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Interpersonal Relationships Stage Three
Interpersonal Relationships Stage Three
Term One
Stage Three
Unit Duration: 7 Lessons
Weeks: 3, 4, 5, 6, 7, 8, 9 and 10
Rationale
Within this unit, students will explore and learn about interpersonal relationships. This unit strives to teach and encourage students to value themselves
and others. It also aims to promote self esteem within each individual in and out of the classroom by showing them and allowing them to use to the tools to
deal with conflicts and to better maintain and promote positive relationships.
The strand, interpersonal relationships, aims to educate students in matters of relationships, communication skills, families, peers and groups.
Students will explore how communication is used to express feelings, empathy and assertiveness. It will do this whilst also looking at communication
barriers such as body language and how these skills can be used in maintaining and creating relationships. This unit will also allow students to gain an
understanding of different communication styles and barriers and learn the skills of negotiation in recognising and accepting different viewpoints.
Each of the lessons within this unit incorporates some of the five core skills of the PDHPE syllabus. This is to ensure that students understand the
importance of interaction, problem solving, decision making and communication.
Each lesson involves the integration of other KLAs and allows for hands on, interactive experience for our students.
Overall Outcomes
Overall Integration with Other KLAs
Knowledge and Understanding
English
IRS3.11 Describes roles and responsibilities in developing and maintaining EN3-1A communicates effectively for a variety of audiences and purposes
positive relationships
using increasingly
Skills
challenging topics, ideas, issues and language forms and features
INS3.3 Acts in ways that enhance the contribution of self and others in a
EN3-2A - composes, edits and presents well structured and coherent texts
range of cooperative situations
EN3-5B - discusses how language is used to achieve a widening range of
DMS3.2 Makes informed decisions and accepts responsibility for
purposes for a
consequences
widening range of audiences and contexts
COS3.1 Communicates confidently in a variety of situations
EN3-6B - uses knowledge of sentence structure, grammar, punctuation and
PSS3.5 Suggests, considers and selects appropriate alternatives when
vocabulary to respond to and compose clear and cohesive texts in different
resolving problems
media and technologies
GSS3.8 Applies movement skills in games and sports that require
communication, cooperation, decision making and observation of rules
Creative Arts
Values and Attitudes
DRAS3.3 - Devises acts and rehearses drama for performance to an audience.
V2 Respects the rights of others to hold different values and attitudes
Resources
Floor space
Whiteboard
Paper
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Were students able to identify their security network and situations they
may go to them in?
Other notes:
Date completed:
Lesson 2: Communicating
Duration: 1 hour
Outcomes and Indicators
IRS3.11 Describes roles & responsibilities in developing & maintaining positive relationships
describes the factors that can influence communication e.g. listening, expression, feelings, body language etc
COS3.1 Communicates confidently in a variety of situations
Articulates positive comments to compliment peers
Recognises & articulates feelings
Uses reflective listening
INS3.3 Acts in ways that enhance the contribution of self & others in a range of cooperative situations
Engages in class discussion
Demonstrates actions that support the rights and feelings of others e.g. consideration of different points of view
V3 Enjoys a sense of belonging
Values positive relationships
Values the need to work cooperatively
Lesson Sequence and Organisation
Organise students into two groups and sit them in an inner circle and outer circle. Explain to the class that the inner circle is going to discuss a topic and the
outer group is going to watch the ways they communicate. Give the inner circle a topic such as Who is more important family or friends and allow
students to discuss.
At the conclusion of the discussion the outer group comments and reflects on (ask students to simply say they seen/observed rather than stating actual
names of students):
What feelings were expressed?
What opinions were expressed?
How did they express their opinions or feelings? Did they use their hands, facial expressions; did they become louder/softer?
Were any feelings expressed in a non verbal way?
Did people respect other peoples opinions or feelings?
Did all students participate in the discussion? How could you tell if people werent listening?
Did some students speak up more than others?
Repeat the activity by swapping the groups and giving them another topic Would you rather be rich or famous. Ask students to reflect on the discussion.
Did they notice any similarities or differences?
Ask students to reflect on this activity and pose the question: Do you think our discussions would have been different if they were carried out in a different
environment or with a different group of people? Give students the opportunity to discuss this with a partner first (have them complete these in the form
of exit slips or in workbooks)
Resources
Whiteboard
Floor space
Topic questions
Exit slips/Workbooks
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Did students understand the different forms of communication or how they
could be used in showing feelings or opinions?
Other notes:
Date completed:
Resources
Student work books
IWB - https://www.youtube.com/watch?v=3RjRZ9jMfs0
Paper
Y-Chart
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Other notes:
Date completed:
Duration: 1 Hour
IRS3.11 Describes roles & responsibilities in developing & maintaining positive relationships
Describes the factors that can influence communication e.g. listening, expression, feelings, body language etc.
Analyses the effect of words and actions on the feelings of others e.g. body language, active listening
INS3.3 Acts in ways that enhance the contribution of self & others in a range of cooperative situations
Demonstrates actions that support the feelings of others eg consideration, encouragement
COS3.1 Communicates confidently in a variety of situations
Recognises & articulates feelings
Uses reflective listening
V2 Respects the right of others to hold different values & attitudes from their own
Shows sensitivity to the needs, rights, feelings of others
Shows concern for the welfare of others
V3 Enjoys a sense of belonging
Values the need to work cooperatively
Values positive relationships
in their work books). Have students share these with the class
Ask students to think about what they can say or do when someone does not agree with their idea or opinion. Show students the YouTube clip by Kid
President - https://www.youtube.com/watch?v=m5yCOSHeYn4. Discuss number 4 (I disagree with you, but!) Have students discuss in groups why we should
use I agree/I disagree statements in valuing someone elses opinion and how they can show respect. Have students role play in groups (using one of the
scenarios from the earlier game). Have students come together and share their role plays.
Resources
Large open space
Value questions
IWB - https://www.youtube.com/watch?v=m5yCOSHeYn4
Work books/Exit slips
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Were students able to understand the importance of accepting and
respecting the feelings and opinions of others?
Other notes:
Date completed:
Ask students, in groups, to write a short story where a conflict takes place. Students must show three possible endings to their scenario (win/win, win/lose
and lose/lose). When presenting the rest of the class will need to try and determine which resolution they are showing.
Resources
Y-Chart
IWB - https://www.youtube.com/watch?v=0AXvik_xC-0
Work books
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Other notes:
Date completed:
Resources
Work books
Whiteboard
Scenarios
Evaluation
Were all students actively involved in the lesson?
Did the questions create discussion? Were the questions appropriate for the
students or the discussion?
Other notes:
Date completed:
need to create something that they can take to another class and use to educate them on interpersonal relationships and overcoming complex situations.
Students will need to be told about this during earlier lessons so they can begin developing ideas and taking notes in order to create their presentation.
Students will be assessed on their ability to understand what they have learnt and how they can articulate this to their peers. Students will also be assessed
on their ability to work together (focusing on the ideas presented during the communication lessons). Students will be encouraged to be creative during this
process and should have access technology and other resources as appropriate.
Once the students have presented to the stage two students, both stages should be asked to evaluate their presentations (and for stage three their ability
to work cooperatively during the construct of their presentation).
Resources
Evaluation
Computers/Laptops/iPads
Were all students actively involved in the lesson(s)?
Work books
Evaluation slips
Were students able to identify an area in which they could successfully
educate others?
Were students able to use the material taught within this unit to educate
their peers?
How successful were students in completing this task?
Other notes:
Date completed:
Overall Evaluation
Were students engaged during this unit?
Did students begin utilising the skills taught in their everyday life?
Other notes:
Teacher:
Date completed: