KS2 Bullying SOW Sample

Anti-Bullying Pack
Raising awareness in KS2

1
Overview
This project is aimed at raising awareness of bullying and inclusion for year 6 students
through a range of Theatre in Education techniques. It will explore the following
questions:
- What is a peer and what is a friend?
- Is it kind? Is it true? Do I need to say it?
- What is a bully?
- What are the different types of bullying?
- What is a bystander?
- What can we do to help stop bullying?
Learning Aims
- To empathise with others so that we can better understand how our behaviour
impacts those around us.
- To foster better social skills in a safe environment so that we know how to react
to difficult situations.
- To build confidence and self-esteem in pupils so that we can build a more
positive learning environment with our peers.
2
Session 1 of 5...
Overview
The first session will be a getting-to-know-you introduction to the project focusing on
teamwork and communication.
You will need...
✓ PowerPoint Slides (click here!)

✓ An open space
✓ Chairs
✓ A stuffed toy
✓ A recording device
Learning Aim:
“To share experiences so we can get to know each other and work as a team.”
Steps to success:
- To notice the positive work and actions of others

- To make sure we are all included
- To listen with empathy and understanding
3
Do Now:
“Clap clap, click click”
Students sit in a circle and repeat the following rhythm: right hand on right knee; left
hand on left knee; click right fingers; click left fingers. Once the rhythm has been
established, say your name and then the name of a student on the “clicks”, e.g. “clap,
clap, Ms. Cousins - Sophie”, the student then has to repeat their own name and the
name of someone else; “clap, clap, Sophie - Alan” etc. until everyone’s name has been
called. Try and sustain a steady beat. To encourage this, students could sit out if they
stumble or get the rhythm wrong. Give them the chance to play again.
Variations: You can gradually speed up this game, replace names with numbers or even a
gesture or signal.
Starter:
“The sun shines on people who…”

- Students sit in a circle, one in the centre has to say “the sun shines on people
who…” and then finish the sentence with something about themselves. Everyone
who feels the same should change seats. The aim is for the person who is stuck
in the centre to sit back down in a seat. The last person to sit down is the next
person in the middle.
4
Main:
Go to the cat if…
Students step closer or further to the toy/object depending on how far they agree with
the following scenarios:
“Go to the cat if you think this is bullying:”

● Amy and Chantel are playing basketball. Amy drops the ball, Chantel laughs and
says “you idiot”, they carry on playing. Is this bullying?
● Simon is a lot smaller than his classmates. Daniel calls Simon a ‘baby’ and
makes jokes about him sleeping in a cot and wearing a diaper. Is this bullying?
● Sam has quite big ears, he is a bit sensitive about how he looks. Mick always
jokes that Sam can hear everything, even what is happening in Japan. Is this
bullying?
● Lee approaches the lunch table, the other children move so there is no space for
him. Is this bullying?
● Harry cheated on his test. Matt tells Harry he will tell the teacher unless he gives
him money. Is this bullying?
● At break, Liam is going upstairs for his water bottle. Rosie asks him to bring hers
too. Is this bullying?
● Nick and Ben are working on a project. Nick suggests making a video, Ben says
that it is a stupid idea. They decide to make a poster. When Nick shows Ben his
work, Ben laughs and says it is terrible. Is this bullying?
Discussion: What is bullying? What do we hope to gain from these sessions?

5
6
Building
Rude, Mean and Bullying?
Use one example first (to model) of something unintentionally hurtful. Brainstorm. As a
group, make it rude, mean, and then bullying.
Divide students into groups of 3; use the scenarios on the slides (or make up your own).
Students can decide to change the scenario so that it is either rude, mean or bullying.
Show one strong example for each scenario.*
Discuss: Do we think the people in this scene were being mean, rude or were they
bullying? Why?
Review
Rehearse and then film the examples using a narrator to read definitions of Rude, Mean
and Bullying. If students have individual devices they can create their own iMovie, if not,
the teacher can film examples of the work.
Kindness Cat:
Kindness starts here and we can help to pass it around so we can all feel better about
ourselves and each other. Pass the toy/object around. Pay someone a compliment.
What did they do well today? Did you learn something new about them? Were they kind
or helpful? How?
*Note: You may wish to exclude physical bullying here to prevent all scenes becoming typical “bullies
beating the victim up” scenes!

KS2 Bullying SOW Sample

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KS2 Bullying SOW Sample

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KS2 Bullying SOW Sample

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Anti-Bullying Pack

Raising awareness in KS2

You will need...

✓ PowerPoint Slides (click here!)

- To notice the positive work and actions of others

“Clap clap, click click”

“The sun shines on people who…”

Go to the cat if…

“Go to the cat if you think this is bullying:”

Discussion: What is bullying? What do we hope to gain from these sessions?

Rude, Mean and Bullying?

Show one strong example for each scenario.*

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