Bullying: Stage to Reality

Overview

Age group: 11-12 years (Year 7)
Class size: 25 students
Duration: 60 minutes
Unit: Bullying: Stage to Reality (Lesson 1 of 8)
Subject Focus: Drama, Personal, Social, Health and Economic Education (PSHE)
Curriculum Links:

• National Curriculum (England): Drama Framework – Developing self-confidence and awareness through performance, understanding roles and narratives.
• PSHE Education Programme of Study – Health and Wellbeing: Recognising challenges including bullying, and promoting empathy and support.
• Theatre in Education Approach – Using drama to explore real-life issues and social understanding.
• British Values – Mutual respect and tolerance, promoting safe and supportive school environments.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define bullying and identify its different forms (physical, verbal, social, cyberbullying).
2. Reflect on the impact bullying has on individuals and communities.
3. Understand how drama can be used as a tool to explore and raise awareness of social issues like bullying.
4. Show empathy and engage in respectful discussions about bullying.
5. Demonstrate basic drama skills to express ideas related to bullying.

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Key Vocabulary

• Bullying
• Physical bullying
• Verbal bullying
• Social/Indirect bullying
• Cyberbullying
• Empathy
• Bystander
• Drama
• Role play
• Reflection

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Resources Needed

• Whiteboard and markers
• Post-it notes
• Set of scenario cards illustrating different bullying types
• Space for movement and drama activities
• Large sheets of paper and coloured markers
• Reflection journals or notebooks
• Simple props (hats, scarves) for role play differentiation

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Lesson Structure

1. Welcome and Setting the Scene (10 minutes)

Activity:

• Greet students and establish a safe, respectful classroom environment by revising ground rules for discussion (confidentiality, listening, respect).
• Briefly discuss the unit theme: “Bullying: Stage to Reality”.
• Icebreaker: Quick group brainstorm – “What do you think bullying is?” Write their ideas on the board, categorise into types of bullying.

Teacher notes:

• Encourage all voices, emphasise there are no wrong answers.
• Clarify any misconceptions and formally introduce the definition of bullying.

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2. Exploring Types of Bullying Through Drama (15 minutes)

Activity:

• Divide students into small groups (4-5 per group). Hand out different bullying scenario cards (e.g., teasing, excluding someone, online harassment, physical aggression).
• Each group reads their scenario, discusses the type of bullying, then prepares a 1-minute silent tableau (freeze-frame) to represent the scenario’s key moment.
• Groups present their tableaux without words; the rest of the class guesses the bullying type and reflects on the emotions shown.

Teacher notes:

• Emphasise non-verbal communication (body language, facial expressions).
• Include cyberbullying scenarios to reflect contemporary issues.
• Support groups who struggle with the tableau through gentle questioning (“How can you show feeling scared or lonely without talking?”).

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3. Impact Discussion and Reflection (15 minutes)

Activity:

• Following each tableau, facilitate class discussion on the impact of that bullying type on the victim, bully, and bystanders.
• Use reflective questioning: “How do you think the person being bullied feels?”, “What could bystanders do?”, “What might happen if bullying continues?”
• Ask students to write a short reflective sentence or phrase on a post-it about how bullying affects people emotionally.

Teacher notes:

• Model empathy and use emotion-focused language.
• Reinforce the idea of drama as a mirror to real-life issues.

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4. Drama as a Change Agent (10 minutes)

Activity:

• Share a brief introduction about how drama can raise awareness and create change in communities.
• Demonstrate with a quick interactive drama technique: ‘Emotion Walk’ – students walk around the space, and when the teacher calls out different emotions related to bullying (e.g., fear, sadness, courage), students change their walking style accordingly.
• Discuss how drama allows people to experience and express emotions safely.

Teacher notes:

• Use this to introduce the idea that their upcoming work in the unit will combine creativity with real social concerns.

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5. Plenary and Next Steps (10 minutes)

Activity:

• Recap key points on bullying definitions, types, and impacts.
• Invite 3-4 students to share their reflections from the post-its.
• Highlight the importance of empathy and respectful communication in drama and everyday life.
• Preview next lesson focus: “Character and Motivation – The Bully and the Bystander.”
• Ask students to keep an eye on any bullying behaviour they see or hear about during the week for discussion later (if comfortable sharing).

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Assessment for Learning

• Observation of group participation in tableau activity and discussions.
• Quality of post-it note reflections demonstrating understanding and empathy.
• Informal questioning to check understanding during discussion.
• Teacher notes on student contributions to prepare for differentiated follow-up support.

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Differentiation

• Provide sentence starters for reflection for students who need writing support.
• Offer role-assistants or adult support for groups needing help with drama tasks.
• Challenge higher-attaining students to consider the role of bystanders and how they affect outcomes.

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Extensions and Cross-Curricular Links

• English: Creative writing task on personal narratives or character diaries later in the unit.
• PSHE: Developing strategies for managing bullying and promoting wellbeing.
• ICT: Explore cyberbullying in later lessons using relevant digital literacy tools.
• Citizenship: Discuss rights, responsibilities, and respect as British values.
• Art and Design: Create posters or visual campaigns against bullying.

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Teacher Reflection (Post-Lesson)

• Evaluate student engagement with drama activities and discussions.
• Note any sensitive disclosures or behaviour to follow up on with the pastoral team.
• Reflect on timing and task difficulty, adapting pacing for the next lesson.
• Consider additional resources or guest speakers (e.g., theatre companies) for deeper engagement in future lessons.

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By embedding drama into the exploration of bullying, this unit opens a powerful, empathetic dialogue and equips students with creative tools to understand and challenge bullying behaviour in safe, constructive ways.