Interpersonal Relationships Stage Three

Interpersonal Relationships
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
from their own

V3 Enjoys a sense of belonging
Focus Questions for students
Overall Unit Evaluation
What factors influence the ability to express and talk about feelings,
Were students actively engaged in learning experiences?
empathy and assertiveness (standing up for what I believe in)?
Were learning experiences appropriate for the stage of learner?
How can we show effective listening skills and what barriers can
Were there adequate and appropriate resources available to
impact on my ability to listen effectively?
students?
How does communication play a role in dealing with and resolving
Did the learning experiences link with the stated outcomes?
conflict?
Were the tasks appropriate for a range of learning styles?
How can I use my communication skills in order to negotiate a
Did the students achieve the stated outcomes?
win/win situation?
Did the lessons allow for and promote higher order thinking?
What are the ways we can accept the view and opinion of others?
Within this unit it is necessary to set boundaries
Aboriginal and Torres Strait Islander
Students with Special needs
and to make expectations clear during activities
students
The lessons in this unit allow for all students to actively
the students will participate in. It is essential that It is essential within this unit of work that
participate.
students are reminded that during these lessons
we remain aware and sensitive towards all
peoples opinions and values are accepted and
students their cultures, beliefs and family
treated with respect.
structures/dynamics.
Student Assessment
Resources
Students will be observed during group work and Work books
classroom activities, with a focus on their
Access to large areas
responses and ability to problem solve and
Exit slips
communicate.
IWB YouTube clips (written in individual lessons)
Scenarios
Students will also be assessed on their
Y-Charts
understanding and ability to show case to others
the skills they have learnt, along with the
knowledge gained, during this unit of work.
Lesson 1: Types of relationships security network

Duration: 1 hour
Outcomes and Indicators
IRS3.11 Describes roles & responsibilities in developing & maintaining positive relationships
discusses how they relate to people in various contexts
develops and maintains a personal network of trusted adults who could provide advice and support
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
Values positive relationships
Values the need to work cooperatively
Lesson Sequence and Organisation
Ask students to reflect on the types of relationships they have. Are they all positive? Have them discuss with a partner.
As a class brainstorm the different types of relationships we have? Friends, teacher/student, child/parent, grandchild/grandparents, niece or nephew/ uncle
or aunt, etc. Each of these should be written on a piece of paper and placed around the classroom. In groups of 4 to 5 students are allocated one of these
sheets. They need to brainstorm different thoughts, feelings, ideas, ways they communicate, what they can go to them for, what they can do for them, etc.
(it may be necessary to give examples of this).
Each group will be given five minutes and will then need to swap sheets (so that each group has written or seen each sheet). If students cannot think of
anything else they wish to add they make sit and discuss the points on the paper.
Discuss these as a class once all groups have contributed.
Ask students to discuss with a partner the people they can go to when they need help or are in trouble (our security network) and why they can go to them
(trust, family, etc.).
Discuss our security network as a class (those we can go to when we are in trouble). Pose the question: can these be different for each person? As a class
discuss the reasons we may go to someone in our security network (do we go to a neighbour that we dont know or talk to our class teacher if we are in
trouble? Discuss this further with the class would we go to different people for different things?).
Students will then need to trace their hand and in each finger nominate a person they can go to when they need help or are in trouble. These should be
displayed within the classroom and referred to as necessary.
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
describes the factors that can influence communication e.g. listening, expression, feelings, body language etc
Articulates positive comments to compliment peers
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
Did students understand the different forms of communication or how they
could be used in showing feelings or opinions?
Other notes:
Date completed:
Lesson 3: A look inside what makes a good communicator

Duration: 1 hour
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
Lesson sequence and Organisation
Reflect on the previous lesson.
Break into pairs and see who can come up with the most ways to communicate non-verbally in 3 minutes. At the end of three minutes ask for one pair to
share their list, if anyone has different ones to add ask them to stand and share from their list. During this time dont allow students to talk for the first
minute they need to communicate non-verbally (give them examples such as nodding, mouth expressions, hands, etc.)
As a class brainstorm different ways we can communicate (body language, facial expressions, etc.) and how we can use non-verbal cues to enhance or show
emotion in our communication (turning our body, hands crossed over chest and the ways this can show anger or frustration).
Show students the YouTube clip - https://www.youtube.com/watch?v=3RjRZ9jMfs0 which discusses the importance of taking turns and listening to one
another. Split students into groups and have them brainstorm the ways we can be a good communicator vs. a poor communicator (what barriers can we
face when having a conversation with others) Have students complete this in the form of a Y-Chart (what it looks like, sounds like, feels like). Have
students come up with two role plays within their groups that shows how they can be a good communicator vs. a poor communicator. As a class reflect on
each groups role play and how they were a good communicator or how they showed poor communication skills.
In their work books have students write down how they can be a good communicator vs. a poor communicator Look closely at what they want to feel
when someone is listening to them (valued, interesting, etc.).
Resources
Student work books
IWB - https://www.youtube.com/watch?v=3RjRZ9jMfs0
Paper
Y-Chart
Evaluation
Other notes:
Date completed:
Lesson 4: Respecting your own and others opinions and feelings

Duration: 1 Hour
Describes the factors that can influence communication e.g. listening, expression, feelings, body language etc.
Demonstrates actions that support the feelings of others eg consideration, encouragement
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
Lesson sequence and Organisation

Recap on the previous lesson
Ask the class to think about peoples opinions/ideas/beliefs and if they think they are the same. Ask students to hypothesise why or why not. List these on
the board.
In a large open space explain to students that you are going to read a range of ideas, things they may agree with/disagree with, etc. and that they can move
to one side of the room if they agree (or prefer option a) and move to the other if they disagree (or prefer option b). Give a few easy examples to students
first so they can get use to moving in the different directions (I prefer chocolate ice cream over vanilla ice cream, I prefer summer over winter, I prefer to
play x-box to Play Station). Remind all students first that we need to respect each others opinions and no one should force anyone to choose something
they do not want to choose. Continue on with the values listed further in this program. After each one, ask students to discuss why they chose one side
over the other with the peers on the same side. Select a few students from each side to state their reasons for choosing one side over the other.
As a class come back together and discuss why some people chose one side over the other. Brainstorm reasons why people have different opinions and
beliefs (as a class). Ask students why some people thought differently on a topic why did some value friends higher than family? Discuss that this has to do
with opinions, feelings and previous life experiences. Discuss the fact that we all think differently and that each of us is allowed our own
opinion/thoughts/feelings/beliefs.
Have students write down a reason they think it is important that we each have our own opinion or beliefs (either in the form of an exit slip or individually
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 students able to understand the importance of accepting and
respecting the feelings and opinions of others?
Other notes:
Date completed:
Lesson 5: Understanding and resolving conflict

Duration: 1 hour
Demonstrates effective ways of resolving conflict
Use strategies to resolve conflict e.g. negotiation
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems
Selects the most appropriate solution to a given problem.
Reflects on the outcomes of the chosen solution
Appreciates the similarities and differences between themselves and others
Recap previous lesson.
Ask students to brainstorm in groups what they think conflict is (in the form of a Y-Chart). As a class share students responses (have students write
responses on the whiteboard make sure there are two columns). Explain to students that conflict means to disagree or clash or to fight. Conflicts are a
normal part of life and can be managed in a positive or negative way. They provide us with an opportunity to learn and to grow and develop.
As a class, ask students if there are differences between conflict and bullying. Add these to the whiteboard (second column).
Show students the clips of conflict vs. bullying https://www.youtube.com/watch?v=0AXvik_xC-0 (scenarios begin at 3.48) Prior to this there is an
explanation given from the viewpoint of students as to what conflict and bullying is. These clips ask the student to determine if what is happening is a
conflict or if it is a case of bullying.
Before splitting students ask students what they think it means and what the difference between a win/win, win/lose and a lose/lose situation could be.
Ask students to explore using these in their role plays.
Have students split into groups after each scenario have students role play a way of solving the conflict or determining what they should do if they think
the clip is bullying. Have them share these with the class.
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
Other notes:
Date completed:
Lesson 6: Tough Situations

Duration: 1 hour
Selects the most appropriate solution to a given problem.
Lesson sequence and organisation
Recap the previous lesson.
In students work books, have them independently write down what they think of when they hear peer pressure (this may be a meaning, a feeling, an
example, etc.). Ask some students to share what they have written and as a class discuss the responses (remind students to remain sensitive to students
opinions).
Explain to students that - Peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making certain choices,
good or bad. Peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or personally unwanted
behaviour. Students can learn to identify peer pressure tricks, which is the first step toward resisting them. As a class brainstorm some of the risky
behaviour that could take place as part of peer pressure (drug use, illegal activity, harassment, etc.) and what we can each do when faced with these
hurdles.
Form students into groups (6 groups, 1 all boy group and 1 all girl group) present each group with a scenario. Students will need to role play the scenario
to the class (they will need to come up with a script and two possible endings one in which the person is pressured and does something they shouldnt
and the other where the person says no and speaks to someone or does something else link this back to their security network).
As a class discuss each scenario and both endings. Have students add to their writing (first activity) by adding what they can do when faced with these
complex situations.
Resources
Work books
Whiteboard
Scenarios
Evaluation
Other notes:
Date completed:
Lesson 7 and 8: Educating others

Duration: 1 hour
IRS3.11 Describes roles and responsibilities in developing and maintaining positive relationships
describes the factors that can influence communication e.g. listening, expression, feelings, body language etc
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations
Expresses and acts appropriately on concern for others
Demonstrates actions that support the feelings of others e.g. consideration, encouragement
DMS3.2 Makes informed decisions and accepts responsibility for consequences
Understands how to resolve conflict and how to deal with situations that are an example of bullying
Makes appropriate choices and accepts responsibility when involved in negative situations
Selects the most appropriate solution to a given problem
V2 Respects the rights of others to hold different values and attitudes from their own
This will be a culminating event in which students will use their knowledge of communication, positive relationships, dealing with conflict and overcoming
complex situations to educate others. Students will need to create something (poster, news report, scenarios, activities, etc.) in order to educate someone
in stage two. Students will be encouraged to work in groups (but can work individually, this is up to the individual teacher and their class). Students will
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?
What could be done better next time?
Other notes:
Teacher:
Date completed:

Interpersonal Relationships Stage Three

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Interpersonal Relationships

from their own

Lesson 1: Types of relationships security network

Lesson 3: A look inside what makes a good communicator

Lesson 4: Respecting your own and others opinions and feelings

Lesson sequence and Organisation

Lesson 5: Understanding and resolving conflict

Lesson 6: Tough Situations

Lesson 7 and 8: Educating others

What could be done better next time?

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