Enhancing Resilience 1 links to English

Welcome 

Name toss game - page 22

Mixing four things in common - page 23

Communicate! Find your partner - page 24

Sample questions - page 25

Four things in common (record sheets) - page 26

Matched pair cards (template) - page 27

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Making agreements 

Name wave - page 28

Family cards grouping activity - page 28

Generating rules & expectations - page 29

Refining the rules - page 30

School support for rules - page 30

Rules and expectations task sheet (worksheet) - page 31

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Chasing challenges 

Name chant - page 32

The ‘Anyone who …’ game - page 32

Hoops game - page 33

Sitting circle - page 34

Processing/reflecting - page 35

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Group construction 

Name race - page 36

‘Sweet belongings’ grouping activity - page 37

Team building: Construction challenge - page 37

Sample questions - page 38

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Name games

A range of name games to play with new groups 

Games for different classrooms - page 41

Name toss - page 42

The autograph game - page 42

I am and I like - page 42

Shake on it - page 43

Name chant - page 43

Name wave - page 43

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Grouping games

Grouping games protect participants from the pressure of choosing or being chosen 

Number off - page 44

Matched pairs card game - page 44

Deck of cards grouping - page 44

Sweet belongings - page 44

Families card groupings - page 44

Shapes - page 44

Jigsaws - page 44

Coloured cards groups - page 45

Name lotto - page 45

Blindfold pairs - page 45

Family card groupings (template) - page 46

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Mixers & energisers

‘get to know you’ games, games to wake them up, get them moving, begin grouping or as coathangers upon which to hang a theme 

Human bingo - page 47

Structured conversations - page 47

Fast foods - page 47

Anyone who… - page 48

Line ups - page 48

Human bingo (record sheet) - page 49

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Team building games

To enhance and examine cooperation and problem solving 

Knots - page 50

Balloon pairs - page 50

Foot fumblers - page 50

Life raft - page 51

Clap race - page 51

Sitting circle - page 51

Hoops & ropes - page 51

Human alphabet - page 52

Construction challenge - page 52

Sit down synchrony - page 52

Summertime relay - page 53

Human bridges - page 53

2 - uses a range of processes for responding to and composing texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Interaction mixing games 

Communicate and participate - page 59

Change - identity - belonging jigsaw - page 60

Find someone who... (record sheet) - page 61

Friendship and belonging cartoons (templates) - pages 62-66

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

2 - uses a range of processes for responding to and composing texts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Changes & coping: making stories 

Making stories activity - page 67

Making stories worksheets - pages 69-74

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Picture your feelings: a lesson on metaphor 

Talking about metaphor - positive self-talk - page 75

Sample questions - page 76

Poetry in pairs - page 77

Poems (handout) - page 78

Feelings (worksheet) - page 79

Word pictures (worksheet) - page 80

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Advice column 

Poetry reading - page 81

Paired advice - page 82

Feelings poems - page 82

Dear chicks (poem handout) - page 83

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

11 - uses, reflects on and assesses individual and collaborative skills for learning

Considering identity & culture 

Talking about identity and culture - page 89

Definitions - page 90

Caught in the middle position - page 90

Interview - oral history - page 91

Definitions (worksheet) - page 92

‘Caught in the middle’ position (handout) - page 93

Interview (handout) - page 94 - Oral history interview questions

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

The changing face of Australia 

Group membership - page 95

Timeline - page 96

Discussion and research - invasion & migration - pages 96-97

Past class photo - page 97

School based research - page 98

Class of Australia - page 98

Coruna - children and their teacher (handout) - page 99

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

Towards tomorrow - stories of contemporary Aboriginal and Torres Strait Islander people 

One story - Mary Graham - pages 100-101

Research ‘before European settlement’ - pages 101-102

Reconciliation - page 103

Discussion - page 103

Presenting the research - page 103

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

2 - uses a range of processes for responding to and composing texts

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning

This is Australia 

This is Australia - page 104

This is Australia - ideas for presentations (handout) - page 105

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

2 - uses a range of processes for responding to and composing texts

3 - responds to and composes texts in different technologies

4 - uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5 - makes informed language choices to shape meaning with accuracy, clarity and coherence

6 - draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

7 - thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

8 - makes connections between and among texts

9 - demonstrates understanding that texts express views of their broadening world and their relationships within it

10 - identifies, considers and appreciates cultural expression in texts

11 - uses, reflects on and assesses individual and collaborative skills for learning