Enhancing Resilience 2 links to The Arts

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

7 Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

10 Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

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

The Arts

1 Students generate The Arts works that communicate ideas.

2 Students use the skills, techniques, processes, conventions and technologies of The Arts.

3 Students use their aesthetic understanding to respond to, reflect on and evaluate The Arts.

Coping

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

10 Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

Coping

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

The Arts

1 Students generate The Arts works that communicate ideas.

2 Students use the skills, techniques, processes, conventions and technologies of The Arts.

Coping

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

Coping

The 'experts' speak

The 'experts' speak - pages 60-61

Protective layers

Costume race - pages 77-78

Sample questions - page 78

Difficult decisions

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

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