Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Stepping up

20 minutes

Find Out: Stepping in

20 minutes

Take Action: Stepping with purpose

5 minutes

Reflection

Learning intentions

Students will:

explore the role bystanders play in promoting respect and inclusion.

Success criteria

Students can:

apply strategies to challenge discrimination in real-life situations
reflect on their role in fostering respect and inclusivity in their communities.

Tune In: Stepping up

Step 1

Ask students to stand behind their desks. Explain to them that you will read several different statements, such as ‘I have witnessed someone being treated unfairly.’ Tell the students that if they agree with the statement after it has been read out, they are to take a small step towards the front of the room. If they disagree, they are to stay where they are.

Read the following statements to the class aloud:

‘I have witnessed someone being treated unfairly.’
‘I have felt unsure whether to speak up in a situation.’
‘I have stood up for someone being teased or bullied."
‘I have seen someone being excluded from a group or activity.’
‘I have felt left out or excluded before.’
‘I have heard someone make a hurtful comment about another person’s appearance.’
‘I have seen someone being teased because of their cultural background or language.’
‘I have spoken up when I saw someone being treated unfairly.’
‘I have hesitated to act because I was afraid of what others might think of me.’
‘I have comforted someone who was upset after being treated unfairly.’
‘I have heard someone use a word or phrase that could hurt another person’s feelings.’
‘I have seen someone stand up for another person, inspiring me.’
‘It is important to include everyone, even if they differ from me.’
‘I have been in a situation where I didn’t know what to say to help someone upset.’
‘Small actions, like smiling or saying kind words, can make a big difference in helping others feel included.’

Step 2

In a class discussion, ask the students to describe how it felt to ‘step forward’. Start by asking the students, ‘How did it feel when you took a step forward for certain statements? Was there any statement that made you feel particularly strong or unsure?’ This will allow students to express their emotions and reflect on the physical movement of taking a step forward.

Step 3

Ask students, ‘Were there any times you chose not to step forward? Why do you think people might hesitate to act or speak up in some situations?’ This helps students think critically about the factors that influence our actions, such as fear, peer pressure, or uncertainty. Guide them to explore the reasons behind hesitation, like worrying about what others might think or feeling unsure about how to help.

Step 4

Guide the discussion to uncover common barriers to standing up for others. Some possible barriers include:

Fear of being judged or left out. For example, ‘What if I say the wrong thing?’
Fear of retaliation or conflict. For example, ‘What if I make the situation worse?’
Uncertainty about how to help. For example, ‘I don’t know what to say or do.’
Not knowing if it's your place to intervene. For example, ‘What if I’m not the right person to help?’

Encourage students to suggest ways to overcome these barriers, which could help them feel confident about standing up and speaking out.

To conclude the discussion, highlight the importance of small actions in making a big difference. Remind students that being an ally doesn’t always mean making grand gestures; even a small act, like offering a kind word or supporting a friend, can create a positive impact.

Find Out: Stepping in

Step 1

Invite students to share what they think a bystander is. Based on their responses, explain how bystanders witness a situation but are not directly involved. There are 3 types of bystander behaviour, which you will explore together using the Visual Explainer.

Step 2

Lead students through the Visual Explainer and pause at each slide to allow students to provide personal examples or ask questions about each type of bystander behaviour.

Step 3

Divide students into pairs and provide each pair with the factsheet from former Collingwood Football Club player Leon Davis, reflecting on how bystander behaviour has impacted him. Provide time for students to discuss how the behaviour impacted each player represented in these examples.

Take Action: Stepping with purpose

Preparation

Set up the 4 corners of the classroom. Print the 4 corner labels and display 1 in each corner of the classroom, visible to students.

Step 1

Explain to the students that you will read out different scenarios, and they are to act as active bystanders. They must move to the corner representing their chosen response in each scenario.

Before you begin, reinforce to the students that every situation is different and that, as active bystanders, they must independently assess how they will respond to a situation. They won’t always have a group to discuss and weigh up their options. Refer students to slide 7 of the Visual Explainer and reinforce the things they should consider when being active bystanders.

Step 2

Present each of the following scenarios to the class, taking time after each scenario for the students to move to the response they believe is best. Ask 1 student in each corner to share why they chose their response.

SCENARIOS
An opposition football fan writes a racist comment on the club's social media post. How can racist or discriminatory comments on social media impact players and communities?
During recess, a student is being teased because of their cultural background. The teasing is getting louder and more aggressive. What would you do?
You see someone being bullied online because of their identity. The person is asking for help, but others are ignoring the situation. How would you respond?
A teammate is being excluded from a game because of their skin colour. The coach seems to be ignoring the situation. What action would you take?
In 1995, Essendon player Michael Long was vilified on the field in a match with Collingwood, leading to the AFL investigating and introducing Rule 30 to combat racial and religious vilification. How could you support Michael during this time?
A student is being mocked for wearing traditional clothing to school, and the teacher is not intervening. What would you do to help?
Your friend tells you that their family is facing racist comments from neighbours. They feel scared and alone. How would you support your friend?

Step 3

Ask students to reflect on the most effective responses and why. Invite students to suggest strategies for their peers to overcome fears about speaking up. These might include suggestions such as:

thinking about how you may feel if you are in the same situation
starting with small actions, like offering a kind word or a supportive gesture
practicing what you want to say to feel more confident
finding an ally to speak up together
taking a deep breath to calm your nerves before responding.

Reflection

Step 1

Ask students to think about a time when they witnessed or experienced disrespect, whether it was in school, at home, or in another situation. Have them write or draw about the experience, focusing on what happened, how they felt, and how they responded at the time.

Encourage students to privately reflect on the situation in detail: Who was involved? What was said or done? How did it make them feel?

Step 2

Now, ask students to think about how they would respond differently if the situation happened again. Have them write or draw the new response, focusing on using respectful language and actions that would help make the situation better. Encourage students to consider strategies like staying calm, speaking up, or supporting others in standing up against disrespect.

Speaking Up for Respect and Inclusion

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Summary

Learning intentions

Students will:

Success criteria

Students can:

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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