Peer Group Influence

Learning Area

Health and Physical Education
Year Level: Year 6 (Western Australian Curriculum)

WALT

We Are Learning To:

• Understand how emotions influence decisions with friends and peers.
• Identify peer pressure situations.
• Explain emotional influences in friendships.
• Suggest positive decision-making strategies.

Success Criteria

• I can describe examples of peer pressure and how it feels.
• I can explain how emotions affect choices made with friends.
• I can work cooperatively in a group to create strategies for positive decision-making.

Curriculum Links

This lesson aligns with the Western Australian Curriculum content descriptor:
AC9HP6P06 – Apply strategies to manage emotions and analyse how emotional responses influence interactions.
AC9HP6P04 – Describe and demonstrate how respect and empathy can be expressed to positively influence relationships.
AC9HP6P10_E5 – Practise and refine assertive communication techniques for situations where they may be asked to do something they don’t believe is appropriate.

Lesson Duration

60 minutes
Class Size: 30 students

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Resources Needed

• Whiteboard and markers
• Visual storyboards depicting peer pressure scenarios (dyslexia-friendly with simple text and images)
• Scenario cards for group activities
• Chart paper and markers for group projects
• Guide template for extension activity
• Consent and emotions vocabulary list

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Lesson Sequence

1. Introduction and Explicit Teaching (15 minutes)

• Warm-up discussion: Ask students about situations when they felt pressured by friends or peers.
• Introduce WALT and Success Criteria. Write on board and read aloud.
• Explicit teaching: Explain what peer pressure is and how emotions like fear, excitement, or loneliness can affect decision-making.
• Use examples relatable to Year 6 students (choosing to join a game they don’t enjoy, feeling left out, etc.).
• Visual support: Show storyboard illustrations of peer pressure situations and discuss the emotions portrayed.

2. Group Discussion and Role-Playing (15 minutes)

• Divide students into small groups (4-5 per group) to accommodate diverse learners and allow for inclusive participation (including AHD and AFS learners).
• Each group receives a peer pressure scenario card.
• Students discuss:
  • What emotions might the person be feeling?
  • What decision should the person make?
  • How can they say “no” assertively?
• Groups then role-play their scenario to the class, practising assertive communication and empathy. Provide sentence starters (e.g., "I feel…", "I choose to… because…").

3. Group Project: Peer Pressure Scenarios (20 minutes)

• Groups create a poster or chart illustrating their peer pressure scenario, identifying the emotions involved, risks, and positive strategies for decision-making.
• Include visuals and keywords for dyslexia-friendly presentation.
• Teacher circulates to support students with individual needs, scaffolding language or understanding where required.

4. Extension Activity (Optional) (5 minutes)

• Advanced learners develop a “Friendship Choices Guide” that includes:
  • How to recognise positive and negative peer pressure
  • Strategies for making positive choices in friendships
• This can be written, drawn, or created as a simple digital presentation with teacher assistance.

5. Plenary and Reflection (5 minutes)

• Each group shares one key insight from their project.
• Ask reflective questions:
  • How can recognising our emotions help us make better decisions?
  • What will you do if you experience peer pressure?
• Summarise the importance of respect, empathy, and assertiveness in friendships.

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Differentiation Strategies

• Use small groups to support learners with diverse needs, including students with ADHD and AFS students.
• Provide visual storyboards and graphic organisers to help dyslexic learners and those who benefit from visual support.
• Sentence starters and role-play supports spoken and written language development.
• Allow choice of presentation format (poster, oral role-play, digital) for assessment flexibility.

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Assessment

Formative Assessment:

• Observation of group discussions and role-plays, focusing on use of assertive communication and emotional understanding.
• Review group posters for accurate identification of emotions, peer pressure, and positive strategies.

Summative Assessment:

• Group project on peer pressure scenarios demonstrating understanding of emotional influence and decision-making, aligned with success criteria.

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Christian School Context Integration

• Emphasise values of respect, kindness, and empathy in friendships as reflections of Christian teachings.
• Encourage students to consider how biblical teachings on love and respect for others can guide their behaviour in peer groups.

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This detailed, curriculum-aligned lesson plan explicitly supports the Year 6 Western Australian Health Curriculum aims, integrating social-emotional skills and peer relationship management with a focus on consent and emotions. It accommodates diverse learners and offers scaffolded learning and challenge options that reflect the provided teacher instructions and the ethos of a Christian-based classroom.

Would you like me to help generate the visual storyboard templates or the guide format for the extension task?