It’s no secret that here in the Crayon Box we are all rabid Rugby League fans. (Red V is a part of me) So, finding a way to incorporate a family passion into their education was a bit of a no brainer. And thanks to my fabulous husband, (who did the leg work on this one) I have in my grubby little hands the Dream, Believe, Achieve program created by the National Rugby League.
I was reading through the Teacher Resource disc last night, and I must say I am very impressed with the program thus far. The resource I have is designed for years 7 and 8, and contains another program designed for years 9 and 10. (The NRL also have a resource for Primary Schools called Eat Well, Play Well, Stay Well which I hope to get my hands on soon.) My two oldest kids are (by age) grade 8 and grade 10. (My little guy is grade 3, but since he will refuse to be left out, he’ll do the program too, just with me adjusting it for his age and level of comprehension)
The program is divided into three units, (which I will talk about individually) with the fist unit being The Power of One. This particular unit slides very easily into a home school setting as the focus is on self. The rationale behind this unit is
“Healthy relationships begin with a positive image of one’s self. “So the aim is to build a sense of self, Who am I?, What can I do? Whilst exploring why building self confidence and positive self belief is essential for not only attaining goals and dreams, but also the importance this has on our lives through self, relationships, individuality and community health. The most important lesson being the way we see ourselves has an enormous impact on our mental health.
The program focuses on students being able to assess the importance of responsibility, recognise effort and achievement and how these play a part in the development of one’s sense of self.
Next week, beginning Tuesday, we’ll be covering two lessons a day. The first of which will be Self concept and awareness followed by the second lesson which focuses on self esteem. The following day they will examine the influence of their own actions on other people’s self esteem.
These concepts are taught through the completion of statements on self (eg. What I like best about myself is…. My favourite TV program is…. If I could change one thing about me it would be….. I am special because…. Etc) The next activity is a shield activity where students learn more about themselves through their abilities to identify and write down their own values and think about what is most important in their lives. (I decided to add the G9/10 activity in here also where the students think about their dreams. The activity sheets focuses on immediate dreams with statements like This year… or While at school I…. My career/job/employment….. Personal health….Etc. Where they will fill in the blanks. They then design a football jersey that uses images, motifs, motto’s text, words or anything they choose to represent their dreams. I know my kids will love that activity. And I look forward to seeing what it produces)
Where I think this courses strengths lay is in the next lesson on examining the influences of their own actions on another persons self esteem. Whilst the lessons focus on challenging negative self talk, how to be a good friend to yourself and presenting self esteem facts, I will personally take it that one step further to examining privilege and how our language choices and actions can harm by not just damaging self esteem but by reinforcing otherness. Which ties in well with the following lesson which gives scenarios on stereotyping and reducing stigma. (These scenarios focus on mental health issues using examples of schizophrenia and depression as talking points. The activity is to develop a script or dialogue for a play, or puppet play. It’s also a group activity designed to reinforce the concepts of listening to others and remembering that your words and actions can impact on other people in either a positive or negative way, the choice is up to you.)
I am still just really scratching the surface of this program. It was written primarily for young men, although so far in my reading I think the bones f the program itself is fairly non-gendered. A lot of the talking points use examples from football. (Eg. Joe dropped the ball just before the try line right as the full time siren sounded. Joe thought to himself, “I am hopeless at sport.” Instead Joe should have said……..)
I haven’t watched the DVD yet. For this part of the course it’s not yet necessary to. But so far I like what I see. Putting the course into application will be the real test. I am looking forward to it.
It's also good to know that every once in a while, the NRL get it right.