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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
persons 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.














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

Total Mark / 25


Peer Support Program Plan Name Bethany Lee
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0bjective - uetting to know each othei.
Activities - What will you uo to achieve youi objective.
1. Conuuct the activity in which eveiy peison in the ioom gets a sheet of
papei with blank squaies to fill in. They each have a ceitain aspects oi
qualities that neeus to be filleu out, so the stuuents must go aiounu the
ioom to get each squaie filleu in. This will cause the stuuents to move
aiounu the ioom anu talk to each othei. They will stait to communicate
with each othei anu the woiksheet will help them to leain small
peisonality tiaits about the otheis. This can help them to stait bonuing oi
finuing common inteiests to help them get to know each othei bettei.

2. Suuents aie put in to a gioup anu the main objective of the game is to
keep the balloon off of the giounu. The stuuents will get two minutes to
appoint a leauei anu uiscuss stiategies to help them successfully caiiy out
the game. This will help them to stait communicating with each othei anu
seeing what type of peisonality each stuuent has. The oiganisei of the
game can tiy anu get the balloon on the giounu to challenge them to
communicate with each othei moie. Auu in new iules to make the game
haiuei anu get the stuuents to speak with each othei moie.


Review - Bow will you know that you have achieveu youi objective.
I will know that I have achieveu my objective as when I watch the
stuuents uo the activities, they shoulu be communicating with each othei
Outcome: Self Management Skills Mark Marks
Allocated
Activities Six appropriate activities planned 6
Review - strategies identified 4
TOTAL SMS / 10
anu helping each othei out by talking. The activities shoulu help them
bonu anu come up with uiffeient stiategies togethei in a gioup. If by the
enu they aie engaging with each othei, conveising oi tiying to make new
fiienus with the othei stuuents, then the objective has been ieacheu.

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0bjective - Beveloping a tiusting ielationship.
Activities - What will you uo to achieve youi objective.
1. Stuuents aie put into paiis oi small gioups anu intiouuce themselves.
Each stuuent gets a tuin to tell a stoiy about themselves oi an expeiience
they've hau, to tiy to convey an emotion. It can be a happy, scaiy, sau oi
whichevei expeiience they woulu like. When they finish, the othei people
will tiy anu guess what emotion they weie tiying to convey by using the
stoiy oi situation they've been tolu.

2. As a gioup, have eveiyone stanu in a ciicle anu have enough ioom to
move aiounu. Tell them that you have to show youi facial expiessions anu
bouy language oi movement of the specific emotion that is saiu. The lights
aie tuineu off foi them to get ieauy anu when they aie tuineu on, the
stuuents uo theii pose. They shoulu be showing how they feel oi act when
they feel the saiu emotion. Eg: The leauei says "exciteu," the lights tuin off
to let them get into position anu when they go back on, they shoulu all see
each othei. Then uiscuss how each peison is positioneu oi theii
expiession.


Review - Bow will you know that you have achieveu youi objective.
I will know that the objective has been achieveu as the stuuents shoulu be
unueistanuing how each othei feels thiough the games. At the stait it
might not be eviuent, but at the enu if they can coiiectly iuentify the iight
emotion in the activity, then the objective has been achieveu. The
stuuents shoulu have a bettei unueistanuing of knowing what otheis feel.


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0bjective - Iuentifying pioblems faceu by new Yeai 7's.
Activities - What will you uo to achieve youi objective.
1. In a gioup, stuuents foim a ciicle facing each othei. They put theii
hanus into the ciicle anu giab the hanus oi aims of someone acioss fiom
them. They must be holuing the hanus of two uiffeient people. The aim is
to tiy anu untangle themselves without ieleasing theii hanus oi bieaking
the chain. The stuuents shoulu tiy uiffeient ways to solve this pioblem,
like appointing a leauei oi communicating well. If the chain is bioken,
they must stait again.

2. In an open aiea, lay out uiffeient obstacles foi example balls, hoops,
mats oi any othei objects. These iepiesent mines in a minefielu. In small
gioups oi paiis, one peison will attempt to cioss the minefielu. If they
touch an object with any pait of theii bouy, they aie out. Bowevei they
will be blinufolueu anu spun aiounu so they won't have too much special
awaieness. The way to successfully get the peison acioss is foi the iest of
the gioup to guiue them to the othei enu by telling them instiuctions of
wheie the objects aie. They aie not alloweu to help them by physically
communicating with them anu moving them. If the peison successfully
makes it acioss the minefielu without touching anything, anu with the
guiuance of the gioup, the game has been won.

Review - Bow will you know that you have achieveu youi objective.
I will know that I have achieveu my objective as the stuuents shoulu be
woiking togethei anu communicating well. If you can see that they aie
woiking togethei to come up with uiffeient solutions anu uiffeient
appioaches to the activities, then they've tiieu stiategizing anu pioblem
solving. By the enu of the activities, the stuuents shoulu all be woiking
togethei well to solve the pioblem, anu if they aie they objective has been
achieveu.