Enhancing Resilience 1 links to Languages

Welcome

Name toss game - page 22

Mixing four things in common - 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

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Making agreements

Name wave - page 28

Family cards grouping activity - page 28

Generating rules & expectations - page 29

Refining the rules - page 30

School support for rules - page 30

Rules and expectations task sheet (worksheet) - page 31

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Chasing challenges

Name chant - page 32

The ‘Anyone who …’ game - page 32

Hoops game - page 33

Sitting circle - page 34

Processing/reflecting - page 35

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. 

Group construction

Name race - page 36

‘Sweet belongings’ grouping activity - page 37

Team building: Construction challenge - page 37

Sample questions - page 38

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. 

Name games

A range of name games to play with new groups

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 

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Grouping games

Grouping games protect participants from the pressure of choosing or being chosen

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

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

Mixers & energisers 

‘Get to know you’ games, games to wake them up, get them moving, begin grouping or as coathangers upon which to hang a theme

Human bingo - page 47

Structured conversations - page 47

Fast foods - page 47

Anyone who… - page 48

Line ups - page 48

Human bingo (record sheet) - page 49

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Team building games

To enhance and examine cooperation and problem solving

Knots - page 50

Balloon pairs - page 50

Foot fumblers - page 50

Life raft - page 51

Clap race - page 51

Sitting circle - page 51

Hoops & ropes - page 51

Human alphabet - page 52

Construction challenge - page 52

Sit down synchrony - page 52

Summertime relay - page 53

Human bridges - page 53

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Interaction mixing games

Communicate and participate - pages 59-60

Change - identity - belonging jigsaw - page 60

Find someone who... (record sheet) - page 61

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

Comprehending and composing in the target language

• Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium.
• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. 

Picture your feelings: a lesson on metaphor

Talking about metaphor - positive self-talk - page 75

Sample questions - page 76

Poetry in pairs - page 77

Poems (handout) - page 78

Feelings (worksheet) - page 79

Word pictures (worksheet) - page 80

Comprehending and composing in the target language

• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
   

Advice column

Poetry reading - page 81

Paired advice - page 82

Feelings poems - page 82

Dear chicks (poem handout) - page 83

Comprehending and composing in the target language

• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. 

Considering identity & culture

Talking about identity and culture - page 89

Definitions - page 90

Caught in the middle position - page 90

Interview - oral history - page 91

Definitions (worksheet) - page 92

‘Caught in the middle’ position (handout) - page 93

Interview (handout) - page 94 - Oral history interview questions

Comprehending and composing in the target language

• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.

Intercultural competence and language awareness

• Regional and social diversity exists within and across languages and cultures, and this diversity informs appropriate communication.
• Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication.
• Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication.

The changing face of Australia

Group membership - page 95

Timeline - page 96

Discussion and research - invasion & migration - 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

Intercultural competence and language awareness

• Regional and social diversity exists within and across languages and cultures, and this diversity informs appropriate communication.
• Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication.
• Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication.

Towards tomorrow – stories of contemporary Aboriginal and Torres Strait Islander people

One story - Mary Graham - pages 100-101

Research ‘before European settlement’ - pages 101-102

Reconciliation - page 103

Discussion - page 103

Presenting the research - page 103

Intercultural competence and language awareness

• Regional and social diversity exists within and across languages and cultures, and this diversity informs appropriate communication.
• Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication.
• Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication. 

This is Australia

This is Australia - page 104

This is Australia - ideas for presentations (handout) - page 105

Comprehending and composing in the target language

• Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts.
  
• Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions.
  

Intercultural competence and language awareness

• Regional and social diversity exists within and across languages and cultures, and this diversity informs appropriate communication.
• Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication.
• Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication.