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ST NORBERT COLLEGE HEALTH & PHYSICAL EDUCATION DEPARTMENT YEAR 10 HEALTH EDUCATION
ST NORBERT COLLEGE HEALTH & PHYSICAL EDUCATION DEPARTMENT
YEAR 10 HEALTH EDUCATION

Bethany Lee

Term 3 Assessment Task

- Peer Support Program

Task Due; 23 September 2014

Part 1 - Define each of the following key elements of a Peer Support Program in your own words -

Relationship Building: Creating, developing and maintaing a connection with peers through frequent communication and interaction. A key element involved is doing these activities over periods of time to strengthen the bond.

Communication: The action of connecting with a person either verbally or non verbally to convey a message. It is vital to long lasting relationships and a key element of it is being able to listen to the other person.

Empathy: The experience whereby people are able to understand the feelings or emotions of others from their perspective. It helps them to sense another person’s needs, concerns or emotional state.

Decision Making: When a person is faced with multiple options and must make the best decision or choice. It involves thinking about the possibilies, consequences, benefits and disadvantages of each choice. Ultimately the decision should be well thought out and positive.

Problem Solving: When a person is faced with a difficult situation and must find a suitable solution by eliminating other solutions. It involves a process of working through the specifics of the problem to find an acceptable resolution.

Part 2 - Considering the above elements, and the activities you have completed this term in Health Education, complete a plan for supporting Year 7 students in 2015, based on the following scenario;

Five Year 7 students are new to your Homeroom. They have come from a variety of primary schools, and they do not know any students at St Norbert College. Describe how you will assist these students in their transition to the College. Complete the attached planning document.

Marking Key

Outcome; Knowledge & Understandings

Mark

Marks

Allocated

Part 1; Definitions -

   

Relationship Building

2

 

Communication

2

 

Empathy

2

 

Decision Making

2

 

Problem Solving

2

 

Part 2; Two suitable activities to complement each element

5

 

TOTAL K&U / 15

   
 

Outcome: Self Management Skills

Mark

Marks

Allocated

Activities – Six appropriate activities planned

6

 

Review - strategies identified

4

 

TOTAL SMS / 10

   

Peer Support Program Plan

Total Mark

/ 25

Name – Bethany Lee

Session 1; Relationship Building & Communication

Objective Getting to know each other.

Activities – What will you do to achieve your objective ?

1. Conduct the activity in which every person in the room gets a sheet of

paper with blank squares to fill in. They each have a certain aspect s or qualities that needs to be filled out, so the students must go around the room to get each square filled in. This will cause the students to move around the room and talk to each other. They will start to communicate with each other and the worksheet will help them to learn small personality traits about the others. This can help them to start bonding or finding common interests to help them get to know each other better.

2. S udents are put in to a group and the main ob jective of the game is to keep the balloon off of the ground. The students will get two minutes to appoint a leader and discuss strategies to help them successfully carry out the game. This will help them to start communicating with each other and seein g w hat type of personality each student has. The organiser of the game can try and get the balloon on the ground to challenge them to communicate with each other more. Add in new rules to make the game harder and get the students to speak with each other more.

Review How will you know that you have achieved you r objective? I will know that I have achieved my objective as when I watch the students do the activities, they should be communicating with each other

and helping each other out by talking. The activities should help them bond and come up with different strategies together in a group. If by the end they are engaging with each other, conversing or trying to make new friends with the other students, then the objective has been reached.

Session 2; Empathy

Objective Developing a trusting relationship.

Activities – What will you do to achieve your objective?

1.

Students are put into pairs or small groups and introduce themselves.

Each student gets a turn to tell a story about themselves or an experience they’ve had , to try to convey an emotion. It can be a happy, scary, sad or whichever experience they would like. When they finish, the other people

will try and guess what emot ion they were trying to convey by using the story or situation they’ve been told.

2.

As a group, have everyone stand in a circle and have enough room to

move around. Tell them that you have to show your facial expressions and body language or movement of the specific emotion that is said. The lights are turned off for them to get ready and when they are turned on, the students do their pose. They should be showing how they feel or act when they feel the said emotion. Eg: The leader says “excited,” the lights turn off to let them get into position and when t hey go ba ck on, they should all see each other. Then discuss how each person is positioned or their expression.

Review How will you know that you have achieved you r objective? I will know that the objective has been achieved as the students should be understand ing how each other feels through the games. At the start it might not be evident, but at the end if they can correctly identify the right emotion in the activity, then the objective has been achieved. The students should have a better understanding of know ing what others feel.

Decision Making & Problem Solving

Objective – Identifying problems faced by new Year 7’s.

Activities – What will you do to achieve your objective?

1.

In a group, students form a circle facing each other. They put their

hands into the circle and grab the hands or arms of someone across from them. They must be holding the hands of two different people. The aim is to try and untangle themselves without releasing their hands or breaking the chain. The students should try different ways to solve this problem, like appointing a leader or communicating well. If the chain is broken, they must start again.

2.

In an open area, lay out different obstacles for exampl e balls, hoops,

mats or any other objects. These represent mines in a minefield. In small

groups or pairs, one person will attempt to cross the minefield. If they touch an object with any part of their body, they are out. However they

will be blindfolded a nd spun around so they won’t have too much special awareness. The way to successfully get the person across is for the rest of the group to guide them to the other end by telling them instructions of where the objects are. They a re not allowed to help them by physically communica ting with them and moving them. If the person successfully makes it across the minefield without touching anything, and with the guidance of the group, the game has been won.

Review How will you know that you have achieved you r objective? I will know that I have achieved my objective as the students should be working together and communicating well. If you can see that they are working together to come up with different solutions and different approaches to the activities, then they’ve tried strategizing and problem solving. By the end of the activities, the students should all be working together well to solve the problem, and if they are they objective has been achieved.