Hello.

I'm Mr. Nicholson.

And welcome to this lesson on bullying.

We're going to look at the roles people have in bullying today, and this is quite a sensitive topic.

So if you want to speak to a parent or carer beforehand, do so.

And if at any point during the lesson you need to stop and speak to somebody, please do so.

But when you're ready, let's enjoy the lesson and do all the activities together today.

Before we start, make sure you've got something to write with.

A pen, and an exercise book or a piece of paper to make your notes on, because there's quite a few activities for you to do.

If you need to go and get them, go and get them now, and then we'll carry on with the lesson.

During this lesson, there's a number of things I want you to do.

So make sure you've completed your introductory quiz before we start.

When we've done that, we're going to move on to review the learning you've done already.

And then we're going to about the different roles people have in bullying.

What do they do? How do they help the bully? How do they help the person being bullied? We're also going to look at the idea of how you would help other people, and then look at why it's important to others that we help them.

And when we finish the lesson, complete your exit quiz at the end.

That way you can consolidate your learning and keep it all in your mind, ready for you to use when you need to use it, and to reflect on what we've already done.

Here's a question I want you to think about.

What is the traditional view of bullying? If somebody said the word bullying to you, what would you think about? How would you think about it, and what scenarios could you come up with? Spend a few moments thinking about this before we move on in our learning.

It's important we understand what we mean here by bullying and that traditional view of it.

Now, this is very much linked to the traditional view of bullying.

In bullying, there is only the victim and the bully.

What I want you to do is think about whether this statement is true or false.

Spend a few minutes thinking carefully whether this statement for you is true or false and why.

And when you're ready to move on, let's carry on with your learning.

The answer is false.

There's much more to bullying than the victim and the bully.

It can involve many different people who are categorised as upstanders and bystanders.

And that's something we need to think about as we move through this lesson.

So remember it's false because there are many different people.

And we're going to look at the roles those people have within bullying.

As we mentioned a moment ago, the traditional view of bullying is of the bully and the person being bullied.

But actually we know there are more people involved in that one.

So now we're going to turn to look at the idea of bullying as a group activity.

And I mentioned earlier, the idea of roles played within the activity itself.

That's what we're going to move on to now.

So make sure you've got your piece of paper or book and pen at hand so you can make some notes as we go along so you can complete the exercises later.

We're now going to look at the key words.

But rather than give you the definition this time, I want you to work it out for yourself.

These are all roles within bullying.

So think carefully what they are.

Write down the six words, and then next to them, write down what you think the role is within bullying.

First one is the victim, then the assistant, then the ringleader, the reinforcer, the outsider, and the defender.

As I said, they're all roles within a bullying scenario.

So jot them down and write down what they mean to you.

We'll go through these in a moment.

So pause the video, complete the activity.

And when you're finished, press play, and we will carry on.

We're now going to look at what these words are.

So check what you've written.

If you need to add anything, do so as we go along.

If you need time, pause the video as needed, and then carry on.

The victim is the person being bullied.

The assistant is anyone or someone who helps the bully.

They help them to undertake the bullying of the victim.

The ringleader is the lead bully.

The instigator, the person who's doing the bullying itself.

The reinforcer is anybody who does what the bully wants.

So if the bully asks somebody to help them, to arrange something for them, they are known as a reinforcer.

The outsider is anybody who watches the bullying going on.

They may stand there and see it, and they do nothing about it.

They have that role of being the outsider.

By being there, they're part of the bullying scenario but not fully involved in it other than watching it.

And the defender is anyone who supports the person being bullied, who tries to stop it.

So, as I said before, pause the video if you need to, and add anything to your own words here.

These words are really important as we move forward in this lesson.

We're just going to check your understanding here of the words we've just been looking at.

You've got three columns here.

What we'd like to decide is where do the six categories fit in.

Which one is the person being bullied? Which is the upstander? And which are the bully and the bystander? So either write these next to the six words you've got or produce a table like this one in your notes and write down the words we've just looked at in our key words.

Go back and check what you've written for the key words, and then decide.

When you're ready to move on, press play, and we'll look at what the answers are.

Let's check what you've got.

The person being bullied is the victim.

The upstander, remember, somebody who stands up for the person being bullied, is the defender.

The bully and the bystanders are the ringleader, the bully themself, the reinforcer, the assistant and the outsider.

Check you've got them in the right column and the right understanding.

We're going to look at a scenario shortly about these and see where people fit in.

So let's see what you remember about the definition of these.

I want you to spend some time.

I want you to pause the video here and write down a definition of the ringleader, the reinforcer, the assistant, and the outsider.

We've looked at what they are.

All of these are parts of being bystanders and the bully themselves.

But what are they actually doing? Pause the video, write down your answers, check through your learning previously if you need to.

And then when you're ready, press play, and we'll move on and look what you've said.

And here are the answers for you.

The ringleader is the bully, the person who's instigated the bullying.

And the reinforcer is the one that are often telling the bully that they're doing the right thing, it's not a problem, don't worry about it.

They're reinforcing in the mind of the bully that what they're doing is good.

The assistant is often one who tells the bully where the victim is going to be.

Therefore they are assisting in the bullying activity.

They're helping the bully.

They're assisting the bully to do the activity itself.

And the outsider is a form of bystander.

They're watching it, but they're not actively involved in it.

However, in reality, they're complicit within the bullying activity because they're doing nothing to stop it.

They're watching it go on.

Make sure you've got these four ideas clear in your mind.

These are really important in this lesson, and we'll use them going forward in your learning.

Now that we know what the roles are within bullying, I'd like you to come up with your own situation or scenario and identify the roles people have.

There are nine words here I want you to include.

When you've written it, underline or highlight them and see how many points you get.

Make sure you can try and use all the words at least once in what you've written.

This may be a fictitious bullying event.

And that's often easier to write about, because you know all the signs of it.

So think about one from literature or on TV or in the media that you've seen or heard about.

To do this, pause the video, but make sure you can still see these nine words, and when you're ready, press play, and we will move on in your learning.

Here's an example I've done for you.

Notice I've highlighted the words that I asked you to use earlier, and I've tried to use as many as I can.

This is a fictitious account of bullying because, actually, it's quite a sensitive topic, and I wanted to distance myself from it rather than become too involved in it.

But in doing this, by creating this scenario, I've been able to show my understanding of the topic of the roles of bullying and how people are affected by it.

I've also given examples of what these people have or have not done.

Read through it, pause it, and think, have you included all this information? Maybe you want to add something to your own story.

When you're ready, let's move on.

Now, for this activity, you could use my example, or you could use your own example.

But what I want you to do is think about how could the outsider have helped the victim, how could the victim have helped themselves, and how could the assistant have helped the victim.

Remember here, it's about helping the victim, not helping the bully.

Jot down your ideas under these three headings and think carefully using your own scenario or mine.

What could have been done? You'll need to pause the video to do this.

But when you're ready, press play.

Here are my answers based on my example.

You can see here that the outsider, Tom, could tell the school staff what's going on, and they will stop it.

They can intervene to help Andy.

Andy could tell someone at home what's going on, and they could inform the school.

Because he might be scared to do so, even though he knows that bullying is wrong and they will listen to him, he may not think what's going to happen to him will be good.

Because he thinks the bullying may get worse.

It won't.

It will stop in this sense.

The assistant can actually refuse to be the assistant anymore and stand up to the bully.

In that way, all of them are either helping themselves or helping the victim.

They know that bullying is wrong.

They know the effect it's having on Andy.

And therefore this will help it stop.

Now I've given you a question here about the outside role.

The outside role is that one where people are watching on, and we refer to these people's outsiders.

It's the most common role in bullying.

And why do you think this is? Spend a few minutes thinking carefully about this one.

Maybe use your own example or mine to see what you think.

When you're ready, press play.

Here are some ideas I've thought about.

It's often easier to do nothing and watch it because the person being bullied is not your friend.

Even though that doesn't matter, they're still being bullied.

You should have done something about it.

But actually, if they're not your friend, you think it's not your issue.

You might be scared that if you intervene, you'll be bullied yourself.

However, if the bullying is stopped, then the bullying will stop and he or she won't be able to carry on.

You might not know who to report the bullying to.

In this case, would it be a trusted adult within the school or a parent? It's important for you to think about who it would be if you're ever put into this situation.

And you may not see yourself as an outsider.

Just because you're watching it, you may think it's nothing to do with you.

But as we've seen, the role of the outsider is the most common one.

You are on the outside looking in and basically saying, "Well, it's okay because I don't think I can do anything about it." And that's something we need to think about.

How we would stop the bullying going on.

To turn from being the outsider to being the supporter, to helping defend them.

Remember that comment about the defender.

Helping stop being bullied, and therefore stopping the bullying completely.

And now I want you to pause the video and complete this task.

And it's quite an open question of what can we do.

And what it means is, what can we do about bullying, and what can we do to include people in everything? And I've given you four questions here I really want you to think about and include in your written work.

It's at a school, a personal, and a class level.

So think about what you're going to write.

Think clearly, carefully, and plan it before you start.

When you have finished it, press play, and we can carry on.

Here are my ideas in relation to this question.

Does the school have an anti-bullying policy that everybody knows and understands? Have you studied it in class? If not, maybe ask at school for you to go through it in the lesson.

See what you want to add.

See if there's some things you don't understand.

You want some clarification on.

Individually, we can never be bystanders.

Therefore we should always help when we see bullying taking place.

And we can support people with whatever they need.

Clearly though, as a class, we can't exclude anybody.

If we see that people are different, that may lead to bullying.

So we must find ways to include everybody in everything we do.

This idea of exclusion automatically isolates somebody.

And therefore they're often seen as the victim.

If you need to add something to your work, do so now.

Finally, I want you to invent a slogan on how we can help others.

It's got to ensure that no one is excluded, that everyone's included as an upstander, and it's something that will help us understand and stop bullying.

Remember, it's something that everybody should be able to do.

It's meant to be inclusive.

We've got to include everybody within our slogan.

Pause the video and then write your slogan, and think carefully, "Does it include everybody? Will it stop bullying?" Here's my slogan.

Maybe it's not quite what you thought it would be.

Mine says, "Why will you always be an upstander?" Because that makes people think for themselves.

And if they're thinking of themselves, it includes everybody, but it also means they need to know what an upstander is.

Look again at your slogan.

Is there anything you want to add to it? If not, leave it as is, and it's fine.

If you do, add a few more things now, and maybe share it with people you know and see what they think about it.

Thank you for taking part in this lesson and for all you've done today, and for all the thinking you've done.

If you want to share your work, here's two addresses you might want to use.

Ask your parent or carer to help you.

But once again, thank you for the lesson, and goodbye.