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Supporting your child in Maths

 
 
 
 
 
 
Anti-Bullying

 

In Reception we have been talking about what bullying is. RH decided ''a bully is someone who is not kind to their friends.'' RS thought that ''a bully is a person who is not nice to someone else all of the time.''

We talked about why people become bullies and what we could do to stop them. In circle time we decided that if any of us saw someone being bullied we would say 'stop being unkind' and tell a grown up. We also said how we could be good friends by sharing, taking turns and helping each other if we are upset or sad.

 

RS 1 RS 4

 

In Year 1 we looked at what bullying means.  Kaspar thinks it is ‘When you are unkind to someone lots of times’

We then looked at a mixture of words on the whiteboard. We had to decide whether they were kind or unkind words and we binned the unkind words. We then passed Alex the Alien around a circle and said something kind about a friend.

Year 1 with Alex the Alien

 

We then had to draw a special friend and write lots of kind words about them around our pictures. We also explored through drama who to tell if you are being bullied. We learnt to tell a teacher or a parent. Don’t keep it to yourself, it is important to share our problems.

Year 1 Special Friend

 

For anti-bullying week Year 2 had some circle time where we had a go at giving advice on different scenarios such as 'People call me names in the playground' and 'I get into trouble because I am sometimes unkind to people.' We then looked at words and phrases that make us smile and words and phrases that make us unhappy and noted these down in our books. We also looked at how we can help to stop bullying by designing an 'anti-bullying' poster giving advice to people who were being bullied.

Some of the children's comments:
'If I'm being bullied I know that I should tell an adult.' Bobbi 2B
'Bullying is wrong because it hurts other people's feelings and makes them sad.' Sophia 2E

 

Year 2 4
Year 2 2

 

Year 3 produced poetry linked to anti bullying week. Throughout the week we have thought about and discussed how bullying makes the victim feel. We created mind maps of ‘powerful adjectives’ that we could use to describe emotions.
By the end of the week we were ready to write our own poems. Some children even wrote rhyming poems!

Year 4 discussed what bullying is, and thought about the various forms of it. We explored how verbal bullying might make people feel and wrote poems about it. We then contributed ideas to a class poem which we shared in a whole school assembly.

4H Poem


Year 4 also discussed who we can talk to, both in and out of school, then we gave a problem, acted as agony aunts, and produced a reply to a person who is being bullied.

 

Yea 4 1 Yr 4 2
Yr 4 3 Yr 4 4

 

Year 5 discussed the negative effects of verbal bullying and we also looked at making right choices when faced with peer pressure. Throughout the week, Year 5 read, performed and discussed different poems. This led to us writing our own poems about the effects of bullying and how it makes people feel. One child said, "I remember when I was bullied at my old school. It made me feel horrible. My poem is based on a true story. This is how I felt when some children were bullying me. Once I spoke to an adult, it made me feel free again." Yr 5 4

 

In year 6 circle time centred around bullying. Together we discussed the different types of bullying; where bullying is most likely to take place; why people might be bullied and what to do if you or your friend was being bullied. We also used puppets to help us explore our feelings about bullying and how we have or would/should react in given situations.


Our task was to plan, write and perform a puppet show for children in Year 2, in order to explain what bullying is; how it makes people feel and give advice about what they should do if they’re being bullied. First we watched a video of a puppet show and used it to write 5 top tips for a successful show. Then we discussed how we could fulfil the Success Criteria by acting out different scenarios in our own puppet shows. Next we formed groups of 3 or 4 and planned our shows. Once we had checked that our idea would fulfil the SC, we wrote play scripts on sugar paper. During this task, each member of the group was given a different role: time keeper, leader or scribe.

 

Year 6 creating pup show 1 Year 6 Creating pup show 2 Year 6 creating pup show Year 6 creating pup show 4

 

Having written a script, we were given 20 minutes to practice our performance using puppets of varying shapes and sizes! It was important that we used our 5 top tips in order to make our show successful. Finally, we performed our puppet shows to the rest of the class and peer assessed them against the success criteria.

 

Year 6 pup show 1 Year 6 pup show 2 Year 6 pup show Year 6 pup show 4
Year 6 pup show
Year 6 pup show
Year 6 pup show

 

 

 

 

 
 
     
 
 

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