GPP3O 11 Leadership/Peer Support


Angela · September 4, 2020

Course Outline

This course prepares students to act in leadership and peer support roles. They will design and implement a plan for contributing to their school and/or community; develop skills in communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support roles – for example, as a student council member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities. 

 Prerequisite: None

Units of Study

Unit 1Sense of Place 30 Hours
Unit 2Sense of Person50 Hours
Unit 3Leadership Styles30 Hours

Unit Descriptions

Unit One: Sense of Place 

Overall Expectations

By the end of this unit, students will:

  • explain how their personal characteristics and acquired skills may affect their interactions with others in leadership and peer support roles; 
  • identify the characteristics of an effective leader and use these to evaluate their own leadership and peer support capabilities; 
  • identify and apply the personal-management skills and characteristics required to succeed in leadership and peer support roles; 
  • identify and apply effective teaching and learning strategies and resources to help others through leadership and peer support roles. 

Specific Expectations by Strand: 

Personal Knowledge 

  • identify and differentiate between their personal characteristics and skills they have developed over time, based on information gathered through self-assessment 
  • summarize their leadership qualities and experiences, and describe how they may affect interactions with others in leadership and peer support roles; 
  • explain how a variety of factors have influenced their personal motivation and skills related to leadership and peer support roles; 

Leadership Qualities 

  • research and identify the leadership qualities and styles of a diverse range of people, including Aboriginal individuals, in leadership and support roles (e.g., in sports, politics, community, and/or school) 
  • explain how acquiring experience in leadership and peer support roles at school and in the community can help them achieve their present and future goals 
  • describe a set of criteria (e.g., personal management skills, personal characteristics) to assess the effectiveness of individuals in leadership and peer support roles, and use these criteria to assess their own strengths and needs for further development. 

Personal Management 

  • identify and describe personal-management strategies that contribute to academic success and demonstrate how to communicate these strategies in tutoring and mentoring roles 
  • identify and describe challenges (e.g., emotional, motivational, learning, socioeconomic, family-related) to effective learning and goal achievement 
  • explain how to recognize challenges to learning in others and how to determine their own role in helping others address these challenges. 

Unit Two: Sense of Person 

Overall expectations

By the end of this unit, students will:

  • use strategies that promote positive interpersonal relationships as they pertain to leadership and/or peer support 
  • demonstrate effective use of communication skills in a variety of settings 
  • apply theories related to group dynamics and leadership in various situation 
  • explain how community dynamics affect leadership and peer support roles. 

Specific Expectations by Strand: 

Interpersonal Relations: 

  • identify the elements that contribute to building positive self-esteem (e.g., maintaining optimism, recovering from mistakes, overcoming fears, achieving goals, accepting positive reinforcement from others) 
  • demonstrate an understanding of how to respond appropriately (e.g., remaining calm, empathizing, recommending a referral) to peers’ disclosures of serious personal matters (e.g., health problems, physical and emotional abuse, bullying, exclusion, discrimination, family issues, harassment, substance abuse) 
  • Describe a conflict-resolution model and demonstrate its use in a variety of situations to reduce conflict and reach mutually agreeable solutions. 

Communication Skills: 

  • describe the elements of effective communication (e.g., active listening, 

nonjudgmental statements, paraphrasing) and demonstrate their use in selected leadership and peer support roles in school or in the community (e.g.: mentoring, coaching, mediating, assisting with school or community projects) 

  • explain the benefits and pitfalls of expressing emotions, and demonstrate appropriate ways of managing their own emotions and responding to others’ expressions of emotions 
  • demonstrate the ability to provide feedback to help others identify their strengths and areas needing improvement. 

Group Dynamics

  • demonstrate effective use of leadership skills in classroom groups and in planning school or community events. 
  • demonstrate a variety of team-building strategies (e.g., listening, task sharing, providing positive feedback and constructive criticism, building consensus, identifying and using strengths of group members) and explain how they facilitate positive interaction and improve group and individual results 

Connecting with the Community

•    describe the dimensions of diversity within their community (e.g., gender, race, culture, ethnicity, 

ability, sexual orientation, age, religion, socioeconomic level) and identify the value of diversity as well          as the challenges it poses

  • explain how cultural diversity within groups may affect communication, interpersonal relations, and leadership styles, both positively and negatively 

Unit Three: Compassion in Diversity 

By the end of this unit, students will: 

•   describe, on the basis of research, the range of leadership and peer support opportunities in the school 

               and the community, and identify those to which they are most suited. 

Specific Expectations by Strand 

Accessing Options
•   produce a comprehensive list of the leadership and peer support opportunities available in their             community, using print, electronic, and human resources 

Developing a Plan
•   design and present a plan to address a need identified within the community where they can make a 

positive contribution 

Exploring Careers
•   explain the relationships among personal experiences, lifelong learning, and career development. 

About Instructor


9 Courses

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Course Includes

  • 39 Lessons
  • 3 Quizzes