Bystanders and Upstanders
Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander
Share and support
Teaching Table
Set out your lesson
Choose safe help when witnessing unkind behaviour.
Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.
Check readiness rather than assuming source graph order establishes attainment.
Use fictional cards. Do not stage actual bullying or demand confrontation.
Use the supplied stage cards on screen or scrap paper; adult key stays separate.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander
Bounded objective: Choose safe help when witnessing unkind behaviour. Real experience clause unobserved; no fabricated story about the learner or forced disclosure.
- partial: Explain the difference between a bystander and an upstander
Witnessing, joining and safe helping distinguished.
- partial: Describe at least two safe actions an upstander can take
Trusted adult and support options rehearsed, no risky confrontation required.
- blocked: Give an example of a time they or someone they know stood up for someone else
No authentic personal/known-person incident collected; do not fabricate.
- partial: If {{name}} sees a group of children being mean to someone at school, do they have the courage to say something, walk away with the person being targeted, or tell a teacher — rather than just watching?
Try offers new-scenario-planning for the bounded objective; it does not establish every part of the source assessment. Real experience clause unobserved; no fabricated story about the learner or forced disclosure.
Real experience clause unobserved; no fabricated story about the learner or forced disclosure.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Explain the difference between a bystander and an upstander
- Describe at least two safe actions an upstander can take
- Give an example of a time they or someone they know stood up for someone else
“If your child sees a group of children being mean to someone at school, do they have the courage to say something, walk away with the person being targeted, or tell a teacher — rather than just watching?”
Curriculum record
- Type
- Conceptual
- Subject
- Personal & Social Development
- Domain
- Responsible Decision-Making
- Age range
- Ages 7–9
Standards