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Crossroads - WHAT?

This presentation provides an overview of Crossroads requirements, key principles, focus areas, learning contexts, methods of delivery and resources for support.

pdhpe unit

on 15 April 2015

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Transcript of Crossroads - WHAT?

Crossroads - WHAT?
Owning yourself
Personal empowerment or agency
Respecting yourself fully, both your strengths and weaknesses
Clarifying and acting on a personal set of positive values, beliefs and attitudes
A positive sense of self, including a clear personal identity

Young people who own themselves are more confident and competent when interacting and responding to others.
Responding to others
Planning, developing and evaluating strategies to support the health, safety and wellbeing of self and others
Communicating and interacting effectively with others to form and maintain respectful relationships
Knowing how and where to ask for help and support
Having a clear public identity
Feeling a personal sense of purpose and meaning to one's life

Young people respond to many factors in their world which influence and shape their lives and contribute to their health, safety and wellbeing.
What resources are available to support

What are the requirements for schools?
Government secondary schools are required to deliver
for a minimum indicative time of 25 hours.

can be completed in either Year 11 or Year 12 or ideally across both years.

is designed to help senior students address issues of health, safety and wellbeing at a time when they face significant changes and challenges in their lives.

Meeting the needs of students
Use strategies and activities which encourage student-centred learning

Actively involve students in the planning, delivery and evaluation of

Including parents, carers and skilled staff
The school has a responsibility to inform parents or carers prior to the delivery of
to enable them to raise any concerns and exercise their right to withdraw their child from particular sessions.

Partnerships with parents and carers is fundamental to the success of any educational program in schools and
is no exception.

What are the learning contexts and how are they used?
What are the key principles on which
is founded?
What are some methods for
delivery and what should be considered?
The principles of
the needs of student and local school context should be considered when identifying approaches to implementation.

Timetabled lessons
Seminar programs
Online delivery
Combination of approaches

Schools should examine these approaches and select the approach or combination of approaches that best meets the needs of their students and accommodates their local context.
Mental health and wellbeing
More information can be found in the Principles of
presentation on the
What are the focus areas and what role do they play?
Personal identity
Sexuality and sexual health
Drugs and alcohol
Safe travel
Owning yourself
aspects of identity, e.g gender, culture, strengths
personal values and self awareness
preparing for post school environments and events
Responding to others
influences on identity, including norms, technology and media
inclusivity, e.g. inclusive language and mutual respect
building community through helping others
Owning yourself
self awareness and self regulation
positive wellbeing, e.g. mindfulness
planning for the future
goal setting
mindsets, strengths and strategies for future success
Responding to others
skills and strategies for managing change and challenges
connecting and reaching out - online and offline
supporting others
Owning yourself
establishing and maintaining changing relationships
applying relationship skills
rights and responsibilities
power and influence in relationships
challenging and changing attitudes and beliefs about gender, assault and relationship violence
Responding to others
applying relationship skills and forming relationships in other contexts
accessing help and supporting others
influence of technology on relationships
understanding and celebrating diversity

Owning yourself
factors that influence gender and sexual identities
safe and ethical behaviour
consent, unwanted or unplanned sexual experiences
reproductive and sexual health, e.g. STIs, contraception, positive sexual health and pregnancy
accessing services

Responding to others
influences on behaviour, e.g. values, alcohol and drugs, social pressures, explicit imagery
influence of technology, media and the law on sexuality and sexual behaviour
accessing information and services
seeking support for others

Owning yourself
identifying solutions and responding to situations which involve the use of alcohol and drugs
influences on decisions
help seeking strategies, including recognising an emergency and calling for help
Responding to others
addressing drug related issues in the community
protective strategies in drug and alcohol related situations, e.g. safe travel, violent situations
challenging socially acceptable behaviour
gambling responsibly
responsible behaviour in venues, end of year celebrations, festivals and parties

Owning yourself
travelling safely locally and overseas
planning for safe travel
challenging personal attitudes and behaviours as increasingly independent road users

Responding to others
responsible behaviour for road users
making safe decisions as road and transport users
looking out for others

Using external providers and accessing events, forums and providers
Principle 2 -
is an ongoing and sustained program that builds on student knowledge, attitudes and skills across Year 11 and 12

Principle 4 - Staff involved in the delivery of
should have demonstrated expertise in the course content, skills in engaging and interacting with young people and a commitment to the intended outcomes of the course

Principle 6 - Shock tactics and fear should not be used

Principle 7 -
is planned, delivered and evaluated in consultation with students, so that the program reflects local needs
Research shows that one-off events are ineffective on their own. Teaching and learning activities before and after the event are needed to contextualise and supplement student learning.

The material and delivery of the external provider or event should be assessed by the principal and organising teacher before the provider is engaged.

External providers must be familiar with the school’s local context, student needs and

Guidelines for engaging external providers in curriculum implementation are at http://www.learning.schools.nsw.edu.au/crossroads/support-for-implementation/guidelines-for-engaging-external-providers-in-curriculum-implementation/
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