Say no to bullying

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After discussion, create and display a ‘class agreement’ (or add to your existingclass charter) to encourage the behaviours that make the class a safe andpleasant place for everyone to be. This should include ‘telling’ on bullying.Do The safe school challenge from the Theme overview.Geography follow-upHave the children make a map or three-dimensional model of their classroom andplayground to show safe and pleasant areas and less safe, less pleasant areas.They should discuss what their criteria are for deciding on the quality of the areas,for example, areas where you may be pushed; areas where there is adequatespace and so on.Mathematics follow-upObjectiveTo handle data: solving a given problem by collecting, sorting and organisinginformation in simple waysAsk the children how they can find out if bullying is something that happens intheir class or group. Collect information quickly, for example by asking them totake a red cube if they have ever been bullied in their class/group, and a greencube if they haven’t. Represent the information by having the children place theircube on the correct tower.Discuss what the towers show, using appropriate mathematical language.Emphasise again the importance of ‘telling’ if any child is feeling bullied at themoment.Questions for reflection and enquiry• Can people be good and kind all of the time?• Can people be cruel by mistake?• How do we know if someone is good?Ongoing activitiesBuild a pictorial wall of celebration to which ‘bricks’ can be added, celebratingchildren’s kindness and efforts to include others.Keep an eye open for children who seem unhappy or who are reluctant to gooutside. Try and make some time to talk to them about their feelings. This mightbe by asking them to help you with a special job.Consider introducing ‘bubble time’ to your classroom. This is an opportunity forchildren to ask for time to talk to you or another adult.Have a ‘worry box’ in the classroom, where children can post a note or a drawingabout any worries they have.We write thechildren’s names onpegs. They hangthese on a line toclaim private‘bubble time’ withan adult.10Consider how the playground can be helpful by having a special bench forchildren to sit on if they have no one to play with or want someone new to talk to.Say no to bullying Years 1 and 2 © Crown copyright 2005Primary National Strategy DfES 1340-2005
Consider appointing playground buddies to spot who is looking lonely or unhappyand ask them if they want to play.Teach playground games in PE and make a class book of favourite games.Consider using older children or a midday supervisor to lead playground gamesand include children who seem isolated.ReviewRemind children that they have been thinking about bullying over the past one ortwo weeks. Here are some things for them to discuss with a partner.One thing that I have learned about bullying is …One thing that I enjoyed about this work on bullying is …One thing that I will do if I think someone is being bullied is …As a class group, discuss the following:At my school weused bullying weekto focus onintroducingcollaborative gamesat playtimes. Ourlunchtimesupervisors fromthe localcommunity wereeach asked toteach a group ofchildren aplayground song,rhyme or game.During the week,we learned gamesin six languages.• What have you learned from doing this work? Do you think that you have metthe intended learning outcomes we set at the beginning of the theme?• Has it changed the way you think or understand things?• Is there anything that you will do differently after learning about this?11© Crown copyright 2005 Say no to bullying Years 1 and 2DfES 1340-2005Primary National Strategy
Page 1 and 2: PrimaryNational StrategyGuidanceCur
Page 3 and 4: Blue setIntroductionThis theme aims
Page 5 and 6: Key points from the assembly/group
Page 7 and 8: Post-assembly workIntended learning
Page 9 and 10: cracking. Children could test a ran
Page 11: Ask the children whether they think
Page 15 and 16: Using some of these ideas, arrange
Page 17 and 18: Blue set resource sheet: Year 2Is i
Page 19 and 20: Post-assembly workIntended learning
Page 21 and 22: Give each child a blank full-face m
Page 23 and 24: Do The safe school challenge from t
Page 25 and 26: Blue set resource sheet: Year 2Sean
Page 27 and 28: Amena and Jordan were only joking a
Page 29 and 30: The teacher listened carefully to t
Page 31: Copies of this document may be avai

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