Active Bystander & Anti-Discrimination

Who counts as a trusted adult in this school context (teacher, counsellor, playground supervisor, family adult).+1 more

When someone is hurt or left out, it matters to tell a grown-up — I don't have to fix it myself.

I can complete a short scenario-response (oral or drawing-plus-sentence) that describes a situation where someone was left out or treated unkindly, names what I saw, and identifies a specific trusted adult I could tell.

Common forms of exclusion or unfair treatment at this age: deliberate leaving-out, mean teasing, name-calling, spreading gossip, physical pushing.+2 more

Unkindness isn't always the same as an accident — what's 'just a joke' to one person can really hurt another, and the person affected is the one who knows which it was.

I can complete a written or oral scenario-response task that describes what happened when someone was excluded or treated unfairly, suggests how the person might have felt, and selects one helpful action from a short list of options with one-sentence reasoning for my choice.

Forms of exclusion and discrimination include teasing based on a personal or group characteristic (body, family background, nationality, ability), excluding from games or activities, spreading gossip, and mocking language or imitation.+2 more

There are several ways to help in a hard situation, and the best one depends on whether I can stay safe, not on whether I feel brave.

I can complete a written scenario-response task that identifies the form of exclusion or discrimination present, assesses whether it is safe to intervene directly, and names and justifies my choice from the four bystander options.

Forms of discrimination include racism, sexism, homophobia/transphobia, ableism, and religious or cultural discrimination — at age-appropriate introduction. Know content for stress-response and freeze lives in LT 6.1 Band D. Know content for power dynamics lives in LT 4.1 Band D.+2 more

Discrimination isn't just one person being mean — it's behaviour shaped by group norms and power differences, and naming the dynamic is part of responding well.

I can complete a written analytical task on a bystander scenario that identifies the forms of discrimination present, names the specific group and power dynamics at play, and justifies a proposed response based on safety, proportionality, and what the targeted person is likely to need.

Know content for stress-response and freeze lives in LT 6.1 Band E.+3 more

My instinct to freeze or go along in a discrimination situation isn't cowardice but a predictable response to group pressure and stress — and knowing that is how I can plan around it rather than blame myself for it.

I can complete a written evaluation that compares two or more possible responses to a discrimination scenario, identifies my own likely default response and its probable sources, and explains how specific group norms and institutional context factors shape which interventions are possible or effective.

Know content for systems-level analysis lives in LT 6.1 Band F and LT 8.2 Band E–F.+2 more

Whether bystanders act isn't mainly about individual courage — it's about the conditions a group or institution creates, and changing those conditions is more powerful than asking individuals to be braver.

I can construct a written or presented analysis of a real bystander success or failure (self-selected, my own or another's), evaluate what made effective intervention possible or impossible in that specific context, and propose specific group, school, or community-level conditions that would make active bystander response more likely, with reasoning grounded in bystander research.