Enhancing Resilience 1 links to The Arts

Welcome

Names - page 22

Mixing - 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

Teacher Talk

Use the activities in Enhancing Resilience 1 and Enhancing Resilience 2 in staff professional development sessions as energisers, mixers and starting points for discussion about health and wellbeing.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.  

Identity

3. Relating effectively to others regardless of their identities

Demonstrates appropriate ways of relating to others in a range of learning, social, civic and work contexts, regardless of their identities.

Making agreements

Name wave - page 28

Grouping - page 28

Generating rules and expectations - page 29

Refining the rules - page 30

School support for rules - page 30

Rules and expectations task sheet (worksheet) - page 31

Teacher Talk

Start a lesson by commenting on positive behaviour you have noticed in each student.

Chasing challenges

Name chant - page 32

The 'Anyone who …' game - page 32

Hoops game - page 33
Sitting circle - page 34

Processing - page 35

Hoops game - page 33

Sitting circle - page 34

There are no specific outcomes related to these KLAs. However, the activities and sessions opposite would be useful in the classroom.

Interdependence 

3. Acting cooperatively to achieve agreed outcomes

Develops personal skills and abilities to create and maintain rewarding and effective relationships.

Considers ways to achieve preferred social and physical environments, taking into account ethical and equitable principles for living and working cooperatively.

Chasing challenges

Processing - page 35

Name games

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

Teacher Talk

Yard/playground duty is a valuable time to make connections with students and develop/reaffirm positive working relationships.

Grouping games

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

Coloured cards groups - page 45

Name lotto - page 45

Blindfold pairs - page 45

Family card groupings (template) - page 46

Jigsaws - page 44

Teacher Talk

Grouping games and strategies take pressure off the person choosing and the person being chosen.

Mixers & energisers 'get to know you' games

Human bingo - page 47

Structured conversations - page 47

Fast foods - page 47

Anyone who … - page 48

Line-ups - page 48

There are no specific outcomes related to these KLAs. However, the activities and sessions opposite would be useful in the classroom.

Thinking 

1. Using a wide range of thinking modes

Understands and knows oneself as a thinker and learner (Metacognition).

Develops habits of mind that use incisive and critical thinking, eg How is it that things are the way they are?What are the contexts? Whose interests are being served? How might things be different?

Team building games

Knots - page 50

Balloon pairs - page 50

Foot fumblers - page 50

Life raft - page 51

Clap race - page 51

Sitting circle - page 51

Hoops and ropes - page 51

Human alphabet - page 52

Construction challenge - page 52

Sit down synchrony - page 52

Summertime relay - page 53

Human bridges - page 53

Teacher Talk

Conflict management activities, such as conflict maps (p 88 Enhancing Resilience 2), can be repeated every year because, as we change, so do our responses to conflict.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Develops personal skills and abilities to create and maintain rewarding and effective relationships.

Works effectively as a member of a team to achieve individual and shared goals.

Understands and values the differences in people's needs, interests, capabilities, skills and perspectives and how these can be used cooperatively to achieve outcomes.

Indigenous Issues

One story - pages 100-101

Research - pages 101-102

Reconciliation - page 103

Discussion - page 103

Presenting the research - page 103

Arts

Arts in Context

4.5 Recognises directions in contemporary arts practice and investigates and explains the needs, interests and capabilities required by artists/performers to work in the arts industry.

5.5 Understands and explains the powerful influence that political, social, technological and economic factors have on the purposes and function of arts works made in contemporary times.

4.6 Uses understanding of changing social and cultural beliefs, values and attitudes on the form, style and purpose of arts works made by artists/performers in different cultural settings, to inform research and practical tasks.

5.6 Conducts independent research, critically analyses and compares and contrasts arts works from different cultural settings and across arts forms, and communicates understandings in written and/or practical form.

Futures

3. Building scenarios of preferred futures

Draws on a range of cultures, including indigenous cultures, to examine future challenges.