Peer Influence Impact

Year Level: 6

Duration: 45 minutes

Class Size: 25 students

Subject: Health

Unit: Understanding Identity and Change

Lesson 4 of 6

Lesson Title: The Role of Peer Influence

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Curriculum Alignment

Western Australian Curriculum – Health and Physical Education

• Content Descriptor:
  AC9HP6P01 – Explain how identities can be influenced by people and places, and how we can create positive self-identities.

• Elaborations supporting lesson focus:

  • Exploring how peers influence developing identities (including media, family, friends)
  • Describing and discussing positive and negative peer influences on identity development.

• Also supported by:
  AC9HP6P10 – Analyse how behaviours influence health, safety, relationships and wellbeing of individuals and communities, including strategies such as assertive communication and social support.

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WALT

We Are Learning To:

• Analyse the impact of peers on our identity.

Success Criteria

Students can:

• Identify and discuss examples of both positive and negative peer influence.
• Demonstrate understanding through role-play scenarios depicting peer influence.
• Reflect on their own experiences of peer influence.

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Lesson Overview

Time	Activity	Description	Resources / Supports
0 – 5 min	Introduction and Setting the Scene	Discuss the concept of identity and how peers can influence how we see ourselves. Brief brainstorm on what "peer influence" means.	Interactive whiteboard/flipchart
5 – 10 min	Explicit Teaching	Explain positive vs negative peer influences. Provide real-life examples relatable to Year 6 students (school, sport teams, social media).	Prepared examples, simple definitions
10 – 25 min	Role-Playing Scenarios	In small groups (4–5 students), students receive role-play scripts illustrating different peer influence situations – both positive and negative. Groups act out scenarios.

• Pre-prepared role-play scripts (large print versions available for dyslexic readers)
• Props for role-play (optional)
• Seating arranged for group interaction |
  | 25 – 35 min | Group Discussion and Debrief | Discuss what happened in each scenario. Identify peer influence examples and possible choices in those situations. Facilitate reflection on how peer influence impacted the characters’ identities and decisions. | Discussion prompts, teacher-led facilitation | | 35 – 42 min | Reflective Writing Extension (Optional) | For students who finish early or need extension: Write a short reflective piece about a time when a peer influenced them positively or negatively and what they learnt from that experience. | Writing materials / devices | | 42 – 45 min | Wrap-Up and Review | Recap the key ideas of the lesson. Reinforce the success criteria and preview next lesson focus. | Whole class discussion |

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Differentiation Strategies

• For students needing support:

  • Provide role-play scripts in large print and simplified language.
  • Assign more guided roles within group activities to scaffold their participation.
  • Provide sentence starters during discussion and reflective writing.

• For advanced learners:

  • Encourage them to analyse subtle peer influence behaviours or media peer pressures not covered in scripts.
  • Extend reflective task to include how they might help peers resist negative influences or amplify positive ones.

• For students with dyslexia:

  • Use dyslexia-friendly fonts and large print for all printed materials including role-play scripts.
  • Allow oral responses or scribing support for reflective writing if preferred.
  • Use clear verbal instructions and repeat key points visually and orally.

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Resources Needed

• Printed role-play scripts (both normal and large print versions)
• Whiteboard or chart paper for brainstorming
• Writing materials or digital devices for reflection activity
• Space to allow groups to perform role plays comfortably

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Assessment for Learning

• Formative assessment through observation of group role-plays to check understanding of peer influence concepts.
• Class discussion contributions for verbal demonstration of knowledge and reasoning.
• Reflective writing offering insight into personal application of lesson concepts.

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Additional Notes

• Teacher to monitor group dynamics to ensure respectful participation and to manage sensitive sharing during reflections.
• Reinforce that peer influence is a normal part of growing up, emphasising positive strategies such as assertive communication (linking to AC9HP6P10_E5).
• Include culturally respectful examples where possible, acknowledging diversity in peer groups and influences.

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This lesson plan builds directly on the Western Australian Curriculum’s expectations for Year 6 Health outcomes related to identity, relationships, and wellbeing, notably AC9HP6P01 and AC9HP6P10, embedding both conceptual and practical learning through engaging, age-appropriate activities. The use of role-play provides kinaesthetic and social learning opportunities ideal for this age group, fostering deep understanding of peer influence and identity. This plan also incorporates universal design principles for learners of varying needs, including dyslexia-friendly materials and extension tasks.