Lesson Plan

Class: Year 8, Stage 4 Date: 30/3/18 Time: Start: 8:30am

Finish: 9:30am
Key Learning Area: PDHPE Lesson Topic: Seeking help – Accessing support

Recent Prior Experience:

- Challenges including school, family and friends - Adolescence and change
- Coping and dealing with loss and grief - Benefits of seeking help
- Relationships and connectedness - Identifying people and services that provide support
- Sense of self
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
Formative Assessment
Outcome 4.2 A student identifies and By the end of this lesson, the students will:
- 1. Identify the different ways to access support - IOL 1: Ss are able to list at least 10 different
selects strategies that enhance their
ways to access support
ability to cope and feel supported.
- 2. Practice ways to access support - IOL 2: Ss are able to practical apply their
Knowledge, Understanding and Skills: knowledge in the form of role play to
- Take actions to protect, promote and restore successfully access support.
individual and community health

Any safety issues to be considered: Resources:

Sensitive issues including personal experiences, - IPad/laptop (teacher use)
mental health, relationships, violence history etc - Airplay and screen
Check the classroom for any potential hazards - Internet
- https://www.youtube.com/watch?v=Kb24RrHIbFk Use of a range of ICT
- Scenarios (appendix p.21) resources used to
- Aurora app implement teaching and for
- Ss own device (smart phone/IPad) students to enhance their
learning

Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
- IOL 1 – Identify the different
ways to access support
DEVELOPMENT
- IOL 1 – Identify the different
ways to access support
- Activity 1 – Identify and
discuss the support accessed
in the music clip.
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
- T settles the Ss into their seats Resources
10 mins - T introduces the topic by asking the Ss if they know - IPad/laptop
the song by Logic ft. Alessia Cara, Khalid - 1-800- - Airplay and screen
273-8255. - Internet
- T asks Ss if they know what number that is 1-800- - https://www.youtube.com/watch?v=Kb24RrHIbFk
273-8255? (Ans – Suicide prevention). In Australia
its LifeLine 13 11 14
- T plays YouTube music clip Organisation
https://www.youtube.com/watch?v=Kb24RrHIbFk - Ss sit in their seats
(7mins) Use of
- T stands in front ofthe
a range
class ofICT
resources used to
implement teaching and for
students to enhance their
learning
- T asks Ss, “What happened in the music clip?” Resources
o Young man who is gay was rejected by his
5 mins parents and was caught out by his partners
parents. Was being bullied at school and fell Organsiation
into depression. - Ss sit in their seats
- T asks Ss, “What did he do to overcome his - T stands in front of the class
struggles?” “Who did he access help from?”
o Called the help line, spoke to the
teacher/counsellor, stayed connected to his
partner
- IOL 1 – Identify the different
ways to access support
- IOL 2 – Practice ways to
access support
- Activity 2 – Role play ways to
access support
15-20
mins
15 mins - T transitions into the second activity. Resources
- T explains to the Ss that it is now their turn to - Scenarios (appendix p.21)
practice ways to access support.
- T explains to Ss that in groups they will be given a Organsiation
scenario where accessing support is needed. Ss will - Ss organise themselves into groups
need to identify the type of support needed, who can of 5-6
give that support and how they will access it. Ss will - Ss find a spot visible to the t to
then need to role play this and practice the motion of practice their role play
accessing support. - T actively walks around the class
- T allows Ss to get into groups of 5-6 (there should checking in with Ss progress for
only be 5 groups) immediate feedback.
- One S from each group is given the scenario from
the T
- T allows no more than 15 mins for Ss to rehearse
and practice their role play.
- T gives Ss a 5 minute warning
- T calls in Ss back into the classroom and into their
seats
- T calls up first scenario, to role play in front of the Resources
class
- After the role play, T ask the group to read out the
scenario Organisation
- T asks the rest of the Ss - Ss sit in their seats until it is their
o “What happened?” turn in front of class.
o “Who did they access help from?” - T stands to side to observe role
o “What was the result of accessing help?” plays and to monitor other Ss.
- Repeat this until all groups have presented their role
play.
- T recaps the scenarios and the ways to access help Integration
o Locally; friends, family, teachers, counsellors Cross-Curriculum
o Websites - Connectedness
o Help Lines - Mental Health
- Changes and Challenges
Modification - Recognising Abuse
Simplified
Activity General Capabilities
- Ss are given an ‘simplified’ scenario. - ICT
- Ss are given feedback before performing in front of - Literacy
class - Personal and Social capability
General Capability:
This lesson plan focused on
the general capability of ICT,
how it can help an individual
to access help.
 Extension - Critical and Creative Thinking
Activity 1 - Ethical Understanding
- Ss discuss ways on early prevention and/or early
access of support in the video
CLOSURE
- T gives Ss one last way to access support. Resources
- Aurora App 5-10 - T asks Ss to download the Aurora app on their smart - Aurora app
mins phone or IPad. - Internet
- T summarises todays lesson - T explains that this app is a support tool created by - Ss own device
and recaps on what was the NSW government. Aurora is designed for people - IPad
learnt. who are in or recently left violent relationships.
Aurora gives users access to information relating to
domestic and family violence. The app identifies Organisation
support networks in NSW including emergency - Ss sit in their seats
numbers that can be accessed safely at any time. - T stands in front of the class
- T gives Ss 5 mins to explore the app and ask any
questions about today’s lesson
- Allow Ss to pack up and dismiss.
Use of a range of ICT
resources used to
implement teaching and for
students to enhance their
learning