Year 1-4 Overview

School name

Unit title

Duration of unit: 3hr and 45min/

term

AUSSIE ANTI-BULLYING

1 x 45minute lesson / fortnight

Unit outline
Students apply their knowledge and understanding of bullying. They identify and analyse a specific bullying scenario and propose an alternative
ending to the scenario, one that follows alongside the AUSSIE ANTI-BULLYING Program. Students will become emerged in a weekly lesson that
specifically develops and strengthens their knowledge and understanding in the different perspectives of the bully, the victim and the accomplice.
They develop the skills required to build and manage their resiliency and other components of health and wellbeing, relationships and safety.

Identify curriculum
Content descriptions to be taught
Year 1 2
Year 3 4
Being healthy, safe and active
(ACPPS017) Practise strategies they can use when
they feel uncomfortable, unsafe or need help with a
task, problem or situation
identifying and rehearsing strategies they can
use when requiring assistance, such as asking
an adult, reading basic signs and solving a
problem with friends
recognising photos and locations of safe places
and a network of people who can help
describing warning signs (physical, emotional
and external) that can help them to know if
they are safe or unsafe
Communicating and interacting for health
and wellbeing
(ACPPS019) Describe ways to include others to
make them feel they belong
identifying and appreciating similarities and
differences in people and groups
exploring how people feel when they are
included and excluded from groups and
activities
demonstrating appropriate language when
encouraging others

Be healthy, safe and active

(ACPPS035) Describe and apply strategies
that can be used in situations that make
them feel uncomfortable or unsafe
recognising physical responses that
indicate they are feeling
uncomfortable or unsafe
rehearsing assertive behaviours and
strong non-verbal communication
skills
identifying and practising
appropriate responses to unsafe
situations
indicating safe places and people
who can help
examining protective behaviours to
stay safe in different situations
Communicating and interacting for
health and wellbeing
(ACCPS038) Investigate how emotional
responses vary in depth and strength
recognising own emotional
responses and levels of their
response in different situations

General capabilities and cross-curriculum

priorities
Literacy
Comprehending texts through listening, reading and
viewing
Comprehend texts
Navigate, read and view learning area texts
Compose spoken, written, visual and
multimodal learning area texts
Use language to interact with others
Composing texts through speaking, writing and
creating
Compose texts
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Self-awareness
Understand themselves as learners
Develop reflective practice
Recognise emotions
Self-management
Work independently and show initiative
Express emotions appropriately
Social awareness

Identify curriculum

demonstrating how to include others in

physical activities when completing movement
tasks or practising for performance
expressing appreciation and offering
encouragement using a variety of
communication techniques

(ACPPS020) Identify and practise emotional

responses that account for own and others feelings
recognising own emotions and demonstrating
positive ways to react in different situations
identifying the bodys reaction to a range of
situations, including safe and unsafe
situations, and comparing the different
emotional responses
predicting how a person or character might be
feeling based on the words they use, their
facial expressions and body language
understanding how a persons reaction to a
situation can affect others feelings

understanding that emotional

responses vary across cultures and
differ between people and different
situations
analysing scenarios and identifying
possible triggers and warning signs
to predict emotional responses
describing strategies, they can use
to identify and manage their
emotions before making a decision
to act

Contributing to healthy and active

communities (ACPPS022) Explore actions that
help make the classroom a healthy, safe and active
place
recognising how their actions help keep
classmates safe
explaining and demonstrating how being fair
and respectful contributes to class health and
wellbeing

Appreciate diverse perspectives

Understand relationships
Social management
Work collaboratively
Work independently and show initiative
Become confident, resilient and adaptable
Critical and Creative Thinking
Inquiring identifying, exploring and organising
information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Reflect on processes
Analysing, synthesising and evaluating
reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
Ethical Understanding
Reasoning in decision making and actions
Consider consequences

Essential Learnings
Ways of Working
Students are able to:
identify and collect information and evidence
draw conclusions and make decisions
propose and take action to promote health
and wellbeing
apply personal development skills when
interacting with others

Knowledge and Understanding

Health - Health is multidimensional and
influenced by everyday actions and
environments.

The dimensions of health include physical

(relating to the body), social (relating to
relationships) and emotional (relating to

Personal Development - Personal identity,

self-management and relationships develop
through interactions in family and social
contexts and shape personal development.

Identity is shaped by personal

characteristics and experiences
Establishing and maintaining relationships

Essential Learnings

follow guidelines to apply safe practices

reflect on and identify how behaviours, skills
and actions influence health and wellbeing
reflect on learning to identify new
understandings.

feelings.
Health behaviours and choices are
influenced by personal factors, people and
environments.
Individual behaviour and actions, including
adopting safe strategies at home, on and
near roads, near water, and in relation to
the sun, can promote health and wellbeing
and safety.

involves effective communication, being

considerate of others and respecting
differences
Everyday experiences and relationships
give rise to different emotions in self and
others.

Achievement standard
Receptive modes
Year 1 and 2 Achievement Standard
They recognise how emotional responses impact on others feelings.
They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active.
Year 3 and 4 Achievement Standard
They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations.
Productive modes
Year 1 and 2 Achievement Standard
Students demonstrate positive ways to interact with others.
They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems.
Year 3 and 4 Achievement Standard
Students apply strategies for working cooperatively and apply rules fairly.
They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active.

Relevant prior curriculum

Curriculum working towards

Foundation Year Achievement Standard

They identify and describe the different emotions people experience.
They identify actions that help them be healthy, safe and physically
active.
They identify different settings where they can be active and
demonstrate how to move and play safely.
Students use personal and social skills when working with others in a
range of activities.
They demonstrate, with guidance, practices and protective behaviours to
keep themselves safe and healthy in different activities.

Grade 5-6 Achievement Standard

They recognise the influence of emotions on behaviours
and discuss factors that influence how people interact.
They describe their own and others contributions to health,
physical activity, safety and wellbeing.
Students demonstrate skills to work collaboratively and play
fairly.
They access and interpret health information and apply decisionmaking and problem-solving skills to enhance their own and
others health, safety and wellbeing.

Links to other learning areas

Safety

safety at school
safe practices at home, in road or transport environments, in the outdoors and when near water
safe and unsafe situations at home, school and parties and in the community
strategies for dealing with unsafe or uncomfortable situations

Relationships
strategies for relating to and interacting with others
assertive behaviour and standing up for themselves.
people who are important to them
bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
strategies for dealing with relationships when there is an imbalance of power
celebrating and respecting difference and diversity in individuals and communities.
Mental Health and Wellbeing
resilience, and skills that support resilient behaviour
coping skills, help-seeking strategies and community support resources
networks of support for promoting mental health and wellbeing.
Health Benefits of Physical Activity
sedentary behaviours and their impact on health and wellbeing
strategies for minimising sedentary behaviour and including physical activity in daily routines.

Assessment
Describe the assessment
Formative Assessment:
FA1 - Students work together to construct a Venn Diagram based on the similarities and differences that took place
between two videos.
FA2 - Students are required to create and act out an alternative ending to an anti-bullying scenario.
FA3 - Helping hands activity students draw or write their understanding of the different ways in which Alex the
Accomplice could have supported Valerie the Victim.
FA4 - Classroom discussions students engagement and participation within the weekly discussions based around
each element of the AUSSIE ANTI-BULLYING Program
FA5 - Weekly Topic / Discussion Cards Students clarify their thinking and understanding of the topic in answering the
questions given within the FA6 - discussion, statement and consequences cards.
FA6 - Make predictions Students make predictions based around the character of Alex and why they believe he
supported the bully.
FA7 - Sorting activity Students sort tiles out into categories to reflect on their newly gained knowledge and
understanding of the concept.
FA8 - Reflection students reflect on previous lessons knowledge and understanding

FA9 - Brainstorming bubble Students brainstorm on their own comprehension of what bullying is

Assessment date

Lessons 5
Lesson 5
Lesson 4

Lessons 1-5

Lessons 1-5

Lesson 4
Lesson 2
Lesson 2

Lesson 1

Teaching and learning

Teaching strategies and learning experiences

Assessment of
Learning and Students
Needs

Lesson 1: AUSSIE ANTI-BULLYING Acknowledge

FORMATIVE ASSESSMENT
(FA)

Grade 1-2

Supportive learning environment

Introduce the term

AUSSIE ANTI-BULLYING to
the students. Specifically
focussing on what the A
stands for in the word
AUSSIE.
Classroom discussion
what students think the
term bullying means.
Teacher then further
clarifies the definition by
showing them a definitions
poster.
Construct a brainstorming
bubble with students to
acknowledge the different
types of bullying that can
be found within the school
yard.
Play a short video
introducing students to a
particular school yard

Grade 3-4
*Same as Grade 1-2, further
followed by

Students have a group

discussion based on the
questions / discussion
topics within the
Kookaburra Questions and
Possum Why Bully Cards

FA 4
FA 5
FA 9

Resources

Grade 1-2

Grade 3-4

Definition: What is
bullying Poster
Grade 1-2

Definition: What is
bullying Poster
Grade 3-4

Bubbl.us

Bubbl.us

Introductory Video Mrs.

Kookys Aussie Antibullying

Introductory Video Mrs.

Kookys Aussie Antibullying
Kookaburra Questions
Possum Why Bully?

Teaching and learning

Teaching strategies and learning experiences

bullying scenario.
Classroom discussion
students acknowledge
who the victim, bully and
accomplice is within the
video.

Supportive learning environment

Assessment of
Learning and Students
Needs

Resources

Teaching and learning

Supportive learning environment

Teaching strategies and learning experiences

Assessment of
Learning and Students
Needs

Lesson 2: AUSSIE ANTI-BULLYING Understand

FORMATIVE ASSESSMENT
(FA)

Teacher re-defines the

definition of bullying and
introduces students to the
U Understand.
Teacher asks a student to
recap what happened
within the scenario of the
previous lessons video.
Teacher plays a short
video of an interview
conducted with Valerie.
After video is played
children have a discussion
based on the feelings in
which Valerie felt and how
they might relate to her
feelings.
Teacher explains to
students how there is
always two sides to every
story, and that they will
now be looking at an
interview with Bob. After
video is played children
have a discussion based
on why Bob acted the way
he did and how they might
relate to his reasoning.

*Same as Grade 1-2, further

followed by

Teacher provides students

with another example of a
different scenario and
questions them based on
the scenario. From this
scenario, students discuss
who was the victim, the
bully and the accomplice.
Students follow up by
completing an activity
based around this scenario
by categorising the good
and bad ways to deal with
the scenario.
Students have a group
discussion based on the
questions / discussion
topics within the Kangaroo
Questions cards.

FA
FA
FA
FA

4
5
7
8

Resources

Grade 1-2

Grade 3-4

Definition: What is
bullying Poster
Grade 1-2
Grade 3-4

Definition: What is
bullying Poster
Grade 1-2
Grade 3-4

Interview with Valerie

Video

Interview with Valerie

Video

Interview with Bob Video

Interview with Bob Video

Scenario Text and
Questions Spelling Test
Nightmare
Scenario Activity Sheet:
Spelling Test Nightmare
Activity Sheet
Kangaroo Questions

Teaching and learning

Supportive learning environment

Teaching strategies and learning experiences

Assessment of
Learning and Students
Needs

Lesson 3: AUSSIE ANTI-BULLYING Safety

FORMATIVE ASSESSMENT
(FA)

Teacher introduces
students to what the S
stands for in the AUSSIE
ANTI-BULLYING Program.
Teacher questions
students on why they
think safety would play a
role in the anti-bullying
program? How can we be
safe at school? How can
we be safe in the
playground? How can we
be safe in the classroom?
How can we be safe at
home? How can we be
safe on the computer or
online?
Teacher informs the
students that there are a
number of different safety
strategies out there. In
relation to the bullying
scenario Mrs Kookie has a
little safety lesson to share
with us. Teacher plays
video.
Teacher reads to students
an example of an Online
Attack and questions them
based on the scenario and
what they have learnt
from Mrs Kookies video.
Teacher introduces
students to the Internet

*Same as Grade 1-2, further

followed by

Students have a group

discussion based on the
questions / discussion
topics within both sets of
wombat safety cards.

FA 4
FA 5

Resources

Grade 1-2

Grade 3-4

Mrs Kookies Safety

Video

Mrs Kookies Safety

Video

Online Safety Activity

Sheet Online Attack

Online Safety Activity

Sheet Online Attack

Internet Safety Pledge

Internet Safety Pledge

Wombat Safety
Wombat Safety 1

Teaching and learning

Teaching strategies and learning experiences

Supportive learning environment

Assessment of
Learning and Students
Needs

Resources

Safety Pledge, they read

through the Pledge and
sign the Pledge together.
Students keep pledge as a
reminder.

Teaching and learning

Supportive learning environment

Teaching strategies and learning experiences

Assessment of
Learning and Students
Needs

Lesson 4: AUSSIE ANTI-BULLYING Support

FORMATIVE ASSESSMENT
(FA)

Resources

Grade 1-2

Grade 3-4

Teaching and learning

Teaching strategies and learning experiences

Teacher introduces
students to what the
second S stands for in
AUSSIE.
Teacher asks students if
they remember the role
Alex played in the first
video? And questions
students why do you think
Alex supported the bully?
Do you think he supported
the bully because he was
too afraid to get bullied
himself?
Teacher plays a short
video of an interview
conducted with Alex. After
video students then
discuss on how Alex felt
and why he acted the way
he did. Teacher also asked
students what actions
could Alex have done to
support Valerie?
Teacher then directs
students to complete the

*Same as Grade 1-2, further

followed by

Students have a group

discussion based on the
questions / discussion
topics within the Koala
Questions and Emu
Consequences cards.

Supportive learning environment

Assessment of
Learning and Students
Needs
FA
FA
FA
FA

3
4
5
6

Resources

Interview with Alex Video

Interview with Alex Video

Helping hands

Helping hands
Koala questions
Emu Consequences

Teaching and learning

Supportive learning environment

Teaching strategies and learning experiences

Assessment of
Learning and Students
Needs

Resources

Lesson 5: AUSSIE ANTI-BULLYING Inclusion and Encourage

FORMATIVE ASSESSMENT
(FA)

Grade 1-4

Teacher introduces students to this weeks topic, the I and

the E within the AUSSIE ANTI-BULLYING Program, further
clarifying what the words inclusion and encourage mean.
Teacher plays students the first video, after viewing the
video the teacher breaks students up into groups of five and
asks then to come up with an alternative ending if instead of
bullying there was inclusive and encouraged behaviour from
all participants. Students are given ten minutes to plan and
rehearse their one-minute skit.
Students then perform their alternative ending to their peers
taking on the roles of Bob, Alex, Valerie, Tracey and Paul by
using the role play character masks.
After all groups have performed teacher plays the ending
video, followed by a classroom discussion where students
work together to construct a Venn diagram to show the
differences that took place from the first video the bullying
episode, to the last video demonstrating inclusiveness and
encouragement.
After comparing the differences, students have a group
discussion based on the questions / discussion topics within
the Possum Statements cards.

Inclusion Definition Poster

FA
FA
FA
FA

1
2
4
5

Encourage Definition Poster

Role Play activity using masks
Possum Statements

Use feedback
Ways to monitor learning
and assessment
Feedback to students

Reflection on the unit plan

Teachers create opportunities for discussion about shared understandings.

Teachers strategically plan opportunities and ways to provide ongoing verbal feedback and encouragement to
students.
Students reflect on and discuss with their teachers and peers.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide
multiple opportunities for children to act out scenarios and reflect on the experience.
Identify what worked well during and at the end of the unit, including:
activities that worked well and why?
activities that could be improved and how?
assessment that worked well and why?

Use feedback
Ways to monitor learning
and assessment
Feedback to students

Teachers create opportunities for discussion about shared understandings.

Teachers strategically plan opportunities and ways to provide ongoing verbal feedback and encouragement to
students.
Students reflect on and discuss with their teachers and peers.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide
multiple opportunities for children to act out scenarios and reflect on the experience.

assessment that could be improved and how?

common student misconceptions that need/needed to be clarified.

REFERENCES
UNIT PLAN REFERENCES
Australian curriculum, assessment and reporting authority. (2015). Australian Curriculum: Health and Physical Education. Retrieved 7 May,
2016, from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
Bullying no way!. (2016). Talking about bullying classroom discussion starters. Retrieved 7 May, 2016, from
http://www.bullyingnoway.gov.au/national-day/for-schools/bnw-lesson-plans/2016-discussion-starters.html
Kids.net.au. (2016). Dictionary Definition: Encourage. Retrieved 7 May, 2016, from http://dictionary.kids.net.au/word/encourage
Kids.net.au. (2016). Dictionary Definition: Inclusion. Retrieved 7 May, 2016, from http://dictionary.kids.net.au/word/inclusion
Queensland curriculum, assessment and reporting framework. (2007). Health & Physical Education (HPE) Essential Learnings by the end of
Year 3. Retrieved 7 May, 2016, from https://www.qcaa.qld.edu.au/downloads/p_10/qcar_el_hpe_yr3.pdf

RESOURCE REFERENCES
Mask spot. (2014-2016). Cow Mask. Retrieved 7 May, 2016, from http://maskspot.com/download/cow-mask/
Mask spot. (2014-2016). Crocodile Mask. Retrieved 7 May, 2016, from http://maskspot.com/download/crocodile-mask/
Mask spot. (2014-2016). Monkey Mask. Retrieved 7 May, 2016, from http://maskspot.com/download/monkey-mask/
Mask spot. (2014-2016). Pig Mask. Retrieved 7 May, 2016, from http://maskspot.com/download/pig-mask/
Sparklebox. (nd). Australian Animals A4Page Boarders. Retrieved 7 May, 2016, from http://www.sparklebox.co.uk/48214830/sb4821.html#.Vy2oQ_l97IU

Sparklebox. (nd). Australian Animal Themed Peg Labels. Retrieved 7 May, 2016, from http://www.sparklebox.co.uk/previews/1137611400/sb11388-australian-animal-peg-labels.html#.Vy2omvl97IU
Sparklebox. (nd). Kookaburra Role Play Mask. Retrieved 7 May, 2016, from http://www.sparklebox.co.uk/previews/11176-11200/sb11184kookaburra-masks.html#.Vy2ltvl97IU
Super teacher worksheets. (nd). Internet Safety Pledge. Retrieved 7 May, 2016, from https://www.superteacherworksheets.com/onlinesafety/internet-safety-pledge_PLEDG.pdf
Super teacher worksheets. (nd). Spelling Test Nightmare. Retrieved 7 May, 2016, from
https://www.superteacherworksheets.com/bullying/bullying-story-spelling-test_SPELL.pdf
Twinkl. (nd). Helping Hand Bullying Worksheet. Retrieved 7 May, 2016, from http://www.twinkl.co.uk/resource/t2-p-004-helping-handbullying-worksheet