Families: Relationships and human happiness

Respectful relationships: Respect and friendship

Online and media: Rights, responsibilities and keeping safe

Mental wellbeing: Talking about emotions

Internet safety and harms: Reality vs the online world

Healthy lifestyles: Physical fitness and healthy eating

Health and prevention: Basic health

Changing adolescent body: Puberty and menstrual wellbeing

Families: Stable relationships and marriage

Respectful relationships: Stereotypes and bullying

Online and media: Harmful contact

Mental wellbeing: Recognising concerns

Internet safety and harms: Body Image

Drugs and alcohol: Smoking and Alcohol

Health and prevention: Sleep and routines

First aid

Families: Being safe and reporting concerns

Respectful relationships: Recognising and reporting criminal behaviour within relationships

Online and media: Indecent image sharing

Being safe: The law (consent, exploitation, and harassment)

Intimate relationships: Positivity and health

Mental wellbeing: Common types of ill health

Internet safety and harms: Relationships and social media

Drugs and alcohol: Prescription and illegal drugs

Health and prevention: Immunisation and vaccination

RSHE (PSHE)

Y8 RSHE (PSHE)

Key Stage 3

Year 8

UNIT

This lesson will recap what we mean by stereotyping and bullying. 

Types of bullying

﻿Hello, and welcome to this lesson on respect for relationships. Over the next few lessons we're going to be looking at the topic area of stereotyping and bullying. By completing the introductory quiz, you already started to look at what we think bullying might be. And in this lesson, I'm going to look at what you believe it is and how you believe it develops in society. And as we move over these six lessons, we'll then look at stereotyping, how that impacts people's lives and how that leads to more bullying. I also want to look at how we might stop bullying and what we as individuals or in a group can do, to do that. Now, a key element for me in PSHE is looking at who we are. So I'm Mr. Nicholson, and as I said I will be leading these lessons for you the next six weeks. Can you tell me what your name is? Thank you for doing that, because in PSHE it's important that we listen to each other, and in order to do that we need to have a respectful relationship so that what we say is shared equally and openly with each other, and that we can learn in that way. It's also important that you think carefully about what we're doing, and over the time I'm going to be asking you to make some notes. So please make sure you've got a piece of paper, a book or a pen, and then we can move on. We're going to start off by looking at what actually is bullying. And then I'm going to turn to how you can express your own opinion appropriately using key stem phrases that will help you understand what you believe and what other people believe. Now that we've looked at what we are going to do today, ensure that you've got your equipment ready. As mentioned already, please make sure you've got a book or a piece of paper, on which to write and a pen with which to make your notes. That'll make it really easy to keep everything together as we go through this lesson. Throughout the session today you can see here what we're going to be doing. And by the end of this lesson we're going to review all that learning by bringing it together in a paragraph that you're going to write for me. We're going to start off by thinking about what bullying means to us, and coming up with an agreed definition so we can help each other learn about this one. We're then going to investigate the three types of bullying and define what's meant by the term bystander. Think about what happens when that bystander does nothing, and what happens when they intervene. And as I say we'll bring this all together when we review our learning later on. In this way you'll be able to see what bullying is all about and what the role of a bystander actually is. We're going to start off now by looking at what actually bullying is. And I'm going write a sentence which starts I think bullying is.. and here we're talking about your own opinion again. Now bullying is one of those things where you need to draw on your own experience whether you've seen it in the media, read it in a book, or heard about it from a friend or somebody else at school. So what actually is bullying? Write down your definition, pause the video for a few minutes and then we'll come back to what we're thinking about. Now you've come up with your definition, here's one you can think about. Bullying is simply behaviour which hurts somebody else. This could be any form of bullying, and we're going to think about that shortly but make sure we now have a common understanding of what bullying actually is. If you need to change your own definition maybe add in some of the things from one here, to really help us carry on thinking about what bullying is and what we can do to stop it. What I'd like to do now is to read this passage, within it there are three types of bullying. You will need to work out what they are and a good way to do that is look at the examples and try and figure out what they are. Within each paragraph you'll see that there is a different form of bullying, so that's there to help you a little bit. What I want you to do is to pause your video spend some time reading through this, maybe pointing to the screen and identifying what the forms of bullying are and the examples for it. If however, you'd rather there is a downloadable worksheet for you where you can highlight them with a pen, circle them, use a highlighter, and in that way you can find out what the three types of bullying actually are. Spend a couple of minutes or as long as you need, reading through it to identify the types of bullying and when you've done so press play, and we can carry on. You will notice here that I've actually highlighted the words for you about the type of bullying. If you see in the first paragraph is the use of words or verbal bullying. And the example given here is such thing as as calling them names or teasing them. So the person is doing that to hurt them, if you remember what we looked at in our definition of bullying earlier. The second one is using examples of false rumours, ignoring the people or using comments online. So in this sense, bullying does not have to be face to face. And we often refer to this as emotional bullying, where you're making the person feel bad about themselves by spreading those rumours or completely ignoring them. The third type of bullying here has an example of hitting or punching other people. And we call this physical bullying. The idea of physical bullying is to actually physically hurt somebody. So the other two will hurt them emotionally, verbally, but the last one is about actually physically hurting somebody. I'm going to look at these three forms in a moment. You can see here the three types of bullying. We talked about verbal bullying earlier, the idea of using words directly to somebody so they can hear them and therefore hurt them. We talked about physically bullying somebody. I am hitting them or punching them to cause them that physical hurt. Both of those relate really clearly to that definition we came up with earlier. Now, emotional bullying is not directed at the person. It may be done by isolating them, through not speaking to them at all or by isolating them online by spreading false rumours. In that sense, online bullying is emotional bullying. It's done at a distance away from the person designed to cause them emotional pain. And this is something that many people can see not just the person it's directed to. And that's actually the aim of the bully. What I'd like to do now is to identify the three types in the passage we looked at earlier again but also then to jot down the titles verbal bullying physically bullying, and emotional bullying, and come up with your own definition in your notes. This will be something you need to refer to later on. And it's important we get those written down before we move on. We're now moving on to look at what being a bystander actually is. In this exercise I want you to think about the role of the bystander in terms of the bully, the person being bullied and the bystander. So we've looked at the three types of bullying. Think about now, by pausing the video, what a bystander would do in each of the three types. This will become really, really important for you as we move forward, because it's about what role they take and the impact they can have. Think about this question though, if a bystander does nothing what will happen? And if a bystander intervenes, what will happen as well? Pause the video and jot down some of your own ideas. Now that you've had time to think about it, a bystander is simply somebody who stands on the wayside and looks at what's going on. They are seeing the bully, undertaking the bullying and watching how that person reacts to it. They are simply standing by. This definition will be really useful cause I'm going to ask you what you think about what a bystander should do shortly and how that will impact on both the bully and the person being bullied. But keep your mind all the time, a bystander is somebody who is watching the bullying being undertaken. Now I want you to think about what the bystander should do. I've given you four options here to think about, but think about the consequences of each one. What would be the outcome if you were to join the bully, ignore the bully, show that you approve of the bully, or if you were to stop it. What I'd like to do now is point to the screen and tell me which is the thing you think bystander should do. That's right. Simple answer is they should stop the bullying. By being a bystander you are complicit within the bullying activity. And it might be that there's an impact for you later on. The impact might be that the bully looks at you and thinks this person I can bully as well because they stood by and watched it happen to other people. Stopping it is to inform people within school or within the society that is actually going on, and therefore it can be stopped. It's an important activity for us all to learn how to do. And we will look in the next few lessons about how you can do this safely and appropriately without actually resorting to tactics the bully themselves might use. Now we've talked about being a bystander and what will happen to the bully or the person being bullied if you're the bystander. I want you to think about these two questions I've written here for you. What may happen if someone does nothing? If the bystander just stands there and watches this happening, what's going to happen to both the bully and the person being bullied? Also what might happen if someone intervenes? Think about the fact that the person who's the bystander goes up and tries to stop the bullying or even speaks to the person who's being bullied. What would be the impact on both the bully and the person being bullied? I want you to do is pause the video now and jot down four things in response to each question. In doing that, it'll help you think about what you believe about bullying and about what you think the role of a bystander actually is. A few moments ago I asked you to write down what you thought might happen if somebody did nothing as a bystander or if they intervened. Here's some of my ideas but you might've written something completely different. That's fine, because as we said in PSHE, it's about your own opinion. I've put down the bullying gets worse as they have the audience they were looking for. We talked earlier about the fact that bully needs an audience in order to do the bullying because it makes them feel better about themselves. But conversely, it means that the person being bullied will feel bad about themselves. And that will impact on their mental and physical health. However, if you intervene the bully then loses that audience, and therefore, the bullying is likely to stop` because in that sense they are no longer getting that affirmation they need from the people around them. And also the person being bullied begins to feel better about themselves because they think somebody's going to look out for them. Whatever you've written is about your own ideas. Here's some my mind thought about, as I say but you may have thought about different things. There's going to be no right or wrong here because it is our own opinion. But as long as it's explained what we think and why we think it, that's the important thing. We've now spent some time looking at what bullying actually is. At the beginning of this lesson, we defined it, we defined three types of bullying, and then we looked at what a bystander should do in terms of bullying. And now's the time to look at bringing all of our learning together. On here you will see there are 12 different words or phrases that I'd like you to put together into a paragraph. Each one is worth a certain number of points. You can see the points tally at the bottom. So what I'd like to do is spend about five minutes looking at the words, pausing on the screen and writing down your own definition of bullying. I want you to explain what it is and how you might want to stop it. Notice there we've got key words we've used earlier like bystander, physical, verbal, teasing, emotional. See if you can make sure you get all 12 words into your paragraph, and then look at the number of points you're going to give yourself for what you have written. When you've done that jot down the number of points so we can bring all of our learning together. And when you're ready, let's move forward in our learning to bring about our understanding of what bullying and bystanding actually is. This is my paragraph based on the words I asked you to use earlier. You could say, I started off with that definition of bullying we started with. I've also included the three types of bullying and given examples, that really shows me what understanding I've got about those areas. But I've also used the idea of in my opinion about giving my own thoughts on what I think and explaining why but I've linked that to being a bystander and the impact on the bully and the person being bullied. Think about what you've written to see if you've used all the words I asked you to do earlier if not, can you make some improvements to try to add them in or do you not need to include them at all because you've written everything you think you can do? And here we are, there's our definition of bullying, behaviour that hurt someone whether it's verbal, emotional, physical. And our definition of bystander, the act of knowing and allowing bullying to take place without intervening to stop it. During today's lesson, we've looked at the impact bullying might have on people, the forms it might take, but also the impact we'll have on the bystander and the bully as well. So what I'd like to do now is for you to complete the exit questionnaire at the end see what you have learned. And we'll move on in our next lesson to look at bystanding and bullying again and what impact being these has had on other people. So I'm looking at little case studies to say how its had impact for people's lives. Thank you for today's lesson. I hope you've learned a lot and make sure that you keep all your notes together because then that way we'll be able to help each other learn more in the next few lessons. Goodbye for now.

This lesson will focus on the impact that bullying has on the individual.  

The impact of bullying

﻿Hello, I'm Mr. Nicholson, and welcome to lesson, The Impact of Bullying. In this lesson, we're going to look at some really interesting ideas around bullying and looking at some scenarios. These might be quite difficult to think about or talk about. So discuss this with an adult, carer, parent, or whoever's at home before we start this lesson. And if anything affects you during the lesson, stop the video, talk to them about it again, and see whether we're going to move on. In that way, you can get the most from the lesson by listening and understanding what we are doing. If you're ready to move on, carry on and we will continue with this lesson. Before we start the lesson, make sure you've got a pen with which to write. Also ensure you've got an exercise book with your notes in it or a piece of paper on which you can write down your ideas, what you're thinking about, and how you're going to move forward with this one. When you've got those, proceed with the lesson, carry on so we continue with what we're doing today. Before we start this lesson, please ensure you've done your introductory quiz. This'll get you thinking about what we mean by bullying. That's going to be a key focus of our lesson, and we're going to apply that learning in this lesson as well. The first thing we're going to really do is look at what do we mean by bullying? We're going to come up with a definition of what bullying actually is. That agreed definition will help us carry on with the lesson, will help you understand what bullying can be. We're then going to look at a number of scenarios and decide, are they actually bullying? Are they ways of thinking about bullying and all these people actually being bullied? And we're going to look at two scenarios in that one, you're going to do some work around that for me later on. Also, I will look at how people respond to bullying, taking this into the third person. IE, what do people do when they see someone being bullied? How do they react and what can they do about it? But then I want to get you to think about what you could do about it. If you saw bullying going on, what could you do? How could you help the person being bullied, make sure that their lives are better and that they're no longer being hurt. This is where I want you to write in your book or on your piece of paper. I want you to spend some time thinking about what bullying is and I'd like you to come up with a definition. In thinking about your definition, think about three forms of bullying. Not when people are being bullied but how they are bullied. Think about what they might be. How is that seen in practise when somebody is being bullied? So write down your own definition of bullying and then think about three forms of bullying. Pause the lesson, and when you're ready, you can move on. You'll have written your own idea about what you think bullying is but here's the definition we're going to be working with as well as your own. So maybe add to your own definition something that you see here. Bullying is actually anything that hurts somebody else. So think about that one, the idea that anything that hurts somebody else and is intentional, is seen as bullying. It's how that person perceives it. That's a really important idea behind bullying, is the perception of the person being bullied, that they are being bullied, rather than the perception of the bully or the bystanders. Now three forms of bullying are seen here for you, verbal bullying, physical bullying and emotional bullying, which also includes online bullying. And that's something you'll learn about elsewhere throughout your PSHE or citizenship lessons. But it's important for us to come up with the idea that there are three forms of bullying and this will be really important to the lesson. If you need to, jot these down now, 'cause we're going to move on with our learning based on these three ideas. If you do need to pause the video, do so now to make sure you've got these down in your notes. There are a number of key words I want to look at in this lesson with you. So let's have a look at what they are now. It's important we keep these in our mind as we go through the lesson. The first one we've talked about already, that bullying is anything that hurts someone else. Remember we said earlier, it's about the perception of the bullied person, not the bully themselves. Another one is a bystander, and that's someone who sees the bullying occur and is watching it. And that's going to become an important idea later on, when we look at our scenarios. Keep that one in mind as well. Also, we're going to talk about health. Health is the impact that bullying has in a physical and mental way. We'll talk here about physical and mental wellbeing. How can bullying affect people's physical and mental wellbeing? It's not just about the physical, it's also about how people feel, how they perceive themselves. And that's something important in bullying, that it's not just about the impact it has on their physical person, but also on their perception of themselves and their mental wellbeing. These three are going to become really important as we move through the lesson. Make sure you remember them and keep referring back to them if you need to, so you know what we're going to be doing and what we're talking about. In that way, you will get the most out of this lesson. We're now going to think about these scenarios 'cause we've looked at what bullying actually is and we've looked at the idea of health. Here's a statement made by somebody who's being bullied. I'm really fed up with this now. I wish people would stop picking on me. You may have heard other people say this. You might sometimes have said it yourself. And if this is something important to you, maybe stop and talk to that parent or carer right now. I want you to think about, what is actually this person saying when they say this? It's a statement they've made that I'm really fed up with this now and I wish people would stop picking on me, but what actually are they saying? If we look beyond this, what do they really mean? I want you now to pause your video and write down a few ideas about what they actually mean. Think about it for a few minutes and then jot down your ideas. When you're ready, press play on the video and we'll carry on. Here are some possible ideas for you about what that person was actually saying. They want it to stop, people keep picking on them and they don't want it to happen anymore. But also, it implies that they're feeling down and bad about themselves. So it's actually affecting their mental wellbeing and impacting on that health issue we talked about and therefore their health is suffering. Remember, we talked about the idea of physical and mental health. In this one they're feeling bad, they're feeling down and therefore their mental health is suffering. Also, they're trying to say that people are bullying them. This idea of being picked on is not something they want to happen, and we can tell that from the statement. So that's something else we need to think about but also, they may have low self esteem. They're feeling bad about themselves. They want it to stop but they don't know how, they need somebody to help them. And it's these ideas that are important, when we look at Robin and Ibrahim, our two case studies that are coming up next I'll be asking you to think about what we can do to help them to make them feel better about themselves. But also, is it bullying? You're going to be thinking about all the time, is Robin being bullied is Ibrahim bullied and why? And what effect is this having on them? Think carefully about these possible ideas because they're going to become really important over the next few slides and the next part of this lesson. In this scenario, we're going to look at Robin. Robin's having some issues in his PE lessons and what can we do about it? So look carefully at the scenario and think all the time, what could we do to help Robin? What could other people do to help Robin? Obviously he's not happy, but we need to know why and we need to know what we can do about it. Here's Robin's story, always happens in PE and he's waiting to be chosen for a game, but they leave him till the end because they don't want their team to lose, because they say he's bad at PE. So read carefully what I've written here about the story of Robin, because when you use this to decide what we can do to help Robin, what others can do to help Robin and how we can make Robin feel better about himself. Spend a few minutes just reading the story and thinking carefully about what you would do. I asked you what you could do to help Robin but I want to channel our ideas in these four areas. How could Robin's friends help him feel better about himself? Obviously he's not happy in PE and sport, but he needs to do something about it or we need to help him. What could the school do to help Robin to make him feel better about PE and games? What could his family do and what online support could he access? What I want you to do is pause the video and jot down some of your own ideas in these four areas. They will help us in our thinking and help us moving forward to decide what we're going to do and who we can call on to help Robin. In this way, you could use some of this in your own life when helping other people or when helping yourself. It's important that we think about this in PSHE, to decide what we're going to do and how we can help people. So pause the video now, and when you're ready, press play. You've come up your own ideas, but here's some of mine. Maybe Robin's friends could ask the teacher to put them in a team with Robin, so he doesn't feel left out. So he doesn't feel isolated from everybody else. The school could decide that the staff will choose the teams, rather than letting the students decide. In that way, Robin will always be chosen by the staff and he won't feel as though he's being picked on by other students. His family could contact the school and explain what's happening to Robin, how it's making him feel and that they should monitor it and deal with it when it happens. In this way, Robin will feel better about being in PE and games that he hates doing at the moment. But Robin can also find advice online. There are many websites and many institutions offering online guidance and support for people who are being bullied. This will give Robin some ideas about how he can help himself, as well as what he can say at school, to his family and to his friends. This way Robin's helping himself and helping other people help him as well. Think about what you've written and think about the similarities and differences between what I've put and what you've put. In PSHE as I say, that doesn't matter. What's important is we're thinking about these ideas and we're moving forward in our learning. We're now going to move on and look at another scenario. This time we're going to look at Ibrahim and his story about what's happening to him. Use the same skills you just developed when looking at Robin, to think about what support Ibrahim can access in terms of helping him feel better about himself. Here's Ibrahim's story. Probably pause the video here and read the story carefully, see what's happening to Ibrahim and try and get behind the ideas of what he feels like, what's actually happening to him in school, and what is the impact it's having on him? Think about the idea here of the over the next few weeks. That's a really important idea because it's not a one-off event here for Ibrahim, it goes on and on, as it did for Robin in PE in games. So think about the long-term impact, this is having on Ibrahim. Just also think about again how we can help Ibrahim, what we can do to ensure that he is safe, he feels better about himself. When you've read the story, carry on with the video. It's important you read it carefully so you know exactly what is happening to him. Once again, think about the support Ibrahim can get in these four areas. How can his friends help him? How can school help him, how can his family help him? What online support can he get? As you did with Robin, pause the video, write down your ideas. We'll come back to them shortly. But think carefully about how you applied your learning to Robin's scenario and do the same with Ibrahim. Think about health and wellbeing as we talked about before and also how Ibrahim is being hurt in this one. Make sure your notes contain ideas about what we can actually do. Concrete examples of what can be done to support Ibrahim in his time in school. When you've done that, press play and carry on with the lesson. As before you've come with your own ideas, but here's some of mine to help us think about what we've said. His friends could actually ensure that he does not feel alone when he's at school. That actually they support him, they're there for him and they will look after him. But also by helping other people, which is what Ibrahim's been doing, They're showing him it's the normal thing to do. It's not something you should be bullied about or ever feel bad about doing. The school could have an assembly where they thank people. Once again, it makes it the norm and in this way, Ibrahim thinks he's doing the right thing, which he is, but he's being made to feel bad about it. School celebrating it will stop him feeling bad and to become part of the common life of the school. His family could ring the school or talk to somebody at school and ask them what they can do to monitor it and keep an eye on it. And they can support Ibrahim at home by telling him well done and celebrating what he's done to help other people. Once again, you can look online at what other people have done and how they've been celebrated for when they've done things to help other people. You can see these as role models and see what he's doing is not out of the ordinary but some people are picking on him for no reason whatsoever. When you thought about your ideas, maybe jot some of these down and we'll move on with the lesson. We're going to look in more depth about what impact this is having on Robin and Ibrahim, but these four ideas, both Robin and Ibrahim will help us in that learning. This question here, brings all our learning together so far. What made Robin and Ibrahim feel they were being bullied? I want you to pause the video and think about this carefully. Maybe give concrete examples from what you've read about Robin and Ibrahim, but also about how they felt when this has happened to them. Remember right back at the beginning of this, we looked at the idea of emotional wellbeing, physical wellbeing but also the idea is the perception of the person being bullied, that they are being bullied. So think carefully about those ideas and bring that learning together here. So pause the video, think carefully, maybe jot some ideas down if you want to before we move on. And when you're ready, press play and we'll continue with this lesson. Here are some of my ideas and you can read carefully. I've broken it down to those three types of bullying, emotional bullying, physical bullying and verbal bullying. Notice there's an impact on both Robin and Ibrahim in different ways. Look at what you've written and decide, did you give examples of emotional, physical or verbal bullying? Label them in your notes and make sure it's clear that that's what it says. If you need to add some more then think about pausing the video now, using some of these ideas or maybe some more you've just thought about and add these to your thinking. These are the impacts that this has hard on both Robin and Ibrahim, and it's made them feel bad about themselves. Therefore by feeling bad about themselves, it's hurt them and using our definition from earlier, this is an example of bullying. We've also looked to how we can stop this one. So these ideas here are ways we can help them to stop what's actually happening to them. In that way, they can feel happier in PE and games or happier in school in general. In that way they can take part in what they want to do. We've just looked at this idea, but here's a statement, do you think it's true or false? Point to the screen to decide whether you think it's true or it's false? I would suggest pausing the video here so you think carefully about it. Think about the impact, think about our definition of bullying. Think about how bullying links together. When you're ready, press play and we'll move on in our thinking and our learning, but think carefully, were are they being bullied? Is it true that they were being bullied. Was it false? They were not being bullied. By now, you should be able to come up with your own ideas and think about all we've done. When you ready press play, and we can move on. You'll notice here, I put a red line around false. That means it's the wrong statement. It's true Robin and Ibrahim were being bullied because they felt hurt. Once again, as I said earlier, that was their perception that they felt hurt, that they felt they were being bullied. In this sense, we know it is bullying. And in that way, friends, school, family can do something about it as we looked earlier that both Robin and Ibrahim, could actually look online to find support about how they can help themselves or find someone to talk to if they don't think anybody else will listen to them. Here's another question for you to think about. What impact in terms of mental and physical wellbeing do you think the bullying had on Robin and Ibrahim? We've now decided it was bullying, but let's break it down into the idea of mental and physical wellbeing. I want you to jot down your ideas and your notes, in your book or on a piece of paper and to do that, pause the video. Think carefully here, and when you've written down your ideas, press play and we'll move on to look at what you've written and how we can think about supporting both Robin and Ibrahim, in terms of getting help to stop the bullying happening to them. Here are some ideas around the idea of mental hurt and physical hurt. Maybe are these to your your own, but your own ideas are perfectly valid and what impact this will have had on them. Think about the idea of nobody liking them as a person, it's emotional, that's mental hurt. They may feel they don't want to go to school anymore. They feel they're doing something wrong when they actually aren't, and therefore they begin to question what they do. In terms of physical, Robin will start to think he's rubbish at sport. And therefore that will impact on his physical health. He may not want to take part in games. You may not want to do PE and therefore, it will impact on his longterm health, not just short term health. Ibrahim may start avoiding parts of the school where he doesn't feel safe, where he knows people who bullied him will be, and therefore it will limit what you can do and where he can do it. These are all having negative impacts on both Robin and Ibrahim, and it's something that should be stopped. In this sense, think about how you would have acted in these cases and what you would have done to support it. We've looked clearly what other people can do. And I've asked you to think all along about what you're going to do. We've now spent this lesson defining bullying, looking at the impact it has, and looked at two clear scenarios, both from Robin and Ibrahim. Thank you for taking part in this lesson. If you want to share you work with the Oak Academy please do. Also complete your exit quiz. That'll help you consolidate your learning from this lesson, will help you think even more about what we've done and bring to mind some of the activities you've completed. Thank you for taking part the lesson and goodbye.

This lesson will focus on linking bullying to bystander and upstander.  

The imbalance of power

﻿Hello, I'm Mr. Nicholson. And today I'm going to carry on looking at bullying with you. Our focus today is imbalance of power and about bullying relationships. This will contain some sensitive information. So if you want to talk to an adult, whether it be a parent or carer, do so now before you start the lesson. And if at any time during the lesson, you think you want to talk to somebody, please do so. These are issues that affect a lot of people. It's important that you feel comfortable doing this lesson. Before we begin, make sure you've got a pen with which to write. There's quite a few activities for you to do in this lesson. But you'll also need some paper or an exercise book in which to keep your notes. I'll be asking you to do certain things and write down your own ideas that we'll come back to later. Make sure you keep them all together and that way you can reflect on your learning as we go along through this lesson. Before we started you should have done your introductory quiz. If you haven't done so, pause the video and do it now. You have reflected on what we've done already but also what we're going to do today. And also remember at the end of this lesson do your exit questionnaire as well. That'll help you consolidate your learning to think forward what you're going to do. Now in this lesson, we're also going to be looking at the idea of what we call the power imbalance. So in a bullying relationship, where there is a bully, the person being bullied, and the bystander, what is the power imbalance? And that will lead us into the idea of being an upstander. And we'll look at what that would mean for you or somebody you know, when they see bullying actually happening. So that'll speak something about the bullying, making sure we make it stop so the person feels better about themselves and therefore improves their mental and physical wellbeing. We're also going to look at the idea of scenarios. It's important you place your learning into context. I'm going to do that with the use of scenarios. Are these bystanders? Are these upstanders, and why? And then finally, we're going to look about being an upstander online. How can we stop bullying online? Much bullying nowadays does occur online and therefore, how can we, as individuals or as groups, stop this and make people feel better about themselves. If you haven't done that quiz, do it now and then come back to the lesson and we'll carry on. As with all lessons there going to be key words we need to use. And these are important so we can understand what we're talking about as we go through the lesson. A key element here is something I've mentioned already. The keyword for today is the idea of imbalance of power. And there are two ideas behind this. It's when a group of people, i.e. more than one, bullies an individual. So the balance there is between one person and many, therefore it is imbalanced. But it's also when one person bullies another person in the same way continually. They use the same methods and same ideas to bully them over a period of time. So make sure you've got both of these in your own minds. If you need to maybe jot down some ideas now and move on in the lesson shortly but make sure you're aware all the time, what is the imbalance of power? The definition is here, so see if you can remember it as we move forward in our learning. I've got a key question here for you. What do we mean by the term 'bystander'? If you looked at the introductory quiz and you've looked some of the other lessons, you may know this already. But spend a few minutes thinking about what we mean by the term bystander. It's going to be really important idea as we move forward in this lesson. What does the bystander do? Or what don't they do? That's something else we're going to be thinking about shortly. So if you need to pause the video, think carefully, what we mean by bystander and come back to this in a moment. Here's an answer to that question I asked you earlier. A bystander is someone who is there when bullying occurs or knows that it's happening but chooses not to do or say anything about it. In other words, they stand by why the bullying is going on. If you need to pause the video here and jot down my definition or write your own definition. So we've got that common understanding as we move forward. This is going to become really important later on when we look at the scenarios that we have a common idea of what a bystander actually is. Remember they say or do nothing whilst this is happening but they have the knowledge or they see it actually happening. We're now going to look in more depth what the imbalance of power actually is. We've got to keep in mind the definition we came up earlier with keywords, but also your definition of a bystander. So if you've got, let me know, this is going to be really useful for you to look to. if not refresh your ideas and refresh your memory about it so that we can move on. The key thing here is applying our learning to the scenarios we look at to make sure we have a clear understanding of what the imbalance of power actually is in practise and how a bystander can help stop it. I mentioned earlier, when we looked at the imbalance of power of the two different types; the imbalance of power through repetition when one person continually uses the same form of bullying over and over again to another, or an imbalance of power by number where more than one person is bullying the individual. I want you to spend a few minutes reading these definitions, so you have a clear understanding of what they actually are. As I said earlier these will be really important for you later on. So remember, it's the idea of repetition and number. The imbalance of power can be shown in two ways and those two ways are really important cause sometimes we do not see them as an imbalance of power where it's one-on-one but it's to do with the repetition of it. Well, it's easier to understand this where there's more than one person doing the bullying of an individual. As I said, spend a few minutes reading these carefully, seeing what they are and then move on in your learning so we can carry on applying these scenarios we actually have. Here's another key question for you. We've mentioned there that if a bystander in the past being somebody who stands by and watches the bullying going on. But think carefully, how do they maintain the imbalance of power? Apply your learning and knowledge from understanding about repetition and number to this question. Pause the video, spend a few minutes thinking about it and then carry on. It's important you come up with your own idea before we actually move on cause we're going to look at what other people say shortly and how that may impact on your own thinking. And in this lesson, your own thinking is really important and it's also helping you develop that further. Here's my idea, a bystander by doing or saying nothing becomes a bully by association. What's that happening is they become part of the bullying exercise because they are doing nothing to stop it. And that helps maintain that imbalance of power because it's happening over and over again or by a large number of people. They are implicit in it happening over and over again or they become another person in that group that's bullying the person who is being bullied. It's important for you to think about these ideas carefully. So maybe pause the video, jot down what you think about this one and add some ideas to your own understanding. It's clear, this is going to be a topic we're going to be looking at it in some depth. So make sure you've got this really clear in your minds about what we're going to do and what you are going to think about it. We're now going to move on to the concept of the upstander about how you can be an upstander. Maybe you already realise that actually this links to being a bystander. So think carefully, if bystander who somebody stands by and watches the bullying happening, what will an upstander do and what actually is an upstander? So, have you come up with your own idea about what an upstander actually is? Now is your chance also to think about some examples of when somebody can stand up to a bully. What could they do? But this idea of an upstander is going to be really important in the next few minutes. So make sure you've clear in your mind what it actually is. This is the definition, in a really simple way, an upstander is anyone who helps the person being bullied. They may not stand up to the bully themselves but they may find a way of helping the person being bullied. And therefore that help is really important cause it helps that person themselves and the person being bullied, stand up to the bully in that way, taking away that power imbalance from the bully and the person being bullied. And this is a really important role in looking at bullying and stereotyping cause it's something that everybody may be involved in at some point. If you know, you've been bullied in the past pause the video and talk to a parent or a carer and they will help you understand what's going on and maybe able to help you more with this lesson as we move forward. When you're ready let's move on and carry on with our learning as we move into those ideas around scenarios and applying our learning to them. Well, I've explained what I want you to do, I want you to pause the slide and read it really carefully. There are four people here we're going to be looking at shortly. Salim is not a student who understands, someone says he is stupid. He is the person being bullied, and he reports it at school. Angela reports the comments she's seen about Salim to school and make sure that something may be done about it. Maya has actually liked the comment that's been made about Salim and it's negative online. And James is the person who sent the text to Salim to see if he's all right. So read carefully what these four people have done and what's going on and think carefully, are they bystanders or are they upstanders? Once again, think about the ideas we talked about, about what a bystander is and what an upstander actually is. You've got to decide for yourself, which is which and come and up with a reason for that. And that's why you should pause the video now, maybe jot down some ideas in your notes and then we'll carry on later on. When you're ready, press play and we'll carry on seeing whether they are bystanders or upstanders, and why. Let's check what you've written. Salim, Angela and James are all upstanders. They tried to do something about it. They reported it. They are Salim how he was. They did something positive to help Salim when he was being bullied. Maya, however, is a bystander because she liked the comment made about Salim that was negative. In that way she is reinforcing what the bully has said and that she has become a bystander. She's become a part of that imbalance of power. She's now added another person to the bullying. And therefore this is making Salim feel bad about himself and affecting his mental and physical wellbeing. Jot down some ideas of your own, why they are upstanders or bystanders. When you've done that we'll move forward and carry on with our learning. So you can press play and we'll carry on. Now, I do want you to pause the video and I want you to write a paragraph for me explaining what a bystander is and what an upstander is. You'll see here, there are 12 statements or comments I want you to use. Try and use all 12 of them and at the end of it count up on the points you've given yourself. See what is the maximum number of points you can get. Try and use everyone at least once. If you use one more than once use the points again for that one. When you finish writing it and check it over to make sure you've got or maybe take why you've got them into your paragraph. Play the video and we'll carry on with the lesson and we'll look at what you could have written and how we might be able to add some more things into it. Remember to think about clearly what a bystander or upstander is and maybe use four of our named people from earlier as examples to show what you know and what you understand cause that's really important in this lesson to show our understanding of what's actually going on. So when you're ready, pause the video, write the paragraph and when you're finished, press play. Now you can read what I've written to check your own understanding. You may have written more than I have and included more ideas. But for this one here, a bully will often pick on someone as it makes them feel superior and they want to make the person being bullied feel inferior to them. That looks about what we mean by being bullied and what a bully actually does and why they do it. A bystander is someone who stands by and let the bullying happen. This makes an imbalance of power of the person being bullied. An upstander will help the person being bullied by reporting to someone or reporting it online. So in that sense, what I've got in here is the idea of the imbalance of power, the bystander and the upstander. But I've not given examples and you may have done. And that really will help your learning move forward by giving examples. So it shows your clear understanding of what we've been looking at. If you want to add something to your own, please do so otherwise we'll carry on with the lesson now. Here's a statement for you. You can be an upstander online. Is it true or is it false? What do you think? I want you to pause the video now and spend a few minutes thinking about your answer to this one before we move on. Think about our definition of an upstander. Think about some of the scenario elements we've looked at there was online bullying there, and think how was it supported? Think carefully about this one and when you're ready press play, and we can move on in this lesson. Now you've thought about it, the answer is true. Ever%y online site will have a report abuse button. By pressing that and reporting the abuse you see online you are being an upstander. These will be clearly marked on all social media sites and websites about how you report abuse. And to be an upstander you should do it every time you see abuse happening online. That way you can stop the person being bullied feeling bad about themselves. And this will lead to the bully being stopped from bullying. So make sure you can see these sites see the button and in your learning here today you're aware that that's what you are looking for. This is where I want you to bring all your learning together from this lesson. You're going to write a pledge about being an upstander and I've given you this starter, I pledge to be an upstander... Now you can write in here what you will do and why you will do it and when you will do it. A pledge is a promise to stop bullying whenever you see it, whether it's in person or online. In that way, we'll also counter the imbalance of power. Because as soon as somebody is an upstander it changes that balance of power. It makes the bully feel less superior and the person being bullied less inferior. And therefore, by doing this we can stop bullying all together. Pause the video, write down your own ideas, and then reread them. Look at your explanations, why. Look at what you've written, will this really help bullying stop? When you've done that, press play and we can carry on. Here's an example pledge for you. I pledge to be an upstander by giving support to anyone being bullied or by reporting bullying when I see it, whether it's online or in person So all I've done is I've brought together all the ideas we've looked at; reporting buttons online to make sure the person being bullied knows they're being supported and to report it to stop the bullying happening again. Or whether you're going to report this in person to somebody at school, or making sure that the person who's being bullied feels that there's somebody there for them that will help them. why but the why is important for you. To think about why it's important we do this and what the impact is actually going to be. In this lesson we looked at the idea of bullying, being an upstander and how important is to support people being bullied, so they don't feel bad about themselves and they don't suffer that emotional and physical wellbeing. The lesson is now over. Thank you for taking part in the lesson and make sure you fill in your exit quiz. Also, if you want to share your learning please do so. The address is in here to do that. So once again, thank you for taking part in the lesson and goodbye.

This lesson will focus on the types of discrimination that are against the law and the Equality Act 2010.  

Unlawful discrimination and stereotyping

This lesson will focus on the right to respect and the importance of respect and tolerance in society. 

Respect and tolerance

﻿Hello, I'm Mr. Nicholson. And today, I want to look at respect and tolerance with you, in our topic on stereotyping and bullying. I hope you're going to enjoy the lesson and what I've got planned for you. So when you're ready, let's move forward in your learning. Before we carry on with the lesson, please ensure you've got an exercise book or a piece of paper on which to write and a pen. If you haven't got them, go get them now. And then we can start the lesson. It's important, 'cause we're going to be making some notes. There's quite a few activities for you to do as you go through the lesson. If you haven't already done so, please go and complete the introductory quiz. It'll help establish what we're going to do in the lesson. When you have done that, we're going to look at what is discrimination? We're then, going to move on to defining respect before we actually look at respectful behaviours and the impacts these can have. Finally, we're going to think about what you think about respect, and then there'll be the exit quiz at the end. So if you haven't already done so, do your introductory quiz, come back to the video, and then we will carry on. There are certain ideas and words that are going to become important in this lesson. So it's important that we know what they are. The first one is the concept of the imbalance of power. You can see it's there, but I've highlighted two words, group and one. So make sure you're aware of this one an imbalance of power is when a group of people, bully an individual or when one person continually bullies someone in the same way. So it's about one person continually bullying or a group of people bullying. Discrimination, we've talked about this before, is the unjust treatment of people, because of their differences or perceived differences. And both of these are going to be really important this lesson. If you want to, you can jot them down. If not, let's carry on with the lesson. Thinking back, can you remember what the nine protected characteristics were? Remember, they came from the Equalities Act 2010 and they are illegal things we cannot discriminate based on. I've given you the letter of the first word of each one, write them down. So pause the video and try and think about it. Some of these you have looked at in the introductory quiz already. So it's important we know what all nine are. When you're ready and you think you've got all nine right, press Play and we'll carry on. And here are the answers from the previous activity. Age, sex, sexuality, gender reassignment, race, religion, pregnancy, disability, and marriage. If you need to stop the video and change some of your answers, please do so now. And when you're ready, press Play, and we can carry on. Now, that we've refreshed our knowledge of the Equalities Act and the nine areas of protective characteristics, we're going to move on to the idea of respect. I'm going to look at this in terms of respecting yourself and respecting others. Now, once again, this is quite a delicate area to think about. So if you want to stop the video and talk to a trusted adult, please do so before we move on. And remember at anytime if you feel you need to do that, please do so. It's important you feel comfortable taking part in these lessons. And as we're talking about respecting yourself, it is going to be related to you. I've asked you a question here, so I'd like to think about it. What does the word respect mean? It's a word we use very often, and I've heard it in school and at home and on the news, but it's something that's really important to think about. If you need some thinking time, pause the video and contemplate, what do you think the word respect means? What does it mean to you? A really easy way of doing this is to think, "How can I show respect or how is respect shown?" And then use that to come up with your definition. When you're ready, we'll move on with the lesson. So you can press Play, or if you haven't bothered to pause, let's carry on going forward. Now, here is the definition of respect, "Having due regard for someone's feelings, wishes, or rights." That's important we think about that in terms of those nine protected characteristics from the Equalities Act. But also, when I ask you to think about an example, obviously, with somebody's feelings, with their wishes or their rights. It's important we bear this one in mind. So if you need to, write it down. And in order to do so, you might want to pause the video. We also, have the idea of being thoughtful and considerate of other people's feelings and behaving in a polite manner. That's an important idea as well, is how we treat people. So it's about having due regard, but also how we treat. So it's about what we think and what we do. Make sure you've got both of those ideas down in your notes before we carry on. So if you need to, pause the video, when you've written it down, press Play. And if you've got those examples in, that'd be really good to show your understanding of the topic we're doing. I now want you to complete the task. So I've asked you a question here. You'll need to pause the video to complete it. And then when it is finished, press Play and carry on. The question is, what is the link between stereotyping, protected characteristics and respect? So think about why we have protected characteristics, the definition of respect you came up with earlier, and the link between stereotyping and protected characteristics. This is going to draw all your learning together in these three areas. So spend some time thinking about it, planning it, and then writing it. As soon as you finished it, read it again and make sure there's nothing you need to add to it. If there is, make sure you do so. And when you're ready and you're happy with what you've written, press Play, and we can carry on with the lesson. Here's one example of what you might have written. I've included here in different colours, the idea of protected characteristics, stereotyping, respect, the three areas we've been looking at. Mentions where the protected characteristics come from and the idea of how stereotyping links to discrimination, showing understanding of both these ideas. And then the idea of respect that we've looked at earlier on in this lesson, what respect actually is and why we must show it to people. Notice here, you may think there are things you've added that I haven't, and that's fine, but if there's something you want to add now, please do so. Let's improve the answer or make it as good as we can. In that way, you're really showing your learning, your knowledge and your understanding of this very important topic area. Have you referred to the Equalities Act? Maybe you should have given an example. I didn't, maybe something else I've missed out, so you might want to do so. It's really important we know exactly what we're talking about here before we move on, on our learning. If you need to pause, please do so. And when you're ready, press Play, and we'll carry on with the lesson. Look in more depth for this idea of respect. Here's a true or false statement I want you to think about. We should respect everyone. Is that true or is it false? Think about what your answer is. If you need some thinking time, then pause the video, but remember to think about why you're going to say true or false, that's really important. So when you're ready, Play. Spend some time before that, thinking about your own response. The answer to this is true, but we need to know that reason why. And here's one. Everybody's worth the respect, because everybody is different. The protected characteristics are there to help nine areas, avoid discrimination and prejudice, but everybody has something that is different about them. And that's something we need to celebrate and understand rather than to bully them about. So thinking about it here, we should respect everyone at all times. Show respect, but also have the right to be respected ourselves. What I like you to do now is to jot down your answer to this question and say why? Make sure it's your own personal opinion and start it with, "I think that..." When you've done that, carry on with the lesson. I mentioned a moment ago about respecting yourself and respecting others. And I'd like to do another activity for me. So you're going to need to pause the video after I've explained it. Can you complete this table on your piece of paper or in your books, how you can show respect to yourself and how you can show respect to others? Think carefully about these and take as long as you need to do it, but make sure you think about what you believe and what's important to you, but also reflect on our learning from this lesson so far about prejudice, discrimination, stereotyping, and the idea of respect. When you've completed your table, press Play and we'll move on in your learning. Here are some of my ideas, but obviously, you've got your own. Respect yourself by telling yourself, "Well done." When you've done something like this lesson say, "Well done." celebrate what you've done and don't put yourself down. That's not respecting yourself, that's being hard on yourself. When respecting others treat them as you would want to be treated yourself. That's an important maxim that comes through in many parts of life. Be polite when you're communicating with people in the what you say and how you say it, the way your body language is and the way you interact with others. And we've mentioned this one before, but if you disagree with somebody, say why. Don't just tell them they're wrong, explain your own thinking. That's showing respect for their point of view, but also respecting your own point of view. And in terms of bullying and those ideas we've looked at already, be an upstander. By being an upstander, you're respecting the other person who's being bullied and doing something about it. That really is showing respect. If you want to add some of the ideas from here, please do so. You may need to pause the video again, but if not, let's carry on with your learning. If you do pause it, press Play so we can move on. Now we've thought about respecting ourselves and respecting others, how might we show respect in our school? And that's the question we're going to turn to now. So think about your time in school and think about when you've shown respect to fellow students, to visitors, to staff, to governors or anybody else you might know, but also how they've shown respect to you. And then we can move on in your learning. Here are some ideas I've come up with. It's not an exhaustive list. And what I'd like you to do is when I've been through this one, jot down some of your ideas that are different to mine, how you might show respect in school. So saying, "Hello," welcoming new people, disagreeing in a respectful manner. "I see what you're saying. However, I disagree." So acknowledging that you respect their view, but showing that you don't actually agree with it, but in a polite and respectful manner. Not being a bystander when somebody's being bullied, therefore, being an upstander. Not being involved in that imbalance of power we talked about before, when we've looked at bullying and never stereotyping anyone or discriminating against them. So here's six ideas for you, but maybe now, spend some time writing down your own. You might want to add to these I've already given you by giving me some examples. It's a really good way of showing your understanding, or you might want some completely different ones. Think about your role in your own school. When you've done that, let's carry on with the lesson. Now, once again, I'm going to ask you to pause the video and read the scenario about Joseph. Joseph is a skilled footballer, but see what's happening to him. Think about it carefully, and then I want you to complete the following task. Identify the acts stereotyping and discrimination in this scenario. Think about and jot down what should Joseph do in this situation? And how could someone show respect and support Joseph in this? As I said to you, read it carefully, see what has happened and then complete the three activities for me. When you've done those, press Play and we'll see what you've written and go through the answers together. Now here's the act of stereotyping, that gay people cannot be good footballers. This is a comment. "How can Joseph be a good footballer? He's gay." Discrimination is, "Okay, he's good at football, but we don't want anybody who's gay in our team." So he's turned away and he's called names as he walks away, that's an active discrimination, based on the stereotype that gay people cannot be good footballers. To support Joseph, he can join the team and play and show what a good footballer he is, but he can turn to other people for support and guidance to help him in this, and to explain about why stereotyping and discrimination based on somebody's sexuality goes against the Equalities Act. If you need to add anything to your own work, please do so by pressing Pause. And when you're ready, let's carry on. You may have heard of a manifesto whether we were looking at elections, or TV, we've been talking about general elections, local elections. What is a manifesto? A manifesto is a pledge made by somebody to do something. In terms of politics, it's about the political parties pledging to do something if they win the election. I want you to come up with your own personal manifesto for respect, five things you can do as an individual. And each one should start, "I pledge..." But then think about five things your school could do that everybody in your school could join in, to have a respectful school. And in that sense, start them with, "We pledge..." So five personal things, five school things in your own manifesto, and think about respect. Think about your situation in your school and what you might want to improve, or see things done differently? To do this, you're going to need to pause the video. And when you've completed those, press Play and we can carry on. But remember, these are personal to you for the first five and the next five, the school ones, are ones everybody should be able to take part in. And within that, I mean, any visitor, any member of staff or any pupil within school. Here are some examples I've come up with. "I pledge to never be a bystander when I see bullying taking place." That showing respect for somebody, 'cause it's helping them stop being bullied and knowing somebody's there to support them. But I pledged in school, "We treat everybody the same and to celebrate the diverse nature of our school." So avoiding prejudice and discrimination, key things we've already looked at. You will have added other things to these 'cause I did ask for five personal ones and five school ones. Well done on completing them all and coming up with your own manifesto. Maybe it's something you can share later on with your own teacher in school and talk about what you've been doing. Well done, that's another lesson completed and you've looked at respect and you've come up with your own manifesto. Now it's time to complete your exit quiz as well. So now you've finished that one, stop the video and go and complete the exit quiz. But once again, well done, I hope you've enjoyed the lesson and I hope to see you again soon. If you want to share your work, please do so. The links are here and it would be really good to see what you've been doing. Goodbye for now. And here are the answers from the previous activity. Age, sex, sexuality, gender reassignment, race, religion, pregnancy, disability, and marriage. If you need to stop the video and change some of your answers, please do so now. And when you're ready, press Play, and we can carry on. Now, once again, I'm going to ask you to pause the video and read the scenario about Joseph. Joseph is a skilled footballer, but see what's happening to him. Think about it carefully. And then I want you to complete the following task. Identify the acts stereotyping and discrimination in this scenario. Think about and jot down what should Joseph do in this situation? And how could someone show respect and support Joseph in this? As I said to you, read it carefully, see what has happened and then complete the three activities for me. When you've done those, press Play and we'll see what you've written and go through the answers together. Now here's the act of stereotyping, that gay people cannot be good footballers. This is a comment. "How can Joseph's be a good footballer? He's gay." Discrimination is, "Okay, he's good at football, but we don't want anybody who's gay in our team." So he's turned away and he's called names as he walks away, that's an act of discrimination based on the stereotype that gay people cannot be good footballers. To support Joseph, he can join the team and play and show what a good footballer he is, but he can turn to the people for support and guidance to help him in this and to explain about why stereotyping and discrimination based on somebody's sexuality goes against the Equalities Act. If you need to add anything to your own work, please do so by pressing Pause. And when you're ready, let's carry on.

This lesson will link stereotyping and bullying together. 

Help for victims of stereotyping and bullying

﻿Hello. I'm Mr. Nicholson. And welcome to this lesson on bullying. We're going to look at the roles people have in bullying today, and this is quite a sensitive topic. So if you want to speak to a parent or carer beforehand, do so. And if at any point during the lesson you need to stop and speak to somebody, please do so. But when you're ready, let's enjoy the lesson and do all the activities together today. Before we start, make sure you've got something to write with. A pen, and an exercise book or a piece of paper to make your notes on, because there's quite a few activities for you to do. If you need to go and get them, go and get them now, and then we'll carry on with the lesson. During this lesson, there's a number of things I want you to do. So make sure you've completed your introductory quiz before we start. When we've done that, we're going to move on to review the learning you've done already. And then we're going to about the different roles people have in bullying. What do they do? How do they help the bully? How do they help the person being bullied? We're also going to look at the idea of how you would help other people, and then look at why it's important to others that we help them. And when we finish the lesson, complete your exit quiz at the end. That way you can consolidate your learning and keep it all in your mind, ready for you to use when you need to use it, and to reflect on what we've already done. Here's a question I want you to think about. What is the traditional view of bullying? If somebody said the word bullying to you, what would you think about? How would you think about it, and what scenarios could you come up with? Spend a few moments thinking about this before we move on in our learning. It's important we understand what we mean here by bullying and that traditional view of it. Now, this is very much linked to the traditional view of bullying. In bullying, there is only the victim and the bully. What I want you to do is think about whether this statement is true or false. Spend a few minutes thinking carefully whether this statement for you is true or false and why. And when you're ready to move on, let's carry on with your learning. The answer is false. There's much more to bullying than the victim and the bully. It can involve many different people who are categorised as upstanders and bystanders. And that's something we need to think about as we move through this lesson. So remember it's false because there are many different people. And we're going to look at the roles those people have within bullying. As we mentioned a moment ago, the traditional view of bullying is of the bully and the person being bullied. But actually we know there are more people involved in that one. So now we're going to turn to look at the idea of bullying as a group activity. And I mentioned earlier, the idea of roles played within the activity itself. That's what we're going to move on to now. So make sure you've got your piece of paper or book and pen at hand so you can make some notes as we go along so you can complete the exercises later. We're now going to look at the key words. But rather than give you the definition this time, I want you to work it out for yourself. These are all roles within bullying. So think carefully what they are. Write down the six words, and then next to them, write down what you think the role is within bullying. First one is the victim, then the assistant, then the ringleader, the reinforcer, the outsider, and the defender. As I said, they're all roles within a bullying scenario. So jot them down and write down what they mean to you. We'll go through these in a moment. So pause the video, complete the activity. And when you're finished, press play, and we will carry on. We're now going to look at what these words are. So check what you've written. If you need to add anything, do so as we go along. If you need time, pause the video as needed, and then carry on. The victim is the person being bullied. The assistant is anyone or someone who helps the bully. They help them to undertake the bullying of the victim. The ringleader is the lead bully. The instigator, the person who's doing the bullying itself. The reinforcer is anybody who does what the bully wants. So if the bully asks somebody to help them, to arrange something for them, they are known as a reinforcer. The outsider is anybody who watches the bullying going on. They may stand there and see it, and they do nothing about it. They have that role of being the outsider. By being there, they're part of the bullying scenario but not fully involved in it other than watching it. And the defender is anyone who supports the person being bullied, who tries to stop it. So, as I said before, pause the video if you need to, and add anything to your own words here. These words are really important as we move forward in this lesson. We're just going to check your understanding here of the words we've just been looking at. You've got three columns here. What we'd like to decide is where do the six categories fit in. Which one is the person being bullied? Which is the upstander? And which are the bully and the bystander? So either write these next to the six words you've got or produce a table like this one in your notes and write down the words we've just looked at in our key words. Go back and check what you've written for the key words, and then decide. When you're ready to move on, press play, and we'll look at what the answers are. Let's check what you've got. The person being bullied is the victim. The upstander, remember, somebody who stands up for the person being bullied, is the defender. The bully and the bystanders are the ringleader, the bully themself, the reinforcer, the assistant and the outsider. Check you've got them in the right column and the right understanding. We're going to look at a scenario shortly about these and see where people fit in. So let's see what you remember about the definition of these. I want you to spend some time. I want you to pause the video here and write down a definition of the ringleader, the reinforcer, the assistant, and the outsider. We've looked at what they are. All of these are parts of being bystanders and the bully themselves. But what are they actually doing? Pause the video, write down your answers, check through your learning previously if you need to. And then when you're ready, press play, and we'll move on and look what you've said. And here are the answers for you. The ringleader is the bully, the person who's instigated the bullying. And the reinforcer is the one that are often telling the bully that they're doing the right thing, it's not a problem, don't worry about it. They're reinforcing in the mind of the bully that what they're doing is good. The assistant is often one who tells the bully where the victim is going to be. Therefore they are assisting in the bullying activity. They're helping the bully. They're assisting the bully to do the activity itself. And the outsider is a form of bystander. They're watching it, but they're not actively involved in it. However, in reality, they're complicit within the bullying activity because they're doing nothing to stop it. They're watching it go on. Make sure you've got these four ideas clear in your mind. These are really important in this lesson, and we'll use them going forward in your learning. Now that we know what the roles are within bullying, I'd like you to come up with your own situation or scenario and identify the roles people have. There are nine words here I want you to include. When you've written it, underline or highlight them and see how many points you get. Make sure you can try and use all the words at least once in what you've written. This may be a fictitious bullying event. And that's often easier to write about, because you know all the signs of it. So think about one from literature or on TV or in the media that you've seen or heard about. To do this, pause the video, but make sure you can still see these nine words, and when you're ready, press play, and we will move on in your learning. Here's an example I've done for you. Notice I've highlighted the words that I asked you to use earlier, and I've tried to use as many as I can. This is a fictitious account of bullying because, actually, it's quite a sensitive topic, and I wanted to distance myself from it rather than become too involved in it. But in doing this, by creating this scenario, I've been able to show my understanding of the topic of the roles of bullying and how people are affected by it. I've also given examples of what these people have or have not done. Read through it, pause it, and think, have you included all this information? Maybe you want to add something to your own story. When you're ready, let's move on. Now, for this activity, you could use my example, or you could use your own example. But what I want you to do is think about how could the outsider have helped the victim, how could the victim have helped themselves, and how could the assistant have helped the victim. Remember here, it's about helping the victim, not helping the bully. Jot down your ideas under these three headings and think carefully using your own scenario or mine. What could have been done? You'll need to pause the video to do this. But when you're ready, press play. Here are my answers based on my example. You can see here that the outsider, Tom, could tell the school staff what's going on, and they will stop it. They can intervene to help Andy. Andy could tell someone at home what's going on, and they could inform the school. Because he might be scared to do so, even though he knows that bullying is wrong and they will listen to him, he may not think what's going to happen to him will be good. Because he thinks the bullying may get worse. It won't. It will stop in this sense. The assistant can actually refuse to be the assistant anymore and stand up to the bully. In that way, all of them are either helping themselves or helping the victim. They know that bullying is wrong. They know the effect it's having on Andy. And therefore this will help it stop. Now I've given you a question here about the outside role. The outside role is that one where people are watching on, and we refer to these people's outsiders. It's the most common role in bullying. And why do you think this is? Spend a few minutes thinking carefully about this one. Maybe use your own example or mine to see what you think. When you're ready, press play. Here are some ideas I've thought about. It's often easier to do nothing and watch it because the person being bullied is not your friend. Even though that doesn't matter, they're still being bullied. You should have done something about it. But actually, if they're not your friend, you think it's not your issue. You might be scared that if you intervene, you'll be bullied yourself. However, if the bullying is stopped, then the bullying will stop and he or she won't be able to carry on. You might not know who to report the bullying to. In this case, would it be a trusted adult within the school or a parent? It's important for you to think about who it would be if you're ever put into this situation. And you may not see yourself as an outsider. Just because you're watching it, you may think it's nothing to do with you. But as we've seen, the role of the outsider is the most common one. You are on the outside looking in and basically saying, "Well, it's okay because I don't think I can do anything about it." And that's something we need to think about. How we would stop the bullying going on. To turn from being the outsider to being the supporter, to helping defend them. Remember that comment about the defender. Helping stop being bullied, and therefore stopping the bullying completely. And now I want you to pause the video and complete this task. And it's quite an open question of what can we do. And what it means is, what can we do about bullying, and what can we do to include people in everything? And I've given you four questions here I really want you to think about and include in your written work. It's at a school, a personal, and a class level. So think about what you're going to write. Think clearly, carefully, and plan it before you start. When you have finished it, press play, and we can carry on. Here are my ideas in relation to this question. Does the school have an anti-bullying policy that everybody knows and understands? Have you studied it in class? If not, maybe ask at school for you to go through it in the lesson. See what you want to add. See if there's some things you don't understand. You want some clarification on. Individually, we can never be bystanders. Therefore we should always help when we see bullying taking place. And we can support people with whatever they need. Clearly though, as a class, we can't exclude anybody. If we see that people are different, that may lead to bullying. So we must find ways to include everybody in everything we do. This idea of exclusion automatically isolates somebody. And therefore they're often seen as the victim. If you need to add something to your work, do so now. Finally, I want you to invent a slogan on how we can help others. It's got to ensure that no one is excluded, that everyone's included as an upstander, and it's something that will help us understand and stop bullying. Remember, it's something that everybody should be able to do. It's meant to be inclusive. We've got to include everybody within our slogan. Pause the video and then write your slogan, and think carefully, "Does it include everybody? Will it stop bullying?" Here's my slogan. Maybe it's not quite what you thought it would be. Mine says, "Why will you always be an upstander?" Because that makes people think for themselves. And if they're thinking of themselves, it includes everybody, but it also means they need to know what an upstander is. Look again at your slogan. Is there anything you want to add to it? If not, leave it as is, and it's fine. If you do, add a few more things now, and maybe share it with people you know and see what they think about it. Thank you for taking part in this lesson and for all you've done today, and for all the thinking you've done. If you want to share your work, here's two addresses you might want to use. Ask your parent or carer to help you. But once again, thank you for the lesson, and goodbye.

Unit Overview: Respectful relationships: Stereotypes and bullying

Lessons: