Enhancing Resilience 1 links to English

Activities & Sessions

Possible Standards 

Essential Learnings

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.

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

Jigsaws - page 44
Coloured cards groups - page 45

Name lotto - page 45

Blindfold pairs - page 45

Family card groupings (template) - page 46

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.

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

Mixers & energisers 'get to know you' games

Structured conversations - page 47

English

Language

3.6 Selects and uses most aspects of language when producing a variety of spoken texts appropriate for a wide range of school and community audiences.

4.6 Controls and adjusts most aspects of language when producing a variety of spoken texts for a wider range of school and appropriate community audiences.

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

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.

Interaction Mixing games

Communicate and participate - pages 59-60

Sample questions - page 60

Change - identity - belonging jigsaw - page 60

Find someone who … (record sheet) - page 61

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

Teacher Talk

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

English

Texts and Contexts

3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

3.7 Identifies and analyses features of written language and visual images when reading and viewing independently, a range of texts about familiar and unfamiliar topics.

4.7 Analyses and evaluates features of written texts and visual images when reading and viewing independently a range of texts dealing with more complex themes and issues.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Changes and coping: making stories

Making stories activity - page 67

Making stories worksheets - pages 69-74

Teacher Talk

Use 'Thinking Hat' strategies to facilitate students' thinking about emotions.

English

Texts and Contexts

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

3.7 Identifies and analyses features of written language and visual images when reading and viewing independently, a range of texts about familiar and unfamiliar topics.

4.7 Analyses and evaluates features of written texts and visual images when reading and viewing independently a range of texts dealing with more complex themes and issues.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Picture your feelings: a lesson on metaphor

Talking about metaphor - page 75

Sample questions - page 76

Poetry in pairs - page 77

Poems (handout) - page 78

Feelings (worksheet) - page 79

Word pictures (worksheet) - page 80

English

Texts and Contexts

3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience.

4.1 Listens to a range of texts to examine Key Ideas and diverse opinions and to understand the effect of purpose, context and audience.

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

3.7 Identifies and analyses features of written language and visual images when reading and viewing independently, a range of texts about familiar and unfamiliar topics.

4.7 Analyses and evaluates features of written texts and visual images when reading and viewing independently a range of texts dealing with more complex themes and issues.

3.8 Selects and uses a variety of language aspects when planning and composing a range of well-structured fiction, factual and media texts about familiar, new and possible experience.

4.8 Controls and adjusts most aspects of language when planning and composing an extensive range of written and multimedia texts on different themes and issues.

Strategies

3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.

4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

3. Demonstrating enterprising and creative solutions for contemporary issues

Is resourceful and able to think expansively in ways that are open-ended and unconstrained by linear, single dimensional world views.

Advice column

Poetry reading - page 81

Paired advice - page 82

Feelings poems - page 82

Dear 'Chicks' (poem handout) - page 83

English

Texts and Contexts

3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience.

4.1 Listens to a range of texts to examine Key Ideas and diverse opinions and to understand the effect of purpose, context and audience.

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.

4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.

Language

3.5 Discusses and analyses aspects of spoken language when listening and responding to texts in a range of contexts.

4.5 Evaluates specific aspects of spoken language when listening and responding to texts in a wide range of contexts.

3.6 Selects and uses most aspects of language when producing a variety of spoken texts appropriate for a wide range of school and community audiences.

4.6 Controls and adjusts most aspects of language when producing a variety of spoken texts for a wider range of school and appropriate community audiences.

3.7 Identifies and analyses features of written language and visual images when reading and viewing independently, a range of texts about familiar and unfamiliar topics.

4.7 Analyses and evaluates features of written texts and visual images when reading and viewing independently a range of texts dealing with more complex themes and issues.

3.8 Selects and uses a variety of language aspects when planning and composing a range of well-structured fiction, factual and media texts about familiar, new and possible experience.

4.8 Controls and adjusts most aspects of language when planning and composing an extensive range of written and multimedia texts on different themes and issues.

Strategies

3.9 Uses and discusses a variety of strategies for listening attentively to summarise alternative viewpoints in a range of spoken texts.

4.9 Uses and compares a variety of strategies for listening critically to diverse perspectives in a range of spoken texts.

3.10 Selects and uses a variety of strategies for planning, composing, presenting and evaluating spoken texts for an increasing range of community audiences.

4.10 Controls and adjusts a variety of strategies for planning, composing, presenting and evaluating spoken texts for wider community audiences.

3.11 Selects and uses a variety of strategies for locating and recording information and for reading, viewing and critically interpreting a range of written and visual texts.

4.11 Controls, adjusts and compares a variety of strategies for locating and recording information and for reading, viewing and critically interpreting written and visual texts for specific purposes.

3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.

4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.

Communication

Understanding the complexity and power of language and data and their pivotal role in communication.

Is able to use language effectively to communicate ideas, information, values and emotions, in individual, group and social contexts.

Considering identity and culture

Talking about identity and culture - page 89

Definitions -page 90

Caught in the middle position - page 90

Interview - oral history - page 91

Definitions - page 92

'Caught in the middle' position (handout) - page 93

Interview (handout) - page 94

Teacher Talk

Use a 'mind dump' at the start of a lesson (especially after a break). Ask students to record on a piece of paper anything that is 'on their mind'. Adding their name is optional. They fold it up and either give it to the teacher or throw it in the bin.

English

Texts and Contexts

3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience.

4.1 Listens to a range of texts to examine Key Ideas and diverse opinions and to understand the effect of purpose, context and audience.

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.

4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.

Language

3.5 Discusses and analyses aspects of spoken language when listening and responding to texts in a range of contexts.

4.5 Evaluates specific aspects of spoken language when listening and responding to texts in a wide range of contexts.

3.6 Selects and uses most aspects of language when producing a variety of spoken texts appropriate for a wide range of school and community audiences.

4.6 Controls and adjusts most aspects of language when producing a variety of spoken texts for a wider range of school and appropriate community audiences.

3.7 Identifies and analyses features of written language and visual images when reading and viewing independently, a range of texts about familiar and unfamiliar topics.

4.7 Analyses and evaluates features of written texts and visual images when reading and viewing independently a range of texts dealing with more complex themes and issues.

3.8 Selects and uses a variety of language aspects when planning and composing a range of well-structured fiction, factual and media texts about familiar, new and possible experience.

4.8 Controls and adjusts most aspects of language when planning and composing an extensive range of written and multimedia texts on different themes and issues.

Strategies

3.9 Uses and discusses a variety of strategies for listening attentively to summarise alternative viewpoints in a range of spoken texts.

4.9 Uses and compares a variety of strategies for listening critically to diverse perspectives in a range of spoken texts.

3.10 Selects and uses a variety of strategies for planning, composing, presenting and evaluating spoken texts for an increasing range of community audiences.

4.10 Controls and adjusts a variety of strategies for planning, composing, presenting and evaluating spoken texts for wider community audiences.

3.11 Selects and uses a variety of strategies for locating and recording information and for reading, viewing and critically interpreting a range of written and visual texts.

4.11 Controls, adjusts and compares a variety of strategies for locating and recording information and for reading, viewing and critically interpreting written and visual texts for specific purposes.

3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.

4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.

Identity

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working contexts.

Understands key ways in which groups and cultures contribute to forming identity.

Actively engages with the interplay between the 'self' and collective identities.

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

Respects different personal and collective identities.

Reflects and communicates with others to influence and generate new personal, working and group identities.

The changing face of Australia

Group membership - page 95

Timeline - page 96

Discussion and research - 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

Teacher Talk

The activities in Enhancing Resilience 1 can be used across the curriculum. They can be used at the beginning of each school year as new class-groups establish a working routine, atmosphere of trust, safety and acceptance.

English 

Texts and Contexts

3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience.

4.1 Listens to a range of texts to examine Key Ideas and diverse opinions and to understand the effect of purpose, context and audience.

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

Futures

2. Understanding world views when analysing future challenges

Understands world views and how they are constructed and manifested.

Identity

1. Understanding self, group and others

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

2. Understanding the social construction of identities

Appreciates that identities are constructed around personal and social values, ethics, systems, policies, practices and economics, eg age, race, ethnicity.

One story - pages 100-101
Research - pages 101-102
Reconciliation - page 103
Discussion - page 103
Presenting the research - page 103

English

Texts and Contexts

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

4.3 Reads and views a range of texts containing multiple social and cultural perspectives and examines personal and diverse understandings of the contemporary world.

3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.

4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.

Futures

3. Building scenarios of preferred futures

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

This is Australia

This is Australia - page 104

This is Australia (handout) - page 105

English

Texts and Contexts

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

3.3 Reads and views a range of texts containing some ideas and issues of social/cultural interest and more complex text structures and language features and explains possible reasons for different interpretations of texts.

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