Topic: Cyber Bullying

Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

The resources in this tool-kit are designed to be flexible and adaptable to meet individual needs, suitability and time; adaptable for KS3, KS4 and Post 16, they can be used in one or across multiple lessons.

Additional information leaflets for young people and for professionals/parents can be accessed via the link buttons below; additional resources are also available from a host of other organisations, providing advice and materials to support work relating to this topic.

Aims

  1. To develop understanding of the terminology related to social networking
  2. To develop understanding of how to keep safe while using social media
  3. To develop understanding of cyber bullying and the legal implications
  4. To develop knowledge of how and where to get support

Learning Outcomes

  • Pupil to understand the terminology linked to social media and web communication
  • Pupil will understand how to keep safe and recognise warning signs
  • Pupil is aware of what cyber bullying is and the associated implications
  • Pupil will know of support services available and how to access them

Lesson Resources

Each of the 4 stages aligns with one of the aims and learning outcomes, providing users a flexible and focussed approach to lesson delivery; activity resources and user notes can be accessed via the links below.

Setting the Learning Environment and Welfare

Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.

Welfare

  • Ensure pupils have been prepared for the topic prior to this lesson.
  • Ensure follow-on work is planned to develop further learning
  • Be mindful of the nature or sensitivity of the subject and AVOID personalising or directing questions at individuals, i.e. ‘Has anyone ever seen/done/been affected by……’
  • Be aware of Safeguarding policy regarding disclosures or concerns for welfare and safety.
  • Reassure pupils that they are not expected to give real life experiences
  • Explain procedure for leaving the class if pupils feel upset or uncomfortable; where/who to go to.
  • Ensure you sign-post pupils to follow-on support; include staff in school and other services recommended in this resource or network directory.
  • Given the nature or sensitivity of the topic, consider pupils who may wish to ask questions, express views or share their experiences in forms other than verbally.
  • Suggestion: site a ‘post box’ in classroom/school.

Ground Rules

  • Introduce topic, explaining the consideration needed when contributing i.e. feelings and values of others
  • Inform pupils of boundaries: what is expected, what won’t be tolerated and any subsequent consequences
  • Explain objectives, process, and the value of exploring the topic and allowing pupils time to prepare themselves for learning
  • Explain value of peer-learning through sharing values, views and knowledge; and the added value of listening if choosing not to contribute verbally.

Getting started

The starter activity resources are designed to capture base knowledge and prepare pupils for learning about the topic; some can be re-visited at the end of the lesson to evidence the learning journey.

Activity guide sheet
Additional Resources (zip file)