Enhancing Resilience 2 links to English

Activities & Sessions

Possible Outcomes

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 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

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 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

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

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 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

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

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 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

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 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

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

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 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

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

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 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

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

Group support

Smarties relay - pages 67-68

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

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

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

Trust

Blindfold walk - pages 69-70

Sample questions to discuss trust - page 71

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

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

Relaxation exercises

Guided relaxation - page 72

Guided relaxation - pages 73-76

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

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

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 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

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

Supportive structures

Five ways to lift a peer - page 79

Designing social support - 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

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

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

Goal setting

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

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

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

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

Difficult decisions

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87