Choices
Behaviour (Passive / non-assertive, assertive, aggressive)
Social
relationships with peers
Shyness, sociability, enmity and alliance, bullying
Meaning of friendship and what makes
a good friend?
Empathy, altruism, acceptance, rejection, listening, sharing, understanding,
doing.
Aspects of social development
Need to belong; status in groups; peer pressure; perceptions of ‘cool’.
What is meant by the terms ‘nerd’ and ‘dag’?
Show me how…the ways in which young people teach and learn from each other.
HPE |
|
| Level 3 |
Level 4 |
HPE PH 3.1Students describe the impact of their own and others’ behaviours on health and propose personal and group actions which promote the dimensions of health. |
HPE PH 4.3 Students propose ways of responding to situations and behaviours that
are unsafe, harmful or risky, after assessing options and consequence.
|
| HPE PH 3.3 Students describe what it means to be fit and demonstrate activities that promote health-related fitness. |
HPE PH 4.5Students identify aspects of their social and physical environments that enhance, or pose threats to, their health, and plan strategies for achieving healthy environments of themselves and others. |
| HPE EPD 3.2 Students develop and implement strategies, including
codes of behaviour, to promote relationships in various groups and situations.
|
HPE EPD 4.1Students evaluate the influence on self-concept and self-esteem of
their own and others’ behaviours, including recognition of achievement
and changes in responsibilities.
|
| HPE EPD 3.4 Students demonstrate communication, cooperation and decision-making
skills to collaborate in social, team or group situations.
|
HPE EPD 4.4 Students demonstrate skills and actions that support the rights and feelings of others, while adopting different roles and responsibilities in social, team or group activities.
|
| HPE EPD 3.5 Students explore how expectations which are placed on girls and boys influence their choices and options. |
|
SOSE |
|
| Level 3 |
Level 4 |
| SOSE CI 3.2 Students identify stereotyping, discrimination or harassment to develop
a plan that promotes more peaceful behaviours. |
SOSE CI 4.2Students design an ethical code of personal behaviour based on responses to their perceptions of cultural groups.
|
| SOSE CI 3.3 Students describe attitudes, beliefs and behaviours that affect their
sense of belonging to a range of groups. |
SOSE CI 4.3 Students debate how media images concerning gender, age, ethnicity
and disability reflect groups to which they belong.
|
| |
SOSE CI 4.5 Students express how material and non-material aspects of groups influence
personal identities. |
The Arts |
|
| Level 3 |
Level 4 |
| Drama DR 3.1 Students negotiate, in and out of role, a range of situations and narratives. |
Drama
DR 4.1 Students select dramatic
elements and conventions to collaboratively shape improvisations and role-plays. |
| Drama DR 3.3 Students discuss and interpret the learning and
understandings developed through drama experiences. |
Drama
DR 4.3 Students make supported critical judgments about the application of dramatic elements and conventions in the context of their own work and that of others. |
The following
sequence of activities forms a mini-unit that incorporates ‘Hooked on
Life’-Accredition
approved by Education Queensland. The unit examines the issues of peer
pressure and drug awareness for students in upper primary and lower secondary
schools. This outline can be used in its entirety
or teachers can simply select activities they would like to implement.
| Tobacco,
Alcohol and Other Drugs – what do we know? |
HPE
PH 3.3 / 4.3 HPE
PH 4.5 |
An
opportunity for students to list what they know about tobacco, alcohol
and other drugs, as well as what they would like to find out. |
Independent
and small group work |
| Multiple Intelligence Activities and Showcase |
HPE PH 3.1 HPE PH 3.3 / 4.3 HPE PH 4.5 HPE EPD 3.2 HPE EPD 3.4 & 4.4 SOSE CI 3.2 / 4.2 SOSE CI 3.3 / 4.3 |
Students select from a range of activities based on Multiple Intelligence
Theory These tasks can be presented to other classes, parents
or the community. |
Independent or small group work. |