Anti-Bullying Week story unit · KS1 (Reception to Year 2)
Odd Socks and Kind Words
Learning objective: Recognise unkind behaviour and know to tell a trusted grown-up when something is wrong.
Suggested story settings: Genre: Friendship · Length: 2 chapters · Time: 10–15 minutes · Story world: Fairy Garden
Talk questions
- How did Bo feel when nobody would play? What did our hero do that was brave?
- Who are the grown-ups you could talk to if something unkind happened?
Writing task
Draw your odd socks. Write one kind thing you could say to a friend.
Word bank
- kind
- caring about how other people feel, and doing things to help them
- different
- not the same as someone or something else
- brave
- doing the right thing even when it feels hard or a bit wobbly
- tell
- to say to someone what has happened, so that they know
- friend
- someone you like being with, who is kind to you and who you are kind to
Success criteria (letter to a character)
Reception to Year 2: I can start with 'Dear'. I can ask a question. I can end with 'From'.
National Curriculum statements
- “making inferences on the basis of what is being said and done” (Year 1, Reading – comprehension (statutory))
- “listen and respond appropriately to adults and their peers” (Years 1 to 6, Spoken language (statutory))
- “composing a sentence orally before writing it” (Year 1, Writing – composition (statutory))
Sample opening (written for litsee.com, to read aloud)
In the Fairy Garden, the tiny creatures went to school under a big mushroom.
At playtime, the ladybirds played hop-and-skip. The ants played chase. But Bo the beetle sat on a pebble, all alone.
“You can’t play,” said a ladybird. “You’re too slow and too shiny.”
Bo looked down at the ground. Sam saw it all, and Sam’s tummy felt wobbly. What should Sam do?
Sam took a big breath and walked over. “Do you want to play with me?”
Bo’s face lit up. “Yes, please!”
After playtime, Sam went to find Miss Wren, the kind teacher. “Can I tell you something?” said Sam.
Notes
Anti-Bullying Week story unit · KS2 (Years 3 to 6)
The Day We Broke the Silence
Learning objective: Explain how bystanders can help stop bullying and how to ask a trusted adult for help.
Suggested story settings: Genre: Friendship · Length: 2 chapters · Time: 10–15 minutes · Story world: Fairy Garden
Talk questions
- What made it hard for our hero to speak up? What helped them do it?
- What is the difference between telling to get someone into trouble and telling to keep someone safe?
Writing task
Write a short note of encouragement to someone who has been left out, or a class promise about speaking up.
Word bank
- bystander
- someone who sees something happen but is not the person doing it or the person it happens to
- include
- to make someone part of a group or a game
- courage
- being able to do something hard or worrying because you know it is right
- trusted
- describes someone you know will listen, believe you and help
- respect
- treating other people the way they deserve, with care and fairness
Success criteria (letter to a character)
Years 3 to 6: I can lay out a letter. I can use a paragraph for each idea. I can ask questions.
National Curriculum statements
- “drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence” (Years 3 and 4, Reading – comprehension (statutory))
- “consider and evaluate different viewpoints, attending to and building on the contributions of others” (Years 1 to 6, Spoken language (statutory))
- “identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own” (Years 5 and 6, Writing – composition (statutory))
Sample opening (written for litsee.com, to read aloud)
The new girl’s name was Hana, and by Wednesday nobody had sat next to her at lunch.
Jayden noticed. So did his best friend, Amira. They noticed the folded notes too, passed from hand to hand behind the reading corner, and the way the giggling stopped whenever Hana walked past.
“We should say something,” Amira whispered.
“And make it worse?” Jayden whispered back.
That night Jayden lay awake, thinking about Hana sitting on her own with her lunchbox, and how it would feel if it were him.
On Thursday he carried his tray straight past his usual seat and sat down opposite her. A moment later, Amira sat down too.
“Hi,” said Jayden. “Do you like football?”
Hana blinked. Then, slowly, she smiled.
After lunch, Jayden and Amira stood outside Mr Bell’s classroom. Jayden’s heart was thumping. Amira squeezed his arm, and they knocked.
Notes
