Say no to bullying

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Blue set: Year 2Core learning opportunity: PSHETheme Say no to bullying Year 2SEAL objectivesTo develop empathy with people who are bulliedTo increase self-awareness by acknowledging and labellinguncomfortable feelings, such as fear and angerTo feel good about who we areTo increase the ability to manage feelings through practising and‘revising’ strategies learned for dealing with feelingsTo develop knowledge about key features of bullyingTo revisit the importance of friendship and kind behavioursTo revisit the link between thoughts, feelings and behavioursTo practise using the problem-solving strategySpeaking and listening To adopt appropriate roles in small or large groups, and considerobjectives alternative courses of action (Y2 T1 D16)Suggested activitiesCircle gamesMachinesThis activity offers a fun way to stress the importance of thecontribution of each child to the class/school/community. Explain that ina machine every single part may do something slightly different but thateach part is necessary to make the machine work. Children will need alarge space to work in for this activity.In groups, the children should work together to create, through theirmovements, a ‘machine’. They will need to decide how each partmoves and how to put them together as a whole. They could thinkabout how to make the machine speed up or slow down. This activityworks particularly well if set to music.Changing places‘Change places if:’• your favourite colour is green;• you have brown shoes on;• you can speak two languages or more;• you ever worry about bullying;• you know someone who has been bullied (including yourself);• you want to stop bullying from happening in this school.Sean and LisaUse the resource sheet that follows to explore bullying through a story.22Say no to bullying Years 1 and 2 © Crown copyright 2005Primary National Strategy DfES 1340-2005
Blue set resource sheet: Year 2Sean and LisaPart 1Read the story Sean and Lisa at the end of this section, to the end of Part 1.Ask the children if they think that Sean and Lisa are being bullied. Why do theythink so? (Refer to the three key questions to decide if it is bullying –ongoing/deliberate/one person stronger or more powerful.)What sort of bullying is happening to Sean and Lisa? (Sean: physical hurting;taking his money; damaging his things. Lisa: put-downs; making fun; leaving herout/excluding her; saying nasty, untrue things.) Scribe the answers.We asked a groupof children to ‘actout’ the story whileI read it out. Weused props toremind the childrenwho was who.Ask the children ‘Which is the worst sort of bullying?’ ‘What is happening toSean’, ‘What is happening to Lisa?’ How do they know? This activity could bedone by listing the types of bullying which children come up with and askingthem, in pairs, to rate or order them according to how bad they think each is.Alternatively, the children could be given cards with types of bullying on and beasked to physically order the cards. They should then explain why they haveordered them as they have.Emphasise that the only way of knowing how bad bullying is, is to know how itfeels to be on the receiving end. All forms of bullying can have an equally hurtfuleffect.Ask ‘Who is involved in the bullying?’ (The children doing the bullying, the childrenwho are bullied, the watchers or witnesses.)Ask the children to think about how Sean and Lisa are feeling. Divide the childreninto three groups. Explain that in this activity no one can talk or make a noise,and no one is allowed to touch another child. (If possible, use the hall orplayground for this activity.)Ask one group to walk around the room as either Sean or Lisa – showing withtheir bodies and their faces how they might look at playtime.Ask another group of the children to pretend to be Jordan and his friend, orAmena or one of her friends going out to play, and to use their body and face toshow what they are feeling and thinking. How will they look when they see a‘Sean’ or a ‘Lisa’?Ask the final group to join the others – they are the ‘watchers’ or ‘witnesses’.What would they be doing? How would they be feeling?After 2 minutes change the groupings, and after another 2 minutes change oncemore, so all children have an opportunity to be in each role.Discuss the activity. The following questions can be used as prompts:• Was it easy to tell which group children were in? How did the ‘powerfulchildren’ show their power?• What do you think the feelings of each group might have been?23© 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 and 12: Ask the children whether they think
Page 13 and 14: Consider appointing playground budd
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: Do The safe school challenge from t
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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