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Trolling and cyberbullying

Trolling, an anti-social online behaviour, occurs when someone makes unsolicited comments online that are often controversial and for the purpose of getting a reaction.

Unlike cyberbullying, the ‘troll’ often doesn't care who is offended, annoyed or upset. It is important that students can recognise trolling and other forms of anti-social behaviour, including cyberbullying, so that they feel safe online.

Mapped to
Australian Curriculum: Health and Physical Education

Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (AC9HP8P02)

Refine protective behaviours and evaluate community resources to seek help for themselves and others (AC9HP8P08)

Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk (AC9HP10P08)

Evaluate emotional responses in different situations to refine strategies for managing emotions (AC9HP10P06)
Australian Curriculum: General Capabilities
Personal and Social Capacity:
- Self-awareness
- Self-management
- Social awareness
- Social management
Ethical Understanding:
- Understanding ethical concepts and perspectives
- Responding to ethical issues
Digital Literacy:
- Practising digital safety and wellbeing
- Creating and exhanging
- Managing and operating
Critical and Creative Thinking:
- Generating
- Reflecting
- Analysing
NSW PDHPE Syllabus

Demonstrates self-management skills to effectively manage complex situations (PD4-9)

Assesses and applies self-management skills to effectively manage complex situations (PD5-9)

Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts (PD4-10)

Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a variety of groups or contexts (PD5-10)
Victorian Curriculum: Health and Physical Education

Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (VCHPEP127)

Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (VCHPEP128)

Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)

Evaluate situations and propose appropriate emotional responses, and then reflect on possible outcomes of different responses to health and wellbeing (VCHPEP147)
Show details

Year Level

7-10

Duration

60 minutes

Type

In class activity
Online learning

SEL Competencies

Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making

Learning Intention

Students examine the impact of trolling on their personal wellbeing and identify strategies to avoid participating in anti-social online behaviour.

Key Outcomes

By the end of the lesson, students will be able to:

identify trolling behaviour and describe how it makes them feel
create personal strategies to respond to and cope with anti-social online behaviour
examine reasons behind inflammatory posts and identify ways to make good decisions online
know how to report cyberbullying.

Activity 01

Class discussion: Cyberbullying versus trolling 10 min

Provide access to the ReachOut.com articles ‘What is cyberbullying?’ and ‘How to spot a troll’.
Using these articles, students draw a Venn diagram comparing trolling and cyberbullying.
Ask students to draw a Venn diagram.
In one circle, students write words they associate with trolling.
In the second circle, students write words they associate with cyberbullying.
Invite students to write words that they associate with both cyberbullying and trolling in the middle overlapping circle.
Discuss the differences and similarities between trolling and cyberbullying.

Year Level

Duration

Type

SEL Competencies

Learning Intention

Key Outcomes

By the end of the lesson, students will be able to:

Activity 01

Class discussion: Cyberbullying versus trolling 10 min

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