Group Agreements &
Pod Mapping

This lesson starts the program. 

Learning intentions:

  • Establish group safety
  • Identify trusted adults and organisations that can be a support
  • Clearly define individual care pods which are useful in times of distress
  • Enhance understanding of how care functions
  • Identify gaps in their individual care networks
  • Recognise that care can be enhanced by extending vulnerability and support to others

Digital Educator: Charlie

  • 12-30 learners

    Class size

  • ALL

    Year Level

  • 30-40minutes

    Course duration

  • One

    Student Handout

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Extension
    This lesson starts the Respect Collective curriculum across all year levels, utilising the bottom up creation of a group agreement. This is our recommended approach as it leads to the greatest level of group buy in. Setting up a ‘safe’ space is essential for the delivery of the Respect Collective curriculum. 

    A critical element in setting up a safe classroom space is the need to maintain a clear stance against the use of violence in any circumstances. Is essential to establish an agreement on how people will behave, as they provide a structure that can:

    • improve classroom management
    • keep students and staff safe and supported and ensure the class works effectively
    • ensure that students and teachers can share their ideas and opinions and ask questions without fear of judgment
    • keep the focus on learning and education, compared to managing disclosures or comforting students who have experienced gender-based violence
    • students can express their views on relationships and sexuality without being stigmatised or shut down


    Students will be dealing with potentially sensitive issues focusing on relationships, violence and sexuality, and so a structure that allows discussion of differing opinions is essential to the success of the curriculum. 


    • Pay attention to the students who struggle to name a trusted adult or supporter in this lesson as this can represent a significant vulnerability. It can be helpful to support students individually throughout the Pod Mapping activity to assist them with identifying someone in the school and/or a support service for their age group.

    Facilitator Printouts

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    Student Printouts

    This worksheet covers three types of pods. Depending on time and your cohort you might focus on the first two and revisit the pod 'when I have witnessed harm' in a later lesson. 
    AC9HP8P04: Examine the roles of respect, empathy, power and coercion in developing respectful relationships.
    • Analysing how behaviours, actions and responses to situations can change depending on whether they are by themselves, with friends or family.
    • Proposing strategies for addressing racism towards First Nations Australians, including the role of bystanders in promoting respectful interactions and challenging disrespect and discrimination. 

    AC9HP8P06:     Analyse factors that influence emotional responses and devise strategies to self-manage emotions.
    • Exploring different viewpoints, practising being empathetic and considering alternative ways to respond in a variety of situations, which take into account how they may affect others.  

    AC9HP8P08: Refine protective behaviours and evaluate community resources to seek help for themselves and others.
    • Exploring help-seeking scenarios young people may encounter and sharing strategies for dealing with each situation. 
    Key concept 1: Relationships
    1.3 Tolerance, Inclusion and Respect

    • Key idea: Stigma and discrimination are harmful.
    • Key idea: It is disrespectful and hurtful to harass or bully anyone on the basis of their social, economic or health status, ethnicity, race, origin, sexual orientation, gender identity, or other differences.
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