Enhancing Resilience 2 links to SOSE

Coping

Making meaning
What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers - metaphors for stress - page 25

Workbook activity - page 26

Homework - page 26

Stress (handout) - page 27

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.

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

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.

Coping

Stressful self-talk
Looking under the surface - pages 28-29

What is self-talk?
Picture it - page 30

Stress under the surface (worksheet) - page 31

Getting into your head (worksheet) - page 32

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.

Identity

1. Understanding self, group and others

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

Coping

Mope, hope or cope
Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunches of fives - page 36

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

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Develops personal and cultural resilience to maintain and support aspects of identities that are valued.

Makes changes to those values and practices that are harmful or counter-productive.

Difficult decisions

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

Social Systems

3.10 Describes examples of forms and structures of Australian and other governments over time in terms of how they impact on people's lives.

4.10 Analyses differences between political, legal and social systems and people's rights and responsibilities, using personal and other examples.

3.12 Recognises that individuals, groups or systems hold different views, values and beliefs, and identifies those which contribute to the common good.

4.12 Participates in activities to demonstrate how ethical practices can be undertaken at school, in the community, and within business and government systems.

Futures

3. Building scenarios of preferred futures

Considers the future from ethical, aesthetic, emotional and intuitive, as well as rational perspectives, in order to gain new insights.