Understanding Bullying

Overview

This 45-minute lesson is the second in a 6-lesson unit, Exploring Friendship and Courage, for Year 7 students. It focuses on developing empathy and communication skills by exploring the impact of bullying through interactive role-play, personal reflection, and writing. The lesson aligns closely with the National Curriculum for England’s English programmes of study, particularly in developing speaking, listening, reading comprehension, and writing skills within a meaningful social context.

National Curriculum Links

English Programme of Study (Years 7-9):

Spoken Language:
- Participate actively in discussions, making relevant contributions and building on others’ ideas (NC SL1)
- Use spoken language to develop understanding through imagining and exploring ideas (NC SL2)
Reading:
- Understand how authors use language, including figurative language, vocabulary choice, and tone to create effects and influence readers (NC R2)
Writing:
- Plan, draft, edit and proofread to develop and improve writing (NC W5)
- Write for a range of purposes and audiences, using appropriate styles and vocabulary (NC W1)

Personal, Social, Health and Economic (PSHE) Education (Jigsaw or equivalent):

Recognise and respond appropriately to bullying (PSHE K/S/A)
Develop empathy and understanding of others’ feelings (PSHE K/S/A)

Learning Objectives

By the end of the lesson, students will:

Understand what bullying is and its impact on individuals and communities. (NC SL1, PSHE K/S/A)
Demonstrate empathy by participating in role-play activities that explore bullying scenarios. (NC SL2, PSHE K/S/A)
Reflect on how bullying is portrayed in the class text and connect it to personal experiences. (NC R2)
Write a clear, cohesive paragraph explaining how to stand up against bullying. (NC W1, W5)
Appreciate the importance of kindness and respect in friendships and wider social settings. (PSHE K/S/A)

Resources Needed

Excerpts/scenes from the class book highlighting bullying (printed or projected)
Role-play scenario cards (different bullying/school conflict situations)
Whiteboard and markers
Student writing books or lined paper, pens
Emotion/feeling cards or emoji visuals for reflection
Timer

Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge and set purpose.

Whole-class quick-fire discussion:
- Ask: “What is bullying? How does it make people feel?”
- Record key words/phrases on the whiteboard (e.g., hurt, scared, lonely)
Introduce today’s focus: exploring the impact of bullying through role-play and writing

2. Exploring Bullying through Role-Play (15 minutes)

Objective: Develop empathy and understanding via active participation.

In pairs or groups of three, students receive one role-play card describing a bullying scenario related to school life (e.g., name-calling, exclusion, cyberbullying).
Roles include Bully, Victim, Bystander. Encourage students to think deeply about each perspective.
Give 5 minutes to prepare a short role-play (1-2 minutes).
Each group performs; the rest of the class notes feelings expressed and impact shown.
After each role-play, conduct a brief class discussion:
- “How did each person feel?”
- “How could the situation have been handled differently?”
- Link back to the written text, highlighting a scene where bullying is portrayed.

3. Personal Reflection & Sharing (8 minutes)

Objective: Connect literature and life experiences, build emotional literacy.

Give students emotion cards or emoji visuals.
Ask: “Has anyone ever seen or experienced bullying? How did it make you or others feel?”
Students can share verbally or write a few sentences confidentially.
Ensure a safe, respectful atmosphere; remind students of confidentiality and kindness.

4. Writing Activity: Standing Up Against Bullying (12 minutes)

Objective: Develop writing skills focused on purpose and audience.

Frame task: “Write a short paragraph explaining how someone can stand up against bullying and why it is important.”
Model a quick example on the board, highlighting clear topic sentences, reasons, and emotive language.
Students draft their paragraphs individually, encouraged to use ideas from role-play and discussion.
Circulate to provide support and check understanding.

5. Sharing and Plenary (5 minutes)

Objective: Reinforce learning and key values through collective reflection.

Invite volunteers to read their paragraphs aloud.
Summarise key points made about bullying and kindness.
Emphasise the importance of speaking up and supporting friends.
Close with a “Kindness challenge” question: “What is one kind thing you can do this week to help others feel safe and included?” Students share or write this down briefly.

Assessment and Feedback

Formative assessment: Observe and note student contributions during role-play and discussions to assess empathy, listening, and speaking skills.
Written output: Collect paragraphs to assess writing clarity, coherence, and ability to address the purpose (standing up against bullying). Provide individual written feedback next lesson.
Self-assessment: Encourage students to reflect on what they learnt about kindness and bullying and how they can act differently.

Extension Ideas / Homework

Write a diary entry from the perspective of a character experiencing bullying in the book, describing their feelings and hopes.
Research an anti-bullying campaign and present key messages to the class next lesson.

Differentiation

Provide sentence starters for students who need more scaffolding during the writing task.
Challenge more able students to include rhetorical devices or persuasive language in their paragraph.
Use emotion cards to support students who benefit from visual aids during reflection.

Wow Factor
Introduce a “Kindness Wall” in the classroom where students can anonymously post acts of kindness or support they witnessed or performed, reinforced weekly throughout the unit. This creates a living, positive classroom culture directly linked to the lesson themes.

Teaching Instructions