Enhancing Resilience 2 links to English

Making meaning 

What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers - metaphors for stress - page 25

Workbook activity - coping with stress - page 26

Visualisation of coping - page 26

Stress (handout) - page 27

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Stressful self-talk

Looking under the surface - pages 28-29

What is self-talk? - pages 29-30

Picture it - draw a picture to express feelings - page 30

Stress under the surface (worksheet) - page 31

Getting into your head - positive and negative self-talk (worksheet) - page 32

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Mope, hope or cope 

Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunch of fives - designing useful coping strategies - page 36

Cope cards (templates) - pages 37-45

Bunches of fives (worksheet) - page 46

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Getting help 

Getting help - pages 47-48

Support networks - page 48

Help card - page 48

What if? scenarios (handout) - page 49

Support network (worksheet) - page 50

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Getting it said 

Role-play explanation - pages 51-52

Persuading a friend to seek help - pages 52-53

Telling someone you need help - pages 53-54

Seeking help for a friend - pages 54-55

Talking heads (worksheet) - page 56

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Is it the same for boys & girls? 

Is it the same for boys & girls? - page 57

Sample questions - page 58

Coping styles (handout) - page 59

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

The experts speak

The experts speak - chat show ‘How the modern teenager copes with the stresses of modern life’ - pages 60-61

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Group support 

Smarties relay - pages 67-68

Sample questions to discuss support, encouragement and cheating - page 68

2 - uses and critically assesses a range of processes for responding and composing

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Trust 

Blindfold walk - pages 69-70

Sample questions to discuss trust - page 71

2 - uses and critically assesses a range of processes for responding and composing

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Relaxation exercises 

Guided relaxation - page 72

Guided relaxation - pages 73-76

2 - uses and critically assesses a range of processes for responding and composing

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Protective layers 

Costume race - pages 77-78

Getting attention, reaching goals, protection from negative thoughts and put-downs, building protective layers around self sample questions - page 78 

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Supportive structures 

Five ways to lift a peer - page 79

Designing social support - page 80

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Goal setting 

Hot-air goals - feelings about achieving/not achieving goals - pages 81-83

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Difficult decisions 

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Conflict maps 

Dealing with conflict - pages 88-90

Sample questions to deal with conflict - page 90

Conflict map (worksheet) - page 91

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness