Bullying and Safety

Overview

This is the sixth and final lesson in the “Navigating Life’s Challenges” unit. It focuses on helping Year 7 students understand the nature and impact of bullying, particularly in the online environment, while equipping them with practical strategies to respond and keep safe. The lesson aligns with the PSHE Association Programme of Study and the National Curriculum for England’s Relationships and Health Education requirements for Key Stage 3, emphasising personal wellbeing and safeguarding.

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National Curriculum Links

• Relationships Education (DfE, 2019)
  Key Stage 3:
  • Understand the characteristics of positive and unhealthy relationships.
  • Recognise bullying, its forms and impact, including online bullying.
  • Know strategies for recognising, responding to, and reporting bullying and abuse (including online).
• Health Education (DfE, 2019)
  Key Stage 3:
  • Understand how to use technology positively and safely.
• PSHE Association Programme of Study (Key Stage 3)
  • Pupils will develop the knowledge and skills to manage personal safety and wellbeing, recognise bullying, and understand how to access support.

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Learning Objectives

Objective Level	Learning Outcome
Secure	I can clearly define what bullying is and its different forms.
Developing	I can describe how to effectively report bullying and seek help.
Emerging	I can share a time I witnessed bullying and reflect on its impact.

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Resources

• Whiteboard & markers
• Projector for video clips and presentations
• Scenario cards (printed or digital) describing different bullying situations (including online)
• Post-it notes and pens
• “Stop, Speak, Support” handout
• Safe reporting flowchart (visual poster)
• Tablets or laptops (optional, for online safety activity)

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Lesson Structure (45 minutes)

1. Starter Activity (5 mins)

Objective: Activate prior knowledge and engage curiosity.

• Begin with the question on the board: “What is bullying? Can it happen online?”
• Students write 2-3 words/phrases on a sticky note describing bullying.
• Collect and quickly cluster responses on the board, highlighting key terms like “repeated behaviour,” “hurtful,” and “online.”

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2. Definition and Types of Bullying (10 mins)

Objective: Secure learners understand bullying comprehensively.

• Present a clear, age-appropriate definition of bullying:
  “Bullying is repeated behaviour that harms someone physically or emotionally, including online actions.”
• Discuss different forms: physical, verbal, social exclusion, cyberbullying. Use brief, age-appropriate real-life examples.
• Play a short, impactful animated video clip (2-3 mins) illustrating various bullying types and their effects.
• Check understanding with quick Q&A: e.g., “Is one-off mean behaviour bullying?”

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3. Sharing and Reflecting (10 mins)

Objective: Support Emerging objective by encouraging personal reflection.

• In pairs, students share a time they witnessed bullying, what they saw, and how it made them feel (safe and voluntary sharing).
• Option: For quieter students, provide sentence starters on cards:
  • “I saw someone being bullied when…”
  • “It made me feel…”
• Whole-class brief discussion: highlight empathy and impact on everyone involved.

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4. Reporting and Preventing Bullying (15 mins)

Objective: Develop knowledge of positive responses and secure objective on reporting strategies.

• Show and explain the “Stop, Speak, Support” strategy for when witnessing bullying:
  • Stop the behaviour safely.
  • Speak out or report the behaviour.
  • Support the person being bullied.
• Introduce “Safe Reporting Flowchart” poster: steps on who to tell (trusted adult, teachers, helpline numbers), plus online reporting tools.
• Role-play activity in groups of 3: students are given scenario cards (including cyberbullying examples). Each group acts out how to respond using Stop, Speak, Support.
• Groups receive peer and teacher feedback on effectiveness.

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5. Online Safety Focus (5 mins)

Objective: Reinforce understanding of staying safe online as part of anti-bullying.

• Briefly discuss key online safety tips: not sharing passwords, blocking/reporting bullies, mindful posting.
• Show a short infographic summarising these points.
• Quick individual task: write one promise on a sticky note about online behaviour they commit to.

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6. Plenary and Assessment (5 mins)

Objective: Assess learners’ attainment and consolidate learning.

• Use an exit ticket approach: students write down which objective they achieved today (Secure, Developing, Emerging) and one thing they learned about bullying or online safety.
• Read some aloud to celebrate understanding and reinforce positive messages.

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Differentiation

• Emerging: Supported sentence starters, option to share verbally or write.
• Developing: Role-play with guided questions to scaffold reporting strategies.
• Secure: Encouraged to explain and define bullying in own words, lead discussions.

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Assessment for Learning

• Observations during pair discussions and role-plays.
• Exit tickets assessing understanding of bullying definition and reporting procedures.
• Teacher notes on participation and comprehension for follow-up.

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Extension/Homework Suggestion

• Create a personal “Anti-Bullying and Online Safety” poster or digital infographic summarising key messages from the lesson, to share with family.

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Reflection for Teachers

• How engaged were students during role-plays?
• Did students demonstrate empathy and understanding during reflections?
• Were all differentiated needs met effectively?
• Consider revisiting the safe reporting system and ensuring students know trusted adults in school.

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This lesson plan builds competence and confidence in recognising and responding to bullying, aligns with statutory National Curriculum guidance, and fosters a supportive classroom environment crucial for pupil wellbeing.