Enhancing Resilience 2 links to Thinking

Getting help

Getting help – uses What if?... scenarios - pages 47–48

Support networks – actual contacts - page 48

Help card – designing & producing wallet cards - page 48

What if scenarios (handout) – 12 scenarios - page 49

Support network (worksheet) - page 50

Level 5 Reasoning, processing and inquiry

At Level 5 students apply a range of question types, and locate and select relevant information from varied sources. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete problem-solving and decision-making activities which involved an increasing number of variable and solutions.

Level 6 Reasoning, processing and inquiry

At Level 6 students discriminate in the way they use a variety of sources. They generate questions that probe viewpoints and perspectives. They process and synthesise complex information and complex problem-solving and decision-making activities which involve a range of complexity of variables and solutions. They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.

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) – writing useful conversation starters - page 56

Level 5 Reflection, evaluation and metacognition

At Level 5 students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They explain the different methodologies used by different disciplines to create and verify knowledge. They describe and explain changes in their ideas and beliefs over time.

Level 6 Reflection, evaluation and metacognition

At Level 6 when reviewing information and refining ideas and beliefs, students explain conscious changes in their own and others’ thinking and analyse alternative perspectives and perceptions. They use explicit terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.

Is it the same for boys & girls?

Is it the same for boys & girls? - page 57

Single sex group discussion - examining coping styles

Sample questions - page 58

Coping styles (handout) - page 59

These are useful activities for classroom learning and connection.

Group support

Smarties relay - pages 67–68

Sample questions - Discuss support, encouragement, cheating - page 68

These are useful activities for classroom learning and connection.

Trust

Blindfold walk - pages 69–70

Sample questions - Discuss trust - page 71

These are useful activities for classroom learning and connection.

Protective layers

Costume race - pages 77–78

Sample questions - page 78

Getting attention, reaching goals, protection from negative thoughts, protection from put-downs, building protective layers around self

These are useful activities for classroom learning and connection.

Supportive structures

Five ways to lift - group cooperation exercise to lift a peer - page 79

Designing social support - page 80

These are useful activities for classroom learning and connection.

Goal setting

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

These are useful activities for classroom learning and connection.

Difficult decisions

SharkMeat role-play - pages 84–85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

These are useful activities for classroom learning and connection.

Conflict maps

Dealing with conflict - pages 88–90

Sample questions - page 90

Conflict map (worksheet) - page 91

These are useful activities for classroom learning and connection.