Student Name:

Class:

Good Samaritan Catholic College

YR 8 PDHPE - CORE

Celebrating Diversity
Theory Unit No.2
 Celebrating Diversity

Unlocking PDHPE Questions

•Cirle the main verb (doing word)

•What does the verb want you to do?
1

•What is the question about?

•Brainstorm all you know about the content
2
•Make a plan - how do you want to structure your
repsonse?
3 •Remember to use PDHPE words!

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 Celebrating Diversity

Key Verbs
Account Account for: state reasons for, report on. Give an
account of: narrate a series of events or transactions
Analyse Identify components and the relationship between
them; draw out and relate implications
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes,
results or size
Compare Show how things are similar or different
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Evaluate Make a judgement based on criteria; determine the
value of
Examine Inquire into
Explain Relate cause and effect; make the relationships
between things evident; provide why and/or how
Identify Recognise and name
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features
of
Propose Put forward (for example a point of view, idea,
argument, suggestion) for consideration or action

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 Celebrating Diversity

In this unit, you will learn about:

• Investigate the benefits to individuals and communities of valuing diversity and
promoting inclusivity
• Describe how rights and responsibilities contribute to respectful relationships
• Investigate the benefits of relationships and examine their impact on their own
and other’s health, safety and wellbeing
• Recognise potentially unsafe environments and describe strategies to promote
their own and other’s health, safety and wellbeing
• Investigate the benefits to individuals and communities of valuing diversity and
promoting inclusivity
• Discuss the impact of power in relationships and identify and develop skills to
challenge the abuse of power
• Recognise potentially unsafe environments and describe strategies to promote
their wellbeing in a variety of real life situations
• Explain how a sense of belonging and connection to our communities can enhance
health, safety and wellbeing
• Plan and implement inclusive strategies to promote health and wellbeing and to
connect with their communities

Things about this unit that I am looking forward to learning

about:

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 Celebrating Diversity

Unit Vocabulary List

Relationships Respect Discrimination Stereotypes

Wellbeing Prejudice Diversity Inclusive

Disabilities Ethical Harassment Supportive

Select 3 of the vocabulary words from the list above and put them all into a small paragraph
about respectful relationships.

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 Celebrating Diversity

Types of Relationships
Relationships can be quite complex. They can seem good one day Literacy Tips!
but can change when other people or factors are added. As a Relationships – the
result of this complexity, relationships take work. It helps if you connections or bonds
think about what you want and expect from a relationship. people have with each
other; also, the way we
As you mature and become more independent, you will find relate to people, objects
yourself in situations, such as studying at university or having a and places around us
part time job, where you will develop new relationships. You may
also experience romantic relationships. How you interact in each
of these relationships will depend on the type of relationship.
Learning the skills to relate positively to others will help ensure
your relationships are happy and health.

In the bubble below brainstorm the different relationships you currently have. That is the
different people you associate with. (For example, friends, family, coaches)

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What is a positive relationship?

Positive, healthy relationships are built on respect. Respecting other people’s feelings, their
right to be safe and their right to express their thoughts and opinions and who they are will
lead to positive relationships. It is important both people in a relationship do these things so
each person feels happy and safe in that relationship. How do you know if your relationship
with someone is positive or not? To help you identify whether a relationship is positive for
you, think about how you feel and how you are treated in the relationship.

1. Read the statements in the table below.

2. Using the word bank match the correct characteristic to each statement.
3. Decide if the characteristic is a positive or a negative characteristic of a relationship.

Characteristic Statement Positive or

Negative
1. People share decisions and responsibilities. They discuss roles to make
sure they are fair and equal.
2. A person makes all the decisions and tells the other person what to do,
or tells the other person what to wear or who to spend time with.
3. People share their thoughts, opinions and concerns with each other.
They tell each other how they feel and share important information.
4. People feel safe with each other and respect each other’s differences.

5. A person lies to or keeps information from the other person.

6. One person may feel like they are walking on ‘eggshells’ to avoid
upsetting the other person.
7. A person is not reliant upon the other for an identity, resources or
spending time together.
8. A person makes fun of the opinions and interests of the other person.

9. A person feels secure and comfortable when spending time with a

person.
10. A person is reliant on the other person for an identity, resources or
spending time together.
11. Each person treats each other like they want to be treated and accept
each other’s opinions, friends and interest.
12. A person tries to control every aspect of the other person’s life or
frighten and threaten a person.

Word bank

Disrespect Comfort Controlling Intimidation Respect Dishonesty

Honesty Equality Independence Hostility Safety Dependence

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Read the following scenarios and answer the questions.

1. Sam is 13 years old and because his parents are divorced, lives between two houses.
Sam’s dad has remarried and has a new baby. Sam really enjoys staying with his dad
because he sees his new stepbrother. His stepmother makes sure Sam feels welcome
by including him in all the family activities.

A) Identify if the relationship is positive or negative _________________________________

B) Provide reason(s) why the relationship is positive or negative.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Jodi is 10 years old and the youngest in her family. Her parents work long hours and
often on weekends. Her older brothers have finished school and usually go out with
their friends on the weekend. Jodi is often at home by herself, has to prepare her own
meals and do the housework. Jodi knows her parents love her but she often feels lonely

A) Identify if the relationship is positive or negative _________________________________

B) Provide reason(s) why the relationship is positive or negative.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Rights and Responsibilities in relationships

Arriving at a point in a relationship where both people feel happy Literacy Tips!
and respected is not always easy. Sometimes, the differences Rights something that
between people get in the way, and people don’t know how to everyone should have; for
deal with them effectively. example, everyone has
the right to feel safe.
Everybody has rights in relationships, such as the right to feel safe
and express their own opinions. Just as everyone has rights, they Responsibilities your
also have responsibilities, such as not threatening or harming obligations; for example,
other people. Recognising that each person has rights and you have a responsibility
responsibilities in a relationship and learning what these rights not to harm other people.
and responsibilities are is an important step in learning how to
develop and maintain positive relationships.

Sometimes, young people learn their rights quickly and let others known when their rights
are being abused, but find it difficult to take responsibility. A typical example is someone
who believes they have a right to have their say and express their viewpoint strongly about
an issue or a situation, but will not listen or try to understand the other person’s point of
view.

1. Read the statements in the table below.

2. Decide if the statement is a right or a responsibility in a relationship.

Statement Right or Statement Right or

Responsibility Responsibility
1. To feel safe 7. To make your own
decisions
2. To listen 8. To be respectful

3. To change your mind 9. To be treated fairly

4. To be considerate of 10. To provide support

other people’s feelings
5. To be able to express 11. Not to put others down
thoughts, feelings and needs
freely
6. Not to harm others 12. To be respected

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1. Brainstorm THREE rights and responsibilities that:

Rights Responsibilities
a) Students have 1. 1.
in class

2. 2.

3. 3.

b) Young people 1. 1.
have at home

2. 2.

3. 3.

2. How do you feel when your rights are not respected by others?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. As a student, how would you feel if a classmate left all the work to you in a paired class
assignment?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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4. Why is it important to respect other people’s rights?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. Imagine that you and three other people have been stranded on a desert island.

a) Think of THREE ways in which the relationships between the four of you might be tested.

1.
___________________________________________________________________________

___________________________________________________________________________

2.
___________________________________________________________________________

___________________________________________________________________________

3.
___________________________________________________________________________

___________________________________________________________________________

b) Suggest a list of rules to maintain respectful relationships on the island.

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Power and gender stereotypes in

relationships
Power can be used in positive ways that respect and care for Literacy Tips!
others. Power can also be misused when there is little or no Power the ability to do
respect for others. An example of negative power is someone’s something or make
use of his or her size or strength to abuse or bully another person. something happen in a
When we use our power in relationships in a positive way, our relationship
relationships will become stronger. This means that not only will
our actions make others feel good in the short term, but the Abuse to treat someone
relationships continue long into the future. else with intent to cause
harm.
The balance of power

In positive relationships, there is a positive balance of power. This means both people feel
free to be who they are and express their thoughts and feelings because their opinions will
be met with respect. Both people feel they have equal control over their decisions that are
made. Being respectful of the other person’s feelings, their right to be heard and their right
to feel safe will ensure a balance of power is maintained.

Boy or girl – who has the power?

Gender stereotypes can influence the balance of power in relationships. Generally, the way
in which boys and girls are expected to behave is different. These gender stereotypes can
influence boys’ and girls’ beliefs about how they should behave in relationships. Boys
sometimes think they should be in control in a relationship. This can result in an imbalance
of power in relationships between boys and girls where girls are not respected. Positive
relationships are about mutual respect and equality.

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1. Watch the YouTube clips – ‘Boys and Girls on Stereotypes’ and ‘Labels against women’
https://www.youtube.com/watch?v=aTvGSstKd5Y
https://www.youtube.com/watch?time_continue=61&v=6x5hR43oK0w
2. Brainstorm gender stereotypical behaviours of boys and girls

3. Read the scenario and answer the following questions.

Jamie dropped out of school at the end of Year 10. She is now 18 years old and has
never managed to get a job. All her friends have finished their HSC and are in full time
jobs. Her best friend, Jessica, is bright and has always been more motivated to
achieve; she currently has a part-time job and is studying at TAFE. Jamie doesn’t know
how to get out of this negative cycle she is in. She is feeling down and is bored with
her life.

A) Identify who has the power in this relationship. Explain why?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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B) Discuss how Jessica could use her power in a positive way.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

#Like a girl

1. What does ‘Like a girl’ mean when you say it or hear someone else use this phrase?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. How would you feel if someone said you threw/run/cried/screamed/ etc … like a girl?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Watch the video ‘#likeagirl’ - https://www.youtube.com/watch?v=XjJQBjWYDTs

and answer the following questions:

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 Celebrating Diversity

a) This video makes me feel _____________________________________ because

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b) List other commonly used terms that may be unkind or disrespectful

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

On 20th September, 2014, British actor and Goodwill Ambassador for U.N. Women Emma
Watson gave a smart, important, and moving speech about gender inequality and how to
fight it. In doing so, she launched the HeForShe initiative, which aims to get men and boys to
join the feminist fight for gender equality. In the speech, Watson made the important point
that in order for gender equality to be achieved, harmful and destructive stereotypes of
masculinity and behavioural expectations for boys and men have got to change.

1. Imagine you are Emma Watson

launching the initiative
‘HeforShe’. Create a meme with a
quote promoting gender equality
in relationships to support the
initiative.

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Discrimination in society
Discrimination means treating someone
unfairly or less favourably because they
happen to belong to a particular group of
people. It is not uncommon for some people
to have negative opinions or views about
people and groups of people who are
different. These views may arise from factors
such as our parents’ values, friends’ opinions,
cultural beliefs, religious beliefs, stereotypes
or the images of different groups of people as
they are portrayed in the media.

Everyone needs to ensure they are aware of

their prejudices to ensure they don’t Figure 1: Martin Luther King
discriminate against others. People who
discriminate against others usually do so because they don’t agree with, are intimated by, or
are ignorant of the differences between people – their discrimination might be a protective
mechanism resulting from their own insecurities.

Anti-Discrimination Act 1977

According to the Anti-Discrimination Board of NSW, under the state Anti-Discrimination Act,
it is against the law to discriminate on the following grounds:

• Sex – when you are treated unfairly or harassed because you are a female or a male.
It is also unlawful to discriminate against women because she is pregnant.
• Race – when you are treated unfairly or harassed because of your race, colour,
ethnic background, ethno-religious background, descent or nationality
• Age – when you are treated unfairly or harassed because of your age
• Marital status – when you are treated unfairly or harassed because of your marital
status, for example, because you are single, de facto or married.
• Disability – when you are treated unfairly or harassed because you have a disability,
for example, physical or intellectual.
• Carer’s responsibilities – when you are treated unfairly or harassed because you
have responsibilities to care for another person. This applies to employers who are
now obligated to accommodate, where possible, an employee’s responsibilities as a
carer.

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Case Study – Women in Australian history

150 years ago, in Australia women had no political voice, few protections from poverty or
harm and Indigenous women had no rights at all. We’ve come a long way since then, but
there is still important work to be done. Using the Victorian Women’s Trust website, trace
the history of women’s rights in Australia

https://www.vwt.org.au/gender-equality-timeline-australia/

Year What happen to women in Australian history

1891
1895
1902
1903
1908
1920
1943
1956
1961
1962
1965
1966
1967
1969
1972
1973
1974
1975
1977
1979
1983
1990
1995
2008
2010
2011
2016
2017

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Types of Discrimination
This information report is about types of discrimination in the workplace or in education.
In the information report below, the paragraphs are missing topic sentences. You can find
topic sentences on the left. Draw a line to link a topic sentence to the relevant paragraph.

Read the example of discrimination below and write the type of discrimination next to the
example:

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Effects of discrimination

Draw a line to match each effect with who the effect impacts: individuals or society

Answer
Answer
Answer

Answer

Answer

Answer

Answer

Answer

Answer

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Effects of discrimination on
individuals and society
1. Read each sentence starter.
2. Choose a cause and effect conjunction from the box and write it in the arrow.
3. Finish each sentence by explaining why disadvantage is a problem and how it affects
people and society. You will have to use your own ideas to finish the sentences.

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Write a consequential explanation about the effects of discrimination on individuals and

society. Include the ideas on page 17 and 19. Start each paragraph with a topic sentence
that previews your main idea. Use cause and effect language. A sample response has been
provided on the next page.

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Sample response: Effects of discrimination on individuals and

society

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Identity Star Activity

Your teacher is going to transport you back in time to the year 1701 in American History.
You will receive a coloured star which represents a societal group of the time. Listen to the
instructions throughout the story as you walk in the shoes of a particular societal group. At
the end of the activity answer the following discussion questions

Blue star = White man

Green star = White woman
Yellow star = African-
American man
Red star= African-American
woman

History demonstrates that society has routinely operated in a way that uses difference as a
tool of exclusion and punishment. Keep in mind that your star represents your experiences
as an individual living through these societal changes. Some of you may be bruised and
broken, barely hanging on. Others may be relatively unscathed. These questions address
your thoughts about why your star experiences differed.

1. What was the condition of your star at the end of the activity?

___________________________________________________________________________

___________________________________________________________________________

2. What influenced the condition of your star throughout the activity?

___________________________________________________________________________

___________________________________________________________________________

3. How might individuals with blue or green identities (those with privilege) have felt during
this period of rapid social change covered in this activity?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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4. How could the experience of oppressed individuals in this activity relate to the experience
of individuals from other groups of people in our Australian society. (For example,
Indigenous Australians, People with a disability, Women, The Aged, LBGTI)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

White Australian Policy

White Australia policy, formally Immigration Restriction

Act of 1901, in Australian history, fundamental legislation
of the new Commonwealth of Australia that effectively
stopped all non-European immigration into the country
and that contributed to the development of a racially
insulated white society. It reflected a long-standing and
unifying sentiment of the various Australian colonies and
remained a fundamental government policy into the mid-
20th century.

1. Read the following picture especially the terms and

conditions.
2. Describe how it would have felt like to be a ‘White
Australian’ man in comparison to a person who was
considered a ‘Non-white’ person.

_____________________________________________

_____________________________________________

_____________________________________________ Figure 2 White Australian Policy - SBS

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Relating to people
As children, our parents, ____________ and other adults teach us about appropriate
_______________, including being respectful to others. Throughout our lives we continue
to learn how to ______________ in different ways. The situation and who the other person
is will _____________ how you relate to them. Think about how you relate to your friends
compared with how you relate to your _____________ or teachers, and then factor in
where you might be, such as in the playground, at home, in the _______________ or out in
public. How we behave can be __________________ in some relationships but not in
others, and it may be appropriate in some situations but not in others. For example:
• It may be ok to hug your parents each day but not your teacher
• It may be ok to hold your partner’s hand but not in class
• It is ok to laugh and play with your friends at lunch time but not in class
• It is ok to voice your opinion, but not if you are putting someone else down by doing
it
• It is ok to have more power than someone else but it is not okay to abuse that power

Word bank

Relate Classroom Parents Teachers

Influence Behaviour Appropriate

Figure 3: Active Outcomes pg 62

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What influences the way we relate to

people?
Have you ever thought about what type of relationship you want with your parents, family
and friends? Most people want to be treated fairly and with respect. They want to have
happy relationships in which they feel comfortable to be who they are and are accepted,
needed and loved.

We all relate in different ways. How we get on with others, how we express our thoughts
and feelings in relationships, our expectations of what we want and need, and how we treat
others and want to be treated in relationships are influenced by a range of factors, including
our:
• Personality
• Family
• Parent’s influence
• Previous experience of relationships
• Culture and religion
• Age and level of maturity
• Peer influence
• Intelligence
• Gender

1. In groups, discuss each of the following scenarios and decide what would be appropriate
behaviour in each.

Going for an Having a school Going out with Going out with your
interview for a part lesson on touch friends to a party family to a party
time job football

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2. Read each scenario and answer the following questions.

Brody is 14 years old. He has recently changed friendship groups. His new friendship
group is known for being the rebellious group and having a poor attitude towards
others at school. Brody has recently got in trouble with a teacher at school for speaking
back and for bullying another student.

A) Identify which factor has influenced Brody’s relationship with others.

___________________________________________________________________________

B) Outline how this factor has influenced Brody’s relationship with others.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

John is 17 years old and has been working at McDonald’s for the past 6 months. John
has been described by his employers as being a mature and responsible young man
who is friendly and sociable to everyone he meets. He has recently won employee of
the month for his customer service.

A) Identify which factor has influenced John’s relationship with others.

___________________________________________________________________________

B) Outline how this factor has influenced John’s relationship with others.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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No matter where you go, you can't escape it’: the real cost of
school and online bullying

1. Before reading the newspaper article “No matter where you go, you can’t escape it: the
real cost of school and online bullying” complete the following ‘Pre-reading’ – Anticipation
guide.

Pre-reading Statement Post-reading

True False True False
1. Bullying is a real problem in schools

2. Teenagers create YouTube channels and film

bullying
3. Bullying always begins with physical bullying

4. Bullying is not a premeditated attack

5. Bullying only happens at school.

6. Social bullying is the most common form of

bullying when a teenager is at home

7. Too many teenagers become bystanders in

bullying situations

8. Teenage brains are fully developed to

understand the depths of what they say

9. Teenagers speak out from their emotions and

hormones rather than logical and rational
thinking

2. After reading the newspaper article “No matter where you go, you can’t escape it: the
real cost of school and online bullying” complete the following ‘Post-reading’ – Anticipation
guide.

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No matter where you go, you can't escape it’: the real cost of
school and online bullying
5th August, 2018 – Seven News

For years, Sarah Newlassie has been the began filming her. Then one attacked,
victim of spiteful, malicious bullying in the punching Sarah in the back of the head.
schoolyard.
The video was posted online within five
At Sarah’s school, Pakenham Secondary minutes of the incident. Sarah’s dad Simon
College in outer Melbourne, play time has was horrified when he first saw it. “It was
become fight time. Incredibly, some the filthiest, lowest act you could do.”
students even operate a YouTube channel
Her mum agrees. “Unfortunately, it’s all
dedicated to broadcasting the schoolyard
about social media, and that’s what they live
attacks.
by – how many likes can I have? How many
Sarah told her story to Sunday Night’s people are following me? And they’ve used
Angela Cox. “They usually say, ‘We’re going her to get likes.”
to punch you until you bleed,’ and they say,
It’s not just in the schoolyard that Sarah is
‘We’re going to punch you and record it.’”
subject to abuse. “You get home and you’re
Sarah says the bullying began with name- lying in your bed and you look over and your
calling, before it escalated when a pack of phone’s just sitting there, and you know
girls chose her to pick on and intimidate. In deep down you’re waiting for a text to say
one incident late last year, she says she was paragraphs and paragraphs of these most
cornered by the group. disgusting things,” she reveals. “You can’t
escape it. It’s like you have the verbal
“They grab me and they push me into the bullying and physical bullying at school, and
toilet,” Sarah recalls with fear. “I went into then you have the social bullying at home,
the cubicle and I lock it, and then all of a so no matter where you go, you can’t
sudden I see them coming bashing against escape it.”
the door, and I see their feet standing there,
and I’m just sitting there texting my mum.” Jade Claffey and Mason Gapes are also in
Year 8 at Pakenham Secondary. Just two
“I was actually on the phone while it was days after Sarah was hit from behind, Jade
happening,” explains Sarah’s mum, Jodie. “It was also attacked. Again, it was a
was so loud and they were pushing on her, playground ambush; the kids filming before
and she was saying, ‘Stop pushing me, stop the assault begins.
touching me!” I’m screaming through the
phone, ‘Run, just run away!’ It was “I was just standing with my friends,” Jade
absolutely awful.” recalls, “and we see thirty to forty kids come
over. I am thinking in my head, ‘Omg…What
Then in June this year, the bullies launched a do I do?’ I wasn’t going to get in the fight,
premeditated attack on Sarah. Leaving and they start trying to get to me to fight me
school at the end of the day, a group of kids straight away because they knew I would try

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to stop it, and that’s when my friend steps in “Unfortunately, in Australia now, this is
front and he protects me.” normal,” he explains. “Kids just say, ‘Go kill
yourself.’ They devalue the other person
Mason was the friend who intervened. because it makes them look good. Kids don’t
“That’s not right. You shouldn’t bash people. really understand the depths of what
I tried to stop them, and then they started they’re saying, simply because we now
laying into me.” know that the teenage brain isn’t fully
developed. Sound judgment, logical, rational
Brett Murray is one of Australia’s leading thinking isn’t developed, so they’re speaking
experts on bullying in schools and how to a lot out of emotion and out of hype and out
stop it. He says this kind of hateful language of hormones.”
has become all too common.
https://au.news.yahoo.com/no-matter-go-cant-escape-real-
cost-school-online-bullying-103843621.html

1. Explain which factors are influencing the bullies in this story to develop poor relationships
with their peers.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. How has technology influenced the relationships of the youth in this news article?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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What is bullying?
Bullying happens when a person or a group of people repeatedly and Literacy Tips!
intentionally use words or actions to cause distress and harm to Bullying – using power
another person’s wellbeing. Bullying isn’t the same as a ‘normal’ over another person to
conflict between people (such as having an argument or a fight) or cause harm or to scare
simply disliking someone. It’s more about repeated behaviour by them.
someone who has power or control over someone else.

Watch the four videos on ‘Bullying’ from Bullying No Way! And

answer the following questions.

Part 1 – What is bullying

1. Define the term ‘bullying’

_____________________________________________________

_____________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Identify the THREE main features of bullying.

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Part 2 – Misuse of power in relationships

1. What is meant by the term ‘misuse power’

___________________________________________________________________________

___________________________________________________________________________

2. Where does power come from?

Source of power Example

3. Fill in the blanks.

If there is no power imbalance, we don’t call it bullying. We call it C_____________. For

example, a fight or disagreement between two people who are equals, such as two friends
at school although probably unpleasant and upsetting, is not bullying.

For bullying to occur there must also be a R_______________ or ongoing contact between
the people involved. For example, students in different Y__________ levels or
C____________, or students who catch the bus together. Identifying how and why a misuse
of power has occurred in relationships such as these, is the key to finding a positive solution
to bullying.

So, a R_____________ act of violence by a stranger at a public event, such as one person
continually yelling abuse at someone they don’t know, is not bullying because there is no
relationship or on-going contact between the two people.

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Part 3 – Ongoing and repeated

“Inappropriate actions online must be between people who have ongoing

contact and be part of a pattern of repeated behaviours (online or offline) for it to be called
bullying.”

1. Provide an example of an action taken online that would be considered bullying

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Part 4 – Behaviours that cause harm

1. Identify the correct type of bullying via their definition

Type of bullying Definition

1. Name calling or insulting someone about physical characteristics such
as their weight or height, or other attributes including race, sexuality,
culture, or religion.

2. Hitting or otherwise hurting someone, shoving or intimidating

another person.

3. Excluding another person or sharing information or images that will

have a harmful effect on the other person.

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Types of bullying?
There are many different types of behaviours that constitute as physical, verbal or social
bullying and some that are actually not bullying. Watch the video ‘Bullying is never ok’ and
complete the table.

1. Match the behaviour with the correct type of bullying

Physical Verbal Social Not bullying

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

Statements
• Regular hitting or punching someone.
• Saying you disagree with someone’s comment online
• Spreading rumours or lies about someone
• Calling someone names
• Trying to stop someone from joining in with a group
• Damaging or breaking someone’s property, uniform, school things.
• Threatening online to hurt someone in person.
• Tagging inappropriate or unflattering images online
• Fighting about who gets to sit where at school
• Continually picking on someone and trying to make them feel bad
• Teasing someone for not being good at sport
• Being rude to someone one time, but then you realise that’s not okay

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Impact of bullying?

Underline the conjunctions in these sentences. Write the function of each conjunction on
the line (adding information, giving examples, contrasting ideas or cause and effect).

1. Bullying has a negative impact on the target and it impacts others in the school
community. ______________________
2. Students who are bullied, sometimes known as targets, can have low self-esteem
because they are being constantly criticized. __________________
3. Targets can experience lower academic outcomes, for example, they might have
lower marks in tests or assessment tasks. ___________________
4. Bullying can have serious impacts on a student’s concentration in class, plus it can
make them dislike school. ____________________
5. Although bullying has terrible impacts on the target, bystanders can also be affected.
__________
6. They may feel fearful or guilty as they are unable to prevent bullying.
________________________
7. Students who bully others can experience negative impacts for instance getting into
fights and other anti-social behaviour. _____________________
8. Schools should take action against bullying, otherwise many students might
experience the negative impacts of bullying. ____________________

Combine these two sentences into one sentence using a suitable conjunction.
9. Targets of bullying may feel depressed. They do not have friends to stand up for them.

___________________________________________________________________________

10. It is important for students to feel safe at school. They need to feel safe at home.

__________________________________________________________________________

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Strategies to overcome bullying

People who bully are looking to get under your skin, and they might even feel encouraged if
they believe they’re getting to you. It's good to know you have a choice on how deal with a
bully in the heat of the moment.

1. Read the different strategies in the table below for dealing with bullying. Decide when
this strategy is a good idea to use and when it is not useful to use. An example has been
provided.

Strategy When is this strategy a good When is this strategy not a

idea? good idea to try or not useful

Ignore them For verbal bullying and some social This might not be useful/good:
Bullying can happen because the person bullying. • If someone is hitting or physically
doing the bullying gets a reaction they hurting you.
like. So sometimes the best response is When you feel safe to get away • If someone is breaking or stealing
NONE! It’s normal to feel bothered, but without being chased/pursued. your things.
don’t let the other person see this. The • If you think they might pursue
main thing is not to show any reaction, so When you have somewhere safe to you if you leave.
you are acting like you are ignoring them. go nearby. • If you have a long way to go to
It doesn’t mean you should pretend the somewhere safe.
bullying didn’t happen though. You might • If bullying has been going a long
still want to try one of the other strategies time • If you can’t hide your
like ‘Get support from your friends’. reaction.

Tell them to stop and walk away

The main thing is to talk calmly and firmly.
After saying something calmly, leave the
situation as soon as you can. Walk away as
calmly as you can (and if you need to,
show your feelings when you get
somewhere safe). Another important
thing is to use okay language that doesn’t
make the other person annoyed. If you
feel in danger, tell someone immediately.
Find somewhere safe
The main thing is to plan beforehand to
find somewhere safe. Sometimes leaving
(and not reacting) is the best strategy. It is
helpful to think beforehand about safe
places you could go. This strategy is not a
solution, but a temporary option before
other strategies are used. Stress that if a
student feels at risk of being physically
hurt, they must report this to the school
immediately.

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 Celebrating Diversity

Strategy When is this strategy a good When is this strategy not a

idea? good idea to try or not useful

Talk to an adult who can help

The main thing is to talk to someone else
and not to think it’s your problem to deal
with on your own. Bullying can be very
challenging to sort out on your own.
Talking about issues can really help you
feel better and then think more clearly
about what to do. Another important
thing is to be clear about what you want
them to do. It’s also important to try to
find a time to talk to an adult when they
are not very busy with something else.

Leave the online conversation/chat

Some of the same strategies that apply in
person also work if you are online – just
like ignoring and walking away in person,
you can do the same thing online. The
main thing is to leave the online
conservation or chat, and for you not to
show a response that encourages them to
continue to bullying you.

Block and report the person

The main thing is to know where to get
information about how to block or report
people or know who to ask to help you.
The website of the Office of the Children’s
eSafety Commissioner has up-to-date
information for students, parents and
teachers. It is important to keep records
to use in reporting.

Protect yourself by using privacy

settings
The main thing is to know where to get
information about how to use the privacy
settings on your mobile phone and social
media. The website of the Office of the
Children’s eSafety Commissioner has up-
to-date information for students, parents
and teachers. Learn how to change the
settings when you get a device. If you
keep records, you can use these if you
need to report serious online bullying.

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Valuing diversity
Read and complete the following cloze passage. Literacy Tips!
Inequity - injustice or
Each one of us is ______________. This means that, although there unfairness
will be similarities between people and groups of people, no one
person or group is _________________ to another. There are differences in the things
people do and like, their religion, the food they eat, the clothes they wear and the people to
whom they are attracted. The _______________ that exists in every society is something
that should be valued and celebrated. It offers us opportunities to experience different
lifestyles and alternative ways of thinking.

Although diversity brings many _________________ things to our society, it is not always
valued. Not everyone is treated with respect and ________________ or has the same
opportunities. This leads to discrimination and inequities in the way people are treated and
in their level of ______________ and wellbeing. Inequities occur when some people in
society receive better treatment than others — not because they are hard-working or in
need, but because they look or act in a particular way. For example, _____________ people
in Australia receive better health care than poor people because they can afford to pay for
expensive medicine. Aboriginal people in _______________ Australia receive limited
medical care because they live far away from the best hospitals and doctors, and often
cannot afford to travel to these __________________. Inequities can be based on factors
such as a person’s religion, sexuality, gender, ability, race, sex, age or culture.

Some examples of discrimination and inequities that exist in our society are:
• A lack of exercise facilities, including gymnasiums and swimming pools, that cater for
the needs of various population subgroups, such as the elderly, Muslim women, and
the disabled
• Lower life expectancy for Aboriginal and Torres Strait Islander people
• Higher levels of verbal and physical abuse of same-sex attracted students in schools
in New South Wales.

Word bank

Diversity Facilities Health Fairness Unique

Identical Rural Positive Wealthy

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Case study: ATSI health inequities

Aboriginal and Torres Strait Islander (ATSI) people experience the largest gap in
health outcomes in Australia. They currently have a life expectancy 10 years lower than
other Australians. Though this life expectancy is on the increase, the gap does not seem to
be shrinking. There are multiple determinants of this gap in health outcomes between ATSI
and other Australians. Australia’s Health 2014 report states:

Many factors contribute to the gap between Indigenous and non-Indigenous health.
Social disadvantage, such as lower education and employment rates, is a factor, as
well as higher smoking rates, poor nutrition, physical activity and poor access to
health services.

Explain how education has impacted young Indigenous children health. Use the graph to
support your answer.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Affirming diversity
Read the following passage on ‘Affirming diversity’. The passage is Literacy Tips!
missing its grammar and punctuation. In the passage place the following: Prejudices - unfavourable
opinions or feelings
- Capital letters, full stops, commas and semi colons. formed without reason,
knowledge or thought.
people are not born with prejudices prejudices are learned behaviours Diversity – the broad
how we treat other people is learned from what we see and hear range of differences that
if you are brought up to respect others regardless of their differences exist between people and
it will be easy for you to affirm diversity you probably do it every day communities, including
without thinking about it aspects of gender, race,
geographic location, age,
disability, religion or
for other people who have been taught to believe that people who are
socioeconomic
different are worth less than they are it may be more difficult to background
overcome their prejudices some young people may find it difficult to
affirm diversity because their peer group has certain beliefs or because
they feel they will be judged if they do

you may not agree with your peers for example when they harass other students for being
different but you may find it difficult to tell them to stop the first step in developing positive
relationships with people who are different from you is taking time to get to know them and
not judging them because they belong to a particular group

having an understanding of people’s lives their culture and beliefs can help you to appreciate
the differences that exist between people and groups of people imagine what it would be like
if everyone you met put you down or thought you were worth less than them because you
were different from what they thought was ‘normal’ when people belong to a particular
culture speak a different language have different coloured skin or are poor disabled or same-
sex attracted they are more likely to be discriminated against one of the significant factors
contributing to this discrimination is stereotypes

our society often stereotypes groups of people however even within these groups there is
great diversity remember diversity is a positive part of australian society it is important to be
inclusive and to treat each other with respect so that we can all feel happy supported and
connected

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Challenging stereotypes and prejudice

“For a while wherever I turned, I was being “I often used to say how they
convinced that Australia is hungry for skilled [Australian children] made us seem
professionals of different ethnic origin, so bad that you were ashamed to
especially in the helping professions. After six be Chinese. Really. I was ashamed
years of settling, mastering the language, to be a Chinese kid when I was
further training, with good understanding of the going to school. What we suffered
services and organisations, with awareness of from the Australian kids!” (Women
huge problems people of Non-English-speaking recalling her childhood in North
background face, and of their needs, with the Queensland in the 1920’s)
first-hand knowledge of ‘multicultural issues’
coming from the wealth of my own experience…
I am still looking for a job.” (Petrovic, 1994, pl)
Picture the scene. It wasn’t that long ago – an
Alice Springs classroom in the 1960’s. A teacher
listened as her pupils discussed what they were
“A friend of mine had something
going to become on leaving school. ‘A teacher’,
wrong with her leg so we took her
‘a nurse’ and then – ‘a lawyer’. The teacher
to the hospital. The treatment
looked shocked and then she started laughing.
there was from some of the
The teacher’s reaction was one of
nurses…they tend to become
uncontrollable mirth – she almost fell off her
impatient with you if you can’t
chair laughing … why? Because the very idea of
speak the language” (Egyptian-
an Aboriginal girl becoming a lawyer was a
Australian young person)
preposterous idea at the time.” (Lorraine
Liddle, in Local Heroes, 1993, p115)

1. Read the quotes above on stereotypes and prejudice that occurred in Australian history.
Identify some of the ways different groups in Australian society were stereotyped or
received prejudice in different environments.

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Research Task: Prejudice

Your task is to research a modern-day example of a person, group or
community challenging a stereotype or prejudice at a local, national or
global level.

• Find a newspaper article of a person, group or community challenging a

stereotype/prejudice
• Provide a summary of the newspaper article
• Explain what the stereotype/prejudice is in our society
• Explain how the stereotype/prejudice was challenged
• Propose TWO strategies that the government, schools, communities or individuals
could adopt to eliminate such stereotypes/prejudice in the future.
• Present your findings to the class.

Planning space:

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Including everyone
It is everyone’s role to make people feel worthwhile and included in our society, and to
affirm difference. At both the state and federal levels, the government has passed anti-
discrimination legislation to ensure people are treated fairly. Within many workplaces, there
are policies that ensure everyone has equal access to work opportunities and is treated
fairly by employers and workmates.

At an individual level, the way you treat someone can have a significant impact on their
sense of self and can help them feel either included or isolated. An important part of
inclusion is overcoming any preconceived ideas you may have about particular groups or
cultures. If you do have some attitudes or beliefs that may be discriminatory, think about
why this is and whether these opinions are valid. You will probably find that you have
formed opinions based on other people’s prejudices and on stereotypes. Treating each
person for who they are, and not for what group they belong to, will help you
overcome any prejudices you may have.

Using inclusive language is another way you can affirm diversity. Using non-sexist language
— for example, ‘police officer’ rather than ‘policeman’ — affirms both males and females in
this role. Using the word ‘partner’ affirms both heterosexual and homosexual relationships.
Being inclusive means not making assumptions about people.

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Developing empathy
If you have ever imagined yourself in someone else’s shoes, then Literacy Tips!
you have felt empathy. The ability to feel empathy is a very good Empathy – the ability to
characteristic to have and will help you to trust and develop identify, appreciate and
meaningful relationships with others. Sometimes we focus too much understand another’s
on our own problems and cannot see or appreciate other people’s situation or feelings.
feelings and situations. Trying to understand the problems other people are experiencing
will help you to know, respect and connect with that person, creating better relationships
with them. Sometimes it is harder for us to feel empathy for people we are close to or know
well because our own feelings and judgments get in the way. The following strategies can
help you better understand other people’s situations and what they may be feeling.
• Seek information. Ask your parents, friends or teachers what they think it might be
like to suffer unfair treatment or whether they have their own experiences with it.
• Use active listening skills. Allow the person time to tell you about their feelings and
the situation. Clarify things you don’t understand by asking questions, but don’t
interrupt or try to solve their problem. Remember to focus on their feelings and
experiences, and refrain from giving advice.
• Imagine what it might be like. Put yourself in another’s
situation and think about what it would feel like to be treated
unfairly.

1. Read the following scenarios and answer the questions that follow.

A new student, Tanya, enrols in your class. She has poor eyesight and has to wear thick
glasses. Her doctor has told her she must sit at the front of the class so she is closer to
the board. Tanya hasn’t made any friends in the class and sits by herself.

a) Explain how the treatment of Tanya is unfair.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b) List some of the feelings or emotions Tanya may be experiencing in this situation.

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

c) Suggest ways in which the treatment of Tanya could be changed. What effect might this
have on Tanya’s relationship with others?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Scott is in Year 8. He is not very sporty and prefers to go to the library and play on the
computer during lunch time. Scott is hassled every day by a group of boys who call him
names like ‘nerd’. One day they dragged Scott into the toilets and trashed his school
bag and emptied its contents in the toilet. Scott started to cry and the boys laughed at
him.

a) Explain how the treatment of Scott is unfair.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b) List some of the feelings or emotions Scott may be experiencing in this situation.

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

c) Suggest ways in which the treatment of Scott could be changed. What effect might this
have on Scott’s relationship with others?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Tim and his family have spent the last two years in an immigration detention centre.
Tim and his friends are transported to the local school each day to attend lessons. The
other students at the school treat them badly, saying they should go back to their own
country.

a) Explain how the treatment of Tim is unfair.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b) List some of the feelings or emotions Tim may be experiencing in this situation.

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

c) Suggest ways in which the treatment of Tim could be changed. What effect might this
have on Scott’s relationship with others?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Label activity
• Your teacher will give you a sticker
• The sticker will be placed on your forehead so you cannot read it
• You must remain quiet throughout the whole activity (NO TALKING) and you
are NOT allowed to reveal what another person’s label has written on it.
• Your teacher will ask you to move around the room and interact with
people. REMEMBER you are NOT ALLOWED TO TALK but read the other
person’s label and do whatever it says.

Discussion questions – At the end of the activity your teacher will ask you some
discussion questions

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Types of abusive relationships

In most cases, relationships are positive. This is usually because both people respect each
other, and they work through their conflicts in a way that ensures both their needs are met.
Positive communication, cooperation and negotiation skills are essential in avoiding
conflicts and resolving them when they do occur.

Unfortunately, some relationships are abusive or have the potential to be abusive. It is

essential that young people keep track of how they feel, and monitor how others are
treating them so they can recognise when a relationship is abusive. This may be difficult
because the person doing the abuse may be someone who is supposed to provide care, love
and support, such as a parent, family member, friend or partner.

There are different types of abuse, including emotional, physical and sexual. Research
shows that in most relationships, males are more likely to be the abusers and females are
more likely to be the people being abused. This can be attributed to many factors, but the
most significant is the impact of gender stereotypes in society. Traditionally, males are
expected to be strong and tough. This expectation often leads to males believing they have
to dominate girls in relationships. This can lead to abusive relationships.

• Emotional Abuse: relationships are emotionally abusive when a person uses their
power to try to control another person. Emotional abuse is usually a pattern of
behaviour over a period of time rather than an isolated incident.

• Physical Abuse: can include acts where a person physically harms another, as well as
when a person uses threatening actions to intimidate another person.

• Sexual Abuse: can occur to anyone, regardless of gender, ethnicity or age. Child
sexual abuse occurs when a person uses their power to involve a child or young
person in sexual activity.

• Financial abuse: can be subtle, with a person gradually taking control over bank
accounts and financial transactions. Financial abuse can also be obvious, violent and
threatening. For example, a man may forbid a woman from working or spending her
wages.

• Verbal abuse: is a key feature of emotionally abusive relationships. The perpetrator

consistently makes statements that negatively label a person, for example: “You are
a terrible mother”. This has a serious impact on the self-esteem and confidence of
the person experiencing the verbal abuse.

• Social abuse: when a person prevents another from spending time with family and
friends, and participating in social activities.

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Signs of Abuse
1. Using the White Ribbon website. Identify the signs of abuse for each type of abuse.
https://www.whiteribbon.org.au/understand-domestic-violence/types-of-abuse/

Type of abuse Signs of abuse

Emotional abuse

Physical abuse

Financial abuse

Verbal abuse

Social abuse

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2. Read each of the following scenarios and identify the needs

that are not being met.

Scenario Identify needs that are not being Impact on health

met
1. A 7-year-old girl has
had a cold for several
weeks that has turned
into a chest infection. Her
mother is a single parent
struggling to make ends
meet, so she can’t afford
to miss work to stay home
and look after her
daughter, and she does
not have enough money
to take her to the doctor.

2. Two sisters, aged 10

and 13, live with their
dad. Their mother past
away four years ago. Their
dad had been very
withdrawn since losing his
wife. He rarely gives the
girls any attention or
affection. Because their
dad works, the girls do all
the housework and cook
all meals

3. A teacher is concerned
about one of her 13-year-
old male students. He is
often tired and finds it
hard to concentrate in
class, and the other kids
give him a hard time
because he is always dirty
and smells. When the
teacher asks him about
his poor hygiene, the
student confides that his
parents make him sleep in
the barn with the animals
because there is no room
in the house.

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3. Explain what can happen when the needs of a child or young person are not met

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Identify people who are responsible for caring for and protecting children and young
people.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Domestic Violence
Domestic Violence is a repeated pattern of abusive behaviour where one person seeks to
control and dominate another person within their relationship. Domestic violence does not
take the form of a single incident. It is ongoing behaviour that gradually undermines the
person’s confidence and ability to leave the violent person. The severity and frequency of
violence often escalates over time. While physical violence may be the most visible form,
others such as sexual, emotional, verbal, social, spiritual and economic abuse can be equally
harmful.

Examples include:
• isolating a woman from family and friends
• controlling their access to money
• stripping their self-esteem
• verbal abuse
• preventing them from practicing their religious beliefs
• intimidation
• threatening behaviour.
Needless to say, violence within the home also has an impact on children and young people
where their safety and well-being is extremely compromised.

1. Watch the video ‘What I see – Domestic violence’ and answer the following questions.

a) Describe how most people see Paul

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b) Describe how Paul’s wife and son see him

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

c) Outline the type of abuse evident in the video.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Protecting yourself and others

from harm
Everyone has the right to be safe. When young people find themselves in situations that put
them at risk of harm or in relationships that are not respectful, it is important to remember:

• young people have a right to be safe and a responsibility to respect the rights of
others
• no-one has the right to threaten or harm people in any way
• young people can do things to reduce the risk of harm and protect themselves
• young people can do things to help others.

Safety strategies

There are a number of strategies that young people can adopt when they are in abusive
relationships or when they find themselves in other unsafe situations. These five strategies
will help you to determine whether you are unsafe and reduce the risk of harm in an unsafe
situation.

Match the correct strategy with their explanation

1. This is about being aware of your surroundings. If you are at a party,

for example, keep track of your friends and be aware of people
getting drunk or violent.
2. This is about avoiding situations or leaving situations that you know
are unsafe for you. Deciding not to get into a car alone, for example,
with someone you don’t know well or who is bigger and stronger
than you may help you avoid an unsafe situation.
3. This is about taking action to reduce the risk in unsafe and harmful
situations. Sometimes it is helpful to plan ahead. For example, plan a
number of options to get home safely, when you are out at night
with friends.
4. This is about choosing not to get involved in situations that are risky.
You may need to leave the situation or choose not to get involved
physically or verbally in potentially dangerous situations. For
example, leave a party if people start to get aggressive or violent
5. This is about being assertive. Say ‘no’ and stick up for your rights in a
way that is respectful of others. Say ‘no’ to your partner, for
example, when they are pressuring you to do things you don’t want
to do.

Word bank

Take notice Speaking up Reducing the risk Staying away Stepping back

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Support against Domestic Violence

1. Explore the different community organisations available to help
support victims of domestic violence using the White Ribbon website.
https://www.whiteribbon.org.au/find-help/domestic-violence-hotlines/

Community Description of organisation Contact Number

organisation

1. 1800RESPECT

2. Mensline
Australia

3. Kids Helpline

4. Relationships
Australia

5. Australian
Childhood
Foundation

6. Bursting the
bubble

7. Daisy

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Stop disrespect against girls!

On this page, you will find a speech on the topic ‘Stop disrespect against girls’. This is an
example of an exposition, a one-sided argument. This exposition uses very strong emotional
and evaluative language. This text is inspired by the government’s anti-violence campaign
‘Violence against women. Let’s stop it at the start’. More information can be found on this
government website: respect.gov.au

Read the speech and answer the questions on the next page. You will need coloured
highlighters for these tasks.

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1. Underline the topic sentences (the first sentence of each paragraph)

2. Write the names of the stages of the exposition on the left-hand side of the speech:
- thesis statement - argument 1
- argument 2 - argument 3
- reinforcement of thesis

3. In the speech, some topic sentences preview the problem to be solved and other topic
sentences preview the point in the argument. What are the three main arguments in favour
of the thesis?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Use two different highlighters or coloured pens. Highlight all the negative evaluations
(e.g. violence, disrespect) one colour and highlight the positive evaluations (e.g. respect) in a
different colour. When you have found the words in the text, write them in the box below

Positive evaluation words Negative evaluation words

5 a). Find examples of modality (e.g. mild, could, must). Highlight them in the text.

b) Arrange these statements below with the weakest statement at the bottom
and the strongest statement at the top.

- Disrespect towards girls might be stopped.

- Disrespect towards girls can be stopped.
- Disrespect towards girls must be stopped.
- Disrespect towards girls should be stopped.

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6. In this speech, strong opinions are shown through time adverbs, such as: always, never,
now. Highlight these wordings. What is the effect of strong words like this?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

7. The word ‘stop’ is repeated several times. Circle these words. Why is this word repeated?

___________________________________________________________________________

___________________________________________________________________________

8. In paragraph 2, circle the three synonyms (words with similar meaning) that mean ‘make
smaller or less important’. Write these words here.

___________________________________________________________________________

9. This text identifies that disrespectful behaviour towards girls can also be harmful for boys.
Why do you think this is true?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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10. List a few ways in which disrespectful behaviour can be ‘challenged’.

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Kinship Family Structure

1. Watch kinship video - https://www.youtube.com/watch?v=mNtPcW4t1PY

Kinship is at the heart of Indigenous society. A person’s position in the kinship system
establishes their relationship to others and to the universe, prescribing their responsibilities
towards other people, the land and natural resources. Traditional kinship structures remain
important in many Indigenous communities today.

There are over 500 Indigenous nations across Australia. Indigenous nations cover wide
geographical areas, and have distinct borders. Within these nations there are clan groups,
and within the clan groups there are family groups. Clan groups share a common language
and kinship system, which is based on either patrilineal or matrilineal lines of descent.

There are three levels of kinship in Indigenous society: Moiety, Totem and Skin Names.

2. Use the following website to understand how a kinship family is structured.

https://www.australianstogether.org.au/discover/indigenous-culture/kinship/

Kinship Level Summary of kinship level

Moiety

Totem

Skin Names

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3. Using the table from Australian Institute of Family Studies, answer the following
question.

Family Protective Factor WAACHS family functioning scale % of

ATSI
families
Accord: Balanced interrelationships The way we get on together helps us
among family members that allow to cope with the hard times
81
them to resolve conflicts and reduce
chronic strain
Communication: Sharing beliefs and We find it easy to talk with each
emotions with one another. Emphasis other about the things that really
on how family members exchange matter 74
information and caring with each other

Hardiness: Family members’ sense of We are always there for each other
control over their lives, commitment to and know that the family will survive
91
the family, confidence that the family no matter what
will survive no matter what
Financial management: Sound When it comes to managing money,
decision-making skills or money we are careful and make good
management and satisfaction with decisions 63
economic status

Acceptance: Tolerance of family People in our family are accepted for

member traits, behaviour, general who they are
92
outlook and dependability

Support network: Positive aspects of We have good support from our in-
relationships with in-laws, relatives and laws, relatives and friends
73
friends

AIFS – Family Protective factors measured by Western Australian Aboriginal Child Health Survey (WAACHS).

Explain how a kinship family helps support and enhance an individual’s health safety and
wellbeing. Use the table to support your response.

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Types of Diversity
Diversity means ‘a situation where there are a range of different things’. Diversity is a noun,
a thing, a concept. The idea of diversity celebrates the ways that people are different,
various and unique. This page covers several types of diversity. It will help build your word-
power in relation to diversity.

1. For each type of diversity match the correct definition and relevant example to support.

Type of diversity Definition Example

Gender diversity

Cultural diversity

Socioeconomic
diversity
Geographic diversity

Disability diversity

Language diversity

Age diversity

Religious diversity

Word bank: Definitions and Example are jumbled.

Definitions Examples
The location where people grew up and where they An inexpensive training course so that people from
live any financial background can participate
A range of different ages from younger to older A workplace where people from many different races
people and ethnic groups work
Male or female or gender non-specific A conference inviting attendees from many different
countries
Financial and social position compared with others Installing a wheelchair ramp to a building so that
people in wheelchairs can enter
Speaking different languages Respectful conversations between ministers from
different faiths and religions
Differences in physical and mental conditions and Students speaking languages other than English in the
capacities classroom and playground
Followers of different beliefs and religions and no Teenagers and seniors working together
religion
Racial or ethnic background A school attended by equal numbers of male and
female students

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Affirming Diversity through

inclusion
The diverse nature of Australian society is something to be affirmed and
celebrated. Diversity refers to the broad range of differences that exist between people and
communities, including aspects of gender, race, geographic location, culture, socioeconomic
background, abilities and interests, age, disability, religion and sexuality.

At an individual level, we differ from other people in many ways. The most obvious
difference is in our physical appearance. More importantly, as individuals we can offer
diverse views, ideas, attitudes and beliefs.

At a community level, our society consists of many different groups, communities and
subcultures. But even within these communities, there is diversity. Diversity provides variety
and it gives us options from which to choose — it makes life interesting.

People are not born with prejudices; prejudices are learned behaviours. How we treat other
people is learnt from what we see and hear. If you are brought up to respect others,
regardless of their differences, it will be easy for you to affirm diversity as you probably do it
every day without consciously thinking about it. For other people who have been taught to
believe that people who are different are worth less than them, it may be more difficult to
overcome their prejudices. Some young people may find it difficult to affirm diversity
because their peer group has certain beliefs or because they feel they will be labelled if they
do. You may not agree with your peers, for example, when they harass other students for
being different, but you may find it difficult to tell them to stop.

Imagine what it would be like if everyone you met put you down or thought you were worth
less than them because you were different from what they thought was ‘normal’. When
people belong to a particular culture, speak a different language, have different coloured
skin, or are poor or have a disability; they are more likely to be discriminated against. One of
the significant factors contributing to this discrimination is stereotypes. Our society often
stereotypes groups of people. Even within these groups, however, there is great diversity.

It is everyone's role to make

people feel worthwhile and
included in our society and
to affirm difference. This
responsibility starts with the
government. At both the
state and federal levels, the
government has legislated
anti-discrimination laws to
ensure people are treated
fairly. Within workplaces,
there are policies such as

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equal employment opportunity that ensure people have equal access to work opportunities
and are treated fairly by employers and workmates.

At an individual level, the things you say and the way you treat people can have a significant
impact on their sense of self and can help them feel included. An important part of building
inclusion is to overcome any preconceived ideas you may have about particular groups or
cultures. If you do have some attitudes or beliefs that may be discriminatory, think about
why and if they are valid. You will probably find that you have formed opinions based on
other people's prejudices and on stereotypes. Treating each person for who they are, and
not for what group they belong to, is helpful in overcoming any prejudices you may have.

Promoting diversity
Advocating (speaking up) diversity is more than just accepting that people are different. It
means letting others know that being different is a positive thing. This includes highlighting
the positive contribution that diversity makes to our society.

The following list shows examples of situations in which people can advocate diversity:

• Questioning other people's discriminatory attitudes and behaviour by letting them

know that you don't agree and explaining why
• Actively speaking up for people who are being discriminated against, harassed or
vilified. For example, when a student is verbally or physically abused because they
are thought to be gay, tell the other students to stop.
• Writing articles in the school newsletter that promote diversity
• Creating school policy that says all people regardless of age, sexuality, race, religion,
disability or gender are valued and need to be treated with respect
• Developing initiatives that challenge discrimination, for example, student
representative council members speaking at school assembly about the importance
of affirming diversity
• Being inclusive in your
language and your
behaviours
• Celebrating diversity with
activities such as special
cultural days, school plays,
performances or cultural
festivals
• Supporting community
initiatives that advocate
diversity such as
reconciliation marches.

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Case study: People with a disability

Disability may be visible or hidden, permanent or temporary and may have a minimal or
substantial impact on a person’s abilities. Disability may affect mobility, the ability to learn,
or the ability to communicate easily. It can have a minimal or substantial impact on a
person’s capacity to work and no two people will experience disability in the same way.
People with disability are part of every section of the community. The only thing that
distinguishes them in the workplace is that they may require some form of adjustment to
help them overcome the impact of their disability.

The Australian Public Service (APS) is committed to ensuring it accesses the best talent pool
possible and reflects the diversity of the community it serves. People with disability have a
broad range of skills and capabilities. It makes good business sense to employ people with
disability. Evidence has shown they tend to:
• Take less sick leave and stay in jobs for longer than other workers
• Have fewer compensation incidents and accidents at work compared to other
workers
• Build strong relationships with customers
• Boost workplace morale and enhance teamwork.

Activity

1. Watch to TWO following YouTube videos on people with a disability. Record some key
points as you watch the videos.
• https://www.youtube.com/watch?v=Gv1aDEFlXq8

• https://www.youtube.com/watch?v=o0lt0KFhUek

2. Brainstorm a list of words that people associate with people with a disability.

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3. Outline stereotypes associated with people with a disability.

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4. Discuss why it is important to recognise a person with a disability as a person first.

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5. In groups, create a government initiative to promote diversity in the workplace for people
with a disability. You can use any media to create your government initiative (google slides,
powerpoint, Imovie etc.) Present your government initiative to the class.

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