Healthy Mind - Happy Me: Book 2 by Teacher Superstore

Title:

Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

HEALTHY mIND - happy me book 2

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 955 9 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes Curriculum Focus

4 5

Teachers’ Notes 7-10 Managing Me 1 11 Managing Me 2 12 Empathy 13 A Positive Me 1 14 A Positive Me 2 15 Rolling Away Negativity 16 Spin Your Emotions Around 17 A Positive Future 18 Time Capsule 19 Dream Catcher 20

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Section 1: Self-Regulation

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Section 3: Relationships And Conflict Teachers' Notes 42-44 Diversity 1 45 Diversity 2 46 More On Diversity 47 Communication And Negotiation 1 48 Communication And Negotiation 2 49 Tuning In 50 Dealing With Conflict 1 51 Dealing With Conflict 2 52 Section 4: Emotional Intelligence Teachers' Notes 54 Exploring Emotions 55 Managing Your Responses 56 Choose Who You Want To Be 57 Team Work 58 Cootie Catcher 59 Helping Hand Board Game 60

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Teachers' Notes 22-26 Bullying 1 27 Bullying 2 28 The Bully Triangle 29 Trolls 30 Secrets And Rumours 1 31 Secrets And Rumours 2 32 Keeping Safe 1 33 Keeping Safe 2 34 Keeping Safe 3 35 Keeping Safe 4 36 Staying Safe Online 37 Danger 38 Safe Circle 39 Making Good Decisions 40

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Teachers’ Notes According to the Australian Institute of Health and Welfare (2014), mental health – depression, in particular, is one of the top five chronic diseases in Australia. Treatment requires large amounts of resources and consumes 6.83 billion dollars annually; 8.6% of the total allocated health expenditure in Australia. Mental illness is becoming more prevalent in younger generations. With this in mind, it is significantly important to help children:

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• develop independence; • develop resilience;

• understand their own emotions;

• manage and nurture positive relationships.

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• interact with the world;

Importantly, we need to encourage young children to engage in activities that foster positive mental health. Worksheets in this book focus on the key areas listed below, with consideration of the educational curriculum.

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o c . e Activity pages have been c designed to be photocopied and given to students. h r e o t and ideas to facilitate r Teachers' Notes also provide additional guidance, information s s r u e p implementing activities into the classroom. Additional resources and answers are included in this section.

There are a number of activities throughout this workbook that may provide opportunities for students to disclose personal and potentially sensitive information. Please keep this in mind and guide discussions with some forethought and be sure to handle disclosures appropriately.

Curriculum Focus Self-awareness Level 3 - typically by the end of Year 4, students: Recognise emotions: describe the influence that people, situations and events have on their emotions Recognise personal qualities and achievements: describe personal strengths and challenges and identify skills they wish to develop Understand themselves as learners: identify and describe factors and strategies that assist their learning Develop reflective practice: reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback

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Self-management Level 3 - typically by the end of Year 4, students: Express emotions appropriately: identify and describe strategies to manage and moderate emotions in increasingly unfamiliar situations Develop self-discipline and set goals: explain the value of self-discipline and goalsetting in helping them to learn Work independently and show initiative: consider, select and adopt a range of strategies for working independently and taking initiative Become confident, resilient and adaptable: persist with tasks when faced with challenges and adapt their approach where first attempts are not successful

ÂŠ ReadyEdPubl i cat i ons Social awareness f or ev i e p ur posesonl yâ&#x20AC;˘ Level 3 -â&#x20AC;˘ typically byr the end of w Year 4, students:

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Appreciate diverse perspectives: discuss the value of diverse perspectives and describe a point of view that is different from their own Contribute to civil society: identify the various communities to which they belong and what they can do to make a difference Understand relationships: describe factors that contribute to positive relationships, including with people at school and in their community

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Social management Level 3 - typically by the end of Year 4, students: Communicate effectively: identify communication skills that enhance relationships for particular groups and purposes Work collaboratively: describe characteristics of cooperative behaviour and identify evidence of these in group activities Make decisions: contribute to and predict the consequences of group decisions in a range of situations Negotiate and resolve conflict: identify a range of conflict resolution strategies to negotiate positive outcomes to problems Develop leadership skills: discuss the concept of leadership and identify situations where it is appropriate to adopt this role

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Self-Regulation

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teachers' notes

Section 1: Self-Regulation Managing Me 1 - P11

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The focus of this activity is to encourage children to be aware of their emotions and to teach them to independently regulate and manage changes in mood. You may wish to copy this page as an A3 to provide ample space for students to draw. The first images that the students draw will possibly look like scribble. Happy colours might be orange, yellow and other bright colours with lines that are wavy and free flowing. Unhappy colours are typically darker: blues and blacks for example; maybe red for anger – but it is up to the students to choose colours that they associate their feelings with. Unhappy drawings may use zig-zags or be drawn in a heavy hand to indicate unrest. While young people may not have the capacity to, or be interested in, keeping a journal to help organise their feelings and thoughts, drawings can be a good alternative outlet. It is important for children to recognise their moods as this can be a first step in learning how to manage their feelings. It is important to know when we are happy, to understand what makes us happy and to appreciate those things. When we are unhappy, it is a useful life-skill to learn to recognise and acknowledge these feelings. The last box encourages the student to think about strategies that can be employed to work their way out of a negative mood and focus on positive options. This can be a foundation step to building self-esteem and resilience. Extended activity Flip book. Students could use coloured paper or colour in pictures and/or decorate the pages. The pages may feature positive and inspirational words (I will rise above this; shoulders back, head up, etc.) or positive things to do (pet my dog; look in my money box). It may contain pictures of their favourite people, things, songs or places. The flip book does not need to be big. Folding an A4 piece of paper in half two or three times, stapling the top and cutting open the side folds is all it takes to create one.

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Managing Me 2 - P12

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You may need to share ideas amongst the class to help jump-start the flow of ideas for some students and help them to create their list of things that they enjoy doing. Class discussion It is important for us to do things that bring us enjoyment. Doing things that we are good at and that we enjoy allows peace to enter our lives, helps us to develop self-confidence and a sense of achievement; and if done with others, helps us to develop a sense of belonging. All of these things help us to sustain positive mental health. Enjoyable activities can also be good to undertake at times when we are feeling down, as a pick-me-up. Extra: Finding Stillness The goal of this activity is to help students to be able to manage their environment and their emotions. To be able to find some quiet when maybe things around them are a little out of control is important. This process is useful to help reduce stress, manage anxiety and build resilience. Students may need some help to come up with suitable ideas, you could brainstorm ideas on the board and then have students pick out the ideas that they like the best for their own page. Some ideas may include: laying on the grass and watching clouds, bird spotting in your garden, closing your eyes and breathing deeply, curling up on a bean-bag or comfortable

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teachers' notes

Section 1: Self-Regulation

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Empathy - P13

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chair while listening to music, reading a book, meditation, laying in a hammock, climbing and sitting in a tree, visualisation, going for a walk, patting a pet dog/cat, drawing or colouring, keeping a journal. You may like to cut out and create a little flip book from this activity, which students can use at times of stress or unhappiness – by randomly picking a page that shows an activity that they can use to help them find some calm. Maggie Dent identifies the significance of finding stillness and calm in a number of her publications including her book entitled Saving our Children from our Chaotic World. She has also created a number of CD resources, including Just a Little Time Out and Time Out Rainbow Balance. The CDs provide short relaxing visualisations that can easily be used in a classroom environment, to help achieve a state of “relaxed alertness”. You may visit: http://www.maggiedent.com/ for further information and access to her resources.

Suggested responses to kick start the activity: arguments, a person or pet dying, parents breaking up/divorce, etc. table • Looks like – tears, frowns, folded arms, hung head, darkness, rain, clouds • Sounds like – crying, wailing, screaming, silence, violin • Feels like – heavy, achy, dizzy, scared, weak Encourage students to share their ideas so that each can create a bigger list of things that they feel comfortable doing to bring happiness to others. Some starter suggestions might be: to share a smile, help mum/dad around the house, donate to a charity, share your lunch table, give a compliment or invite a friend over to play.

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A Positive Me 1 - P14

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Positive thoughts jar Collect a large jar or container of some type. It is good to be able to see inside the jar, so glass or clear plastic might be suitable. Students could gradually add to the jar over time. If someone in the class is feeling down or maybe earns a reward, they can randomly choose a positive thought from the jar (either to keep or to read and put back in again to be re-shared). Positive thought wall Designate some wall space for students to post positive thoughts or share positive/happy experiences. This is as simple as supplying coloured post-it-notes for students to write on and decorate and contribute to the wall. The wall can grow to whatever size you choose.

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A Positive Me 2 - P15

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It is not normal or realistic for us to be thinking positive thoughts all of the time. If we experience a death or a serious injury/illness for example, it is normal to go through a period of grieving and/or worry. The point of this activity is to encourage students to identify daily situations that can be approached in a realistic and positive way instead of creating unnecessary drama and negativity in their lives; to teach them about positive response options and encourage them to choose resilient responses.

teachers' notes

Section 1: Self-Regulation 2. Encourage students to think of something that has happened to them that has left them feeling upset or discouraged. It could be something like losing a game at sport, getting their new outfit dirty or missing out on something that they had been looking forward to. 3. The boy/brother of the newborn isn’t responding positively to the arrival of a new baby. He is feeling jealous, left-out, ignored, not feeling important. He could act and think more positively by becoming involved in the celebration/welcoming of the new family member. It is important for children to understand that it is not realistic to always be the centre of attention and that because others are getting attention, this doesn’t make anyone else less important.

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Spin Your Emotions Around - P17

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The dice should be decorated before cutting out and putting together. It is best to back it on heavy paper/light card. This can be a little fiddly and students may need help with the final stages of gluing or taping to complete the dice. To start destressing, it is as simple as rolling the dice.

The spinning wheel could alternatively be made from, or backed onto, two paper plates or contrasting light card. A split pin is needed. Simply cut a section/wedge out of the top plate to reveal the activities that will make them laugh the blues away. (The bottom plate will need to have wedges and stress relief activities written or drawn prior to pinning the plates together.) To choose an activity, spin the top plate.

A Positive Future - P18

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Some suggested ideas for short term goals might include: do well at an upcoming test, win an upcoming sporting event, be kind to my brother on the weekend. • Long term goals might include: a career focus, to buy a particular car, to climb a mountain, to travel to a certain place. • Dreams for someone else: parents to win Lotto, someone they know to have a nice holiday, for a sick person to get well. • Dreams for the world: world peace, cure for cancer, eliminate world poverty and hunger (these might tie in with a school focus – Harmony Day or if your school sponsors a less fortunate child). Dream wall This can be done with paper cut-outs onto a pin-board or post-it-notes onto a smooth wall surface (no pins needed). Dream journal This only needs to be small, maybe an A4 piece of paper folded in half twice with the top stapled and the side folds cut. Students can write their dreams and goals and decorate.

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Dream Catcher - P19

You might like to bring in a dream catcher if you have one or show the students pictures of them to help inspire.

teachers' notes

Section 1: Self-Regulation Dream catcher materials In addition to those listed on the activity sheet, you will need a hole-punch to create holes at the bottom of the plate to tie the string/ribbon/wool onto the plate. Scissors, of course, to cut the string or have these pre-cut and ready to go if you don’t have suitable scissors in the classroom. And you will need some tape or glue to attach the feathers.

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Time Capsule - P20

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The focus or theme for this time capsule activity is dreams and goals. Dreams and goals give students purpose and direction in life and something to look forward to/aim towards. Stress that their dreams and goals don't have to be big! individual time capsule Alternatively students could create an individual time capsule to be presented back to the student at the time of graduation from school. Items that they could include might be: individual profiles with information about current hobbies, favourite sports, height and even a hand print/outline, photos, letters to self, a letter from a parent/s or close family member, a note from another student, a letter from the teacher and maybe a future prediction. class time capsule Create a class time capsule to be opened in a few years. This could be buried somewhere in the school grounds or filed away for opening at a later/predetermined date. If burying the time capsule, you will need a durable and sealed container, an old esky, tool box or canister may suffice. If storing away, a cardboard box may be sufficient. It is important to label it clearly and set a calendar reminder with instructions for recovery. Items to include might be: class photos, school photos, school newsletter, local newspaper (particularly with stories from the school) notes from teachers of the class, activities completed throughout the year and of course notes from students. Your time capsule could be a USB with all of this stored digitally. extra: internet activity The Westinghouse time capsules are some of the earlier and more ambitious time capsules buried in New York in 1939 and a second one buried in 1964, to be reopened 5,000 years later. You may wish to direct focus to these for research by students.

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Student Activit y

Managing Me 1 It is quite normal to feel different emotions, feelings and moods in any one day. After all, we are not robots! Usually we handle these different feelings and moods quite well, but if some of these feelings and moods are really strong, they can be overwhelming and difficult to manage. Sometimes it can be difficult to find the right words and actions to express how we are feeling.

 Strategy 1! 

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Did you know that drawing can be a useful way of expressing your feelings and emotions and making you feel well-adjusted again? Step 1: Think of things that make you feel unhappy.

Step 2: Now, in this box use colour, lines and shape that show how you feel.

Step 2: In this box use colour, lines and shape that help you to express these emotions.

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Step 1: Think of things that make you feel happy and cheerful.

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Step 4: In this space, draw a picture of people or things that you enjoy having around you.

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Step 3: In this space, draw a picture of an activity that you enjoy doing, something that makes you feel happy.

Step 4: Draw a picture of something that you could do to help you to feel better and change your mood.

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 Strategy 2!  Create a small flip book of drawings or positive sayings that make you feel good. Your flip book should be colourful and cheerful. This is something that you can use to help cheer you up if you are having a tough time. Open your flip book at a random page to see something that suits the situation and helps to make you feel more positive.

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Managing Me 2

 Strategy! 

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Doing something each day that makes you happy is good for your wellbeing. This can help you to feel positive, motivated and content.

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Step 1: What types of things make you feel good? Brainstorm a list of things that you enjoy doing.

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 Extra: finding stillness  Life often gets very busy with school, after-school activities and family commitments. It is important to be able to find some quiet time away from the rush, chaos and your worries. This allows you to reflect, gather your thoughts and relax. If you develop this skill, then you can use this strategy during times of stress or unhappiness. As a class go outside and find a quiet spot. Close your eyes and imagine all your worries leaving your body and travelling away up towards the sky. Maybe you can imagine each worry leaving your body one at a time. 12

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Step 3: Look at your brainstorm. Are there things included in your list that require no resources (e.g. space, time, equipment) such as humming, singing your favourite song quietly? Create a new brainstorm below of things that you can do to make you feel happy at any time, in any place and in any situation.

Student Activit y

Empathy

Feeling sad and upset is an unpleasant but normal part of life. It is important to understand this and to be sensitive to others if they are feeling a little down. Remember that even though feeling blue at times is a normal part of life, sometimes it can take a few hours, a few days or a few weeks for people to start to work through their feelings and feel happy again.

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1. Discuss the point below in groups of 3 or 4. Choose one person to be the scribe. You will need a big sheet of paper and a marker pen for the scribe to jot down your group’s thoughts.

2. Discuss what sadness looks like, sounds like and feels like. Complete the table.

Looks like:

Sadness Sounds like:

Feels like:

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positive way, it is important to know that we can help other people to be happy too. This helps us to make new friends and to be a better friend. It helps to make our social spaces happier places for everyone.

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3. Think of a time when someone has done something for you that made you feel good. Explain it below.

. t e o __________________________________________________________________________ c . che e r __________________________________________________________________________ o t r s s r u e p 4. What types of things can you do to bring happiness to other people?

__________________________________________________________________________

 Extra: create a little box of happiness  Create a box filled with goodies to lift someone that you know. Grab a shoebox or other box from home or the classroom. Decorate the outside of the box with photographs, drawings, materials, uplifting text. Place 5 to 10 things inside that you think will take away their sadness. 13

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A Positive Me 1 Thinking positive thoughts makes you happier and healthier.

Looking forward to your positive thoughts!

Sharing positive thoughts spreads cheerfulness.

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TT Create a class positive thoughts jar! Jot down some positive thoughts to go in to the jar on the cards below. Cut them out and drop them in to the class jar. Take turns to choose a positive card each day.

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 Extra  Create a class positive word wall. Each student should contribute to it. Don’t forget your messages can be motivating! 14

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carry on

be brave

dig deeper it's ok to lose

don't be afraid

recover

believe in yourself

visualise success

Student Activit y

A Positive Me 2 Research shows that positive thinking helps to support good mental and physical health. People with a positive attitude feel more hopeful and are better at devising plans to achieve their goals and finding helpful ways of overcoming difficulties. What does positive thinking look like in daily situations? 1. Study the images below. They are great examples of how positive thinking and positive words can make potentially bad situations into good ones!

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Oh no we've missed the bus!

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Don't worry. We'll walk together and I'll explain why we're late when we get there.

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2. Draw your own example like the ones above.

. te o 3. Look at the pictures below. Identify who is not thinking positively. Why? How is this c . ch person feeling? Jot down ways that this person can feel happier by thinking and acting e r er o positively. st super

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Rolling Away Negativity Sometimes we can feel overwhelmed by negative feelings such as: disappointment, sadness, anger, confusion, worry, stress, flatness, unhappiness, and frustration. While it can be difficult to lift ourselves out of a bad mood, there are things that we can do.

 Strategy!  Fill in the sides of the dice with things that you can quickly do to help you roll away your stress, anger or frustration. In times of need, roll the dice, follow the action and feel the negativity roll away.

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fold

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fold

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the bolded lines. Fold and glue the dotted lines.

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Spin Your Emotions Around Some days we find ourselves in a particularly bad mood and may feel stuck there. Research shows that being in a bad mood can increase our levels of stress and can even change the way we respond to others around us and the daily situations we encounter. Simply put, being stuck in a bad mood can make our day worse.

 Play! 

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Play Spin Your Emotions Around with a friend. First fill in the eight parts of the spinning wheel below with silly and crazy ideas to make you both laugh and instantly feel happy. Cut out the spinner, hold with a split pin and take turns to whizz away the blues.

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Student Activit y

A Positive Future

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Experts believe that people who have things to look forward to are happier. These might be: Dreams: things that you hope to do in the future; Goals: things that you plan to work towards and achieve. What are your dreams and goals? Dreams: think of places that you would like to visit or travel to, things that you would like to do, activities that you would like to partake in. Goals: What would you like to achieve in your future? What job would you like to have, what sports would you like to be good at? What skills would you like to develop? Do you want to go to university when you have finished school or maybe get an apprenticeship? Having dreams and goals helps to provide focus, a sense of purpose and in turn makes us feel lighter and brighter about life. When our dreams and goals are achieved, we should have a sense of achievement and feel very accomplished and proud of ourselves. If we don’t set goals for ourselves, then we are unlikely to work towards the things that we want in our lives. In the space below, consider your own goals. 99 Short term goals are things that you would like to achieve in the near future. 99 Long term goals are things that you would like to achieve in the distant future.

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When considering your goals and dreams, it is nice to think about other people in our lives. What would make the people around us happier and our community or world a better place in which to live?

My long term goals…

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My short term goals…

o c . Dreams I have for someonec else... have for the world… e her Dreams Is r o supert

 Extra!  Create a dream wall in your classroom or create a dream journal. Ask your teacher to explain these to you in more detail to get you started.

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Time Capsule Time capsules were initially created as a way of collecting information to communicate with people in the future. There are many time capsules buried around the world and some have even been sent to outer space and scheduled to come back to Earth at a future date.

 Create Your Own Time Capsule 

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TT You are going to make your very own time capsule! Follow the steps below to communicate with your future self.

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1. Choose one of your dreams or goals from the previous page (A Positive Future - page 18). It could be a shortterm or long-term dream or goal.

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2. Write this dream or goal on a piece of paper. Date the paper. Put your name on the top. Roll up and place into an empty water bottle or other similar container. 3. Place a sticky label on the outside of the bottle. Write on this label when this bottle is to be opened by yourself. This date is the date that you believe you will have achieved your dream or goal. It might be in the short term future or long term future depending on your goal or dream.

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Not to be opened bofore

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Steps:

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What you need: empty water bottle or a similar container that will not decompose scissors sticky label or sticky tape and paper something to write with

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o c . che e r o ta r 4. Find a place to bury your time capsule. You must create s s r u e p map to remind you of where your capsule is hidden. 5. Make a note of the date. When it arrives - dig up your buried time capsule!

 Extra: internet activity  Conduct some research of time capsules that have been created around the world. What types of things were stored in these? 19

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Dream Catcher

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Have you ever heard of a dream catcher? Perhaps you have seen one, or you may even have one at home! Dream catchers originated in Native American culture. The traditional web patterns at the top of dream catchers are designed to catch bad dreams (like a spider’s web), protecting the sleeping person from nightmares. When the sun rises, the light from the sun is said to make all of the bad dreams disappear. The good dreams are allowed to pass through and trickle down the feathers to the sleeper. Traditionally, the frame was made out of willow, looped into a circle and the web was made out of plant fibres. As time has progressed, these materials have changed and yarn is often used for the web design. Feathers and beads are also used to help decorate the dream catcher. Research suggests that children suffer from nightmares more often than adults. As many as 50% of children have nightmares while maybe only around 5% of adults struggle with this problem. Things that can cause bad dreams and nightmares are stress and worry. These negative emotions then influence our dreaming. For some people, poor diet can also increase the chance of having bad dreams. Other daily influences such as watching horror movies or scary TV shows are known to contribute to nightmares. Someone who suffers nightmares may become afraid to sleep, which then makes them more tired and more anxious. There are things that you can do to help reduce bad dreams. 99 Get a good amount of exercise during the day as this makes you more tired and helps to improve sleep quality; 99 Don’t eat just before bed time and ensure that you eat healthy food to improve your sleep. Especially avoid caffeine close to bed time – this includes coffee, soft drinks and chocolate. 99 Ensure that you are relaxed when you go to bed. Give yourself some time to wind down. When you are lying in bed, imagine things that you enjoy doing or think about things that you would like to do. These thoughts can help to influence your dreams. 99 Hang a dream catcher over your bed to help protect you from bad dreams and guide the good dreams to you.

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 Create your own dream catcher 

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Choose some of your favourite dreams and goals from the previous activity on P18 to incorporate onto your own dream-catcher. My favourite dreams and goals are: ____________________________________________________ _________________________________________________________________________________ Materials you will need: Paper plate – to decorate with colourful patterns or pictures 3-5 cut out feathers – to write your dreams and goals on Coloured string/wool/ribbon, to hang the feathers from the plate

TT What bad dreams would you like your dream catcher to "catch"? 20

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Bullying And Staying Safe

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teachers' notes

Bullying And Staying Safe Bullying 1 - P27

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Review the definition of bullying with students. Talk about: • misuse of power • repeated behaviour • causes harm Bullies often don’t recognise themselves as bullies and do not acknowledge that they are causing harm to others, often justifying their actions by saying, “I'm just having a bit of fun… it’s only a joke," etc. Some students feel that they are being bullied when this may not be the case. The intent of this activity is to teach students what bullying is and what types of activities qualify as bullying. You may wish to supplement these scenarios with situations that you have experienced or that are a theme in your school yard as a way of extending students' understanding. useful websites www.bullyingnoway.gov.au/ (This bullying no way website has some animated videos that may be useful in the classroom when teaching bullying as well as other resources for parents, teachers and students.) http://www.legalaid.wa.gov.au/ (This is a good website for information about Australian laws in relation to social media. It also contains some good information about the effects of bullying on young people, including statistics and case samples.)

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Physical bullying: pushing, shoving, damaging belongings, etc. Cyber bullying: using online means of communication, chat, mobile phones, etc. Social bullying: exclusion, creating rumours, etc.

The Bully Triangle 1 - P29

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Ask students to come up with their own responses to bullying first, or do as a think/pair/share. Then ideas can be brainstormed on the board. Discuss responses with the students. Maybe some of the responses need to be reclassified under the correct headings (negative/positive). Discuss which options may be the most suitable/effective and why other options (negative) may not be suitable ways of dealing with bullying. Below are some suggested responses. This is by no means an exhaustive list but may help to kick-start some ideas for discussion.

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What can the victim do?

positive

negative

Talk to friends/tell a teacher Talk to a parent/other trusted adult Ignore them, walk away and pretend you don’t care Stay with friends who will support you (bullies are often cowards.)

Push or shove back Say mean things back to the bully Fight them Nothing/keep quiet

What can the bystander do? positive

negative

Report it to a trusted adult Support their friend Let the bully know that they have seen them if they feel safe doing this (this might mean just walking closer)

Fight the bully Support the bully (laugh along with them) Encourage the bully Nothing/keep it a secret

teachers' notes

Bullying And Staying Safe useful website http://us.reachout.com/ (This website provides useful and practical information about bullying including possible strategies to overcome bullying and support victims.)

The Bully Triangle 2 - P30

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1. Y chart: it is important to highlight that people’s emotional responses guide their reactions to situations. For example, if a victim or bystander is scared, frightened or embarrassed, this could be a reason for them not to report the bullying. It is also significant to discuss why bullies do what they do. Understanding this may be the key to take some of their power away. How does the bully feel? – strong, mean, entertained, fun, jealous, powerful, angry, amused. How does the victim feel? - powerless, scared, frightened, helpless, sad, embarrassed, angry. How does the bystander feel? – uncomfortable, scared, ashamed, confronted, angry, sad, helpless, protected, empowered to help. 2. Maybe overview the school’s stance on bullying and discuss any strategies or programs that your school has in place. Also, talk to students about who they can go to for support, this might be teachers, the school chaplain, the school nurse, EAs or other suitable people at the school. useful website http://au.reachout.com/cyberbullying (This is a good resource to check in with when covering the topic of cyberbullying and includes a little clip to help define cyberbullying.)

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Secrets And Rumours 1 - P31

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Discuss the scenarios in small groups and/or with the class with consideration of the information given at the top of the page. Several labels are appropriate for each and students are likely to have differing opinions. Other scenarios to discuss: a. An older person (maybe a sibling’s friend) texts you and tells you to send secret pictures of your private parts. They say that if you don’t do it or if you tell anyone, they will say that you did it anyway and tell other people. b. Angela’s family moved interstate for a year and she kept in touch with her friends through social media. She wasn’t too happy to find out that her best friend Marlene, made a new best friend Naomi, so started to spread nasty stories about Naomi. She encouraged Marlene to avoid hanging out with Naomi by saying that Naomi was a backstabber and a user. The rumours spread over time and other students were wary of Naomi and reluctant to be friends with her. Naomi didn’t understand what she had done wrong and became withdrawn and didn’t want to go to school anymore. When Angela’s family returned and she went back to school, she found that things had changed. Other students knew that Angela had spread rumours and broken up the friendship between Naomi and Marlene and didn’t trust her. Marlene didn’t feel comfortable being friends

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teachers' notes

Bullying And Staying Safe with Angela any more as she had seen how jealous and mean she could be and Angela found it difficult to find anyone to hang out with at school.

Secrets And Rumours 2 - P32

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Keeping Safe 1 - P33

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If messages are not accurate at the end of the activity, this provides the opportunity to discuss how messages and rumours being passed around can lose accuracy and become untrue. Passing messages in opposite directions and having them crossover, represents the many different pieces of information that are passed on throughout our daily lives and how it can be difficult to remember things accurately. Some nonsensical ideas for the whispers: Elephants in poppy pink tutus like to tiptoe in purple polka dot slippers; Moonshine, mud and marshmallows make more memories.

1. Jack should tell the teacher the truth; stay with friends at school as there is safety in numbers and the bullies are less likely to approach Jack; he should talk to his parents or talk with other staff members such as a school nurse or chaplain about what has happened, so that they can deal with the bullies. 2. The bullying is making Jack feel afraid, anxious and paranoid. He is hiding from the bullies, not playing with other students at school and cutting himself off from his friends. This will affect his friendships. His friends are people who could support him. Jack is also missing time from school and this will start to affect his grades.

Keeping Safe 2 - P34

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1. The boy is being tricked into thinking that he is talking/chatting with a girl one year older than himself instead of an adult. It is important not to befriend people online that you don’t actually know in real life. Also, he doesn’t tell anyone else/an adult what his plans are before he leaves the house. 2. He could be kidnapped, he could be harmed in some other way. Something to share/discuss with your students: In 2016, a young man (Aaron Pajich) met some people through an online gaming site. They decided to meet in person at a shopping centre south of Perth. Aaron was never seen alive again. The people that he met with have been accused of his murder. It is important that students remember that they never really know who people are when they interact with them online, if they have never met them in person before. The safest option in this situation is to keep their private details private when online and not to meet with people who they don’t know in real life.

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Keeping Safe 3 - P35 1. She got into a car with someone that she didn’t know; she didn’t have a plan organised with her mum outlining what to do if the mother was running late, and she panicked; she didn't question the woman about how she knew her mum, etc. 2. She could have gone back into the school and asked the school office that her mother be

teachers' notes

Bullying And Staying Safe contacted; she could have talked with a teacher to get help; she could have tried to get a lift home with someone she actually knew such as a friend’s parent. She should have remained calm and patient and waited a little longer, if anxious, maybe ask a teacher or friend to wait with you.

Keeping Safe 4 - P36

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Staying Safe Online - P37

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1. Early warning signs: You can brainstorm and share ideas on the board to help students with ideas. Some early warning signs may include: sweaty palms, funny tummy/butterflies, feeling sick, heavy feeling, tingles/pins and needles, feeling dizzy, dry mouth, pounding/ racing heart, goose bumps, achy muscles, chills, etc. At school: consider the services you have available at your school. These might include: teachers, the school nurse, a youth worker, principal, EA, chaplain. 2. At home: parent, older sibling, grandparent, aunt/uncle or other family friend. While friends can be good support and show understanding, children often don’t have the skills to really help a friend during a hard time, so older trusted people should be recommended. Other people: police officer, friend’s parents, known adults.

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Danger - P38

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Discuss the rules listed to keep children safe on the Internet as a class. Ask students to consider what might happen if they don’t follow these rules. For example – if they accept a friend request from someone who is friends with someone they know, but they haven’t met in person – it is possible that your friend hasn’t met them either – this is how some deviants work their way into young people’s lives.

Depending on the age group of your class and their maturity you could raise awareness about Daniel Morcombe’s story. The website set up in his memory (www.keepingkidssafe.com.au) offers some very good safety resources for preschool to Year 10 students, students with special needs and Aboriginal and Torres Strait Islanders.

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Safe Circle - P39

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The focus of this activity is to encourage students to tune into safe and unsafe situations and to recognise who the key people are in their lives that can provide them support during times when things are not going so well for them. They should identify people who make them feel safe and secure as well places and situations: • • • • •

People: parents, school staff, extended family, friends, etc. Places: home, school, friends’ houses, etc. Situations: playing sport, playing with friends, special events such as birthday parties, etc. Scared but still safe: watching a scary movie, going on a roller coaster, learning to ride a bike, abseiling, etc. Unsafe/unhappy: being bullied, getting lost, death of a known person or pet, etc. 25

teachers' notes

Bullying And Staying Safe Making Good Decisions - P40

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You may wish for students to go through the decision consideration process more than once and with different proposed scenarios. If so, you will need to duplicate the template multiple times. This activity can be completed in a number of different ways. You may like to encourage students to create two good decisions or, you may like them to consider creating a positive and a negative choice to encourage them to hypothesise the consequences of their choices. Some suggested scenarios (or you may like to take the opportunity to highlight a topic or concern at your school): • You and your friend have a crush on the same classmate. This is creating tension between you. • Your friend is jealous of you because you have a new…..computer/video game/are going to Disneyland. • You have a disagreement with your friend about where to sit for lunch/or what activity to do at recess. • Your best friends are fighting and tell you to choose between them. • You have told a lie and don’t know how to untell it.

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USEFUL WEBSITE http://www.kidsmatter.edu.au/ (This provides some useful insights and resources regarding children's decision-making processes and how these change and develop as children mature.)

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Student Activit y

Bullying 1

What is bullying? Read the definition below. You can highlight key words if you find this useful. Bullying is when someone, or a group of people repeatedly misuse power to threaten, coerce or hurt someone else with the intent of causing harm. TT Keeping this definition in mind, read the scenarios below and conclude whether they are examples of bullying. (Tick if they are and place crosses next to the situations that aren't.) Pair up to share and explain your responses.

Scenario 1:

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Scenario 2:

Scenario 6:

Scenario 3:

Scenario 7:

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You are one of the last people to be picked for a team in a sport class.

Someone bumps into you on purpose each time they walk by you and repeatedly makes nasty comments to you.

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Your best friend at school sits with someone else at lunch time.

You trip over while walking across the classroom and some of the other kids laugh at you.

©kidsR ad yEdP ubl i ca t i o ns A couple of other ine your class often Someone you know from school sends you seem to whisper about you and hurtful text messages and prank • f o r r e v i e w p u r pover os so l y• laugh at you and call you names calls ae period ofn time. when they are close to you.

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You have an argument with your friend about what to do on the weekend because you can’t agree on the same thing. She remains very quiet for the rest of the week.

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Scenario 8:

A person in your class tells your classmates that you were saying mean things about them but it isn’t true. This has happened a few times now and some of the kids are no longer talking to you.

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Scenario 4:

o c . efind your own fact EXTRA: FACT FILE c h r Do some research to e o International studies have revealed that 1 r in 3s stWrite it here: r u e p about bullying. students are bullied throughout the year. Young people who are bullied are more likely to suffer from negative thought processes including anxiety and depression. Around 20% of young people who are bullied have contemplated suicide and about half youth suicides relate to bullying. Bullies often don’t realise that they are bullies. To them, bullying is just a bit of fun and they don’t understand how serious their actions or just how bad they can make other people feel.

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Student Activit y

Bullying 2

Did you know that bullying is illegal? Over recent years, the laws in Australia have been updated to specifically address cyberbullying as an illegal activity and the number of people being charged with these crimes has increased. TT There are different types of bullying. In a small group, create scenarios (like the ones on P27) to explain each type of bullying.

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Social Bullying

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Physical Bullying

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Cyber Bullying

Scenario 2

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Verbal Bullying

Scenario 1

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 Extra!  Now cut out your scenarios, shuffle and give them to another group to sort under the correct bullying categories. 28

Student Activit y

The Bully Triangle 1 There are often three people in a bullying incident: a bully: is someone who means to threaten, hurt, scare or pressure another person.

victim

a victim: is the person who a bully does these things to.

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a bystander: is anyone who sees the bully doing these things to another person.

bystander

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Someone who is a bystander in a bullying incident and doesn’t take action to protect or support a victim may be seen by the bully as a supporter of the bullying. The bully may do more bullying to show-off to others watching. The victim of bullying may see the bystander as being on the side of the bully, making the experience for him/her even more traumatising. If you see bullying happen, then you need to make a decision about how you are going to react. Research shows that if a bystander supports the victim in some way, (by intervening directly if safe to do so or by reporting the incident), the bullying is usually effectively stopped.

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TT It is often hard to know what to do when bullying happens. In pairs, think about and suggest some different ways of how to deal with bullying incidents.

. te do? Brainstorm positive and negative ways.o 2. What can the bystander c . che e r o r st super 2 3. What do you think bullies look like? Explain your response.

_________________________________________________________________________

_________________________________________________________________________ 29

Student Activit y

The Bully Triangle 2 1. Consider a bullying situation and think about how each of the people involved in a bullying triangle may feel during this incident. Fill in the Y chart with your thoughts and ideas.

bully

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victim

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 Strategy!  Maybe you have witnessed some bullying or have been bullied and still aren’t sure what to do. Or maybe you just don’t feel that you know someone who you are comfortable talking to. You might like to go to www.kidshelpline.com.au or you can phone them on 1800 551800. 30

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who can you report this to? Brainstorm your responses below.

kids helpline 1800 551800

Student Activit y

Secrets And Rumours 1 Secrets are pieces of information that are intended to be kept private between two (or a few) people.

Rumours are stories that are passed on that may not or are unlikely to be true.

Some key tips:

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Secrets and rumours can be fun. But often, they can cause harm and be very hurtful to others. If someone shares a secret with you and you tell someone else the secret, this can cause distrust, hurt and problems with friendships. Other times, it might not be safe to keep a secret; you may need to check with a trusted adult. If you help to spread a rumour, this too can be hurtful to other people and may be considered bullying. If you spread rumours and secrets, other people might lose respect for you. It can harm your reputation and other people’s reputation. It is very important to think carefully about information that you share with other people. Be sure that it is truthful and that you are allowed to share the information.

TT Think about each of the following situations and write the correct label/s for each.

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q Scenario 1: _______________________________ You overhear some other students planning a fight. When they notice you, they threaten you and say that you must keep their plans a secret.

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q Scenario 3: _______________________________ Your best friend tells you that she is going to have a party for her upcoming birthday but you must keep it a secret because not everyone in the class is invited.

o c . che e r o q Scenario 2: _______________________________ q Scenario 4: _______________________________ t r s s r u e p Billy and Jane went behind a transportable Someone in class tells you that another at school to look for a lost ball. Sally took a photo of Billy and Jane walking out from behind the building and posted it online with the caption: “look who was kissing behind the transportable”.

student wet their pants and that they smell. You think this is gross so tell other students and tell them to keep away from the smelly student.

 EXTRA! 

With a friend, brainstorm other scenarios when it might not be safe to keep a secret. Complete your brainstorm on the back of this sheet or in your workbook. 31

Student Activit y

Secrets And Rumours 2 TT Sit in a group circle and play Chinese Whispers. You might like to send two messages – one in each direction - around the circle. Check for message accuracy after it has completed a full circle. 1. What does this game teach you about rumours and the dangers of spreading rumours? _________________________________________________________________________

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2. In the flow diagram show how one of the rumours sent round the circle changed as it passed through different people in the class.

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Student Activit y

Keeping Safe 1 Sometimes we find ourselves in situations that may feel unsafe. It is important to pay attention to our feelings – they are early warning signs. In an unsafe situation you need to think about what you can do to get yourself to safety and feel better. TT Study the following story-board scenario. The character is in an unsafe situation. We are going to get you at recess….if you tell anyone, it will be worse.

or eBo st r e p ok u S Are you ok Jack? Is anything bothering you?

Yes, I am fine.

Please leave me alone.

4 Do you want to

had 3 days off school already

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Err, no, not today thanks.

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3 You have

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o c . ch 1. Is there a better way that the victim could handle the situation that he is in? List two e r o things that he should do. e r st super

________________________________________________________________________

2. How is bullying affecting the boy? Name at least three ways.

________________________________________________________________________

________________________________________________________________________ 33

Student Activit y

Keeping Safe 2 Meeting new people online is as normal as meeting someone face to face for many young people. Some young people do not seem to identify this as a risky activity that has the potential to put them in danger. TT Study the following storyboard scenario. The character is in an unsafe situation.

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2. What do you think could happen to the boy?

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 EXTRA: fact file 

Research shows that more than 50% of Australian teens admit to engaging in online conversations with strangers. It is claimed that around 30% of Australian teenagers have willingly given out personal details such as their full name and home address when asked for it by an online stranger. Over 30% of teens in Australian have allegedly organised to meet in person with an online stranger. 34

Student Activit y

Keeping Safe 3 Around 23,000 children go missing in Australia each year. Most of these are found within a short period of time and only small number of these are as a result of abduction. Statistics indicate that around 140 children are abducted each year in Australia with around half of these being taken by a stranger. Stranger danger is a real thing and it is important that young people know how to protect their safety. TT Study the following storyboard scenario. The character is in an unsafe situation.

or st 2eB r e oo p k Su Where is Mum? She is running late, I hope she didn’t forget to pick me up.

Your mum's running late, she told me to pick you up.

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I don’t know her, but I want to get home and she looks OK.

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friendly and she has a cute puppy in the back

She left already!

o c . che e r o r st sup r 1. What mistakes does the girl make? Name at e least two.

________________________________________________________________________

2. What should the girl have done? Name at least two things.

________________________________________________________________________

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Student Activit y

Keeping Safe 4 Feelings and our senses are really important and give us information about how we are going and how the world is affecting us. Sometimes we may find ourselves in a situation where we are unsure of our surroundings. We may sense that something isn’t right or that someone makes us feel uncomfortable. It is important to pay attention to these feelings and sensations. These are our early warning signs and tell us to be careful, to be alert because we may not be safe.

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1. What are some early warning signs? Write them in the space below and draw lines to the parts of the body where you feel these.

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2. If you are experiencing these feelings and think that you might not be safe, who can you go to or what can you do for help?

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Student Activit y

Staying Safe Online The Internet is a great tool. It helps us to find out new information, keeps us up-to-date and provides us with a fast way of communication with people all over the world. We can use it for gaming, to watch videos and more. However, some people choose not to use the Internet in a caring or appropriate manner. Sometimes people use the Internet without consideration of other people’s wellbeing. This means that you may find material that makes you feel uncomfortable or upset, or maybe someone is being mean or bullying you; or someone you haven’t actually met in person, is trying to find out information about you. It is important that you know that none of these things are OK and seek the right support if something on the Internet upsets you.

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Some rules to keep you safe:

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Tell your parents or a reliable adult if you feel uncomfortable or scared when you are using the Internet;

Don’t respond to nasty messages, save them and report them to an adult; Use a nickname for online games and keep your real identity to yourself; Only reveal details about yourself to people who you know in real life, not to people who you have only met on the Internet;

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people who you actually know in real life, even if they are friends with one of your other friends. Think about what you post and how people might react to your posts.

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3. Who should you go to for help if you experience cyber-bullying?

______________________________________________________________________

4. In pairs discuss how using Facebook, Instagram or Twitter could land a person in hot water. Share your thoughts with another pair.

Student Activit y

Danger

TT Read the real life story below. In July 2016, two 7 year old girls got lost in bushland near a camp site where they were holidaying with one of the girl’s parents. The girls, it seems, wandered too far from the site where they were staying and lost their way. They spent 19 hours alone in freezing cold conditions and said that they huddled together during the night to keep warm.

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1. What does this story teach you?

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Luckily the girls were located and airlifted to safety and reunited with their very anxious parents. One of them underwent surgery after suffering a deep wound to her upper thigh.

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TT Read this story, then answer the questions.

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Paul and Oliver decide to take their kayak out for a paddle. They don’t wear life jackets as they are both able to swim and they aren’t going far off shore. Paul's mum is watching from the shore to make sure they are safe. Paul decides to go for a swim and enters the water. Oliver thinks this looks like fun and jumps off the kayak too. As he does so, this pushes the kayak out of reach. The kayak is caught in a wind and drifts away. The boys go after it. 1. What could the boys have done differently to prevent such a dangerous situation from arising?

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o c . che __________________________________________________________________________ e r o r stsituation? su r 2. Why did they not foresee the possibilities ofp thise dangerous

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3. How do you think this story will end?

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Student Activit y

Safe Circle Throughout our lives, we meet many different people and have different experiences. Some of these experiences are good, bringing us happiness and good memories. Sometimes however, we may have bad experiences. Who can help you through these times? What can you do to spend more time having happy experiences? Sometimes being scared can be fun if you are still in a safe environment, but being scared and unsafe are situations that we should try to avoid getting ourselves into.

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TT Complete the dartboard below with your thoughts.

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 Extra!  Choose one of the things from the outer most circle, what did you do to help you to feel better? Jot down your thoughts on the back of this sheet. 39

Student Activit y

Making Good Decisions Sometimes we find ourselves in situations which require us to make important decisions and it can be quite difficult to know what the best thing to do is. While it can be helpful to talk to friends and trusted adults to get different opinions, this doesn’t always help us to come up with the right answer. On this page is a tool that may help you to look ahead and be a better decision-maker. TT Complete the chart to improve your decision-making skills.

Decision 1

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Problem:

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Decision 2

outcome? ____________________________________ ____________________________________ ____________________________________ ____________________________________

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o c . che e r o r How do you feel about the st supe r How do you feel about the

Section 3: or eBo st r e p ok u S

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Relationships And Conflict

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teachers' notes

Relationships And Conflict Diversity 1 & 2 - P45 & P46

Key Words diversity multiculturalism respect friendship different racism culture acceptance nationality inclusion understand freedom kindness care people prejudice support same unique

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Definition how we are unique and different to other people co-existence of different cultures to admire and accept another person a good and positive relationship between people not the same dislike of someone because of their race ideas and customs of a particular society approval relationship, dedication to a country accepting someone else, inviting them along being aware and accepting of other people being yourself without any pressures doing something nice for someone to look after something or someone human beings, persons judgemental, negative opinion of someone else to help someone not different one of a kind

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Diversity commonly relates to (but is not limited to) race, religion, nationality, sexual orientation, colour, gender, age, education and skills. When discussing the topic of diversity, it is important to promote acceptance of people’s differences and similarities and use the vocabulary associated with the concept of diversity. While many students have heard of the below terms and may use many of them, they are not always expressed with a real understanding of the words they are using. The vocabulary activities are designed to broaden students’ understanding of diversity jargon and foster a positive consideration of diversity. answers

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Relationships And Conflict Extra! The goal of this activity is to have students consider diversity in a positive, cooperative and supportive environment, to help foster and promote acceptance. Useful Resources www.kidsmatter.edu.au (This has a good fact sheet entitled Diversity And Children’s Mental Health, which outlines the benefits of and key to achieving acceptance and respect of cultural diversity.) YouTube has many educational animated videos. “The meanest girl in second grade” may be one such video that you can show in class.

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Suggested ideas why it may be good to be different: not boring/interesting/learn new things about other people’s backgrounds/different cultures/different interests/share varying perspectives/have new experiences.

While discussing such situations/scenarios, it is of significance to point out that it is not OK for people to treat each other badly or with disrespect. The goal of this activity is to improve communication, to encourage children to interpret situations with some forethought and consider other people. 2. Suggestions for alternative scenarios could be for the child to offer to help/do a chore first, ask to speak with the parent first and get their attention instead of asking straight out for permission to play out, to ask the adult how their day is and gauge the response first. Extra Role-play: If you deem it suitable for your group, it can be beneficial to have students to act out the roleplay twice: once with a negative outcome and then again, using a different approach to achieve a positive response. This can be effective in encouraging young people to have a better understanding of ineffective and effective communication and how their contributions to communicative interactions impact the outcome. This might be a good opportunity to deal with a schoolyard situation that is topical at the moment for your students. Alternatively, here are some other suggestions if you are running short of ideas: • Your friend is sad and sitting by herself. You want to tell her some really good and exciting news. • Your friend is angry because he has had an argument with a parent before school. You want him to play a game with you. • Your parent is busy cooking dinner in the kitchen (doing some other chore) and you need help with your homework. • A parent is watching a show on T.V. and you want them to come out and kick the ball with you/ take you to the park.

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teachers' notes

Relationships And Conflict Tuning In - P50

Options to help a sad friend might be to ask if they are ok or to acknowledge that they have noticed that they are feeling down and offer support in some way. Options for interactions with parents might be to offer to help around the house, to ask if they are ok or to give that person some space and talk to them later.

Dealing With Conflict 1 & 2 - P51 & P52

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While there are definitively no right and wrong ways of dealing with conflict within friendships and friendship groups, some ways are better than others. Ask students to brainstorm multiple answers for each of the scenarios. Class members should be encouraged to share and discuss their answers – this will provide students with a range of positive and negative options for dealing with sticky situations. Of course, positive options should be encouraged as preferable solutions. Identifying and acknowledging different feelings during such times is also an important social awareness skill. Understanding that different people will have different reactions and feelings to situations should be highlighted as normal.

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Student Activit y

Diversity 1 Diversity is about how we are all similar in some ways and different in other ways. The idea of diversity is that we understand how we are all unique and know that this is OK. We should all be fine with other people’s differences and expect others to be accepting of how we are different. This makes for better relationships. It is these differences that make meeting other people and developing friendships interesting. It also gives us the opportunity to learn about different cultures, opinions, beliefs, interests and life experiences.

or eBo st r e p ok u S List of Words

multiculturalism respect nationality

friendship different

inclusion

understand

prejudice

support

racism

freedom

same

culture

kindness

unique

Key Words

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TT Below are some words that often relate to diversity. Match the key words with the definitions (some have already been done for you).

acceptance

care

people

diversity

Definition

how we are all unique and different to other people © Read yEdPubl i cat i ons co-existence of different cultures •f orr ev i e w and pu r po ses onl y• to admire accept another person not the same

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racism

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a good and positive relationship between people dislike of someone because of their race

ideas and customs of a particular society approval

o c . someone else, inviting them along chaccepting epeople r er o being aware and accepting of other t s s r u e p being yourself without any pressures relationship, dedication to a country

doing something nice for someone to look after something or someone human beings, persons prejudice

judgemental, negative opinion of someone else to help someone not different one of a kind 45

Student Activit y

Diversity 2 TT Each of the key words are hiding in the word find below. See how many you can find (words can run down or across).

List of Words diversity multiculturalism respect friendship different racism culture acceptance nationality inclusion understand freedom kindness care people prejudice support same unique

L T I C U

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P E O P E A ©R ead yE dP ubLl i ca t i on sA I R T Y U I O R N •Sf or r ev i ewG pu r po ses on l y• D F S A M E C C

D . t C eL

L I

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Fo c . Pc O R T Q We E h r e o tA N r s s pSer D E Ru T

 Extra!  Discuss as a class how the words link to diversity. 46

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or eBo st r e E p J U D I Co E SLu T U R E A kB

N A

Student Activit y

More On Diversity TT Use the bingo sheet to help you to learn and notice more about your classmates by identifying similarities and differences. Write their names in the bingo squares. See how many boxes you can complete!

1. Someone who

has the same eye colour as you.

5. Someone who

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9. Someone who

has the same shoe size as you.

has different hair colour to yours.

3. A person who was 4. A person who is born in Australia.

or eBo st r e p ok8. 6. 7. u S Someone who can speak another language.

10. Someone who is

the same/similar height as you.

Someone whose favourite food is the same as yours.

11. Someone who

was born outside of Australia.

the same gender as you.

Someone who has travelled to another State/Territory in Australia.

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has travelled overseas.

2. Someone who

12. Someone who

has their birthday in the same month as you.

likes the same sports/hobby as you.

likes adventure.

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likes being outdoors.

. te o 1. In what way/s do you have things in common with other people?c . che e r ____________________________________________________________ o t r s s r u e p 2. What is something that is different about yourself to others in your class? TT Use your bingo sheet to answer the questions.

____________________________________________________________

3. Write something new that you learned about a classmate.

____________________________________________________________

4. Why is it good to be different?

____________________________________________________________

____________________________________________________________ 47

Student Activit y

Communication And Negotiation 1 Sometimes when we ask our parent or caregiver something, they snap at us or respond in an unexpected way. Or maybe, a friend has done something similar. This can hurt our feelings and surprise us in a way that doesn’t make us feel good. While it can be difficult, it is important to realise that these things happen sometimes and instead of taking these responses personally, we should step into the other person’s shoes and maybe make the situation better. Maybe the other person has their thoughts somewhere else, or they are not having a good day. If this happens to you, do not blame yourself. In these situations, can you think ahead and come up with a different approach/a different way of handling things?

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

Ethan is at the door, can I play out?”

But that’s not



fair. You are mean.

You always want your own way. You only think of yourself.

Not now, I am too busy to watch you.

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1. Look at the storyboard below. This shows a scenario where things don’t go so well and the adult and child end up unhappy with each other.

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2. What might be a better way for the child to communicate to the adult? Complete the storyboard with your own pictures and words. Compare your storyboards in groups.

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

Student Activit y

Communication And Negotiation 2 TT Look at the situations below. How can better communication be used to generate more positive outcomes? Cut out some alternative speech bubbles to replace the ones here.

Scenario 1

You can't even skip properly. Give me the skipping rope.

No ... you're boring.

This is boring, let's play another game.

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I'm using the skipping rope for all of recess.

Scenario 2

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I have more important things to do.

No, i'm busy.

Play with me now!

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Scenario 3

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TT Share your ideas with the class. Remember, there is often more than one way to achieve a happy ending.

 Extra!  With the help of your teacher, role-play different scenarios and work out positive and negative ways of communicating.

Student Activit y

Tuning In

There are a number of different things that you might notice about people that give some clue as to how they are feeling or what type of mood they are in. For example, their facial expressions, the tone of their voice, gestures, the way they are standing and by the things that they say.

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It is an important skill to be able to read other people’s moods by looking at them. Sometimes this can be tricky, while other times a person’s mood might be easier to pick. Another person’s mood might affect how we interact with that person.

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1. Look at the pictures below, what moods/feelings do you think are being shown by their facial expressions? Label each picture with the mood that you think they are in.

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2. If your friend looks like they are feeling sad, it might not be the best time to tell them about your exciting holiday plans or some other exciting news. What might you say to them instead?

__________________________________________________________________________

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o c . che e r o r st super __________________________________________________________________________

3. If your parent doesn’t look like they are in a good mood, you might want to wait for another time to ask about a sleepover with a friend or for permission to do something else fun. What might be a better option at this time?

__________________________________________________________________________

 Fact File  When we communicate with other people, our body language and the tone of our voice conveys up to 90% of the message. Only around 10% of our message is conveyed through the words we use. People who are sensitive to other people's feelings have better and long lasting friendships. 50

Student Activit y

Dealing With Conflict 1 Sometimes your friends don’t always behave in a way that you agree with, this means that maintaining friendships can be challenging. It is important to realise that these challenges are a part of life. While you don’t get to choose how other people behave, you can choose how you deal with challenging friendships.

or eBo st r e pare fighting ok u Two friends of yours SThey demand that with each other.

TT Consider the following two scenarios and answer the same three questions for each.

you choose between them. You don’t want to lose either of them. How would this make you feel?

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Scenario 1

________________________________________________________________________

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Scenario 2

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Your friend starts acting in ways that you think are wrong (maybe stealing, bullying or being rude).

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________________________________________________________________________

o c . che e r o r st super How would this make you feel?

________________________________________________________________________ What is a positive way to deal with this situation? ________________________________________________________________________ What is a harmful way to deal with this situation? ________________________________________________________________________ ________________________________________________________________________ 51

Student Activit y

Dealing With Conflict 2 Sometimes friends don’t always behave in a way that you agree with, this means that maintaining friendships can be challenging. It is important to realise that these challenges are a part of life. While you don’t get to choose how other people behave, you can choose how you deal with challenging friendships. TT Consider the following two scenarios and answer the same three questions for each.

or eBo st r e p ok Your friend invitesu you to go to the movies, but calls S back an hour later to cancel. You find out that your friend went to the movies with someone else. How would this make you feel?

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Scenario 1

________________________________________________________________________ What is a positive way to deal with this situation?

________________________________________________________________________ ________________________________________________________________________

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Scenario 2

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You discover that your friend has been telling stories about you that aren’t true.

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________________________________________________________________________

o c . che e r o t r s s r u e p How would this make you feel?

Section 4: or eBo st r e p ok u S

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Emotional Intelligence

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teachers' notes

Emotional Intelligence Exploring Emotions - P55

The purpose of this activity is to increase the students' vocabulary of words associated with emotions and to encourage them to consider how they feel in different situations. This is also intended to help increase awareness of self. answers a r p f y r o i u r e i d i i

f y p i c n o a p s a q w p r v g n t r v y c o r r n e n e

r n v d d r z i d s e h u j d

a q b a i v o t e u a n s s y

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p m o r o n o o e u e a d h x e e e t d s r n z o l e f x s m x t o x d c a g v i c u b k

Why is it good to work as a member of a team? Can share ideas, learn from others who may have skills or knowledge that they can share, etc. What types of activities are better to do with the help of other people? Board games, sports, etc.

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h u k l v e s a d p p e k y p p t h o i n g j e e u w u w u

p p d r e s a a c l p b x i l a g i r u r y a l q e m u l u

a d i e k x j c c i j t w e b d l e f e a o o u a h p l p l

d e r a c s d x d x r s r x s

Sometimes it is good to do things by yourself. What type of things are easier to do by yourself? Reading, relaxing, setting personal goals, etc.

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Team Work - P58

Activities that are OK to do by yourself or with others: movies, listening to music, going for a walk, study/homework, etc. What qualities do you think help to make someone a good team player? Listening to other’s opinions, cooperation, respect for other people, willingness to share ideas, and appreciation of other people's contributions, etc.

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Choose Who You Want To Be - P57

There are many age appropriate YouTube clips on this topic to show the class. Choose 1 or 2 to watch as a class. Discuss the clips with students to ensure understanding and ask them to complete the clip review activity. Here are a couple of suggestions to get you started:

https://www.youtube.com/ watch?v=kLRMuYf0HEY 54

Cootie Catcher- P59

Once students have made their paper game, they can play in pairs. One player should pick a colour and the other player should move their fingers to spell out the colour. So for yellow, the player should move the cootie catcher six times, and so on.

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Discuss the statement “Treat others the way you want to be treated”. What does this look like? Some key words might be to treat others with kindness, respect, honesty.

https://www.youtube.com/ watch?v=YNOnFsnjYhY

you to get along better with others and be an effective team player? Being open to other people’s ideas and opinions, be willing to share ideas and to share the credit for completed tasks, etc.

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Encourage students to consider their responses to situations and how this impacts other people around them and also, how this affects themselves. Our choices impact how other people treat us. Maybe discuss the follow on for each of the choices as a class.

Helping Hand Board Game - P60

Print out the board game template, as an A4 or A3. Students can colour/decorate their game and maybe laminate it. They can also add in extra penalties and rewards. This game can be played like snakes and ladders so will require a dice and markers to move around the board.

Student Activit y

Exploring Emotions We all experience different emotions every day. These feelings are responses to things that are happening in our lives. Some emotions make us feel good, while other emotions can feel bad or even uncomfortable and can be hard to deal with. Let’s explore some of these. 1. Circle or highlight all of the feelings in the box that make you feel good.

Feeling Words

jealous

happy

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angry

delighted

sad

shy

nervous

scared

annoyed

excited

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tired energised free relaxed proud surprised disappointed furious comforted

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2. Complete the following sentences by using words from the box or a suitable word of your own. a. When my teacher praises my work, I feel __________________

b. When I play with my friends on the weekend, I feel _____________________

c. When I am not able to hang out with my friends on the weekend, this makes me feel ____________

d. When it is school holiday time I feel __________________________ e. When it is my birthday, I feel ______________________________ f.

g. When I play sport, I feel _______________________________

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h. When someone gives me a hug, I feel ___________________________

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i. When my friend goes on a really cool family holiday, this makes me feel ___________________

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3. Find all of the words from the box above, in the word find. (Words can be in any direction: forwards, backwards, up, down or diagonal.)

d h e e t d r n o l f x m x o x c a v i u b

x e s z e s t d g c k

y r o i u r e i d i i

p s a q w p r v g n t r v y c o r r n e n e

d r z i d s e h u j d

i v o t e u a n s s y

d p p e k y p p t h o i n g j e e u w u w u

c l p b x i l a g i r u r y a l q e m u l u

c i j t w e b d l e f e a o o u a h p l p l

c s d x d x r s r x s

Student Activit y

Managing Your Responses Throughout our days, we encounter many different situations and scenarios. While we can’t control everything that happens in our day, we get to choose how we respond to these situations.

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1. Someone points out that you have chewing gum stuck to your pants and laughs. How do you respond? TT Start crying, this is such an awful thing and your day is ruined. TT Get angry at the person, it’s not fair that they are making fun of you. TT Run away because you are embarrassed and don’t want anyone else to see. TT Start to laugh also, it’s a nuisance but you can see the funny side. TT Thank them for telling you and then find a way to fix the problem. TT Think that it could be much worse and you can replace the pants.

receive a reward and that you will try again next time. 3. You have been waiting to watch your favourite show on T.V. and your brother/sister is watching another channel and won't share the T.V. with you. How do you respond? TT Start yelling at them to get out as it is your turn and you have been waiting. TT Run to your parents and dob your sibling in for not sharing. TT Take something off your sibling or make a mess of their room to punish them for not giving you your turn with the T.V. TT Negotiate with your sibling for shared T.V. time. TT Decide that it is just a T.V. show and it’s not really that important. You find something else to do.

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TT Read each scenario below: »» Place a tick into the box (you may tick more than 1 box) that represents your most likely response for each scenario. »» For each scenario, colour green the response that is the most likely to create a good outcome. »» For each scenario, colour red the response that is most likely to create conflict or problems.

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2. A classmate receives a class reward. You have been working really hard and had hoped to receive the reward yourself. How do you respond? TT You start crying because it just isn’t fair and you should have got the reward. TT Decide that it isn’t worth trying anymore as you never get noticed anyway. TT Congratulate the student for earning the reward, they worked hard and deserved it. TT Make the decision that not everyone can

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4. You notice that someone has forgotten to log off the computer. How do you respond? TT Start browsing through their online profiles. TT As a joke, post some funny messages from their online accounts. TT Log off for them and maybe let them know that they forgot to log off TT Invite a friend over to look at their stuff.

 Extra!  Think of a time when you didn’t really respond in the best way. On the back of this sheet, explain the situation. What was your response? What would have been a better way that you could have dealt with the situation? 56

Student Activit y

Choose Who You Want To Be 1. Discuss the scenarios below with a friend. Who is choosing to be the best person they can be? Who isn't?

You are lazy and stupid. Join another group.

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No, I want to use red!

Congratulations. I tried to get that badge. Well done.

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2. Read the statement below and write down what you think it means.

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Treat others the way you want to be treated.

________________________________________________________________________

. te o c ________________________________________________________________________ . che e r o r st sup r e 3. Watch the YouTube clip that your teacher has chosen. Complete the review below. ________________________________________________________________________

Clip name: Storyline: What is likely to happen if you treat other people badly?

What is likely to happen if you treat other people with kindness?

Curriculum Link:

Student Activit y

Team Work Teamwork is about cooperating with other people so that you can all work together to get something done. TT Answer the questions on team work. 1. Why is it good to work as a member of a team?

__________________________________________________________________________

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2. What types of activities are better to do with the help of other people?

__________________________________________________________________________

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3. Sometimes it is good to do things by yourself. What type of things are easier to do by yourself? __________________________________________________________________________

TT Complete the Team Work Quiz. Questions

Sometimes

a. Do you get along well with other people? b. If someone else has an idea, is it easy for you to go along with them?

Mostly

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Always

f. Are you good at sharing your ideas?

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g. Can people rely on you? Total number of ticks

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e. Are you a good listener?

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Your score: To arrive at your score, give 1 for each of the “sometimes” boxes you ticked. 2 for each of the “mostly” ticks and 3 for each time you ticked “always”. Then total the numbers at the bottom. Here is what your score says about you. 6-9: You prefer to do things your own way and think that you have good ideas of your own a lot of the time. 10-14: Sometimes you like to be a part of a group, while other times you recognise that being an individual and doing things your way works best for you. 15-18: You are a good team player. You seem to like to do things with other people and being a part of a group is important to you.

 Extra!  Think about your responses from the quiz to help you answer the following questions on the back of this sheet: What qualities do you think help to make someone a good team player? What types of things can you do to help you to get along better with others and be an effective team player? 58

Student Activit y

Cootie Catcher

Name two physical signs of your body's response to anger.

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TT Catch your anger by making this cootie catcher.

Name two things you can say to a person who is irritating you.

Hold your breath for 10 seconds. Use this to distract you when angry.

Close your eyes and imagine anger floating away from your body.

1. 2. 3. 4. 5. 6. 7.

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Think of something or someone you really love. Feel your body warm up!

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Say something positive

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Colour in the circles. Cut round the outside of the cootie catcher. Fold in half and in half again. Open out, turn over so top is blank and fold each corner into the middle. Turn over and repeat. Turn over so you can see the circles. Slide your thumbs and first fingers behind the circles and bring them together so the ends all touch. 8. All the circles should now be at the front with centres touching and you are ready to play! 59

Student Activit y

Helping Hand Board Game Game rules: roll the dice to determine how many spaces forward you move. Take it in turns. Follow the instructions on the spaces you land on. First to the finish wins.

You push in line at the school canteen. Move back 4 spaces.

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You keep an unsafe secret. Return to number 4.

You befriend a stranger online. Return to start.

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You help with chores at home. Take the helping hand to the box above.

You turn a bad situation into a good one with some positive thoughts. Move forward 2 spaces.

You hear a rumour you think is untrue. You don't repeat it. Go to number 22.

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Finish

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You laugh at someone when they fall over – move back 3 spaces.

You set yourself a goal and achieve it. Move to number 18.

2 Start

4 You stick up for someone being bullied. Take the helping hand to the box above.