Year 7 HPE – Bullying Unit 1

Year 7

Health and Physical Education

Unit 1 – Bullying

Mr Jesse King
Charles Darwin University

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Year 7 HPE – Bullying Unit 2

Table of Contents

Page 1 – Title Page

Page 2 – Table of Contents

Page 3 – Rationale

Page 4 – Description

Page 5 – Learning Outcomes

Page 6 – Unit Sequence

Page 7 – Assessment

Page 7 – Resources

Page 8 – References

Page 9 – Lesson 7 Lesson Plan

Page 11 – Major Assignment

Page 14 – Minor Assignment

Page 17 – Bullies Playground Worksheet

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Year 7 HPE – Bullying Unit 3

Rationale

According to Berk (2009) “10 to 20 percent of children are bullies, while 15 to 30 percent are repeatedly

victimized.” (p.618). With such a high prevalence of bullying within schools it is important that students

know their rights and options when confronted with bullying.

A solid understanding of literacy is vital as it is a main form of communication in everyday life.

Therefore students should continue to learn, deconstruct and analyse literacy across all subjects. Children

have a variety of learning styles and this unit aims to cater for different learning needs. As a majority of

curriculum frameworks aim to create “lifelong learners”, students need to be scaffolded and given the

tools to continue learning literacy throughout their schooling careers and beyond.

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Year 7 HPE – Bullying Unit 4

Description

This unit of work has been designed for Year 7 Health and Physical Education and teaches literacy

explicitly. This unit corresponds with the Northern Territory Curriculum Framework’s relevant Band

Levels, Outcomes and Indicators.

This unit of work will study the physical, mental and social impacts of bullying in various forms. A range

of examples will be used throughout the unit that students will deconstruct, analyse and critique. Students

will develop skills in writing and become aware of promoting individual and community health. Students

will read, view, enact, analyse and develop different scenarios of bullying throughout the unit, giving

them a sound content knowledge of the topic. Using a variety of modes, students will utilise different

strategies to address different forms of bullying.

As language is seen as one of a number of semiotic or meaning making systems, this unit will be focusing

on the three main semiotic systems of teaching literacy. These are the Semantic system, the Syntactic

system and the Graphophonic system. Throughout the unit, new terminology will be introduced to the

students systematically during each lesson. From the beginning of the unit students will use all three

systems as they learn new words and their corresponding meanings and contexts. As middle school

students have more experience with these systems they will use all three concurrently. Over the course of

the unit, students will develop a solid comprehension and be able to demonstrate new literacy skills

within their assessment tasks.

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Year 7 HPE – Bullying Unit 5

Learning Outcomes

Major Focus

EsseNTial Learnings

Creative Learner 1 –Uses imagination and a variety of resources for self-expression and to explore ideas

and situations for the insights and opportunities they offer.

Constructive Learner 1 - Accesses information and tools from appropriate sources, analyses these and

applies the most relevant aspects to optimise results.

Health and Physical Education

HP 3.1 - develop strategies to promote personal safety and wellbeing

Indicator - explain the effects of bullying on the health of victims

PD 3.1 - explain how taking on different roles affects relationships and behaviours

Indicator - describe unhealthy behaviours and their affects on others, eg violence, aggression, harassment

Minor Focus

English

W 3.1 - write purposefully to inform, argue, persuade, move and entertain unfamiliar and specified

readers

Indicator - write cohesive, imaginative prose narrative texts which conform to the conventions of a
literacy form

W 3.3 - use their knowledge of grammar to review the clarity and effectiveness of their writing

Indicator – write exposition/arguments, e.g. a letter of complaint about an issue.

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Year 7 HPE – Bullying Unit 6

Unit Sequence

16 lessons over 4 weeks

1. Introduction to topic. Learning Outcomes viewed and unit layout overviewed. Take notes on the

history of bullying research.

2. Define what bullying is. Brainstorm Different types of bullying. List problems caused by bullying.

Glossary of terminology.

3. Comprehend what bullying is. Understand the effects of bullying. Explain why people bully.

4. Understanding – View Four Corners Episode – The Bullies Playground.

http://www.abc.net.au/4corners/special_eds/20090406/bullies/

Complete Bullies Playground Worksheet (Pg 17 of this Document)

5. Applying – Research services available to victims of bullying. List and Explain at least 10

services/options and cases where they may be relevant.

6. Applying – Research services available to victims of bullying. List and Explain at least 10

services/options and cases where they may be relevant.

7. Analysing - Deconstruct and Analyse a letter of complaint. (Refer to Lesson Plan 7)

8. Creating – As a class group create a mock letter of complaint.

9. Students Receive Major Assignment. Students view PowerPoint and introduction to Minor assignment.

(refer to lesson plan 9 -12 and Slideshow 1)

10. Students working on poster/role play. (refer to lesson plan 9 -12)

11. Students working on poster/role play. (refer to lesson plan 9 -12)

12. Students delivering poster/ role play. (refer to lesson plan 9 -12)

13. Students researching Major Assignment.

14. Students drafting Major Assignment.

15. Students drafting Major Assignment.

16. Students finishing good copy of major assignment.

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Year 7 HPE – Bullying Unit 7

Assessment

Throughout this unit students will be assessed with various formative and summative assessments.

Formative assessment will take place in class and be gauged by student’s knowledge, understanding and

application of the topic and strategies relating to the topic. Bookwork and participation levels will

contribute to 30% of the students overall mark. Summative assessment will consist of two assignments,

one minor and one major and will comprise of 70% of the students overall mark.

Formative Assessment

Students will be assessed on participation levels, use of terminology and understanding of content

throughout the unit. This will be done by weekly checks of students exercise books and noting class

attendance and participation.

Summative Assessment

Summative assessments will take the form of two assignments for the unit. The major assignment is

worth 50% of the students overall mark and the Minor assignment is worth 20%. The Major and Minor

assignments have been attached to this document.

Resources

The Bullies Playground Worksheet

ABC’s 4 Corners, The Bullies Playground. Online version

http://www.abc.net.au/4corners/special_eds/20090406/bullies/

Model Letters to Help Your Complaint / Model Letters

http://www.bullying.co.uk/parents/lettersofcomplaint.aspx

Northern Territory Curriculum Framework

Glossary of Terminology

Computers

Role Play Props

Projector/SmartBoard

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Year 7 HPE – Bullying Unit 8

References

Berk, L.E.(2009). Child Development. Boston, MA: Pearson Education.

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Year 7 HPE – Bullying Unit 9

LESSON PLAN FORMAT

Topic/theme: HPE - Bullying Level/s: 7 Date: Duration: 50mins

Lesson 7. Analysing - Deconstruct and Analyse a letter of complaint

LESSON STRUCTURE TIME

Achievement Objective(s):
HP 3.1 - develop strategies to promote personal safety and wellbeing

W 3.1 - write purposefully to inform, argue, persuade, move and entertain unfamiliar and
specified readers

Learning Outcome(s):
Identify key concepts of a letter of complaint
Identify steps taken in examples
Explain why these steps are taken
Identify, Understand and Explain the language used in these letters of complaint

Preparation/Organisation/Resources:
http://www.bullying.co.uk/parents/lettersofcomplaint.aspx (retrieved 21/5/09)
Projector

Introduction:
Discuss with students when it is necessary to write formal letters of complaint

Development: 5 min
View example letters of complaint on website
Deconstruct example letters of complaint
Discuss similarities and differences to normal letters
Students to create a short letter of complaint with key concepts included 5min
15min
Conclusion: 5min
Review students work (ongoing) 15min
Introduce next lessons activities

Assessment (if any):

Students work assessed against learning outcomes 5min

Evaluation:
1. Against learning outcomes

2. Of own intentions/teaching

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Year 7 HPE – Bullying Unit 10

Lesson Description
Students will be taught literacy skills using the three main semiotic systems. Throughout the lesson
students will encounter and use the semantic system, the syntactic system and the graphophonic system.

Students will be shown a variety of different letters of complaint relating to bullying. These letters will
begin at a parent-teacher communication level and progress to a letter of complaint requesting an
ombudsman to investigate the Department of Education.

The lessons main focus will be on the structure of formal letters of complaint and how the communication
differs when different audiences are addressed.

The use of relevant terminologies and how they are used throughout the various forms of letters will be a
central focus in this lesson. Students will be required to understand how relevant terminologies become a
part of effective communication when writing formal letters of complaint.

Students will be introduced to formal letter writing. Discussion will review prior knowledge of letter
writing. Students will be encouraged to use appropriate prior knowledge of letter writing within the
emerging content.

As terminology has been introduced to students at the beginning of the topic, it is expected that the class
is graphophonically sound with the terminologies by this stage. The language is taught explicitly
throughout the unit and students are expected to confidently use the terminology. By graphophonically
sounding the words students will have some ability to self teach writing terminologies and syntactically
fitting them into the text.

As the lesson concludes students work will be collected and reviewed by the teacher. The teacher will
then gauge the needs of the students as a whole and plan the next lesson. The next lesson will be a whole
class construction of a formal letter of complaint and address the needs of the students based on what they
achieved in this lesson.

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Year 7 HPE – Bullying Unit 11

Year 7 HPE Major Assignment - 50%

Letter-Writing: Bully/Victim Statement
Learning Outcomes
HP 3.1 Individual and Community Health and Safety

- promote personal safety and wellbeing

W 3.1 Texts and Contexts

- write developed narratives with some control of time and sequence and consistency of plot and with some
character development, and developed arguments and persuasion texts, in print and electronic forms, for the public
domain

W 3.3 Strategies

- use their knowledge of grammar to review the clarity and effectiveness of their writing

PD 3.1 Enhancing Personal Development and Relationships

- explain how taking on different roles affects relationships and behaviours

Overview
During this unit you have read, described, analysed and deconstructed various cases of bullying. For your
assessment task you must write a formal letter to the Department of Education regarding bullying. You will be able
to choose to write the letter either as the victim or as the bully.

In order to pass this task you must:

• Use the correct formatting of a formal letter

• Describe the event of bullying/being bullied
• Accurately describe facts about bullying
• Use correct grammar and punctuation

Task A – The Bully

After habitually being a bully, you must now write a formal letter of apology to the Department of Education
explaining why you should be allowed to remain at school. Include:

• What did you do?

• What other options could you have used?
• Several facts about the dangers of bullying
• What do you think would be an appropriate punishment?

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Year 7 HPE – Bullying Unit 12

Task B – The Victim

Being a victim of constant bullying, you are to write a formal letter of complaint to the Department of Education
recommending the removal of this bully from your school. Include:

• What has happened to you?

• What strategies you have used to avoid being bullied?
• Several facts about victims of bullying
• What do you think would be an appropriate punishment

Timeline

The timeline for this assessment task is two weeks. Students will be given (4) lessons of in-class time to complete
this assignment. The first (1) lesson will be used to research the topic in the computer lab, the next two (2) lessons
will be used to draft your letter and the remaining (1) lesson will again be in a computer lab to finish the final copy
of the letter. The letter will be due the day following the final lesson.

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Year 7 HPE – Bullying Unit 13

Letter-Writing : Bully/Victim Statement

Teacher Name: Mr. King

Student Name: ________________________________________

CATEGORY A B C D
Format Complies with all the Complies with almost Complies with Complies with less
requirements for a all the requirements several of the than 75% of the
formal letter. for a formal letter. requirements for a requirements for a
formal letter. formal letter.

Content The letter contains at The letter contains 3- The letter contains 1- The letter contains no
Accuracy least 5 accurate facts 4 accurate facts 2 accurate facts accurate facts about
about the topic. about the topic. about the topic. the topic.

Experiences Experiences were Experiences were Experiences were The letter seemed to
expressed in a clear expressed in a pretty somewhat organised, be a collection of
and organised clear manner, but the but were not very unrelated sentences.
fashion. It was easy organisation could clear. It took more It was very difficult to
to figure out what the have been better. than one reading to figure out what the
letter was about. figure out what the letter was about.
letter was about.
Grammar & Writer makes no Writer makes fewer Writer makes fewer Writer makes more
spelling errors in grammar or than 10 errors in than 15 errors in than 20 errors in
spelling. grammar and/or grammar and/or grammar and/or
(conventions) spelling. spelling spelling.

Comments:

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Year 7 HPE – Bullying Unit 14

Year 7 HPE Minor Assignment – 20%

Poster/Role Play
Learning Outcomes

W 3.1 Texts and Contexts

- write developed narratives with some control of time and sequence and consistency of plot and with some
character development, and developed arguments and persuasion texts, in print and electronic forms, for the public
domain

HP 3.1 Individual and Community Health and Safety

- promote personal safety and wellbeing

Overview

During this unit you have read, described, analysed and created various cases of bullying. You have two options for
this in-class assessment. Option 1 is to create an anti-bullying poster. Option 2 is to create a role play of a bullying
scenario and what options the victim has.

In order to pass you must:

• Complete the task on time
• Demonstrate a solid understanding of bullying
• Demonstrate knowledge of options available for victims of bullying

Task A

The Poster

Create an anti-bullying poster that promotes awareness of the issue. Posters target audience must be but is not
limited to either the victim, the bully, bystanders etc. While posters should be eye catching, they will also need to
display relevant information of services and contacts available to combat bullying. Originality will be highly
regarded.

Task B

The Role Play

Maximum of Four (4) people in a group. Students must create a role play that shows an example/s of bullying
within the school environment, followed by consequences and conclusion. During the role play students should talk
about the effects of bullying and what options victims have. The length of the role play must be longer then five
minutes but no longer then ten minutes.

Timeline

Students will spend one lesson on a PowerPoint in class relating to bullying and then will be given two lessons to
prepare your poster or role play. During the fourth lesson students will present their role plays or submit their
posters.

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Year 7 HPE – Bullying Unit 15

Making A Poster : Bullying

Teacher Name: Mr. King

Student Name: ________________________________________

CATEGORY A B C D
Required The poster includes All required elements All but 1 of the Several required
Elements all required elements are included on the required elements elements were
as well as additional poster. are included on the missing.
information. poster.

Content - At least 5 accurate 3-4 accurate facts 2-3 accurate facts No accurate facts are
Accuracy facts are displayed are displayed on the are displayed on the displayed on the
on the poster. poster. poster. poster.

Graphics - Several of the One or two of the The graphics are No graphics made by
Originality graphics used on the graphics used on the made by the student, the student are
poster reflect an poster reflect student but are based on the included.
exceptional degree of creativity in their designs or ideas of
student creativity in creation and/or others.
their creation and/or display.
display.
Use of Class Used time well during Used time well Used some of the Did not use class time
Time each class period. during each class time well during each to focus on the project
Focused on getting period. Usually class period. There OR constantly
the project done. focused on getting was some focus on distracted others.
the project done. getting the project
done.

Date Created: May 06, 2009 08:14 pm (CDT)

Comments:___________________________________________________________________
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Year 7 HPE – Bullying Unit 16

Bullying Role Play

Teacher Name: Mr. King

Student Name: ________________________________________

CATEGORY A B C D
Time-Limit Presentation is 5-8 Presentation is a Presentation is 2 Presentation is less
minutes long. minute short of a minutes to short or 2 than 3 minutes OR
minute too long. minutes too minutes more than 10
long. minutes.

Stays on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell
(100%) of the time. (95-80%) of the time. (80%-60%) of the what the topic was.
time.

Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of understand the topic
topic. topic. parts of the topic. very well.

Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of facial
and body language and body language and body language expressions or body
generate a strong sometimes generate are used to try to language. Did not
interest and a strong interest and generate enthusiasm, generate much
enthusiasm about the enthusiasm about the but seem somewhat interest in topic being
topic in others. topic in others. faked. presented.

Date Created: May 06, 2009 08:20 pm (CDT)

Comments:___________________________________________________________________
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Year 7 HPE – Bullying Unit 17

The Bullies Playground

Name:______________ Class:______________

What different types of bullying are there?

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What is wrong with Elijah? Why do you think this makes him a target?

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Do you know of any cases of cyber bullying?

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What do you think needs to be done to address cyber space bullying?

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Year 7 HPE – Bullying Unit 18

Bullies Play ground Teachers Sheet

http://www.abc.net.au/4corners/special_eds/20090406/bullies/

Go to website

Click Play and Enlarge

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