugh at Mia or are just watching. This short play provides opportunities for the students to identify the different people who can be involved in bullying situations and what part each can play in preventing bullying. Read the play with the students and help them to identify the characters. (Use the illustration to assist.) Pages 72 to 73 would best be completed after the students have developed some background knowledge from previous sections. Discussing the text

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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•


o c . che e r o t r s super

• Who are the characters in this play? (Ava, Sienna, Mia, children playing game, children watching) • Briefly describe what happened through:

– Ava’s point of view – Mia’s point of view

– Sienna’s point of view

(Guide the children in their discussion to identify that Ava and Sienna enjoyed intentionally planning to hurt Mia’s feelings.)

• What did different children playing the game do to Mia? (Some laughed with the bullies, some watched her and kept quiet) • Do you think it is a good game? Why/Why not? (Guide the discussion so students identify the girls are pressuring or manipulating the others to follow their lead, so these children are assisting in the bullying, especially those who laughed.) • What would you have done if you were Mia? If you were playing the game? Watching? (Guide the discussion so the children give some of the answers in Question 1 on page 73.)


Bullying in a cyber world - R.I.C. Publications®

Bullying in a Cyber World: Ages 6-8  
Bullying in a Cyber World: Ages 6-8  

The blackline masters cover the following: What is bullying?, Forms of bullying, Cyberbullying, Targets of bullying, Effects of bullying, Wh...