Enhancing Resilience 1 links to Knowledge

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

Chasing challenges

Name chant - page 32

The ‘Anyone who …’ game - page 32

Hoops game - page 33

Sitting circle - page 34

Processing/reflecting - page 35

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

Group construction

Name race - page 36

‘Sweet belongings’ grouping activity - page 37

Team building: Construction challenge - page 37

Sample questions - page 38

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

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

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

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

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

Changes & coping: making stories

Making stories activity - page 67

Making stories worksheets - pages 69-74

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

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

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

1.3 Empowerment: 

Each person should be encouraged to develop critical thinking, the creative imagination, interpersonal and vocational skills, and basic competencies in the various forms of disciplined inquiry.

1.6 Critical reflection: 

Each person should be encouraged to reflect critically on both the cultural heritage and the attitudes and values underlying current social trends and institutions.

1.7 Worldviews: 

Each person should be equipped with the tools to critically examine worldviews (both religious and non-religious), especially those dominant in his or her background and school community.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

1.3 Empowerment: 

Each person should be encouraged to develop critical thinking, the creative imagination, interpersonal and vocational skills, and basic competencies in the various forms of disciplined inquiry.

1.6 Critical reflection: 

Each person should be encouraged to reflect critically on both the cultural heritage and the attitudes and values underlying current social trends and institutions.

1.7 Worldviews: 

Each person should be equipped with the tools to critically examine worldviews (both religious and non-religious), especially those dominant in his or her background and school community.

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

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

1.3 Empowerment: 

Each person should be encouraged to develop critical thinking, the creative imagination, interpersonal and vocational skills, and basic competencies in the various forms of disciplined inquiry.

1.6 Critical reflection: 

Each person should be encouraged to reflect critically on both the cultural heritage and the attitudes and values underlying current social trends and institutions.

1.7 Worldviews: 

Each person should be equipped with the tools to critically examine worldviews (both religious and non-religious), especially those dominant in his or her background and school community.

This is Australia

This is Australia - page 104

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

1.1 The pursuit of personal excellence: 

Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others.

1.2 Domains of human experience: 

Each person should be encouraged to develop an understanding of all the domains of human experience; physical, emotional, intellectual, aesthetic, social, moral and spiritual.

1.3 Empowerment: 

Each person should be encouraged to develop critical thinking, the creative imagination, interpersonal and vocational skills, and basic competencies in the various forms of disciplined inquiry.

1.6 Critical reflection: 

Each person should be encouraged to reflect critically on both the cultural heritage and the attitudes and values underlying current social trends and institutions.

1.7 Worldviews: 

Each person should be equipped with the tools to critically examine worldviews (both religious and non-religious), especially those dominant in his or her background and school community.