Enhancing Resilience 2 links to English

Making meaning

What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers - metaphors for stree - page 25

Workbook activity - coping with stress - page 26

Visualisation of coping - page 26

Stress (handout) - page 27

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Stressful self-talk

Looking 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

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
  
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.
  

Mope, hope or cope

Identifying 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

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Getting help

Getting help - pages 47-48

Support networks - page 48

Help card - page 48

What if? scenarios (handout) - page 49

Support network (worksheet) - page 50

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Getting it said

Role-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

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

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

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

The experts speak

The experts speak - chat show ‘How the modern teenager copes with the stresses of modern life’ - pages 60-61

Speaking and listening

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Group support

Smarties relay - pages 67-68

Sample questions to discuss support, encouragement and cheating - page 68

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Trust

Blindfold walk - pages 69-70

Sample questions to discuss trust - page 71

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Relaxation exercises

Guided relaxation - page 72

Guided relaxation - pages 73-76

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Protective layers

Costume race - pages 77-78

Getting attention, reaching goals, protection from negative thoughts and put-downs, building protective layers around self sample questions - page 78

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Supportive structures

Five ways to lift a peer - page 79

Designing social support - page 80

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Goal setting

Hot-air goals - feelings about achieving/not achieving goals - pages 81-83

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Difficult decisions

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

Speaking and listening

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Conflict maps

Dealing with conflict - pages 88-90

Sample questions to deal with conflict - page 90

Conflict map (worksheet) - page 91

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.
• Nonverbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.
• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.