Enhancing Resilience 2 links to Society and Environment

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.

The activities in Enhancing Resilience 1 can be used across the curriculum. They can be used at the beginning of each school year as new class-groups establish a working routine, atmosphere of trust, safety and acceptance.

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.

Start a lesson by commenting on positive behaviour you have noticed in each student.

Coping

Mope, hope or cope

Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunches of fives - page 36

Overarching Learning Outcomes

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

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

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.

Use the activities in Enhancing Resilience 1 and Enhancing Resilience 2 in staff professional development sessions as energisers, mixers and starting points for discussion about health and wellbeing.

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.