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This module aims to highlight the effects of harassment online or by text message on the recipient of the message and to outline the appropriate coping strategies. It aims to foster a sense of care and respect for others online and by mobile phone.
Learning Outcomes:
When they have finished this module, your pupils will be able to:
Curriculum Links:
SPHE:
Myself:
Myself and others:
Myself and the wider world:
Stay Safe Programme
The Stay Safe programme is a personal safety skills programme for primary schools. Stay Safe is a mandatory resource and must be used within the context of the SPHE curriculum to cover relevant content objectives.
Topic 1. Feeling Safe and Unsafe
Topic 2. Friendship and Bullying
Topic 4. Secrets and Telling
Cross Curricular Links:
Language: English
Oral Language
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Reading
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Writing
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Teachers' Notes: Bullying is not a new phenomenon. However, the ways in which it happens is changing. Technologies are being used by young people in a number of negative ways to annoy, harass and intimidate others. Depending on the context, these behaviours can be considered anywhere on a spectrum from relatively harmless to very damaging. According to the Anti-Bullying Procedures a once-off offensive or hurtful message, image or statement posted on a public online forum where that content can be viewed and/or shared by other people is considered as bullying behaviour. In contrast a once-off offensive or hurtful text message or other private communication offline does not fall within the Procedures' definition of bullying. Many pupils struggle to admit if they have been bullied when the word bully is used. However, pupils will admit if they have felt excluded online or something has upset them. The language around bullying can cause issues in identifying cases.
Activity: What is Cyberbullying? Lets watch a video
This activity introduces pupils to the topic of cyberbullying and promotes respectful communication online.
Resources Needed:
Duration: 10 minutes
Step 1: Introduce the topic of this activity to pupils, telling them that they are going to look at respectful online communication.
Step 2: Play the ‘What is cyberbullying?’ video for pupils. Ask pupils to listen for the first time hearing it. Then play again for pupils asking them to really listen to advice given. Before playing the video a second time, ask pupils prompt questions to help them listen directly for the safety tips, such as:
Key Vocabulary
Step 3: Continue to activity 2 to check your pupils understanding after viewing this video.
NOTE: Subtitles are available for each video - simply click the cc button on the right corner of the video. Lyrics sheets can be accessed by clicking the Print sheets button above.
Activity: Cyber bullying - Types of Online Harassment
Embedding Digital Technologies
Schools with access to digital devices (e.g. tablets, laptops, phone) can capture pupils responses on relevant discussion activities using a variety of web-based tools e.g Padlet, Mentimeter, etc. Students could also use devices/cameras to record their discussions.
Duration: 5 minutes
Resources Needed:
Key Questions:
Key Vocabulary:
Pre-teaching of key vocabulary is recommended as some pupils may not understand these words fully.
Step 1: Recap on previous lessons on bullying. Through the process of questioning and provoking a discussion the pupils will be able to explore the issue of cyberbullying and suggest what to do if one is being bullied or cyberbullied.
Step 2: Discuss the following with the pupils. Group, pair, or whole class methodologies can be used here.
Activity: Cyberbullying: Types of Online Harassment - Matching Activity
Resources Needed:
Duration: 10 minutes
Step 1: Instruct pupils to match the different types of online harassment with the descriptions. Pupils may complete this individually on their devices or as a class on the whiteboard if a class set of devices is not available.
Different types of online harassment:
Step 2: Through open-ended sentences the pupils examine ways of dealing with bullying and cyberbullying. The pupils need to know who to confide in, how to tell, when to tell and how to get help. For example:
Activity: Archie and Ruby's Top Tips for How to Deal with Cyberbullying - Discussion Time
Resources Needed:
Duration: 20 minutes
Step 1: Read through the key advice for dealing with cyberbullying. Again, pupils may complete this individually on their devices or as a class on the whiteboard if a class set of devices is not available. The pupils are asked to explain the advice and coping strategies and take note of them.
Step 2: Ask the pupils to rank these 5 items in terms of importance, 1–5, and discuss their reasoning. This can be done in their copies. They could then show this to their parents at home. This might give parents the opportunity to show their child how to save a message or block a sender.
Key Advice for Children:
Step 3: Instruct pupils to design a poster for Archie and Ruby's Top Tips for How to Deal with Cyberbullying - include a symbol for each of the 5 tips!
Activity: Teacher Demonstration - How to Take a Screenshot on your PC, Phone or Tablet.
Resources Needed:
Duration: 5 minutes
Step 1: Demonstrate for pupils how to take a screenshot on their pc, phone or tablet.
How to Take a Screenshot on your PC, Phone or Tablet Teachers
Note: Taking a screenshot is an important skill for young people and parents to have. This will show you how to Screenshot an image on your mobile phone, computer and tablet. Screenshots are essential for recording evidence of cyberbullying.
It must be acknowledged that screenshots can be used to instigate bullying, as they allow the taker of the screenshot to copy incriminating photos and messages. However, in order for a young person to be prepared to handle cyberbullying situations, it is crucial that he/she knows how to record evidence of cyberbullying through taking screenshots.
Link to article on Webwise website on ‘How to Take a Screenshot on your PC, Phone or Tablet’.
Follow through the steps with the pupils. When complete tell the pupils ‘Now it’s your turn! Take a screenshot of this page and save it to you gallery/photos folder on your device.’
Activity: Role Play ‘Cyberbullying Situations’
Teachers' Notes: 3rd and 4th Class only.
Cyberbullying is another type of bullying. Dealing with and reacting to bullying will have been covered all the way through the child’s learning in the primary school discreetly in the SPHE lessons but also in a positive whole school climate and an active anti-bullying policy.
STAY SAFE PROGRAMME:
The Stay Safe Programme contains a module on the area of Bullying in primary schools. This can be a useful time for the pupils to recap on this knowledge.
This activity is designed to give pupils the knowledge and skills to be aware of cyberbullying when it occurs. It also uses role play to enable the pupils to practice how they should approach cyberbullying in terms of how it is making them feel. The role play activity also gives pupils a forum to practice their assertive skills in a relaxed atmosphere.
MySelfie and the Wider World
MySelfie and the Wider World is an SPHE resource intended to engage 5th and 6th class pupils on the topic of cyber bullying. A series of short animations are the centrepiece of the resource. This five-lesson resource helps pupils develop the skills and understanding to be responsible, socially conscious and effective internet users, as they explore social networks for the first time.
Embedding Digital Technologies
Schools with access to digital devices (e.g. tablets, laptops, phone) can capture pupils responses on relevant discussion activities using a variety of web-based tools e.g Padlet, Mentimeter, etc. It would also be worthwhile asking pupils to take a screenshot of relevant tasks completed and save this in a shared folder so that you, the teacher can check if they are able to do it.
Duration: 30 minutes
Resources Needed:
Step 1: Ask the children about bullying. What is it? Write their definitions on the board. Explain that for this activity, the pupils will be focusing on cyberbullying. Remind them of the previous learning in 1st and 2nd class. Discuss the different types of cyberbullying and how they can manifest themselves. It is important that the pupils can define what cyberbullying is and that he/she knows that a once-off offensive or abusive post on a public forum or social networking service is considered to be bullying.
Step 2: In pairs, ask the pupils to write down a cyberbullying situation on a piece of paper. Encourage the pupils to talk in general terms and avoid discussing specific instances or other pupils. Some pupils may need help with thinking of different situations. Remind them of the examples of online harassment in this section. Discuss ways to handle the situations without fighting. Some safety strategies are:
Step 3: Again, in their pairs, ask them to pick one of their role play situations and reenact it using positive and assertive safety techniques. It may be better for the teacher to walk around from group to group and observe and give advice. If pupils are given the chance to ‘act out’ bullying, some can end up being focused on performance as opposed to practicing the safety techniques. Emphasis should be on practicing safety techniques.
Activity: Anti-Cyberbullying Rap 'I Like It' - Let's watch a video
Duration: 5 minutes
Resources Needed:
Step 1: Recap on previous activity on cyberbullying and golden rules of chatting online and dealing with cyberbullies. Explain that this activity continues to explore cyberbullying and key advice for dealing with cyberbullies through a rap.
Step 2: Play ‘I like it’ video for pupils. Ask pupils to listen for the first time hearing it. Then play again for pupils asking them to really listen to advice given on how to stay safe online.
Step 3: Continue onto the activities 9-11 and complete the Check Your Understanding activities based on this rap.
Activity: 'I Like It' Check Your Understanding - Matching Activity A
Duration: 5 minutes
Resources Needed:
Step 1: Instruct pupils to complete the Check Your Understanding activities based on the song. If access to a class set of devices or a computer lab is possible pupils can complete this individually or alternatively, if this is not possible, you can print worksheet versions of the activities for pupils to complete.
Step 2: Move onto Activity 10 to complete the Check your understanding Part B.
Activity: 'I Like It': Check Your Understanding - Matching Activity B
Duration: 5 minutes
Resources Needed:
Step 1: Instruct pupils to complete the Check Your Understanding activities based on the song. If access to a class set of devices or a computer lab is possible pupils can complete this individually or alternatively, if this is not possible, you can print worksheet versions of the activities for pupils to complete.
Step 2: Move onto Activity 10 to complete the Check your understanding Part C.
Activity: 'I Like It': Check Your Understanding - Matching Activity
Duration: 5 minutes
Resources Needed:
Step 1: Instruct pupils to complete the Check Your Understanding activities based on the song. If access to a class set of devices or a computer lab is possible pupils can complete this individually or alternatively, if this is not possible, you can print worksheet versions of the activities for pupils to complete.