Connectedness and reaching out
This lesson explores the concepts of ‘connectedness’ and ‘reaching out’, encouraging students to develop a range of friendship circles to reflect their different areas of social need and interests. These connections are important for students building their resilience and support networks.
Year level
7-12
Duration
60 minutes
Type
In class activity
SEL Competencies
Self-awareness
Social awareness
Relationship skills
Learning intention
Students learn that having meaningful connections with people, and making and nurturing friendships, will assist in developing resilience.
Key outcomes
By the end of the lesson, students will understand that:
having social/friendship groups can support their resilience
building connections with people/organisations can assist them in developing resilience skills.
Materials needed
Paper
Pens
Mapped to
Australian Curriculum Health and Physical Education
Refine, evaluate and adapt strategies for managing changes and transitions (AC9HP10P02)
Evaluate emotional responses in different situations to refine strategies for managing emotions (AC9HP10P06)
Australian Curriculum: General Capabilities
Personal and Social Capability:
Self-awareness
Self-management
NSW PDHPE Syllabus
Examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others (PD4-2)
Researches and appraises the effectiveness of health information and support services available in the community (PD5-2)
Victorian Curriculum: Health and Physical Education
Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (VCHPEP127)
Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (VCHPEP131)
Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (VCHPEP150)
Activity 1
Activity: Pictionary
20 minutes
Divide students into groups of four. Each group requires a piece of paper. Each student requires a pen.
In turn, each student thinks of a place where young people connect with each other, and draws it on their sheet of paper with a different coloured pen. The other team members try to guess what it is. (Impose a one-minute time limit per student for drawing and guessing, respectively.)
Repeat until everyone in the group has had their turn.
Activity 2
Activity: Being connected
10 minutes
Where do we find connections? (Think–pair–share)
Think of a place where you feel connected.
Share this with a partner.
Share with the class.
Activity 3
Class discussion: Connections
10 minutes
Ask students the following questions:
What are the benefits of being connected to friends?
What are the benefits of being connected to family?
What are the benefits of being connected to your community?
Explain to students that happiness, security, support and a sense of purpose often come from maintaining close contact with family, friends and the community.
Being connected to others is important for wellbeing and can enhance our ability to cope with challenges.
Activity 4
Activity: My connections
10 minutes
Students draw a circle and write ‘ME’ in the middle.
They then write, inside a bigger concentric circle, the names of the people who they feel most connected with. Next to each person’s name, they should write where the person fits into their connections – are they from school? a community group? family friends? online friends? etc.
Instruct students to work outwards, filling in their other connections.
For the connections they have listed as being closest to them, they should describe how those people make them (or could make them) feel connected.
Activity 5
Research task: Forming connections
10 minutes
Student research: What community organisations or groups are in your area that could help you to connect with others?
Students use the internet to research five local organisations or groups relevant to them – for example, volunteer groups, sports clubs, youth groups. Students then answer the following What?/Why?/How? questions:
What is the group?
Why does the group appeal to them?
How could they get involved?
