The document outlines a peer support program that aims to foster wellbeing among young people. It will involve forming 23 groups led by student leaders to meet in classrooms and other venues. During sessions in the first two weeks, students will get to know each other and practice working as a group. Teachers are expected to actively supervise the groups and provide feedback.

1. PEER SUPPORT Term 2

2. Rationale Peer support program fosters the physical, mental and social wellbeing of young people and their community. The young people are given opportunities to: # take responsibility for their own well being # deal positively, proactively and resiliently with their life experiences. # be actively involved in their school community.

3. Key Concepts Sense of Self Resilience Connectedness Sense of Possibility

4. Curriculum Links Peer support contribute to the achievement of outcomes in the following; PDHPE – growth and development; interpersonal relationships; personal health choices; safe living. Skills development includes communicating, decision making, interacting, problem solving.

5. HSIE – Patterns of place and location, resource systems, roles, rights and responsibilities; significant events and people, time and change, identities, cultural diversity. English – talking and listening; reading; writing.

6. When and Where There will be 23 groups in all Each group will be led by two leaders. Groups will take place in your classrooms as well as the computer room, library. Following Scripture a bell will ring to form our groups. Scope and Sequence Group Venue and Staff

7. Peer Support Groups During week one you will receive a chart for you to place your students into a group. Groups will be made up of K – 4 students. Teachers should check for undesirable combinations of students Teachers should be aware that the quality of leaders will vary, so be considerate of their skill levels when allocating students. During week one leaders will complete their training over two days.

8. Role of the Teacher Your handout sets out the expectations of the teacher during and after each session. Actively supervise the groups. Circulate to monitor group dynamics, provide assistance, intervene if necessary Supervision should not include; marking books, lesson preparation, or reading. Complete feedback proformas when provided.

9. Overview Session 1 & 2: Getting started The purpose of the first two sessions is getting to know group members and to practise working as a group. Session 3 – 10: Relationships See Handout