Understanding Bullying Effects

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Lesson Plan Overview

• Subject Area: Health and Physical Education

• Australian Curriculum Reference:
  Years 7–8 | Personal, Social and Community Health
  Strand: Being healthy, safe and active
  Content Descriptor (ACPPS074): Investigate the impact of emotional responses on relationships and apply skills and strategies to manage relationships
  General Capabilities: Personal and Social Capability | Ethical Understanding | Intercultural Understanding

• Year Group: Year 7

• Lesson Duration: 45 minutes

• Class Size: 20 students

• Unit Title: Bullying and Safety Awareness

• Lesson Number: 1 of 2

• Lesson Title: Understanding Bullying and Cyberbullying

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Learning Intentions

By the end of the lesson, students will:

• Define and identify different forms of bullying (physical, verbal, and social)
• Understand what cyberbullying is and how it differs from traditional bullying
• Recognise the emotional and mental impacts of bullying on individuals and communities
• Reflect on personal experiences, feelings, and responsibilities when it comes to creating a safe and respectful environment

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Success Criteria

Students will demonstrate success when they:

• Accurately describe different types of bullying using correct terminology
• Complete a ‘bullying awareness’ worksheet with thoughtful and age-appropriate responses
• Participate respectfully in a class discussion by sharing reflections or questions
• Engage in preparation for next lesson’s roleplay scenarios with authentic examples

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Materials Required

• Butcher’s paper & markers (for group brainstorming)
• Printed copies of the Bullying & Cyberbullying Awareness Worksheet
• Student reflection journals or paper/notebooks
• A short scenario script handout for next lesson's roleplay introduction
• Whiteboard and markers

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Lesson Breakdown (45 minutes)

1. Welcome & Learning Intention (5 minutes)

Teacher Actions:

• Greet students and briefly outline today's learning intentions.
• Pose a quick question: "What's the first word or image you think of when you hear the word 'bullying'?"
• Record initial responses on the whiteboard to revisit later.

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2. Types of Bullying – Think, Pair, Share (10 minutes)

Activity:

• Introduce the 3 main types of traditional bullying:
  1. Physical (e.g. hitting, pushing)
  2. Verbal (e.g. name-calling, threats)
  3. Social/Relational (e.g. exclusion, spreading rumours)

Instructions:

• Have students quietly think about a time when they witnessed or heard about one form of bullying.
• Pair up with a peer to share examples or scenarios they're comfortable discussing.
• Then, conduct a share with the class — only if students are willing (emphasise respect and boundaries).

Teacher Notes:
Focus on empathy, differentiate between conflict and bullying, and avoid asking for personal experiences involving trauma.

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3. Exploring Cyberbullying (10 minutes)

Mini-lesson with examples:

• Cyberbullying includes sending hurtful messages, posting nasty images, fake accounts, exclusion online, harassment in group chats or gaming.

Discussion Prompt:

• "How is cyberbullying different from other types? Why can it sometimes feel even worse?"

Key Concepts to Emphasise:

• Cyberbullying can be:
  🔹 Continuous (any time, any place)
  🔹 Anonymous
  🔹 Permanent (digital footprint)

Visual Tool:
Draw a Venn diagram together to highlight overlaps and differences between traditional bullying and cyberbullying.

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4. Worksheet Completion – Individual Activity (10 minutes)

Instructions:

• Distribute the Bullying & Cyberbullying Awareness Worksheet
• Sections include:
  • Scenarios for students to label the bullying type
  • Thought bubbles to write how the person might be feeling
  • A reflective space: “What would I do as a bystander?”

Teacher Role:
Circulate the room, offering praise for thoughtful responses and assisting with clarifications.

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5. Class Discussion & Reflection (5 minutes)

Prompt Questions:

• “Was there anything that surprised you while filling out your worksheet?”
• “Why is it important to be a respectful bystander rather than a silent one?”
• “Have you seen respectful ways people stand up to bullying?”

Students are encouraged to write a sentence or draw a quick image in their journal to summarise a key understanding/takeaway.

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6. Roleplay Introduction – Looking Ahead (5 minutes)

Set the Stage for Lesson 2:

• “Next lesson, we’ll try out some ‘response roleplays’ in small groups.”
• Briefly describe a few example roleplay scenarios (leave ambiguity to trigger anticipation):
  • A friend being excluded from an online group
  • A student getting teased during class breaks
  • A student being corrected online and it escalates

Student Action: In groups of 4, students brainstorm and write down a short bullying or cyberbullying scenario (fictional or reflective of common experiences). These will be shared next class.

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Differentiation/Adjustments

• ESL or EAL learners: Provide visuals and key term glossary sheet
• Students with anxiety/social discomfort: Option to write responses instead of participating verbally in discussions
• High-achieving students: Encourage deeper reflection—ask them “What ethical dilemmas emerge when observing bullying?”

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Assessment & Feedback

Method	Type	Notes
Observation	Formative	Noting participation in discussion and partner activities
Worksheet	Formative	Used to gauge understanding of content and empathy
Reflection	Self-assessment	Provides students with space to make personal meaning

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Extension Opportunities

• Introduce a Bullying Impact Journal for students to track changes in their thinking over the unit
• Invite students to design short animated clips or informative Instagram-style slides aimed at educating younger peers

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Teacher Reflection (Post-Lesson Prompt)

• Were students able to differentiate between the types of bullying effectively?
• Was any topic particularly difficult or sensitive in this group?
• Did the class feel emotionally safe and respectful in group conversations?

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Final Note

This lesson deliberately makes room for dialogue, empathy-building, and empowerment. It serves as a solid foundation for active responses in Lesson 2, where students will transition from awareness to agency and advocacy through roleplay.

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Prepared by: [Your Name] | Year 7 Health - Bullying & Safety Unit (Lesson 1 of 2)
School: [Insert Name] Public/Secondary School | NSW/VIC/QLD Curriculum-Aligned