People Bouncing Back | Stage 3 | PDHPE (Peer Support program)

Term 2, 2015 - Weeks 2--8

Summary

Duration

Lessons to support the BOUNCE (BACK) acronym, previously taught by teachers across all Grades in Term 1, 2015.

7 weeks

Alternate weeks starting Week 2:

~ 30 minutes per lesson

(starting Week 4)

4 x Teacher-led lessons for students K3 x Year 6 Peer Leader-led lessons for students K-4

Unit overview

Assessment

Using the Bounce Back, Level 2 program (by Helen McGrath and Toni Noble), teachers and Year 6 Peer

Students will actively participate in group discussion and activities

Leaders (with Year 5 co-leaders) will introduce K-4 students to the Bounce Back strategies for resilience and

Peer Leader/Co-leader Evaluation sheets (to be completed by teachers provided by Joel Alexander)

positive psychology. This will trialled as our Peer Support program in Term 2, 2015. Following evaluation,

This whole-school approach aims to develop a culture of positive psychology. There will be ongoing

this may be extended throughout the year.

evaluation as problems are resolved in the classroom and playground throughout the year.

PDHPE K-6

Multi-Stage Outcomes
Peer Support group participants:
Early Stage 1
PDHPE-COES1.1 expresses feelings, needs and wants in appropriate ways

Year 6 Peer Leaders and Year 5 Co-Leaders:

Stage 3
PDHPE-COS3.3 communicates confidently in a variety of situations

PDHPE-DMES1.2 identifies some options available when making simple decisions

PDHPE-INS3.3 acts in ways that enhance the contribution of self and others in a range of cooperative

PDHPE-PSES1.5 seeks help as needed when faced with simple problems

Stage 1
PDHPE-DMS1.2 recalls past experiences in making decisions

situations

PDHPE-PSS3.5 suggests, considers and selects appropriate alternatives when resolving problems
PDHPE-SLS3.13 describes safe practices that are appropriate to a range of situations and environments

PDHPE-INS1.3 develops positive relationships with peers and other people

PDHPE-PSS1.5 draws on past experiences to solve familiar problems
PDHPE-PHS1.12 recognises that positive health choices can promote wellbeing
Stage 2
PDHPE-PSS2.5 uses a range of problem-solving strategies
PDHPE-IRS2.11 describes how relationships with a range of people enhance wellbeing
PDHPE-SLS2.13 discusses how safe practices promote personal wellbeing

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Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Date/Overview

Teaching, learning and assessment

Resources

Term 2, 2015

Peer Leaders/Co-Leaders to collect groups in playground and take to specified classrooms.

Group Numbers on laminated sheets - Peer

Week 2

1. Welcome

Leaders to make

Teacher welcomes new Year 6 Peer Support Leaders (and Year 5 Co-leaders). Introduces peer support group (multi-Stage students Kindy to

Bounce Back, Level 2 program

Lesson 1 -

Year 4). May use name badges. Explains purpose of Peer Support and how we are using the Bounce Back program for this year's theme.

Name badges

Teacher-led

2. Text

Selected picture books:

Teacher reads a book to the group (Kate Westoby, Librarian to provide from selected book list in Bounce Back, Level 2).

Lizzys Ups and Downs: NOT an Ordinary

People bouncing

3. Circle Time Discussion

School Day

back

Theme - Bouncing back from injury or being ill.

Sometimes I Feel Awful

Share experiences of personal injury or illness.

Sunday Chutney

Guide discussion points - listed p40-41, Bounce Back, Level 2.

A True Person

Why do we get better again? Make a list on the board.

Molly and Her Dad

Our skin and bones can bounce back.

Reggie, Queen of the Street

We follow healthy procedures such as using antiseptic.

Selected poems:

Our immune system helps us to fight diseases and bounce back.

Monday Blues, Robin Klein

Doctors and dentists help us to bounce back with their treatment and medications.

the Wrong Start, Marchette Chute

Sleep helps our body to repair itself.

Exercise and good food make us healthy and fit enough to be able to bounce back.
Love and care from others like our parents helps us to stay hopeful and get well again.
Week 3

1. Teacher review s BOUNCE (BACK) acronym

Lesson 2 -

"What do you think?" BLM 2.1

BLM 2.1

(Priscilla Clarry to provide)

Teacher -led

Peer Leader-led

2. Discussion led by Peer Support Leaders (Teacher to support as required)

Animals and

Divide into two groups

plants

Theme - Animals and plants can bounce back too!

How many chn have a pet? Categorise

People Pie, p93 Handbook

Questions from Bounce Back, Level 2, p41

What injuries/illness can occur in pets?

Discussion questions:
How do animals bounce back after injury or illness?
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Date/Overview

Teaching, learning and assessment

Resources

Why do people feel so much love for their pets that they try to help them bounce back, often spending a lot of money on treatment?
How do pets and animals help us to bounce back?
How do plants bounce back when they have been hurt or neglected?

Term 2, 2015

1. Review

Week 4

Peer Leaders ask chn to recall what they did last lesson. Then PLs demonstrate making giant BOUNCE BACK letters in the air ask chn to guess

Lesson 1

the letters, then spell them out. Chn then copy letters.

Peer Leader-led
2. Making activity

Ping pong balls, paper, plasticine per child. See

Divide into two groups. Peer Leaders and Co-leaders assist chn in making a Bounce Backer.

Ch 11 Teachers Handbook, BB Level 1 for

instructions

People bouncing

3. Song

back

PLs ask if chn know the song, Im a little teapot. One or two could demonstrate actions while others sing. PLs then teach the chn Im a Bouncy

BB, Level 1,Teachers Resource Book, p91

Person song to the same tune.

Im a bouncy person
I bounce back
When I feel unhappy
And my world is black.
When Im feeling miserable
I dont crack.
I stay hopeful
And bounce back!

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Date/Overview

Teaching, learning and assessment

Term 2, 2015

1. State focus for weeks lesson - Other people can help if you talk to them. Get a reality check.

Week 5

Divide chn into two groups. Organise an Inside-Outside Circle (inner circle faces outwards, outer circle faces inwards so that chn are paired,

Lesson 3 -

facing each other). Ask chn to share each of the following questions: (After each question, outside circle moves on one to find a new partner).

Teacher-led

Who would you talk to if you:

Resources

felt sick?
were worried about your school work?
felt you were letting your sports team down?
Other people can

were being bullied or teased by someone?

help us

were unhappy with something a friend had said to you?

were unhappy with what a brother or sister said or did?
2. Sharing - Back in a large circle, share some examples from above.
3. Circle Time Discussion
Why is it helpful to talk to other people if you have a problem or are feeling unhappy? (You feel cared for and supported; it feels safer to

have two people sharing a problem; other people help us to get a reality check, that is some evidence about what is really true and not
just our imagination, exaggeration, panicking or jumping to conclusions.)
Who are some of the people we could talk to about a problem we had?
Do we talk to different people depending on the kind of problem?
Who are the people whose job is to help others by talking to them, helping them to solve problems and helping them with a reality
check? (Doctors, nurses, counsellors, psychologists, ministers, priests, teachers, police.)
What is a reality check? (Checking your facts, looking for evidence, finding out what other people think.)
BLM 3.1

Peer Leader-led

4. Peer Leaders assist chn to fill in BLM 3.1 - Talking to people who can help us.

Week 6

1. Review

Lesson 2

Peer Leaders ask chn to recall the focus of the last lesson, ie Other people can help us.

Peer Leader-led

2. Activity 1 - Chatterbox

Sufficient paper to make chatterboxes for each

PLs assist chn to each make a chatterbox. On each of the flaps, write How does a . . . . . . . help us? Examples are: a doctor, a teacher, a

student. Handbook p104.

Other people
can help us

parent, Peer Leader. PLs ask the question and assist younger chn to write the answers. Older students can write themselves.
3. Activity 2 - Bookmark
PLs assist chn to each make a Bounce Back bookmark. Chn to write a BB message and decorate appropriately. Chn to finish at home and bring

BLM 3.3

back to class next week.

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Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Date/Overview

Teaching, learning and assessment

Week 7

1.

1. State focus for weeks lesson - Unhelpful thinking makes you feel more upset. Think again.

Lesson 4

2.

Teacher writes three statements on IWB / whiteboard:

Resources

When I read aloud in class I didnt know how to read some of the words.

Teacher-led

I messed up my project or story and didnt do what I was meant to do.

I went to a new school and no-one played with me.

Helpful thinking
versus unhelpful
thinking

Teacher initiates discussion on each statement, asking chn how they would feel and how they would act.
2. Circle Time Discussion
Teacher refers back to previous feelings and actions and guides discussion into what was helpful thinking and what was unhelpful thinking, giving
examples of both.
3. Display or Posters
Display on IWB or as a poster, the Dos and Donts of Helpful Thinking (BLM 2.5) and Unhelpful and Helpful Thinking (BLM 2.6). Go through each

BLM 2.5 and BLM 2.6

and ask different students to give examples in relation to each of the statements displayed.
Peer Leader-led

4. Life Maze
PLs assist chn in small groups to go through the Life Maze, asking helpful thinking questions v unhelpful thinking.

Life Maze, BLM 3.5

Collect bookmarks from last week.

Week 8

1. Review

Lesson 3

Peer Leaders ask chn to recall the focus of the last lesson, Unhelpful thinking makes us feel more upset.

Peer Leader-led

2. Quiz

Bouncing back

How well do you bounce back? Chn colour in sheet with PL support.

BLM 3.2

3. Bounce Back Game

Teachers Resource Book, BB Level 1, p97

Divide chn into two groups, then split into two again. Play the Bounce Back game.

(Ping Pong game modified)

Instructions:

Per group (ie 2 per class) - 12 cards 10 x one

Write 10 dashes on the IWB or Whiteboard (Hangman style). Each teams set of 10 BOUNCE cards are put in a separate container. In turn, pull

colour, 10 x another colour. 2 x icecream

out one card at a time and ask one student in that team to tell what the letter stands for. If they are correct, write the letter on the dash on the

containers. Write B-O-U-N-C-E B-A-C-K on each

board. Make sure that you do not pull out the same letter that the previous team just had.

of the cards.

Aim: To be the first team to complete all of the 10 BOUNCE BACK letters on the board.

Teachers Resource Book, BB Level 1, p92

4. Song
Teach chn to sing We can bounce back to the tune of Frere Jacques.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Date/Overview

Teaching, learning and assessment

Resources

Extra resources available, if required (for older students)

NOTE

Bouncing Back Again

BLM 3.6

Crossword

BLM 3.7

Cross-offs.

BLM 3.8

At this rate (30 minutes per week), we have covered only B-O-U. The remaining letters (N-C-E) could be continued in Term 3. Given the time it
takes to assemble the chn in correct groups, there may be an even slower pace. For this reason, Lesson 1 is taught over two weeks (Teacher-led)
with the Peer Leaders starting their lessons in Week 4.

Evaluation - Joel Alexander to provide simplified evaluation sheets for teachers to assess Peer Leaders/Co-Leaders lessons
Peer Support Groups

Peer Leaders / Co-Leaders

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.