Telethon Kids Institute - FSP2564 Year 5...Challenge your thoughts about friendship. Some of the characteristics below are qualities of a good friend. Other characteristics might make

FRIENDLY SCHOOLS PLUS

Classroom resource

Year 510 Year Olds

Challenge your thoughts about friendship. Some of the characteristics below are qualities of a good friend.

Other characteristics might make a person popular but not necessarily a good friend. In your group decide

which of the following characteristics are good friendship qualities and tick the box.

CharacteristicFriendship

quality

1 I always try to listen well when someone is talking to me.

2 I always have money to buy the latest PlayStation® game.

3 I try to be fair with everyone.

4 I try to be happy and friendly to people.

5 Other kids think I’m pretty good looking.

6 I can make other kids do what I want.

7 I care about other people’s thoughts and feelings.

8 I send silly text messages to try and make the other kids think I am funny.

9 I do what the other kids say even if I know it is wrong.

10 I make promises to my friends online, but then don’t keep them in person.

11 I always stick by my friends even if other kids pick on them.

12 I am captain of the football or netball team.

13 I try to talk to and get to know lots of different people.

14 I let other kids hang out with me only if they do what I say.

15 I text all my friends and tell them how great I played in the basketball

game on Saturday.

16 I try to be responsible and do the right thing by my friends.

17 I get really good marks at school.

18 I always have the coolest things that are advertised.

19 I feel good about myself and I like to help make others feel that way too.

20 If I am chatting online with my friends and they start to say nasty things

about someone in our class, I don’t join in the conversation, I log off.

Friendship qualities

Activity sheet – Key area 1: Self-awareness

Focus 3: Cool friend, good friend

Year 5

Name:

44 FSP2564 • 9781760012564 • © 2014 Hawker Brownlow Education

Se

cti

on

2

Resource sheet – Key area 1: Self-awareness

Focus 3: Cool friend, good friend

Year 5

© 2014 Hawker Brownlow Education • 9781760012564 • FSP2564 45

1I always try to listen

well when someone

is talking to me.

2I always have

money to buy the

latest PlayStation®

game.

3I try to be fair

with everyone.

4I try to be happy

and friendly to

people.

5Other kids think

I’m pretty good

looking.

6I can make other

kids do what I want.

7I care about other

people’s thoughts

and feelings.

8I send silly text

messages to try

and make the other

kids think I am

funny.

9I do what the other

kids say even if I

know it is wrong.

10I make promises to

my friends online,

but then don’t keep

them in person.

11I always stick by my

friends even if other

kids pick on them.

12I am captain of the

football or netball

team.

13I try to talk to and

get to know lots of

different people.

14I let other kids hang

out with me only if

they do what I say.

15I text all my friends

and tell them how

great I played in the

basketball game on

Saturday.

16I try to be

responsible and do

the right thing by

my friends.

17I get really good

marks at school.

18I always have the

coolest things that

are advertised.

19I feel good about

myself and I like to

help make others

feel that way too.

20If I am chatting online

with my friends and

they start to say

nasty things about

someone in our

class, I don’t join in

the conversation,

I log off.

Being cool and being a friend

At the weekend football game, you drop a mark in front of the goals. You think your defender pushed you in

the back causing you to over-run the ball, but the umpire doesn’t call a free kick.

At quarter time some of your teammates yell at you for dropping the earlier mark. You tell them you were

pushed, but they tell you that you’re just being weak.

How do you feel and what can you do to keep control of your emotions?

You have an English assignment due on Tuesday morning. You want to get it done during English class on

Monday so you don’t have to do it after school. But one of your friends keeps talking and distracting you.

You don’t fi nish the assignment. After school the same friend invites you to their place. You say you can’t come

because you have to fi nish the assignment. He starts calling you names and teasing you for being a nerd.


Your brother asks to borrow your mobile phone to make a call. When he returns it, the phone has no credit left.

You buy some more credit but the next day your brother asks to borrow the phone again. You tell him to be

quick because last time he used all your credit. He agrees, but when you get the phone back it only has a few

cents left.


In art class you are fi nishing a painting that you have been working on for weeks. One of the students in your

class accidently spills white paint on it.

After class you overhear the same student bragging to some friends about how he pretended to “accidently”

ruin your painting and that they should have seen how upset you were. They are all laughing.


Temperature rising

Resource sheet – Key area 2: Self-management

Focus 1: Reigning myself in

Year 5



I am sorry for/that... I can see what I

have done has…

I would like to try to make this

better by…

I am sorry for/that…

I can see what I have done has…


better by…




better by…




better by…




better by…

Sorry cards

Resource sheet – Key area 2: Self-management

Focus 3: Saying sorry

Year 5


Activity sheet – Key area 2: Self-management

Focus 4: Having a positive attitude

Year 5

Name:

Situation Glass half empty Glass half full

Example: I always get chosen to help the librarian put the books back on the shelf after our lesson.

It’s not fair. Everybody in the class should have to take turns.

Not everyone gets asked to do this. The librarian must think that I do a great job at this to ask me week after week.

The principal asks you

to lead assembly.

Your friend invites you to a movie

night, but you have already been

asked to go skating with another

friend.

A group of students are discussing

the local sport team. When you

attempt to join the conversation

they roll their eyes at you and

ignore whatever you say.

Someone passes you a note in

class, saying that they are going

to beat you up at recess.

You are trying out for the school

t-Ball team. You drop a catch in

the outfi eld and another player

laughs at you and tells you to go

and play another sport.

At lunch you try to join a game of

four square, but the group tells

you to get lost.

You are walking to school, when

a group of older students start

teasing you about your haircut.

A student steals your bag and

throws it onto the classroom roof.

Spilling over

Description of group Healthy Unhealthy

I can be myself when I’m with members of my group.

I feel the need to act differently to fi t into my group.

To fi t into my group I have to dress like everyone

else in the group.

Friends in my group think they are better than other

students in my class.

My friendship group members don’t mind if I spend

time with friends who aren’t part of the group.

Students in my group are mean to other students

who are not in my group.

I really like all the students in my group.

The students in my group are never mean to me.

Sometimes students in my group don’t let me join in

with what they are doing.

I enjoy being with my friendship group.

I feel I have to behave differently in my friendship group –

I can’t be me.

No-one else is allowed to play with our friendship group.

Students in my group care about me.

My group only talk to each other on MSN.

My friendship group at school also spends lots of

time chatting online.

Healthy or unhealthy groups


Activity sheet – Key area 2: Self-management

Focus 1: Friendship groups

Year 5

Name:

Se

cti

on

2

Situation Question Response

A group regularly plays basketball

at lunchtime. You really enjoy

playing basketball too.

How can you go about joining in?

Your friend’s family are going away

for the whole school holidays.

How might you stay in contact?

You’re at a new school and

another student volunteers to give

you a tour.

What can you talk about?

You are playing beach cricket

and need an extra fi elder. You

see some kids about your age

swimming.

How can you get them to swap

from swimming to beach cricket?

At Timezone you want to play air

hockey but don’t have anyone to

play against or enough tokens.

What can you do to try and get a

game?

You would like to put together a

band at your school.

What are some ways you could

recruit people?

In your online chat room someone

mentions that they live in the

same area as you.

What could you talk about safely?

At school some kids you don’t

know are talking about your

favourite football team. It’s clear

they are fans too.

How could you go about joining

the conversation?

Your mum’s friends meet at a

park. One of them has a child

around your age.

How can you get to know them?

The friendship shuffle


Activity sheet – Key area 3: Social awareness

Focus 1: Friendship groups

Year 5

Name:

Se

cti

on

2

Activity sheet – Key area 3: Social awareness

Focus 2: Friendship and tricky situations

Year 5

Name:


You notice your friend has stopped talking to you.

You confront them and they tell you that some of

your jokes are hurting their feelings.

How do you feel?

What do you do?

You fi nd out your friend has been telling other

students things about you that are not true.

How do you feel?

What do you do?

A student you dislike because of their behaviour

begins hanging around with your group.

How do you feel?

What do you do?

Your friend asks you to go swimming, but rings later

and says they are not going anymore. You fi nd out

your friend went swimming with someone else.

How do you feel?

What do you do?

You and your friend both want to be elected as

captain of the interschool sports team.

How do you feel?

What do you do?

Two friends of yours are not getting along very well

with each other. They want you to choose between

them. You want to be friends with both of them.

How do you feel?

What do you do?

Your friend wants to spend more time with you. You

enjoy playing with them, but you want to be able to

spend more time with other people too.

How do you feel?

What do you do?

You get chosen for the interschool basketball team, but

your friend tells everyone that you got into the team

because you are copying the way he throws and shoots.

How do you feel?

What do you do?

Your friend starts behaving in ways that you don’t

like, for example, teasing other students and not

letting other students join in games.

How do you feel?

What do you do?

Your friend keeps saying or doing things that hurt

your feelings.

How do you feel?

What do you do?

Tricky situations

Resource sheet – Key area 3: Social awareness

Focus 2: Friendship and tricky situations

Year 5


Dear Wise One,I started a club at school that plays magic cards every lunch. Recently a boy I once had a huge argument with asked to join. He has a brand new deck of magic cards and everyone in the club wants to trade with him. I refused to let him join and now the other club members are angry at me.

How can I make them come around?

From

I’m not stubborn, I’m just always right!

Dear Wise One,I am quite a shy person face-to-face. I normally avoid confl icts. When my friends do something that annoys me I usually just let it slide. I fi nd it much easier to deal with confl ict online. When I am on MSN I can argue with my friends and it doesn’t rattle me. Sometimes I send them long emails about what I don’t like about them to make up for all the things I don’t say in person. Recently some of my friends have started avoiding me. When I asked why, they said I cyberbully them.

Am I cyberbullying? How can I stop and still deal with my problems?

From

The Internet Avenger

Dear Wise One,I am in Year 4 and I have a little brother in Year 3. For the last few weeks, a student in my class has been picking on my little brother every recess. The person bullying him is really popular. I feel that if I confront him others in my class might dislike me, but it isn’t fair for him to pick on someone younger than him for no reason.

What can I do?

From

Big Sister

Dear Wise One,For my birthday my parents gave me a new game for my Nintendo® DS. It is the best game ever! I play it on the bus in the morning, at recess, at lunchtime and after school every day. I tell my friends how great it is all the time. One lunchtime, I fi nished the DS game and decided to fi nd my friends to play with, but they didn’t want to play with me. I got angry at them and told them my DS was a better friend than them anyway. But now that I’ve fi nished the game, the DS is boring.

From

Zelda Rocks

Dear Wise One


Activity sheet – Key area 4: Relationship skills

Focus 1: The truth about bullying

Year 5

Name:

1. The most common form of bullying among both boys and girls is verbal bullying, such as cruel teasing

and name calling.

TRUE FALSE

2. Girls are bullied about as often as boys.

TRUE FALSE

3. Bullying only involves a person bullying and someone being bullied.

TRUE FALSE

4. The best way to handle being bullied is to bully back.

TRUE FALSE

5. Students who have good friendship groups are less likely to be bullied.

TRUE FALSE

6. Most students would like to see students who are bullied supported and action taken to stop bullying.

TRUE FALSE

7. Bullying is more likely to be witnessed by adults than peers.

TRUE FALSE

8. Students play an important role in reducing and preventing bullying in schools.

TRUE FALSE

9. Telling a teacher when you see another student bullying someone is “dobbing”.

TRUE FALSE

10. Cyberbullying only happens in high school.

TRUE FALSE

11. People who cyberbully tend to be much nastier when they bully online.

TRUE FALSE

12. If you send someone a threatening message online or via your mobile phone, like “I’m going to get you at

school tomorrow!”, the police could become involved.

TRUE FALSE

Understanding bullying – quiz questions

Se

cti

on

2


Resource sheet – Key area 4: Relationship skills


Year 5

Understanding bullying – quiz answers

1. The most common form of bullying amongst both boys and girls is verbal bullying, such as cruel teasing and name calling.Answer: TRUE / Direct verbal bullying, such as cruel teasing and name calling, is most common with boys

and girls experiencing this about equally.

2. Girls are bullied about as often as boys.Answer: TRUE / In general, girls report being bullied about as often as boys. Boys report bullying others

more often than girls report bullying others.

3. Bullying only involves a person bullying and someone being bullied.Answer: FALSE / Bullying occurs in a social context. The behaviour of adults and peers in the school

community can either encourage or support bullying behaviour, or discourage bullying and promote a

positive and safe environment. Peers are an important group that can be mobilised to provide peer group

support for students who are bullied and peer group pressure to refrain from bullying.

4. The best way to handle being bullied is to bully back.Answer: FALSE / Students who respond to bullying by staying calm and behaving in a way that suggests

to the person bullying that they do not care about the bullying, are perceived by peers as most likely to

make the bullying reduce or stop.

5. Students who have good friendship groups are less likely to be bullied.Answer: TRUE / Friendship provides an important, protective role for students. Students who report

positive friendships are happier at school, feel supported by their peers and develop positive school

attitudes.

6. Most students would like to see students who are bullied supported and action taken to stop bullying.Answer: TRUE / Most students said they would want to see students who are bullied supported and

action taken to stop bullying, however, when students were asked what prevents them from assisting

students who are bullied, one of the most common responses was: ‘It’s none of my business’.

7. Bullying is more likely to be witnessed by adults than peers.Answer: FALSE / In the classroom, peers have been observed to be involved in 85 per cent of bullying

episodes, with this involvement ranging from actively participating to passively onlooking. Peers have

also been observed to be present during most bullying incidents in the schoolyard. More than half of the

students who report being bullied once a week or more do not tell their teachers. Furthermore, teachers

report their intervention in bullying incidents to be more comprehensive than students do, suggesting

that teachers are unaware of many incidents of bullying.




Year 5

Understanding bullying – quiz answers continued

8. Students play an important role in reducing and preventing bullying in schools.Answer: TRUE / Students are more likely to observe bullying than adults and many students who are bullied

do not tell adults. Students therefore play an important role in reducing and preventing bullying, as they

are most likely to be present when bullying occurs. Students can be mobilised to provide support for those

bullied and disapproval of bullying by:

• intervening in bullying incidents

• showing support for the student being bullied

• reporting bullying incidents to adults

• not joining in or supporting the bullying behaviour.

9. Telling a teacher when you see another student bullying someone is ‘dobbing’.Answer: FALSE

• ‘Dobbing’ is when a person tries to get attention or to get someone else into trouble.

• Asking for help is when someone feels the situation is out of their control and that they are unable to deal

with it alone and need help.

• Asking for help is always okay.

• If anyone sees someone else in this situation they should also ask for help.

10. Cyberbullying only happens in high school.Answer: FALSE / Cyberbullying can take many different forms, In an average class of 30 Year 4, 5 or 6

students approximately two students report having received threatening emails, and three report having

had someone use their screen name or password every few weeks of more often. (Source: Australian Covert

Bullying Prevalence Study)

11. People who cyberbully tend to be much nastier when they bully online.Answer: TRUE / About 46 per cent of young people who engage in cyberbullying reported it was easier to

bully online than face-to-face. (Source: Australian Covert Bullying Prevalence Study)

12. If you send someone a threatening message online or via your mobile phone, like ‘I’m going to get you at school tomorrow!’ the police could become involved.Answer: TRUE / In all states and territories of Australia a child is considered to have ‘criminal responsibility’

from ten years of age.

Se

cti

on

2




Year 5

Name:

Question Answer 3 or 7 Comment

1

2

3

4

5

6

7

8

9

10

11

12

Understanding bullying – quiz record sheet

Se

cti

on

2

Types of bullying memory game (situation)

At almost every soccer practice a player rakes your shins with their

studded boots.

In science class whenever you ask

the teacher a question the student next to

you laughs and calls you stupid.

Every time you arrange to go to the movies

with Jessica she calls and cancels, saying

she needs to see someone else.

Every time you try out for the interschool

sports team, another player trips you up,

laughs at you and tells everyone you can’t

play sport.

Every day you are getting anonymous text messages from someone declaring that they are going

to “get you”.

Every recess when you try to join in a game of four square, the group pushes you aside and tells you to get lost.

At least three times a week another student

steals your bag and throws it onto the classroom roof.

Every day, a student walking past kicks

the leg of your chair, toppling it –

and you – over.

Every time you get out your maths text

book, Brody scribbles on it with a

permanent marker.

You often play basketball at

lunchtime. Whenever you miss a shot, one of your teammates starts

yelling abuse.

Someone keeps putting the same note in your bag every day telling you they are

going to beat you up after school.

Each afternoon on the school bus

you try to sit next to another student, but they always put their bag onto the seat to

block you.

Regularly in the canteen line, an older

student asks to borrow some money. When you refuse, they pull

you around the corner and pin you against the wall and threaten you.

A group of students discusses the local sports team every

morning before school. When you try to join in the conversation, they

roll their eyes, turn their backs and ignore you.

Each morning when you walk to school

a group of older students teases you

about something. This time it’s about your new haircut.

A different, nastily photoshopped picture

of you is emailed around your class

every day.



Focus 2: Types of bullying

Year 5

PHYSICAL VERBAL RELATIONAL VERBAL

CYBERBULLYING RELATIONAL PROPERTY ABUSE PHYSICAL

PROPERTY ABUSE VERBAL THREATENING RELATIONAL

THREATENING RELATIONAL VERBAL CYBERBULLYING

Types of bullying memory game (types of bullying)




Year 5

Se

cti

on

2

Year 5

Name:



What kind of bullying goes on at your school? Write down all the types of bullying behaviours that you know

happens at your school, and then tick the box to show how often you think this type of behaviour occurs.

Use the following scale:

1 = everyday

2 = quite often

3 = every now and then

4 = hardly ever

5 = never

Types of bullying behaviour 1 2 3 4 5Calling someone names

Teasing someone about how they look

Not letting someone join a group

Using another student’s password

Emailing or texting nasty comments

What do you think is the most common type of bullying among students in your year level?

Where do these types of bullying most frequently occur?

What goes on here?


Se

cti

on

2



Focus 3: Is this bullying?

Year 5

STRATEGY: Agree with them

Example: “Your hair is disgusting”.• Yes, I try my best.

• Only on special days.

• Yes, I know. I like it like that.

STRATEGY: Disagree with them

Example: “You’re so fat.”• No, I’m just cuddly.

• I’m well padded.

• No, I am getting ready for a long winter.

STRATEGY: Be nice

Example: “Your shirt is revolting.”• I like your shoes.

• Yes, I like it like that.

STRATEGY: Explain the situation

Example: “You’re a meat head.”• Well, I guess you could say that. But technically

my head is made up of many more things than

just meat.

• Could you explain to me what it is that you are

actually trying to tell me?

STRATEGY: Change the subject

Example: “You are an idiot.”• Thank you. Yes, I am having a nice day. How about

you?

• No, I was watching the footy yesterday so I didn’t

hear that one.

STRATEGY: Beat around the bush

Example: “You’re an idiot.”• You think so? You should have seen me last week.

• I always try to please.

• Thanks for noticing. I aim to please.

STRATEGY: Say something that means nothing

Example: “You are so stupid.”• I’m hearing you.

• Is that all?

• Really!

• Defi ne that for me.

STRATEGY: Be thankful

Example: “You are a loser.”• Thank you for sharing that with me.

• Thanks for the feedback. I’ll keep it in mind.

• Thank you. That is kind of you to notice.

Strategies for taming teasing

Let’s try some humorous responses:




Year 5

1. Positive self-talkRemind yourself that you are not the one with the problem. A person who feels the need to bully and tease

has the problem. You can still feel good about yourself, no matter what they say.

2. Be cool and confidentStand up straight, speak clearly and look confi dent even if you aren’t. Make the person teasing think they are

not bothering you and that they are wasting their time trying to tease you.

3. Stay calm and niceBe in control and don’t get nasty. If you are nasty to them, you will be doing what they are doing and this

will only make matters worse. By being nice, you are not responding the way they want you to, and this may

make them think twice about saying anything back.

4. Don’t say too muchKeep your responses short. If the teasing is taking place online, do not respond at all.

5. Speak and move onSay your piece and then walk away. The person teasing you will want to have the last word. Don’t allow this.

Move away and ignore any other comments.

6. Know when to walk awayIf you fi nd you are getting upset or scared then it is better to say nothing and simply walk away when the

person teases you. This way the person will not see any reaction.

7. Ask for helpIf you fi nd you can’t get the person to stop, then tell a parent, caregiver, or teacher your problem.

Tips for tackling teasing

Se

cti

on

2




Year 5

Comment“You’re an idiot.”

Comment“Man, look how much

you sweat. You’re like a fountain.”

Comment “Hey, short stuff.

Grab the bat, I’ll bowl.”

Comment “You’re so fat.”

Comment “When are you going to

get a haircut? You look like a caveman.”

Comment “You’re dressed like a

baby.”

Who said it? friend

Who said it? parent

Who said it? brother or sister

Who said it? a student you know

Who said it? classmate

Who said it? someone you don’t know

Why they said it? joking

Why they said it? to be mean

Why they said it? to embarrass you

Why they said it? they thought it was true

Why they said it? because they were angry

with you

Why they said it? to hurt your feelings

Three card role-play


Stop, feel, think, decide, do

StopWhat is going on?

consequencesWhat will happen if I make these choices?

choicesWhat are my choices?

FeelHow does this make

me feel?

ThinkDo I need to act ?

DoPutting it into action

DecideDecide what to do

Resource sheet – Key area 5: Social decision-making

Focus 1: More steps to help solve social problems

Year 5

Se

cti

on

2

Someone posts “WANTED: Dead or Alive” signs with a picture of another student on a

website or Facebook. The student pictured in them is very frightened.

You are eating lunch when you see a group of students in your class pouring and

splashing juice and chocolate milk on another lone student.

A girl in your class is crying at recess. You ask her what’s wrong. She says her friend is

sending nasty text messages about her to everyone but won’t talk to her and tell her why.

Your group of friends steals another student’s lunchbox at recess. They plan to give it

back at lunch, but you see the student is very upset and worried.

You are in the school basketball team. The whole team likes to use the Internet forum

insidehoops.com//forum. After school a student in your class opens a forum thread

and invites all the team to talk in it. But the title of the thread is “I hate Jason – don’t

you?” Jason is also in the basketball team.

At lunchtime your friends are kicking around a soccer ball. Another student comes

over to join in and one of your friends yells out: “Keep off! Keep off!” The group kicks

the ball around and won’t let the new kid touch the ball.

You are eating at recess when you see an older student grab a younger student’s hat

off their head. The older student throws the hat to his mate and they keep passing it

back and forward, teasing the younger student.

At your desk area one student continuously pokes another with a ruler under the

desk. The student being poked is too shy to tell the teacher.

Time to decide


Resource sheet – Key area 5: Social decision-making


Year 5

The bullied The bystander

The bullied and the bystander

Name:


Activity sheet – Key area 5: Social decision-making


Year 5

Documents

Telethon Kids Institute - FSP2564 Year 5...Challenge your thoughts about friendship. Some of the characteristics below are qualities of a good friend. Other characteristics might make