Activities & Sessions | Possible Standards |
Making meaningWhat 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 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Stressful self-talkLooking 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 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
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Mope, hope or copeIdentifying 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 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Getting helpGetting help - pages 47-48 Support networks - page 48 Help card - page 48 What if? scenarios (handout) - page 49 Support network (worksheet) - page 50 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
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Getting it saidRole-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 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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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 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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The experts speakThe experts speak - chat show ‘How the modern teenager copes with the stresses of modern life’ - pages 60-61 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Group supportSmarties relay - pages 67-68 Sample questions to discuss support, encouragement and cheating - page 68 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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TrustBlindfold walk - pages 69-70 Sample questions to discuss trust - page 71 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Relaxation exercisesGuided relaxation - page 72 Guided relaxation - pages 73-76 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Protective layersCostume race - pages 77-78 Getting attention, reaching goals, protection from negative thoughts and put-downs, building protective layers around self sample questions - page 78 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Supportive structuresFive ways to lift a peer - page 79 Designing social support - page 80 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Goal settingHot-air goals - feelings about achieving/not achieving goals - pages 81-83 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Difficult decisionsSharkMeat role-play - pages 84-85 Processing questions for players - page 85 Sample questions - page 86 SharkMeat cards(templates) - page 87 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Conflict mapsDealing with conflict - pages 88-90 Sample questions to deal with conflict - page 90 Conflict map (worksheet) - page 91 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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