Enhancing Resilience 1 links to SOSE

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.

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.

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

Chasing challenges

Name chant - page 32

The 'Anyone who …' game - page 32

Hoops game - page 33

Sitting circle - page 34

Processing - page 35

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

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.

Group construction

Name race - page 36

Grouping - page 37

Team building: Construction challenge - page 37

Sample questions - page 38

Teacher Talk

Use students' real names when addressing them.

Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

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

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.

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 this KLA. However, the activities and sessions opposite would be useful in the classroom.

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

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.

Time, Continuity and Change

3.3 Explains why local and international communities have changed and are likely to change in the future.

4.3 Interprets people's motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.

5.3 Explains and justifies a position on continuing and changing aspects of societies, including underlying values, ways to influence the future, and how these are connected to responsible decision-making and action.

Societies and Cultures

3.7 Considers factors which contribute to personal and group identity and social cohesion, and valuing cultural diversity within and outside Australia.

4.7 Investigates and analyses the causes of disharmony or conflict in Australia's multicultural society, and suggests strategies for peaceful resolution of disputes.

4.8 Demonstrates critical understanding of their own cultural practices in comparison to the histories, cultures and present day experiences of rural and urban Aboriginal groups, and acts for Reconciliation.

4.9 Researches and engages with others to enhance ethical behaviour in relation to the human rights of individuals and groups, within and across groups, cultures or countries.

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.

Society and Environment

Time, Continuity and Change

3.3 Explains why local and international communities have changed and are likely to change in the future.

4.3 Interprets people's motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.

5.3 Explains and justifies a position on continuing and changing aspects of societies, including underlying values, ways to influence the future, and how these are connected to responsible decision-making and action.

Societies and Cultures

3.7 Considers factors which contribute to personal and group identity and social cohesion, and valuing cultural diversity within and outside Australia.

4.7 Investigates and analyses the causes of disharmony or conflict in Australia's multicultural society, and suggests strategies for peaceful resolution of disputes.

4.8 Demonstrates critical understanding of their own cultural practices in comparison to the histories, cultures and present day experiences of rural and urban Aboriginal groups, and acts for Reconciliation.

4.9 Researches and engages with others to enhance ethical behaviour in relation to the human rights of individuals and groups, within and across groups, cultures or countries.

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.

People and diversity

One story - pages 100-101

Research - pages 101-102

Reconciliation - page 103

Discussion - page 103

Presenting the research - page 103

Time, Continuity and Change

3.3 Explains why local and international communities have changed and are likely to change in the future.

4.3 Interprets people's motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.

5.3 Explains and justifies a position on continuing and changing aspects of societies, including underlying values, ways to influence the future, and how these are connected to responsible decision-making and action.

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

Teacher Talk

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

Time, Continuity and Change

3.3 Explains why local and international communities have changed and are likely to change in the future.

4.3 Interprets people's motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.

5.3 Explains and justifies a position on continuing and changing aspects of societies, including underlying values, ways to influence the future, and how these are connected to responsible decision-making and action.

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