RESILIENCE,

RIGHTS &

RESPECTFUL

RELATIONSHIPS

Teaching for Social and Emotional

Learning and Respectful Relationships

ACKNOWLEDGEMENTS

Published by Department of Education and Training

These materials were developed by a team from the

Melbourne, April 2018

Youth Research Centre, Melbourne Graduate School of

Education, University of Melbourne. The authors of this

The copyright in this document is owned by the State of Victoria

resource are:

(Department of Education and Training), or in the case of some

materials, by third parties (third party materials). No part may

Primary Materials

be reproduced by any process except in accordance with the

Associate Professor Helen Cahill, Catherine Meakin,

provisions of the Copyright Act 1968, the National Education

Dr. Kylie Smith, Sally Beadle, Anne Farrelly, Leanne Higham,

Access Licence for Schools (NEALS) or with permission.

and Dr. Jessica Crofts.

An educational institution situated in Australia which

Secondary Materials

is not conducted for profit, or a body responsible

Associate Professor Helen Cahill, Sally Beadle,

for administering such an institution, may copy and

communicate the materials, other than third party materials,

Leanne Higham, Catherine Meakin, Anne Farrelly,

for the educational purposes of the institution.

Dr. Jessica Crofts and Dr. Kylie Smith.

Authorised by the Department of Education and Training,

2 Treasury Place, East Melbourne, Victoria, 3002.

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RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Contents

Topic 1: Emotional literacy

Topic 6: Help-seeking

Activity 1: Emotions statues

Activity 1: The ‘life raft’ game

Activity 2: Emotion triggers

Activity 2: I can help my friends

Activity 3: Acts of friendship

Activity 3: How do I ask for help?

Activity 4: Sharing stories about acts of kindness

Activity 4: Who can I ask for help?

Further resources

Topic 2: Personal strengths

Topic 7: Gender and identity

Activity 1: The connections game: a focus on

Activity 1: Identity: comparing personal preferences

partnership skills

Activity 2: Labels are for jars, not for people

Activity 2: The traffic lights game: a focus on listening

Activity 3: Inclusive gender stories

Activity 3: Strength detectives

Activity 4: Using personal strengths to resist

Activity 4: Building the strengths display

gender stereotyping

Further resources

Topic 3: Positive coping

Topic 8: Positive gender relations

Activity 1: Who goes first?

Activity 1: What is fair play?

Activity 2: Cheering up and calming down

Activity 2: Creating a gender-friendly classroom

Activity 3: Facing fears

Activity 3: What is gender-based violence?

Activity 4: Managing anger

Activity 4: The opposite of violence is respect

Activity 5: The ‘anyone who likes’ game

Activity 5: Respect my space, respect my body

Further resources

Optional games

Topic 4: Problem solving

Activity 1: Let’s work together: cooperative games

Mapping against the Victorian Curriculum

Activity 2: Dante’s got problems

by topic

Activity 3: Real world problems

Further resources

Mapping against the Victorian Curriculum

by activity

Topic 5: Stress management

Activity 1: The slow motion game for a

References

102

calmer classroom

Activity 2: What is stress?

Activity 3: Coping with stress

Activity 4: Relaxation techniques

Activity 5: Helping letters

Further resources

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Emotional literacy

AIMS

COACHING POINT

As you deliver the activities, we recommend you

Activities will assist students to:

write the learning intentions on the board in student-

• Recognise and identify their own emotions

friendly language. This will help you and the students to

• Describe situations that may evoke these emotions

intentionally practise these skills during the activity and

allow you to review the learning intentions at the end.

• Compare their emotional responses with those of

their peers.

EVIDENCE BASE

Research shows that students who participate in

Emotions statues

rigorously designed and well taught social and

emotional learning programs demonstrate more

TIME: 15+ MINUTES

positive social behaviour, are less likely to engage in

risky and disruptive behaviour, and show improved

academic outcomes.^1-4 Collaborative learning activities

Learning intention

help students to build their social skills.⁵ Building

• Students name some of the commonly

a large vocabulary for emotions helps to increase

experienced emotions

emotional literacy, build self-awareness and empathy

for others.

• Students identify the ways in which emotions are shown

in body language

ACHIEVEMENT STANDARDS

Personal and Social Capability

Equipment

• Students show an awareness of the feelings and

• Pictures sourced from the internet or magazines

needs of others

showing a variety of facial expressions

• Students identify and describe personal interests,

• Room to move

skills and achievements and reflect on how these

might contribute to school or family life

• Students demonstrate ways to interact with and

Method

care for others

1 Announce that the class will play a game which will help

us to talk about different emotions. Ask students to walk

Health and Physical Education

around the room and freeze when you make the signal.

• Students understand how emotional responses

Then ask them to make themselves into a sad statue.

impact on others’ feelings

They will hold this pose for the count of five, then relax.

• Students demonstrate positive ways to interact

2 Ask one half of the class to remake their sad statue. Ask

with others

the others to say what they notice about how the statues

look. Reverse roles and repeat.

English

• Students listen to others when taking part in

3 Ask all students to go back into being a sad statue and to

conversations using appropriate interaction skills

think of what sorts of things make people feel sad. Ask the

• Students listen for particular purposes

students to sit and share their ideas.

4 Repeat this process with different emotions, including:

CURRICULUM TABLES

• Excited

Curriculum tables for the following activities can be

• Angry

found on pages 77-79.

• Proud

• Scared

• Happy

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

5 Show some pictures of faces with different emotional

Review

expressions. Ask the class to work out what emotions

Invite students to review the learning intentions. Ask how the

these people may be experiencing.

activity helped them to learn some different emotions words.

6 Ask students what they can do to try to work out what

Ask how the activity helped them to read/look at other

their friends’ emotions might be or how their family

people’s body language to think about how they

members might be feeling. Point out that the skill

might be feeling.

of noticing how other people feel is important.

COACHING POINT

If you have students who have Autism Spectrum

Disorder in your classroom, it is also helpful to point

out that people often find it hard to figure out what

people are feeling, and get it wrong. Reassure students

who struggle in this area that it is normal to get

confused sometimes, and affirm their efforts.

Review

Emotion triggers

Ask how the activity has helped them to identify experiences

that lead to particular emotions. Invite a few students to

TIME: 25+ MINUTES

give examples.

Learning intention

COACHING POINT

• Students identify experiences that can trigger

particular emotions

Use circle time to build students skills in listening

respectfully and supportively to each other. As each

person finishes their presentation, they can call

Equipment

on the person next to them by name to make their

• Paper and drawing materials

presentation. Encourage them to thank each other for

their contributions.

Method

1 Ask students to choose one of the emotions from the

statues game. (List them on the board and review the

meanings of the words.) Ask them to think about some

of the experiences that can cause this emotion.

2 Ask the students to draw a picture of themselves showing

the experience, then to write the word for their emotion

on the top of the picture.

Encourage them to write an explanatory sentence on their

picture. E.g. I felt excited when it was my birthday. I felt angry

when my brother took my ball. I felt sad when no one played

with me.

3 Ask those who felt they learnt more about each other

from the activity to put their hands up. Remind them that

learning about how others feel is a good friendship skill.

4 Ask those who felt they learnt more about emotions from

the activity to put their hand up. Affirm that learning about

emotions is an important life skill.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

2 Bring some volunteers out to stand next to the character

Acts of friendship

Kristen. Ask them to make statues to show the way these

different emotions might all be present at once. Point out

TIME: 35+ MINUTES

that people can have more than one emotion at the same

time - like anger and sadness and fear. Ask: What could

other children nearby do to help Kristin?

Learning intention

3 Place some additional volunteers to be students playing

• Students identify emotions in others

nearby. Ask them to show how they could help out. Take

it in turns to show how to do these different acts of

• Students empathise with others

kindness. Ask: What feelings might Kristin have when these

• Students suggest ways to help others

children are friendly to her? Ask the statue volunteers to

make new statues to show these new emotions and add

them to the list on the board.

Equipment

• Room to move

Review

Invite students to review the learning intentions. Ask:

Method

How did the activity help us learn to recognise emotions in

Read out the following scenario, or make up your own:

others? How did it help us to think about what we could do

to help someone who might be feeling a negative emotion

Kristin had a bad day. Her friends said, ‘We don’t like you.

Your hair looks funny. You can’t play with us’.

(such as sadness or fear)?

Choose volunteers to role play the scenario.

Ask: What feelings might Kristin have had when her friends

told her she could not play with them? Write these emotions

on the board.

2 Once the sharing is done, ask students to choose a

friendship act they have done and to draw a picture of it.

Sharing stories about acts

Assist students to make a caption or short story to go with

of kindness

their picture.

TIME: 35+ MINUTES

3 Assist students to make a caption or short story to go

with their picture. Share these pictures and stories in

circle time.

Learning intention

4 Arrange a ‘gallery walk’. The students form two parallel

• Students identify times when they have shown an act of

lines, facing each other, holding their picture. Walk along

the gallery and point to a picture, and ask the person

kindness to a peer or family member

holding that picture to explain it. Choose several pictures.

• Students describe what emotions they felt at this time

• Students suggest emotions that others might feel when

people show kindness to them

Review

Encourage the students by celebrating their acts of kindness.

Review the learning intentions by inviting students to reflect

Equipment

on what they have learned. Ask students to give examples of

• Paper and drawing materials

how friendly and kind actions can make people feel. Collect

the pictures to display, or assemble them into an ‘Acts of

Friendship’ book for the class.

Method

1 Ask students to think about the different friendship acts

they saw in the previous role play. Invite them to close

COACHING POINT

their eyes and remember a time when they were friendly

Students develop awareness of their strengths by

to another child or to someone in their family. (If they

sharing stories of themselves initiating kind actions.

can’t remember one, they can use their imagination

This sharing builds a sense of pride and recognition

to help them think of one that they can do very soon.)

of the importance of caring in friendship and families.

Ask them to open their eyes and share their memory

(or intention) with a person next to them. Ask some

students to share their partner’s memories with the class.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Personal strengths

AIMS

The connections game:

Activities will assist students to:

A focus on partnership skills

• Identify and describe personal strengths

TIME: 20+ MINUTES

• Explain how these strengths contribute to family

and school life

• Identify ways to care for others, including ways

Learning intention

of making and keeping friends.

• Students identify the partnership skills used in performing

a collaborative task

EVIDENCE BASE

• Students describe where these social skills are needed

Research in the field of positive psychology

in the playground and classroom

emphasises the importance of identifying and using

individual strengths. Social and emotional learning

programs which use strength-based approaches

Equipment

promote student wellbeing, positive behaviour and

academic achievement.^6-8

• A set of pens with lids or straws or chopsticks

• Room to move

ACHIEVEMENT STANDARDS

Personal and Social Capability

Method

Students identify and describe personal interests,

Explain that the game they are about to play will test their

skills and achievements and reflect on how these

skills of partnership. They will work in pairs to balance

might contribute to school or family life

a pen with lid/straw/chopstick in between the hands of

• Students demonstrate ways to interact with and

the partners as they move around the room. Place the

care for others

students in pairs and provide them with the equipment.

• Students describe their contribution to group tasks

Ask for a volunteer to demonstrate the activity with you.

Place the pen/straw/chopstick between your palm and

Health and Physical Education

your partner’s palm. Lead your partner in moving up and

• Students recognise how strengths and

down and then around the room. Demonstrate advanced

achievements contribute to identities

play by balancing the item between the index fingers of

you and your partner.

• Students understand how emotional responses

impact on others’ feelings

Arrange for pairs to practice and then decide which

• Students demonstrate positive ways to interact

method they would like to use: fingers or palms. Have

with others

students move around the room balancing their pen/

straw/chopstick. Add additional challenge by providing

• Students select strategies at home and/or school to

connectors between pairs to see if a group of four can

keep themselves healthy and safe and are able to

travel together without dropping their items.

ask for help with tasks or problems

Seat the students in a circle and ask:

English

• How did you help each other to succeed in this game?

• Students listen to others when taking part in

(E.g. watched each other, communicated to ask to go

conversations using appropriate interaction skills

slower or faster)

• Students listen for particular purposes

• What did you do to improve your skills during the game?

• When do you use these same skills in the playground?

CURRICULUM TABLES

The classroom?

Curriculum tables for the following activities can be

found on pages 77-79.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Review

Conclude by noting that the skills of listening, noticing,

cooperating, communicating and practising something over

and over are skills that are needed both in the classroom and

the playground. These teamwork skills help people to learn

and have fun. They help to make the classroom a happy and

safe place for everyone.

The traffic lights game:

Strength detectives

A focus on listening

TIME: 40+ MINUTES

TIME: 20+ MINUTES

Learning intention

• Students describe the kinds of actions that generate

• Students practise their listening and self-regulation skills

a sense of pride or accomplishment

• Students identify the importance of listening as a key skill

• Students identify key strengths used in the school setting

for learning

Method

Equipment

1 Introduce the emotion feeling proud and the sorts

• Room to move

of experiences that lead students to feel proud of

themselves (ensure that acts of persistence, kindness and

caring are noted as well as 'being a winner’).

Method

2 Tell your students that you will share the start of a story,

1 Explain how to play the Traffic Lights game. The call

and they will have to suggest some endings.

‘Green’ means they should walk up and down on the spot.

Jordi’s father asked her what happened at school that day.

‘Red’ means they should freeze and put their hand up in

She told him that she had done something that made her

a ‘stop signal’. ‘Orange’ means they are to turn around

feel very proud...What do you think she did?

on the spot.

Play the game a few times, and increase the speed of your

3 Ask students to talk with a partner or small group to think

commands towards the end of the game.

up at least five different things that Jordi might have done

that led to her feeling proud of herself. Ask some groups

2 Ask students to sit and think back on the game. Ask:

to think of actions that Jordi might have taken in the

• What were the skills they used to play this game?

playground, and others to think of actions she might have

taken in the classroom. Only one answer can be to do with

• What did they have to do to make the right move?

winning a race or competition!

(Students may suggest skills such as listening,

concentrating, remembering, controlling themselves,

4 Arrange for a reporting back session. As students report

reacting quickly)

back, build some adjectives to describe the types of

Highlight that being a good listener was important in this

actions: e.g. kind, patient, persistent, brave, considerate,

game. Ask: Can you think of some more times when the skill

friendly, thoughtful (refer to the 40 Positive adjectives list

of listening is very important?

on the next page for inspiration) Explain that these words

describe the strengths that Jordi showed in her actions.

Review

Conclude the activity by inviting students to review the

learning intentions. Ask students how the game has helped

Conclude the activity by inviting students to review the

them to practice their listening and self-regulation skills.

learning intentions. Ask students to reflect on what they have

learned, inviting some to share their thoughts. To dig deeper,

ask: How has this activity helped us to think about the kinds of

things that make people feel proud? How has the activity helped

us to think about and learn about strengths we use at school?

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

COACHING POINT

When you use positive adjectives together with

a naming of the specific behaviour that you are

acknowledging, children learn to value the

qualities you identify.

40 POSITIVE ADJECTIVES

Accepting

Cheerful

Hard working

Organised

Adaptable

Clever

Helpful

Out-going

Adventurous

Determined

Honest

Outspoken

Patient

Encouraging

Independent

Polite

Loving

Energetic

Interested

Playful

Attentive

Fair

Loyal

Sensible

Brave

Friendly

Joyful

Supportive

Calm

Fun-loving

Kind

Thoughtful

Caring

Generous

Neat

Tidy

Careful

Gentle

Optimistic

Understanding

2 Arrange for students to work in trios, and allocate the

Building the strengths display

strengths cards, giving each group one of the locations

- class, playground or home - as the setting in which

TIME: 35+ MINUTES

to show their strength in action. Arrange for the groups

to show their role plays and have the class guess the

strengths. (Take photographs of each of the role plays

to preserve the work.) After guessing, invite the players

Learning intention

to explain their choices.

• Students describe how to use strengths to be a good

friend and family member

3 Point out that each of the strengths shown helps to make

the classroom, playground or home a happier place.

Ask students to a draw a picture of themselves using one

Equipment

of the strengths in their daily life, and to label it with their

name and the strength.

• 12 Strengths cards (print cards and cut up for

students to use)

4 Build a strengths display from the pictures and

• Digital camera and printer

photographs.

• Paper, pens, pencils

COACHING POINT

Refer to items on the strengths display to acknowledge

Method

positive behaviour in subsequent lessons, and engage

1 Introduce the students to the Strengths cards, reading the

students in naming the positive behaviours they will

words, interpreting the pictures, and asking for examples

need to work in collaboration.

of the way someone can show this strength in class, in the

playground, or at home.

Explain that their task will be to show what one of the

Review

strengths looks like in a small role play. Use a trio of

Review the learning intentions by asking students to talk

volunteers to create a demonstration example.

with a partner to summarise what they have learned in the

activity. Ask several pairs to share their thoughts with the

group. To dig deeper, ask students what strengths they

might use to be a good friend/family member and what

strengths they would like a friend/family member to have.

Seek some examples of how the activity has helped them

to talk about this.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Positive coping

AIMS

• Students demonstrate positive ways to interact

with others

Activities will assist students to:

• Students select strategies at home and/or school

• Reflect on their emotional responses

to keep themselves healthy and safe and are able

• Discuss ways in which they can take responsibility

to ask for help with tasks or problems

for their actions

Critical and Creative Thinking

• Describe ways to express emotions which show

awareness of the feelings and needs of others

• Students generate ideas that are new to

them and make choices after considering

• Practice techniques to deal with feelings of fear,

personal preferences

frustration and anger.

• Students demonstrate and articulate some problem

solving approaches

EVIDENCE BASE

As they grow and develop, all children will encounter

CURRICULUM TABLES

situations where they feel worried, nervous and

sometimes even scared.⁹ Individuals deal with the

Curriculum tables for the following activities can be

demands on them by drawing on a range of coping

found on pages 82-83.

strategies. Some strategies are more productive than

others.¹⁰ Helping students to learn a range of positive

coping skills will allow them to develop and practise

skills that will enable them to cope with future changes

and challenges.

Who goes first?

Positive self-talk is a key strategy for coping with

negative thoughts, emotions, and events. Resilience

TIME: 20+ MINUTES

research shows that use of positive self-talk is

associated with greater persistence in the face of

challenge, whereas negative self-talk is associated

Learning intention

with higher levels of distress, depression and anxiety.¹¹

Positive self-talk can be learnt or strengthened

• Students learn strategies for working out who goes first

through practice.^{12, 13}

in a game

• Students discuss negative emotions they can feel when

they lose or are excluded from a game and the strengths

ACHIEVEMENT STANDARDS

they need to help them cope with these emotions

Personal and Social Capability

• Students identify and describe personal interests,

skills and achievements and reflect on how these

Equipment

might contribute to school or family life

• Music

• Students show an awareness of the feelings and

• Strengths display (from Topic 2, Activity 4)

needs of others

• Students recognise the importance of persisting

when faced with new and challenging tasks

Method

1 Teach students to play the Rock, paper, scissors game.

Health and Physical Education

Rock is made with the fist, paper is made with the hand

• Students recognise how strengths and

held open and scissors with the first two fingers held apart

achievements contribute to identities

to look like scissors. In this game for partners, ‘rock’ beats

• Students understand how emotional responses

scissors, the ‘scissors’ beat paper and the ‘paper’ beats

impact on others’ feelings

rock. If both players throw the same shape, the game is

tied and they play again. The players begin by counting

to three and then making their move. Demonstrate with

a student who is familiar with the game.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

2 Have students practise a few times with a partner,

Write the words for some of these emotions on the board

then explain that you will play some music. When it is

(e.g. angry, frustrated, sad, lonely, impatient, jealous).

playing they will mix around the room. When it stops they

Refer to the Strengths Display (from Topic 2, Activity 4).

must take the nearest person as a partner. They will show

Ask students what strengths they need to use to deal with

the friendly strengths they have in being happy to work

these negative emotions (e.g. fair, forgiving, patient).

with any person as their partner. Once they have their

partner they will play the game. The loser sits down.

When the music starts everyone (including those sitting

Review

down) joins in to mix and to repeat the game.

Invite students to review the learning intentions. Ask: How

3 After the game ask:

might playing games like ‘Rock, paper, scissors’ help us make fair

decisions when we play? Ask a student to give an example of

• What is the ‘Rock, paper, scissors’ game used for?

when they would use such an activity.

(Explain that this game is often used to help people

to work out who goes first in a game, or who gets to

choose a game. This can help friends to work this out

without fighting or arguing with each other.)

• What does it feel like when you lose in a game?

• What does it feel like when people won’t let you join a game?

2 Play short sections of your selected music. In between the

Cheering up and calming down

sections ask whether they found the music more calming

or more cheerful.

TIME: 30+ MINUTES

3 Ask students to think of times when it is useful to have

ways to cheer ourselves up (e.g. when we feel lonely or

sad or bored), and times when it is useful to have ways

Learning intention

to calm ourselves down (e.g. when we are angry, afraid,

• Students explore the difference between calming and

jealous or very excited). Point out that some people like

cheering coping strategies

to listen to music or to sing a song to calm down, to keep

themselves brave, or to cheer themselves up.

• Students identify times when they need to use calming

or cheering coping strategies

4 Choose a cheerful song for the class to sing.

Equipment

Review

• Short excerpts of calming music and bouncy,

Review the learning intentions. Ask students whether the

cheerful music

activity helped them to learn some new calming and cheering

• Room to move

coping strategies. Ask them to sum up when they might need

to be able to use calming or cheering strategies.

Method

1 Explain that we all have times when we feel negative

emotions like sad, angry, jealous, lonely, frustrated or

bored. However we all have many coping strategies, or

things we do that help us to manage. We do things to calm

ourselves down or to cheer ourselves up. Explain you are

going to play different types of music. Students will move

around the space in the way they think the music tells

them to move - in a calm and floating way, or a cheerful

and bouncing way.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Collect answers and record some on the board (e.g. fear

Facing fears

of talking to adults, doing new things, the dark, getting

lost, getting hurt, people being mean.)

TIME: 35+ MINUTES

Explain that we all have fears, but we also have coping

strategies or things we do to help us manage when we

feel afraid. For example, hugging a teddy or turning the

Learning intention

light on are coping strategies that can help when we are

afraid of the dark.

• Students identify situations that can cause fear

Ask students to suggest some strategies that they like

• Students select coping strategies to help in dealing with

to use for some of the different fears listed on the board.

their fears

(Use the ‘examples of coping strategies’ list to add some

suggestions if the class does not develop a robust list.)

Equipment

Arrange for students to work in pairs or trios. They will

act out a coping strategy and the class will guess what it

• All Kinds of Fears by Emma Brownjohn, Tango Books,

is. (Either allocate groups their ‘secret’ strategy or allow

Great Britain, 2006.

them to choose from the list.)

• Pencils and small coloured paper squares

When the groups present, ask:

• Has anyone ever used this strategy? How did it help?

Method

• Are there other strategies that people have tried?

1 Recite the nursery rhyme Little Miss Muffet. Invite the class

Invite students to draw a picture of themselves using

to repeat in unison.

a favourite coping strategy to help them manage one

LITTLE MISS MUFFET

of their fears. They can add a caption which names this

strategy and the fear.

Little Miss Muffet sat on her tuffet

Eating her curds and whey

Along came a spider and sat down beside her

Review

And frightened Miss Muffet away

Review the learning intentions. Ask how the activity helped

2 Place students in pairs with one being the spider and one

them to identify things that cause fear (or are scary). Ask how

being Miss Muffet. Recite the rhyme again and have the

the activity has helped them to think of coping strategies

students role play at the same time. Ask:

to use when they feel scared. Seek examples.

• What was Little Miss Muffet feeling?

• What did Little Miss Muffet do to help her when faced with the

scary spider?

COACHING POINT

• Is running away the only thing we can do when we are afraid?

Save the list of coping strategies that you develop to

What else could we do?

use in Activity 3

3 Read the story All Kinds of Fears. Identify the fears named

in this story. Ask children to put their hands up if they

have ever felt these fears. Ask student to share in pairs:

What are some of the things that can be scary for children

around your age?

EXAMPLES OF COPING STRATEGIES

Cuddle your teddy

Turn your light on and check your room

Sing a happy song

Spray the imaginary monster with magic potion

Tell yourself it’s okay my fear will go away

Imagine you’re floating on a cloud

Talk with mum or dad

Take some slow, deep breaths

Ask for help

Listen to some gentle music

Imagine you are a superhero fighting the fear away

Get a friend to help you

Play with a favourite toy

Ask for a hug

Fill your lungs like big balloons and let the air out slowly

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

STRATEGY 3. COUNTING.

Managing anger

Take up your angry statue pose. Now slowly count to 10.

As you do, imagine you are taking control of your anger.

TIME: 40+ MINUTES

You are in charge, not the angry feelings.

To practise one more time, ask the students to run on

the spot to get the ‘hot’ feeling of anger, freeze into their

Learning intention

angry statue pose, and then try the strategy that you call

• Students name the things that can make them feel angry

out. At the end of the practice, ask students which one

of the three they prefer.

• Students practise strategies to help them control the way

they express anger

4 As a follow up, ask students to draw their angry face on one

half of a page and name the experience that makes them

feel angry. On the other half of the page they can draw

Method

a coping strategy they liked to use to calm their anger.

Explain that we are going to talk about anger. Ask students

5 Explain that when we feel really angry it is important to

to help you understand what being angry means. Point out

find a way to calm ourselves down, or tell someone what

that sometimes people get angry with us, and sometimes

we are angry about. We need to have good ways to deal

we get angry with other people.

with our anger otherwise we can do hurtful things like hit

Ask the students to show you their angry statue.

people or break things.

Invite them to think of the kinds of things that can make

them feel angry. Some examples are provided below.

Collect a list of these experiences. (Draw on the

Review

Things that might make you feel angry list if you need

to supplement their list.)

Invite students to review the learning intentions by asking

them how the activity helped them to think about the sorts

Explain that there are hurtful ways to show anger and

of things that can cause people to feel angry.

helpful ways to cope with angry feelings.

Seek one or two examples.

Ask students to name some of the hurtful things that

people can sometimes do when they are angry

COACHING POINT

(seek suggestions that include hitting others, throwing

Refer to the use of these anger management

tantrums, saying mean things, yelling, breaking or

strategies at intervals across the year. Practise them

throwing things, and sulking).

and encourage students to try them when they are

Invite the students to name or show some of the more

in heated situations.

helpful things that people can do to help them control

their angry feelings (seek suggestions like walk away,

sit on your hands, take a deep breath).

Explain that they will now practise three different

THINGS THAT MIGHT MAKE YOU FEEL ANGRY

strategies for controlling anger and work out which

Someone laughs at me

one they like the best. Bring students into a free space

I can’t do some of my school work

where they can move. Teach them each of the following

I get teased

strategies, one by one, allowing time to try them a few

times as you go. After each one, ask them how it makes

I am not allowed to do what I want

them feel.

I have to share my things

I get the blame for something

STRATEGY 1. BALLOON BREATHING.

Someone takes my things

Take up your angry statue pose. Take in a deep breath,

I lose a game

and then blow out slowly, just as if you were blowing

up a balloon. Do this three times.

I feel left out

I get into trouble

STRATEGY 2. PRESSING YOUR HANDS TOGETHER.

Take up your angry statue pose. Now slowly press your

hands together palm to palm. Hold them in front of your

chest while you press hard. Then slowly let go.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

2 When you call a category, all players of that category

The anyone who likes... game

must stand up and move to a different chair. At this time,

you rush to a chair and the person left without a chair will

TIME: 20+ MINUTES

make the next call in the game. They will also call, ‘Anyone

who likes ….’, but add a different category. Then all those

in this new category must swap to new seats. Play a few

rounds of the game. After the game ask:

Learning intention

• Students identify that everyone has different fears,

• What did you learn from playing this game?

responses and coping strategies

• Did everyone have the same likes and dislikes?

• Students recognise the need to respect this diversity

3 Remind students that we are all a bit different. We have

our own likes and dislikes. This means that some of us will

be afraid of, or get angry about, different things from our

Equipment

friends. We may also prefer different coping strategies to

• List of Coping strategies from Activity 3

calm ourselves or to cheer ourselves up. It is important

to respect people’s differences and to understand and be

able to tell other people what is good for us.

Method

1 Remind the class of the items on the list of coping

Review

strategies. Arrange the class in a circle. Stand in the

centre of the circle. You do not have a chair, but everyone

Invite students to review the learning intentions.

else does. Call out, ‘Anyone who likes to….’ and add a

Seek examples of what they learned in the game about

phrase associated with the theme; in this case, a positive

similarities and differences.

coping strategy (e.g. anyone who likes to sing a song

to cheer themselves up).

Topic 3 Further resources

Reflecting on everyday practice

Talking further

• What sorts of anger management strategies do you

• Encourage the students to go home and talk to their

favour in your personal and professional life?

family members about what they do to cheer them up

when they are felling sad or disappointed, calm them

• How do you model use of productive coping strategies

when they fell angry or scared.

when things do not go to plan in your classroom?

• Children could ask their parents/grandparents what

• What strategies do you use to encourage students

things made them scared, angry and sad when they

to use productive coping strategies?

were little and what helped them.

• What systems and/or practices does your school have

in place to support students who are finding it difficult

to cope with challenges?

Extension activities

• The students could identify the strategies that

characters in stories use to help them deal with their

emotions. They could bring these books to share at

circle time.

• Students can bring in music to share with the group,

that they think would be useful for cheering or calming

(or use iTunes to sample the songs students suggest).

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Problem solving

AIMS

• Students select strategies at home and/or school

to keep themselves healthy and safe and are able

Activities will assist students to:

to ask for help with tasks or problems

• Recognise there are many ways to solve conflict

Critical and Creative Thinking

• Describe similarities and differences in points

of view between themselves and people in

• Students generate ideas that are new to

their communities

them and make choices after considering

personal preferences

• Identify cooperative behaviours in a range of

group activities

• Students identify words that indicate components

of a point of view

• Practise individual and group decision-making

• Students demonstrate and articulate some

• Practise solving simple interpersonal problems.

problem-solving approaches

English

EVIDENCE BASE

• Students listen to others when taking part in

It is important to help students learn a range of

conversations using appropriate interaction skills

problem-solving skills through applied learning tasks

so they are able to cope with the challenges they will

• Students listen for particular purposes

face in the future. Problem solving is identified by the

World Health Organisation as a key skill for health.¹⁴

CURRICULUM TABLES

To be able to solve problems, children need to be able

to think critically and evaluate the consequences

Curriculum tables for the following activities can

of various actions.³

be found on pages 84-85.

ACHIEVEMENT STANDARDS

Personal and Social Capability

• Students identify and describe personal interests,

skills and achievements and reflect on how these

might contribute to school or family life

Let’s work together:

•

Students show an awareness of the feelings and

needs of others

cooperative games

• Students recognise the importance of persisting

TIME: 15+ MINUTES

when faced with new and challenging tasks

• Students describe similarities and differences in

points of view between themselves and others

Learning intention

• Students demonstrate ways to interact with and

• Students describe the cooperative behaviour that helped

care for others

the team to succeed in the activity

• Students describe their contribution to group tasks

• Students identify how the cooperative behaviour can help

• Students practise solving simple problems,

with solving problems

recognising there are many ways to resolve conflict

Health and Physical Education

Equipment

• Students understand how emotional responses

• Cooperative Game 1: 2-3 hula hoops

impact on others’ feelings

• Cooperative Game 2 (best played in an outdoor area):

• Students demonstrate positive ways to interact

A container of water

with others

6-7 dessert spoons

6-7 matching transparent containers (such disposable

plastic cups)

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

the next along the line, with the aim of spilling as little water

Method

as possible. When it reaches the last person they tip the

COOPERATIVE GAME 1: THREADING THE HOOP

water into the container and then the spoon is quickly passed

back to the start and the action repeated. This should go on

1 Have the students form a large circle and join hands. Break

for a couple of minutes and then you call stop and see which

the circle and place a hula hoop between two students in

container has the most water.

the circle. Without releasing hands, the group must pass the

hoop around the circle and end at the starting point. You can

4 After the game, ask:

introduce a second or third hoop into a different section of

• What sort of actions helped your group to spilling the least

the circle to decrease the amount of time children spend

amount of water while being as quick as possible?

waiting for the hoop to arrive near them.

(e.g. encouraging, concentrating, noticing each other.)

2 After the game ask:

• How and when can we use these skills in the classroom to

make it a friendly and effective learning place for everyone?

• What did we do to help solve the problem of passing the

hoop without breaking hands?

• What sorts of things slowed the group down in solving our

• When can we use these skills to make our classroom

problem? (e.g. getting too excited, rushing or pushing.)

a friendly and effective learning place for everyone?

• What sorts of things slowed the group down in solving

Review

our hoop problem?

Review the learning intentions. Ask students to think about

what the game showed them about cooperative behaviour

COOPERATIVE GAME 2: PASS THE WATER

and problem solving.

1 Divide students into groups of four. Line them up and arrange

for each line to radiate out from the container of water. Place

COACHING POINT

the transparent cup at the end of the line furthest from the

central point occupied by the container of water.

These games can help build a sense of group belonging

and pride which is particularly important for students

2 The leader of each team stands closest to the bucket.

who are more anxious in social situations or who are

Give this person a spoon

not well connected to their peers. To build a greater

sense of connection, mix students away from their

3 Explain that the leader is going to fill the spoon with water

friends when forming the circles or teams.

and then the spoon is going to be passed from one person to

After you have read the story, ask the students to point

Dante’s got problems

out who has a problem. Ask:

• What feelings would Dante be having?

TIME: 35+ MINUTES

• Is it a good idea for Dante to keep his problem a secret?

• What might happen if he doesn’t ask for help?

Learning intention

Point out that sometimes problems just get bigger and

bigger if we keep them a secret. When we have a problem

• Students predict possible outcomes in a range of

that is too big to solve by ourselves, it is a good idea to

problem situations

get help.

• Students think of possible options to solve problems

• Students consider the positives and negatives of a range

Invite the class to play a creative thinking game with you

of choices available in a problem situation

to plan a happy ending for the story. Assemble in a circle.

Invite students to put on their creative problem-solving

• Students identify what they think the best option would

hats (mime this action).

be in a problem solving situation

Place one hula hoop on the floor in the middle of the circle

and stand a volunteer in it as Dante.

Equipment

Ask Dante: What is your problem? Do you need some help?

• Six hula hoops

Ask the class: Who can think of an action Dante can take to

• Poster sized paper and thick texta

solve the problem?

• Room to move

As students make their suggestions, add a hula hoop next

to the central one occupied by Dante. Ask a volunteer to

stand in the hoop and show what this strategy would look

Method

like in action (e.g. telling mum, calling the zookeeper,

1 Explain to the class that you will read them a story,

opening the window to let Rainbow out). Add hoops in a

the story of Dante and the Feathery Problem (see next

circle around Dante’s central one until all the students’

page). As they listen, they will need to think about which

ideas have been played out.

characters in the story have a problem.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Point out that the students have now completed an

important step in problem solving. This is the step

COACHING POINT

of thinking of the different options.

Remind students that when problems start out small,

we can often deal with them on our own, using our

strengths and coping strategies. But sometimes

Suggestion

problems can get big and it is important to know

when to ask for help. Our feelings are good at telling

us when things are getting too hard to manage on

Suggestion

our own. Our heart can start beating faster, we can

Suggestion

get hot and sweaty, we might cry easily or get angry.

Sometimes it can be hard to sleep. It is important

Dante

to listen to these feelings. They might be telling

us it is time to ask for help.

Suggestion

DANTE AND THE FEATHERY PROBLEM

Every Easter, Dante loved to join in the local community egg

hunt. This year he found a very special egg. It was tiny and blue

Ask the remaining class members to come and stand

with rainbow coloured speckles. Clearly it was not for eating,

beside the hoop that has the idea they think is the best

so he took it home to put on his shelf of interesting things.

one. Interview some of these students about why they

The days passed and all the Easter eggs were eaten. The special

think this is the best solution.

egg held pride of place on his shelf and had been admired by

Point out that they have now completed another important

his mum, sister and friends. One night, just before hopping into

step in problem solving. This is the step of thinking about

bed, he noticed that his special egg was not on the shelf. He

all the positives or the ‘up’ sides of the different ideas.

called out to his mum and sister asking if they had seen it. Both

said ‘No’. Dante crawled around on the floor looking for it, but

Invite the class to now move to one of the hoops where

the egg was nowhere to be seen. He stormed to his sister’s

they can see there is a down side or something that might

room yelling, ‘I know you took it.’ His sister just screamed back,

not be good about this option. Maybe something could go

‘No I didn’t!’ and slammed her door.

wrong for Dante or for Rainbow. Interview some of these

students about what they think could be the down side

Later that night as Dante slept, he was woken by a soft fluffy,

of this option.

ruffling sound that seemed to be coming from under his bed.

Ever so cautiously he tipped his head over the edge of the

Point out that they have now completed a third important

bed to peer underneath. Snuggled up in the furthest corner

step in problem solving - the step of thinking about the

near the wall was a strange looking bird-like creature. It had

negatives or the ‘down’ side of the options.

a bright orange beak that curled up in a twirl and a matching

Explain that now they have thought about the different

blue horn, a bit like a unicorn’s, on its head. Its feathers were

options, and the upside and downside, they can choose

the colours of the rainbow. When it saw Dante looking it,

the one they think is really the best. Invite everyone

it winked and chirped. Dante slid under his bed and gently

(including those who were the players demonstrating

picked up the creature. The creature tickled him under the

the different options) to move to their final choice.

nose with its feathery wing. The next morning Dante woke

Make some observations about the diversity of choice.

up with his newfound pet cuddled in his arms.

Point out that often there is more than one way to solve

Oh dear, there was a problem! ‘No Pets’ was the rule in his

a problem.

apartment block. But this was no ordinary pet. Dante decided

To follow-up, arrange for class members to make a picture

that he would keep the creature in his room and not tell a

with a caption to show the happy ending they have chosen

soul. He would call it Rainbow and it would be the pet he had

for the story.

always wanted. He found some cushions and put them under

his bed. He snuck into the kitchen and found some bread

crumbs to feed Rainbow.

Review

When Dante arrived home from school the next day he ran

Review the learning intentions by describing the problem-

into his room, so excited to see Rainbow. Aghhhhh… the

cushions were all chewed up, with bits thrown everywhere.

solving process they worked through in helping Dante to

solve his problem (display this for future reference). Invite

Dante heard a flapping sound and looking up he saw Rainbow

perched on the top of his cupboard.

students to think about and share of examples of when they

might use this process.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

He was no longer a sweet little creature; he was the size of

He ran to the kitchen and brought back a box of cereal. When

a large chicken and he was hungry! Dante sprinted to the

he opened the cupboard, Rainbow burst out and swallowed

kitchen and brought back a whole loaf of bread. Rainbow flew

the whole cereal box! Rainbow was as big as a bear and there

down and gobbled it up in three big mouthfuls. Dante heard

was nothing left in the cupboard. Rainbow had eaten all

his mother coming so he opened his cupboard and stuck

Dante’s clothes! ‘Aaaagh’, thought Dante! ‘Rainbow is too big

Rainbow inside.

to hide! He is too hungry to feed! What should I do?’

The next day when Dante woke up, the cupboard was bulging

and he could hear munching noises. ‘Oh no’, thought Dante,

‘Rainbow is hungry again!’

SCENARIO 1

Real world problems

Josiah was walking out the gate of school in the afternoon

with his friends when a Grade 5 boy pushed past him saying,

TIME: 40+ MINUTES

‘Get out of my way, brownie’. It was the same big boy who

said nasty things to him in the playground, like ‘if you tell

anyone I will hit you really hard’. He was scared to be near

Learning intention

the boy. He didn’t like it when people said mean things about

the colour of his skin. What could Josiah do?

• Students use the problem-solving model to help them

identify options for children experiencing problems

• Students identify possible sources of help

SCENARIO 2

• Students describe and enact problem-solving and

Aisha was worried about her friend Trisha who never had very

help-seeking strategies

much food at lunchtime. Sometimes it was annoying because

Trisha would try to take things from Aisha’s lunchbox. One

day they had an argument about this because Aisha wouldn’t

Equipment

share her lunch. Trisha started crying and ran away to the

corner of the playground. What could Aisha do?

• Six hula hoops

• Lots of options checklist

SCENARIO 3

• Room to move

Leo was often in trouble for forgetting to bring his reader

back to class. He didn’t like to tell the teacher that this was

because when he stayed the night at his mum’s house, things

Method

were very rushed in the morning. It was not like staying with

dad where everything was organised and dad asked him

1 Review the hula hoop problem solving model in Activity

questions to help him remember his things. He didn’t like

2. Explain to the students they will use a similar model to

to tell his mum because his mum might get cross. He didn’t

think about how to help some children solve some real life

like to tell his dad, in case he said bad things about his mum.

problems they are having.

What could Leo do?

2 Explain that first you will read the story. Then the class will

think up different options and act them out so we can see

SCENARIO 4

how the different ideas might work. Then we will look at

Malika was going to stay with her grandma for a few days

the up-sides and the down-sides of the options. Then each

while her mum went to hospital to have a new baby brother

of us will choose what we think is the best option.

or sister. Malika liked playing at her grandma’s house, and

3 Arrange the students in the problem-solving circle with

she liked her grandma’s cooking very much. But she didn’t

their thinking hats on. Place the hula hoops at the ready.

like the dark corridor and the dark bedroom so far away from

Read one of the scenarios provided (or devise your own).

her grandma’s room. She didn’t like the scary feeling of being

Use the role playing model to work on the problem.

far away from her mother at night. She was scared she would

not be able to get to sleep. She was scared she would wet

4 Refer to the Lots of options checklist provided (next page)

her bed if she wasn’t brave enough to go down the corridor

to help prompt ideas for different options. Encourage a

to the toilet in the night. What could Malika do?

spirit of helpfulness as the class gather to think about

what might be helpful to the child in need.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Stress management

AIMS

CURRICULUM TABLES

Activities will assist students to:

Curriculum tables for the following activities can

be found on pages 86-87.

• Identify and describe personal coping skills and

explain how these contribute to family and

school life

• Discuss the ways in which students can use

self-calming strategies to manage themselves

in stressful situations.

The slow motion game for a

EVIDENCE BASE

calmer classroom

Stress is a normal part of life, especially as children get

TIME: 10+ MINUTES

older. Children who cope better with life’s stressors

develop good mental health and wellbeing.¹⁰ Assisting

students recognise their personal signs and symptoms

of stress and develop effective strategies will help

Learning intention

children cope with challenges in the future.

• Students work collaboratively in a self-control game

• Students use the game to help them talk about the place

ACHIEVEMENT STANDARDS

of quiet time in helping them cope with challenge

Personal and Social Capability

• Students identify and describe personal interests,

Method

skills and achievements and reflect on how these

might contribute to school or family life

1 Introduce the Slow motion controller game. In this game,

everyone follows the leader, trying to copy them exactly,

• Students show an awareness of the feelings and

just as if they were part of a giant mirror. The leader

needs of others

moves in slow motion.

• Students recognise the importance of persisting

Begin a slow movement, checking the class to see that

when faced with new and challenging tasks

they can keep up. Aim for a slow meditative style, like

Tai Chi. After awhile you can name a child to take over as

Health and Physical Education

leader, emphasising the need for slow motion. Invite them

• Students understand how emotional responses

to pass the leadership on when they have had a turn.

impact on others’ feelings

2 After the game, ask the class:

• Students recognise how strengths and

achievements contribute to identities

• What did you do to help you to be such a good mirror?

(E.g. watch others carefully, control your body).

• Students select strategies at home and/or school

to keep themselves healthy and safe and are able

• How did the game make you feel?

to ask for help with tasks or problems

• What else can we do to calm our classroom down when it

gets too noisy or fast?

Critical and Creative Thinking

3 Point out that they have shown strong self-control in this

• Students generate ideas that are new to

game. This means they have taken charge of their body

them and make choices after considering

and made sure it is doing exactly what they are telling

personal preferences

it to do. This is an important skill for the classroom.

• Students demonstrate and articulate some problem

solving approaches

Review

Review the learning intentions by inviting students to reflect

on what they have learned from playing the game.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

2 Explain that because Wibbly is not very good at speaking,

What is stress?

the class will have to guess what might have happened

to cause Wibbly to feel so stressed. Ask them to paired

TIME: 25+ MINUTES

share first and then contribute their ideas. Write some key

words on the board.

Distribute the Wibbly feels stressed handout and provide

Learning intention

time for students to draw a picture in a thought bubble,

• Students develop a definition of stress

showing what has happened to make their own Wibbly

feel stressed.

• Students recognise how stress can be felt in the body

• Students identify experiences that can cause feelings

of stress

Review

Invite students to review the learning intentions by asking

Equipment

them to reflect on what they learned in the activity. Has the

activity helped them to understand what ‘stress’ is? Ask for a

•

1 copy of the Wibbly handout

student to summarise this. Has the activity helped them to think

• Handout of Wibbly feels stressed for each student

about how stress feels in the body? Seek one or two examples.

• Large sheet of paper and pens

Has it helped them to explore the kinds of things that can cause

people to feel stressed? Seek some examples.

Method

COACHING POINT

1 Display the Wibbly handout provided. Introduce Wibbly

It is important to highlight and reinforce that different

who has come to class to ask for some help because

people can find different things stressful. What worries

Wibbly is feeling stressed. Ask:

one might be fun for another. So it is important for

• What do you think Wibbly means when Wibbly says

them to understand and respect differences between

‘feeling stressed’?

themselves and others.

• How does Wibbly look?

• What emotions do you think Wibbly is feeling?

Revisit the language from the emotional literacy lessons

such as worried, nervous, afraid, angry, scared.

Work with the class to build a definition for the word

stressed. For example, stress is what a person feels

when they are worried or feeling uncomfortable about

something, and when this feeling lasts for a long time.

Sometimes it can be when there is too much to do or

something is hard, scary or new.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Review

Coping with stress

Invite students to review the learning intentions by asking

them how the activity has helped them to identify a range

TIME: 35+ MINUTES

of strategies to deal with stress, fear or anger.

Learning intention

COACHING POINT

Assemble the Wibbly display in a prominent place to

• Students choose favourite strategies for dealing with their

help remind students of the many coping strategies

fears, anger and sadness

they can use. Revisit as the term progresses.

Equipment

• Wibbly balloon handouts (one per student)

SOME EXAMPLE COPING STRATEGIES

• Wibbly feels better handouts (one per student)

Go and play

• Pencils and textas

Read a book

Draw a picture

Method

Talk to yourself

Pat a pet

Explain that the students are now going to help Wibbly,

by suggesting things they find help them to calm down or

Play with friends

to cheer up. Remind them of the cheering up and calming

Run around

down strategies they developed in earlier activities (see

Topic 3). Ask for some examples of the kinds of coping

Sit quietly on your own

strategies they can recommend for Wibbly to try. Write

Watch TV

the suggestions on the board. If needed add some from

Play a computer game

the list.

Hug your teddy

Tell students that they are going to make some big

Jump on the trampoline

cheerful balloons for Wibbly to hold, and each balloon will

have a helpful idea drawn onto it. Organise for students

Sing a song

to work in small groups to discuss which suggestions

Tell yourself, It’s okay my fear will go away

they will choose to give Wibbly. Set a goal of choosing

Talk with mum or dad

at least one different idea for every person in the group.

When they have chosen, they will draw the ideas into the

Imagine you’re on a sunny beach

balloon templates and add some key words to help Wibbly

Fill your lungs like big balloons

understand the message.

Listen to some gentle music

Ask the groups to present their recommendations to the

Listen to lively music

class. Gather all the balloons to make big bunches for

Count sheep jumping over a fence in a big green field

Wibbly to hold onto, to help float out of the stressful day.

Make a joke

To follow up, distribute the Wibbly feels better handout,

Ride a bike

and ask students to draw or write a calming strategy in

one balloon and a cheering strategy in the other for their

Eat something nice

Wibbly. Encourage them to share these pictures with their

Write about it

parents or carers.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Ask the students what they think floating cloud might be

Relaxation techniques

about. Then arrange for them to lie down again and listen

to the story. (Use the script below or devise your own.)

TIME: 10+ MINUTES

FLOATING CLOUD

Close your eyes. Picture a fluffy white cloud. It is as gentle

and soft as feathers. Imagine you are lying on this soft and

Learning intention

gentle cloud. It makes your arms relax and feel floaty.

• Students practise a relaxation technique

It makes your legs relax and feel light and floaty. It makes

your back feel soft. When you are all soft and settled,

the cloud is going to slowly lift you up and take you for a

Equipment

ride. It is going to take you to a really nice place, to your

• Wibbly letters handout

favourite place. Can you imagine now what you can see in

this special place. Is there something nice there?

Is there something fun to do? Is there something peaceful

there? In a moment your cloud will be bringing you back

Method

to the classroom. Imagine that it is gently setting you

Tell the class you have a letter from Wibbly.

down now. Wiggle your fingers to show you are back.

(Wibbly letters on page 35.) Read the letter.

Wiggle your toes to show you are back. Open your eyes,

and slowly sit up.

Ask for suggestions from the students. Write some key

words on the board.

Ask:

Tell the students that they will try out two special

• How did that exercise make you feel? Would you recommend

relaxation exercises to see if they think they would work

this for Wibbly to try?

for Wibbly. Arrange for them to lie down on their backs

• Which of the two exercises did you like best? Why?

(or if space does not allow, to sit with heads down on

• Could you try these at home when you are getting ready

their desks). Use the script below or devise your own.

to sleep?”

MELTING MOMENTS

Review

Close your eyes. Scrunch up all your muscles so you are

as hard as a block of ice. Hold tight. Now slowly let go.

Review the learning intentions by inviting students to reflect

on what they have learned. Ask them whether the activity

Scrunch up again. Now let go. This time imagine your

block of ice is melting into the floor. Your muscles are

has helped them to practise a relaxation technique. Ask them

for some examples of when they might use the relaxation

getting softer as you melt. Let your fingers melt. Let your

feet melt. Let your back melt. Now wiggle your fingers to

technique they have practised

wake them up. Wiggle your toes to wake them up. Open

your eyes. Sit up slowly.

COACHING POINT

Children may require guidance about when relaxation

Ask: How did that exercise make you feel? Would you

activities, such as the one practised here, may be

recommend this for Wibbly to try?

useful to help them to feel less stressed. Place the

names and instructions for the techniques on a notice

board with pictures and labels of when using these

techniques can help. The activities can also be used

as end of the day relaxation prior to the bell ringing.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Helping letters

TIME: 40+ MINUTES

Learning intention

Review

• Students provide a range of suggestions for helping

Invite students to reflect on the learning intentions. Ask:

people to de-stress.

Has the activity helped students think of a range of suggestions

for helping people (like Wibbly) who are feeling stressed to feel

• Students recognise there are strategies that can help

better? How?

a person to be calmer and more relaxed.

Equipment

• Second Wibbly letters handout

• Letter to Wibbly proforma letter response handout

• Paper pens and envelopes

• Post box

• Wibbly handout (Activity 2) to be pinned on the board.

Method

1 Inform the class that you have received another letter from

Wibbly. Read the letter provided on the next page. Put the

students in pairs and ask them to brainstorm some ideas

about what Wibbly can do to make friends. Collect the ideas

from the class. Encourage students to show their suggestion

in action with short demonstrations or role plays.

2 Explain that everyone will write a letter to Wibbly telling

Wibbly about some of the things that can be done to help

Wibbly make new friends. The letters will go in the post

box and we will read some out each day and then pin them

up near Wibbly. Demonstrate a model for constructing

a letter on the board.

3 Give students time to construct their letters and share the

ideas in their letter with a partner. Arrange for students

to post their letters in the classroom post box to be read

at circle time over the following days/weeks.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Help-seeking

Critical and Creative Thinking

AIMS

• Students generate ideas that are new to

Activities will assist students to:

them and make choices after considering

• Practise solving simple interpersonal problems

personal preferences

• Identify ways to care for others, including ways

• Students demonstrate and articulate some

of making and keeping friends

problem-solving approaches

• Discuss the importance of seeking help when

English

dealing with problems that are too big to

solve alone

• Students listen to others when taking part in

conversations using appropriate interaction skills

• Practise seeking help from adults and peers.

• Students listen for particular purposes

EVIDENCE BASE

CURRICULUM TABLES

Children can experience all kinds of challenges as they

grow and develop. The help-seeking behaviours of

Curriculum tables for the following activities can

children are fundamental to their mental health and

be found on pages 88-89.

wellbeing. Encouraging and fostering help-seeking

behaviours is one way to improve mental health and

wellbeing.¹⁵ It is important to work with students to

make sure they are aware of help-seeking avenues and

The life raft game

are confident to seek help from an appropriate source

when needed.

TIME: 10+ MINUTES

ACHIEVEMENT STANDARDS

Personal and Social Capability

Learning intention

• Students identify and describe personal interests,

• Students work collaboratively in the game

skills and achievements and reflect on how these

• Students use the game to help them identify friendship

might contribute to school or family life

skills for peer support

• Students show an awareness of the feelings and

needs of others

Equipment

• Students recognise the importance of persisting

when faced with new and challenging tasks

•

6-8 hula hoops

• Students demonstrate ways to interact with and

• Music

care for others

• Students describe their contribution to group tasks

Method

Health and Physical Education

1 Distribute six to eight hula hoops in the space (depending

• Students understand how emotional responses

on the size of your class). Ensure there is plenty of room

impact on others’ feelings

between each of the hula hoops.

• Students recognise how strengths and

Explain that the hula-hoops are the life rafts. The space

achievements contribute to identities

around them is the sea. When the music plays, everyone

• Students select strategies at home and/or school

is swimming around in the sea. When the music stops this

to keep themselves healthy and safe and are able

is a sign the shark is coming, and everyone must get into

to ask for help with tasks or problems

a life raft. To be safely in, they must have both feet inside.

However, when they swim for the life raft they must move

• Students demonstrate positive ways to interact

silently and in slow motion, so the shark does not see

with others

where they are.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

The aim is to get everyone into a life raft and to keep still

and silent until the shark is gone. When the music plays

COACHING POINT

everyone must swim again.

Use of slow motion is an important safety mechanism

in this game. If children are too excitable, practice

2 Before you start the game, ask the children to

moving in slow motion first, and play with half the class

demonstrate how they’ll help each other get inside

at a time.

a hoop, or signal where there is room for those who

cannot fit on other life rafts.

3 Play a few rounds of the game. If the group needs more

challenge, remove one of the life rafts. After the game,

ask:

• What did you do to help each other in this game?

• What would happen if nobody helped anyone else in

this game?

• Where do you need to use those same helping skills in real

life - in the playground, classroom or home?

Ask: What can other children do to help Fin? Collect ideas.

I can help my friends

Select a volunteer to be Fin. Put him/her in a chair at the

front of the room and pretend s/he is sitting alone on

TIME: 20+ MINUTES

the school bench. Invite students who have provided the

helping ideas to take turns to demonstrate what the idea

would look like in action. After each demonstration, ask

Learning intention

Fin how that action would make him/her feel.

• Students practise skills in peer helping

Rotate children through the role of Fin and seek additional

demonstrations or variations of the same suggestion.

Equipment

Organise students into groups. Give each group a peer

support scenario to work on. Their job is to think of

• Helping scenarios (print off copies and cut up for the

three different ways for other children to help the

class to use)

character with the problem. They can prepare pictures

or short demonstrations to show their ideas to the rest

of the class.

Method

Arrange for a reporting back. Read out the key scenario

1 Ask the class to work with you to build a description

for the presenting group and invite them to share their

of what a good friend does. Collect ideas and put key

suggestions. Ask other class members if they have

phrases on the board. Emphasise the importance of the

additional suggestions to make.

actions that the class have defined. Explain that the focus

Affirm the students work in showing strong helping skills

of the next activity is going to be helping friends when

for their friends and schoolmates. Point out that it is

they have problems.

good to be able to help friends solve problems, and that

As well as seeking help we can give help. We can use our

includes knowing when to get help from an adult as well.

strengths and be a good friend when we work to help

In future activities there will be a chance to learn more

others with their problems.

about help-seeking.

2 Read through the following scenario (or devise one suited

to your class).

Review

FIN

Invite students to review the learning intention by asking

Fin was feeling sad. Her friend was not at school that day,

them to describe how they practiced helping friends. Ask for

so she went to play with her big brother on the other side

examples of when they might use these skills in everyday life.

of the playground. But her brother said, ‘You can’t play

with us. You’re much too little’.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

scenarios. Emphasise the importance of saying what

How do I ask for help?

the problem is and saying they need help. Invite some

replays to demonstrate how to do this.

TIME: 30+ MINUTES

Role reverse and work with a different scenario. Point out

that it can be helpful to take a friend with you when you

need to ask for help, especially if you are a bit scared to

Learning intention

go on your own.

• Students discuss the types of situations in which they

3 Organise trios, with two help-seekers to approach the

would be best to seek adult assistance

adult together. Provide a new scenario for the trios to use.

• Students understand the importance of finding the

Arrange for some trios to show their scenes.

language to name problems when help-seeking

Note that sometimes seeking help can be hard, especially

if we are a bit scared of the adults, we feel as if we have

done the wrong thing, if we think our problem is too

Equipment:

small, or that we will look silly. However it is important

to remember that some problems can grow bigger if we

• Helping scenarios (from Activity 2)

don’t seek help.

Method

Review

1 Ask students to suggest some situations in which

Ask: Has the activity helped students to decide when it is

children should ask for adult help. Collect their ideas.

important to seek help from an adult? Ask for a few examples

Point out that it is important to seek adult help when

of situations that require help from an adult (e.g. when

someone is sick or hurt, or when something unsafe

someone is sick, or hurt, or when something unsafe is

is happening. It is also important to get adult help if

happening). Ask: Has the activity helped them to feel confident

something is happening to make a person feel bullied,

about asking for help if ever they need to? How has it helped them

or scared, especially if this problem lasts for a long time.

to do this?

When the problem feels too big to solve on your own,

this is a good time to get help.

Explain that the next activity will give them a chance

to practise their help-seeking skills.

2 Arrange for them to role play in pairs. The person playing

the adult will sit on a chair, and the person playing the help-

seeker will arrive to get their attention and ask for help.

Announce the scenario (use one of the Help-seeking

scenarios from Activity 2, or devise one suited to your

students). Give the pairs time to practise. Invite some

different pairs to show their scenario.

Comment on the strengths and skills shown in the

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Who can I ask for help?

TIME: 20+ MINUTES

Learning intention

Review

• Students identify the people in their lives from whom they

Invite students to review the learning intention. Ask: Has the

can seek help

activity helped them to name people in their lives who they can

go to for help if they have a problem?

Equipment

• The Help-seeking hands handout (one per student)

Method

Explain that it is important to know who we can ask for

help. We are going to think about people at home and

at school who we know we could go to for help.

Draw a hand on the board. Explain that you use your five

fingers because they are always with you to remind you

that you have people you can trust and talk to when you

feel upset or sad. Remind students of any help-seeking

pathways in the school.

Distribute the Help-seeking hands worksheet. Explain that

the people they talk to can be someone they trust from

home, a relative, a teacher or person at school, friends

from school or friends from other places. It is good if

there are some adults as some problems are too big

for children.

Ask the students to write down the names of the people

that they can go and talk to when they need help; one

name on each finger and one on the thumb.

Students should also complete a helping hand for those

people that they help sometimes. Emphasise that they

can be both help seekers and help givers.

Gather students in a circle with their helping hands sheet.

Ask them to introduce the people they could go to for

help. Encourage students to share their helping hands at

home, and to ask their parents or carers if there are any

other names they should add.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 6 Further resources

Reflecting on everyday practice

• Who are the people you could turn to for help?

• How do you encourage students to seek and provide

assistance in the classroom?

Extension activities

• Ask student to invent some sayings or pointers to guide

peers about when to handle something on their own

and when to ask for help (e.g. if it involves more than

one person; if it lasts longer than a fortnight; if it won’t

go away no matter what you try; if it causes pain or

suffering; or if it is a lasting breach of someone’s rights

- you should ask for help!)

• Students can write a story for the prep children which

models how a character might go about help-seeking.

This character should persist in their help-seeking until

they find the right kind of help.

• Students can write a story in which peers play a key

role in supporting a friend to get help that they need.

Talking further

• Encourage the students to share their Help-seeking

Hand with those they included as part of the five

trusted people.

• Ask students to record a reverse helping hand onto

which they record five different people they have

helped in some way across the last week.

• Students could ask their family members who they talk

to when they want help for different things.

• Encourage students to ask parents or carers to tell

students about a time that someone in their life

provided help for them, or a time in which they helped

someone else.

• Suggest that some students might like to write a letter

or picture of thanks for the help they have received

from their parents or carers.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Gender and identity

Health and Physical Education

AIMS

• Students understand how emotional responses

Activities will assist students to:

impact on others’ feelings

• Reflect on their identity: likes, dislikes, strengths

• Students recognise how strengths and

• Develop an awareness of positive and negative

achievements contribute to identities

gender norms

• Students select strategies at home and/or school

• Challenge negative gender norms

to keep themselves healthy and safe and are able

• Develop an appreciation of difference.

to ask for help with tasks or problems

• Students demonstrate positive ways to interact

with others

EVIDENCE BASE

Research shows that children become aware of gender

Critical and Creative Thinking

at an early age, being well aware of gender norms, and

• Students generate ideas that are new to

making efforts to fit within gendered expectations by

them and make choices after considering

the time they are in kindergarten.¹⁶ As young children

personal preferences

learn about gender, they may also begin to enact sexist

values, or stereotypical beliefs and attitudes.^16-20

• Students demonstrate and articulate some problem

solving approaches

They may for example insist that some games are for

boys and others for girls, and actively reject peers

from certain games. This means that it is important

CURRICULUM TABLES

to commence work on building positive gender

Curriculum tables for the following activities can be

relationships within these early years. Classroom

found on pages 90-91.

activities can be used to help children to challenge

stereotypes, to value and show respect for diversity

and difference, and learn how to apply these attitudes

within positive gender relationships.

Identity: Comparing

ACHIEVEMENT STANDARDS

personal preferences

Personal and Social Capability

TIME: 2 x 25+ MINUTES

• Students identify and describe personal interests,

skills and achievements and reflect on how these

might contribute to school or family life

Evidence base

• Students show an awareness of the feelings and

needs of others

Children become aware from an early age that

• Students recognise the diversity of families

characteristics such as gender, language and physical ability

and communities

differences are connected with privilege and power.²¹ They

learn by observing the world around them, and by absorbing

• Students describe similarities and differences in

the spoken and unspoken messages they observe.²²

points of view between themselves and others

As they become aware of gendered patterns of behaviour,

• Students demonstrate ways to interact with and

and attempt to fit within the categories they perceive

care for others

themselves as belonging to, they can begin to limit their options

• Students describe their contribution to group tasks

and change the way they interact with peers.^{22, 23}

• Students practise solving simple problems,

The early school years are a critical time to challenge

recognising there are many ways to resolve conflict

stereotypes based on gender and other differences. It is

useful to do explicit work with children to acknowledge,

explore and celebrate diverse identities. This helps them

realise that their likes and dislikes do not have to be limited

by their gender or any other characteristics, and that their

preferences and interests can change and evolve over time.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Ask:

Learning intention

• What skills do we need to be able to play this game?

• Students identify some of the different things that they

• Where do we use these skills in everyday life?

enjoy doing

• Students compare ways in which their preferences may

PART 2: EXPLORING INDIVIDUAL PREFERENCES

be similar to or different from those of their peers

Ask the students to work with a person sitting next to

• Students identify that it is important to have a variety

them, using the Think, Pair, Share (TPS) method with their

of skills and strengths to develop resilience

partner about some of their favourite games and activities.

• Students identify that knowing about our own and other

Ask: Were there things you both liked? Did you have some

people’s interests and preferences can improve the way

different favourite games or activities?

we work and play together

Invite students to report back on the similarities and

differences that they found when they talked with their

Equipment

partner. What were the things they both liked?

• A large poster or section on the white board labelled

Go around the circle, adding each student’s favourite

‘Things people in our class like to do’

activities on a poster and label it ‘Things people in our

• Pencils or felt pens

class like to do’.

Highlight that there are similarities and differences

Method

between students and that you too have things in common

with some but not with others. E.g. ‘I like to play with

PART 1: FRUIT SALAD GAME

Lego, just like Sam, and I also like to cook with people like

(A ‘DIVERSE BUT SIMILAR’ GAME)

Simon does, but Gemma likes skateboarding and I have

never tried this, so I am not sure if I enjoy it or not. Maybe

COACHING POINT

I will try it one day and find out.’

Games can be used to introduce students to the key

Identify that the students have shown that people can

ideas and learning intentions in an enjoyable and

enjoy variety. Point out that one person can like activities

non-threatening way. They can provide a valuable

that are very different in nature. E.g. I love to play football,

opportunity for playful and kinaesthetic engagement

and I like to read and I like to do cooking. (Share examples

and provide a chance for students to mix and interact

that disrupt common gender stereotypes.)

with their peers.

Ask:

• Who has two very different favourite things they like to do?

Explain that this game is called Fruit salad and that it will help

people to mix and sit with different people. State that it is

• Why it might be a good thing to be able to enjoy a lot of

important to be able to mix with anyone in this group. Everyone

different sorts of activities and games?

is important and valued regardless of difference between

• Can both boys and girls, if they want to, enjoy doing all

people. Seat participants on chairs arranged in a circle.

of these things?

• Is there anything on our list that boys can’t do just because

Name each person as strawberry, apple or banana.

they are boys?

Ask them to remember their fruit name, but point out

that they all belong to the category ‘Fruit Salad’.

• Is there anything in our list that girls can’t do just because

they are girls?

The leader stands in the centre of the circle. They do not

have a chair. When they call out the name of one of the

Emphasise that it is important to respect and enjoy the

fruits, all players of that category must move to a different

individual differences and interests of classmates. What

chair. (E.g. on the call of ‘banana’, all bananas must leave

we like to do does not depend on whether we are a boy

their chairs and find a different chair.) At this time the

or a girl. Rather, we are all allowed to have our own

leader will rush to a chair and the last person left without

individual interests. We can gather new interests as we

a chair will make the next call in the game. The next

grow and develop new preferences and favourites.

person will then make a new call.

If the category of ‘Fruit Salad’ is called, then all players

must find a new chair.

Review

Ask students how they think they have done in accomplishing

Play a few rounds of the game. By this time, participants

the learning intentions. Were they able to identify some of

will be in a mixed seating arrangement.

the different things that they enjoy doing? How? Did they find

Stop the game and point out that we all share the category

out ways in which some of their preferences were similar to

‘people’ just as the strawberry, apple and banana all share

or different from those of their peers? Seek some examples.

the category ‘fruit salad’. In our class, all people are included

and respected regardless of any differences between them.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

COACHING POINT

Throughout each stage of the activity, make

connections with the key point that diversity is to

be respected and appreciated. It is important that

students don’t limit their interests/strengths/coping

strategies to those ‘only for boys’, or ‘only for girls’.

We should be able to enjoy a variety of things,

regardless of whether we are a boy or a girl, and enjoy

the ways in which our friends can be different as well

as similar to ourselves. Provide some modelling to

help set the scene for recognition appreciation of the

idea that people have diverse interests. This can help

to interrupt gender stereotypes.

Method

Labels are for jars, not for people

Provide some containers with labels. Ask students to

examine the containers and explain what a label is used

TIME: 25+ MINUTES

for. (Labels are used to describe what is in a container.)

Bring some volunteers out to the front of the class to wear

the label ‘boy’ and ‘girl’. Ask: However...do these labels do

Evidence base

the same thing as the labels on the jars or boxes? Do they really

Gender norms influence beliefs about emotional experience

tell you much about this person?

and self-expression. For example, men and boys are

Explain that unlike the container or jar, these labels do

expected not to express their feelings of vulnerability and

not tell us what is inside the person. They do not tell us

sadness because ‘boys are tough’ and ‘boys don’t cry’.²²

what these people like to do, like to play, or are interested

Dominant conceptions of masculinity and femininity can limit

to do one day. They only tell us that they were born with

the possibilities that children see for themselves and others,

male or female body parts.

influencing their behaviour and relationships.

Refer to the poster from Activity 1 in which students

shared information about their favourite games and

Learning intention

activities. Show how this extra information would need to

be added to the labels the volunteers are wearing to help

• Students describe what labels are used for

us understand who each of these people are. (You might

• Students compare the difference between labels used

like to add some of these labels to the volunteers, using

on containers and those applied to people

their previous work. For example, Gemma likes camping,

• Students identify that it is not helpful to apply labels

and riding her bike, and dancing, and books about

to people

monsters and books about fairies. One day she wants

• Students practice using statements which challenge the

to travel around the world. Does the label ‘girl’ tell us all

limiting nature of gender labels

of this? Point out that even if someone knows Gemma

quite well, she can still surprise them.)

Explain that if we rely on labels to help us understand

Equipment

people, we can get into some problems. For example, it

• Containers with labels (e.g. jam jars, tins of fruit etc.)

is not useful if we think the label ‘boy’ tells us that all boys

• Labels: boy, girl (large signs that students can hang around

should be the same, and should like all the same things.

their neck)

Boys can choose. Boys are allowed to be different from

each other. It is not useful if we think the label ‘girl’ tells

• ‘People in this class like to…’ brainstorm sheet from

us that all girls should be the same, and should like all

previous activity

the same things. Girls can choose. Girls are allowed to be

different from each other.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Introduce the word gender. Explain that the word gender

5 Explain that the students have worked on an important

is used to talk about the ideas that people have about

idea in the activity. We must be careful about labels.

what it means to be a boy or girl. These ideas can change

The label ‘boy’ or ‘girl’ does not tell people what they

over time. Ask: Has anyone ever heard people say things such

should or shouldn’t be interested in choosing to do,

as ‘that’s a girl’s colour not a boy’s colour’, or ‘girls can’t’,

learn, or play.

or ‘boys can’t’, or ‘you can’t do that because you are a boy’

The second important idea is that everyone is a little bit

or ‘that is a girl thing to do’?

different and our differences are important. We don’t have

Explain that these statements are examples of the ideas

to be the same as each other. We should enjoy the ways

people can have about gender. These are opinions, not

that people are different. We should let our friends have

facts. For example, it is a fact that people are born with

their own interests and favourite activities.

male or female body parts, but it is not a fact that boys

wear blue and girls wear pink.

Review

For example, in the old days, people thought women

couldn’t be athletes in the Olympic Games. Now we

Review the learning intentions. Ask: Were students able to

describe what labels are used for? Ask a student to summarise.

know that this is not true. We might even wonder how

people could have believed this to be true. People once

How did the activity help students understand that the label girl

or boy does not tell you much about the person’s interests and

thought that only women could care for the children and

do the cooking. Now most people think that this is a very

preferences? Did the activity help you practice ways to disagree

when people say things like ‘boys can’t’ or ‘girls can’t’? How?

strange idea because men and women can both be good

at this. However, there are still ideas around about what

is suitable for boys or girls.

COACHING POINT

Point out that when people say things are only for people

Some students may have very strong views about what

with a ‘boy’ label or ‘girl’ label, that is not useful. If this

it is appropriate for boys and girls to do. A positive and

happens, it is important to know that you can speak back

rights-based approach is useful. Encourage students

and disagree. Being told that a certain game is just for

to challenge the limiting nature of negative gender

girls or just for boys can be like being made to wear shoes

labels by focusing on the positives: identifying what

that are too small for you. It can squash you in and stop

boys and girls can do, rather than what they ‘can’t’.

you from being free to enjoy life.

Look for opportunities to draw attention to the diverse

Explain to the students that they are going to practice

nature of the interests held by characters in stories and

disagreeing if they hear people using gender labels to tell

people visiting the classroom, as well as by children

them what they should like to play or do. They are going

in the class. Encourage interest in and appreciation

to work together to make a chant in which they turn ‘can’t’

of diversity and curiosity.

into ‘can’. For example, when they hear you say: Girls can’t

play football, the class will turn the ‘can’t’ into ‘can’ and

chant together ‘Girls CAN play football’. The aim is for the

voice of the class to be loud and strong, to help people

remember that labels are for jars not for people.

Chant:

• Girls can’t play football.

(Response: Girls CAN play football)

• Boys can’t learn ballet.

• Boys can’t cry when they are hurt.

• Girls can’t play in the building corner.

• Girls can’t be firefighters.

• Boys can’t cook.

• Girls can’t be doctors.

• Men can’t be nurses.

• Dads can’t mind the babies.

• Mums can’t go to work.

• Girls can’t be strong.

• Boys can’t be gentle.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

family. Aysha would watch as the ball came speeding

Inclusive gender stories

towards her. She would concentrate really hard, swing

her bat and hit the ball as hard as she could. She would

TIME: 20+ MINUTES

then run as fast as she could between the wickets and

score as many runs as she could.

She practiced hitting the ball everyday. If no one else

Evidence base

wanted to play, she would hit the ball up against the

wall. One day Aysha wants to play for Australia.

Beliefs about gender norms and roles are socially

constructed. That is, the types of behaviours considered

At school Aysha is known as the best cricket player.

acceptable, appropriate or desirable for girls and boys

She makes the most runs and she helps others by

(including in a classroom environment) are created by

explaining the rules, showing them how to hold the

societies. Gender norms inform beliefs about how girls

ball to bowl and how to hold the bat.

and boys should act, speak, dress and express themselves.

One day at school, Mr Stedler the teacher explained

Children learn these norms and expectations from an early

to the class that their grade was going to have game of

age, influencing the roles, attitudes and behaviours they

cricket and netball against another school and that the

adopt.^{16, 22, 23} Children benefit from critical thinking exercises

class needed to make two teams - one to play cricket

within which they are assisted to detect and challenge the

and one to play netball. Mr Stedler asked anyone who

limiting nature of many traditional gender norms.

wanted to play netball to stand at the bookshelf and

anyone who wanted to play cricket to stand next to

the whiteboard.

Learning intention

Aysha went straight to the whiteboard. She wanted to

• Students identify that being a girl or a boy should not

play cricket. She stood next to Jeff who was also a very

determine or limit the sorts of sports or activities that

keen cricket player. But he pushed her towards the

they enjoy

netball group and said, ‘You need to move over to the

• Students talk about they can do if someone tells them

bookshelf and play netball with the girls, inter-school

boys can’t or girls can’t do these things just because

cricket is for boys’. Tully stepped in and said,

of their gender

‘No cricket is for anyone and Aysha is the best. She

should be our captain’.

Invite the students to reflect on the story and discuss

Equipment

what happened:

• Room to move (Optional extension only)

• How might Aysha feel when Jeff tells she should not play

cricket just because she is a girl?

Method

• What could she do?

• I wonder where Jeff got the idea from that cricket was only

1 Explain we are going to listen to some stories in which

for boys? What do you think?

one of the characters has a problem. We are going to

think of some advice that may help the character to solve

• What did Tully do to help Aysha? (Discuss being brave…)

their problem or to get the help they need.

• How might Tully have felt when he stood up for Aysha?

(Brave, scared….)

2 Our first story is about a girl called Aysha. She loves sport

• What could someone do if in our schoolyard someone told

and one sport is her favourite. Who wants to guess what

them that they couldn’t play a particular game just because

her favourite sport might be? (Invite some guesses.)

they were a boy or just because they were a girl?

Then read the story below.

Who could help?

STORY: AYSHA SHOULD BE CRICKET CAPTAIN

Optional: Invite some students to role play what some of

Aysha’s favourite game to play was cricket.

the advice might sound like or look like in action. Or invite

students to work in pairs or trios to try out what some of

She played cricket in the backyard with her brother and

the advice might sound like or look like in action.

sisters and some neighbours. Sometimes after work her

mum would come out and play too. Sometimes her dad

Introduce the second story about a boy called Remi.

would play on the weekend. She watched cricket on the

Explain that Remi too has a very favourite activity.

television with her grandpa, and her mum and dad even

Invite some guesses about what it might be. Give a hint

took her to watch a game being played between India

that it is not a sport, but it is a very active thing to do. Tell

and Australia. Aysha liked watching cricket but better

the story, inviting students to watch out for the problem

still she loved playing cricket.

that occurs for Remi, and to being thinking about what

On the weekend her family would go to the oval where

their advice might be.

there was a real cricket pitch. Aysha liked to bowl but

she really liked to bat. She was the best batter in her

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

STORY: REMI LOVES TO DANCE

Invite the students to reflect and the story and discuss

what happened:

Remi loves to dance. His older sister Maya also loves

to dance. She has been going to Jazz Ballet classes

• How might Remi have felt being told he could not be part

for over a year. At home they turn the music up and

of the Harmony Day dance just because he is a boy?

dance around their lounge room together. They make

• What could Remi do?

up dance acts to show their parents, and Maya teaches

• I wonder where Prue got the idea from that dancing was only

Remi some of her special dance steps.

for girls? What do you think?

In December, Remi went with his parents to see Maya

• What could Remi’s friends do to help him?

perform in the annual concert. It was exciting! There

(Discuss being brave…)

was ballet, tap-dancing, hip-hop and singing as well.

• What could you do if someone told you that you couldn’t join

The music and dancing made Remi feel happy and

in just because you were a boy or girl? Who could help?

excited. In the car on the way home from the concert,

Remi told his Mum and Dad that he would like to

Optional: Invite some students to role play what some of

start dance classes. Maya was pleased that Remi was

the advice might sound like or look like in action. Or invite

going to be coming to the dance studio with her every

students to work in pairs or trios to try out what some of

Thursday after school.

the advice might sound like or look like in action.

There was only one other boy in Remi’s class. The rest

Ask the students to think about what they might have

were girls. This did not bother Remi. He was just so

learnt from advising the characters in these two stories.

happy to be in a group where everyone loved to dance!

Useful questions might include:

The other students were friendly and the teacher was

funny and gave lots of encouragement. She told Remi

• What kinds of unfairness did we hear in these stories?

that he had ‘great potential’, which his Mum told him

(Students might suggest that they have challenged the

meant that if he practiced hard, he could go on to be a

idea that boys or girls should be stopped from following

great dancer in the future.

their interests because of limiting beliefs about what

At school one day, Remi’s teacher Ms Shah announced

is right or wrong for members of one or other gender.)

that the school would be celebrating Harmony Day

• What kinds of actions did we suggest that the characters

and that Mr Thomson the PE teacher was looking for

could take?

students interested in performing a special dance in

(Students might suggest they have emphasised they

assembly. She asked people to put their hands up in

have the right to choose their own leisure and sports

they were interested in joining the dance team. Remi

interests; they can support peers in their preferences,

felt excited. He was the first student in the class to

even if different from their own; and they can request

raise his hand. Finally he would have a chance to dance

adult assistance when they find they cannot manage

at school!

situations of unfair treatment based on gender.)

All the other people who raised their hands were girls.

Prue, who was sitting next to Remi said loudly, ‘Remi,

you can’t be part of the dance team, you’re a boy and

boys don’t dance!’ Across the circle, Sophia put her

hand up looking worried and said, ‘But Remi is in my

dance class and he is one of the best dancers!’

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Review

Invite students to review the learning intentions. Ask: Can

you make some suggestions about what boys and girls can do if

someone tells them ‘boys can’t’ or ‘girls can’t’ do certain things?

Seek some examples.

COACHING POINT

Inviting the students to reflect on what they have learnt

from the activity helps to prompt higher order thinking.

This also provides a useful way to return to the learning

intentions, to assist students to be aware of the

purpose of the activities, thus empowering them to be

able to discuss what assists in their learning.

Equipment

Using personal strengths to

• 40 Positive adjectives list in Topic 2, Activity 3. (Page 9)

resist gender stereotyping

• Sets of Strengths cards from Topic 2, Activity 4.

(Page 10-15)

TIME: 25+ MINUTES

Method

Evidence base

Review the personal strengths cards introduced in Topic

2: Personal Strengths. Review the meanings of the words,

Strengths-based approaches build on the capabilities and

seeking examples of when you might use them in action.

resources of children and young people.²⁴

Resilience research has been instrumental in charting the

Remind students about the two stories that they listened

importance of shifting away from deficit approaches (where

to in the previous activity, about Aysha who loves cricket

the focus is on repairing problem behaviours) to favour

and about Remi who loves to dance.

approaches that aim to take advantage of existing strengths,

Ask the students to choose a card that they think would

positive qualities and the intentional promotion of wellbeing

be useful for each of these questions. Ask:

and resilience.^{6, 25-28}

• Which strengths would be useful for Aysha as she follows her

The evolving tradition of positive psychology has had a great

interest in cricket?

influence in this area, arguing the need to see people in

• Which strengths might be useful in helping Aysha

terms of their strengths and capacities, and to focus on what

it is that helps people to thrive.²⁷

to deal with negative comments such as ‘girls don’t

play cricket’?

• Which strengths would be useful for Remi as he follows his

Learning intention

interest in dance?

• Students review the character strengths cards

• Which strengths might be useful in helping Remi to deal with

• Students identify personal strengths that could be

negative comments such as ‘boys don’t dance’?

useful when dealing with situations in which people seek

Point out that these character strengths are not gendered.

to limit their interests based on gender stereotypes

That is, they don’t belong to boys versus girls or to men

• Students identify and describe personal strengths which

versus women. Rather they are strengths that everyone

they have used in the previous few days

can use to deal with the challenges and opportunities in

their lives.

• Students select a character strength which they intend

to use more in the upcoming week

• Students develop their strengths through cooperative play

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Reconnect students with their personal strengths.

5 After the game, settle the class to discuss the activity.

Arrange for them to work in pairs or small groups, with

Useful questions include:

a set of the strengths cards. Explain they will help each

• What did you have to do to make sure you did not drop

other to identify two or more of the personal strengths

the baby?

they have used in the last few days, and give an example

• What skills were you using to make sure that your

of when they have used that strength.

‘baby’ was being carefully looked after by two people?

Give some examples of when you have seen the whole

• In real life, what skills do we use to help look after babies?

class or particular children using a range of different

strengths (e.g. loyal, determined, honest, fun-loving,

• In real life, does it have to be a father and a mother who

patient, etc.)

work together to look after a baby, or can other combinations

of people do this? Seek examples.

Invite students to report back. Then ask each person to

identify a strength which they would like to use more in

Emphasise that in real life, adults try hard to look after

the next day or two.

children. They are there to help. However sometimes,

Ask: Are there any strengths on our lists that boys can’t have

when the adults are in a hurry, or are busy with other

and use just because they are boys? Are there any strengths on

things, it can be harder to ask for help. But it is still

our list that girls can’t have and use just because they are girls?

important to do this. Even if this means using the strength

Highlight the non-gendered nature of personal strengths.

of courage or determination. It is especially important to

find and tell a caring adult if a child or an adult is hurting

Introduce the Mind the Baby relay. Explain they will get to

someone else.

use some of their personal character strengths in the game.

HOW TO PLAY THE MIND THE BABY RELAY

Review

• Organise two or three teams.

Invite students to appraise how they think they have done in

• In each team the players form pairs. Each pair stands

accomplishing the learning intentions. Ask: Were they able to

side by side and links elbows. They must walk as a pair

identify personal strengths to use when people try to discourage

without letting go elbows.

them from doing something they enjoy just because they are a boy

or just because they are a girl?

• Gather the pairs one behind the other so the teams are

ready for their relay race. Down the other end of the

room place a chair for each team to run around.

COACHING POINT

• Give the first in line for each team a cloth bundle

The Mind the Baby relay can also be used as an

(or doll) to carry. This bundle is the ‘baby’ that the

opportunity to teach children that sometimes children

couple must carry and then pass on to the next pair

are looked after by two female parents or two male

in their team. The bundle/baby must be kept safe and

parents. Sometimes they are looked after by relatives

at all times must be held by both parties in the

or grandparents or other carers.

partnership. If the baby is dropped, it must be picked

up by both parties.

• The first couple from each team begins by rushing

to one end of the room. Together they carry the baby.

They run as best they can with their elbows linked

together and their other arms supporting the baby.

They run from the start line to the other end of the

room, around a chair that marks their destination,

and then back to where they started. Here they pass

the baby to their teammates (still with elbows linked)

who are the next pair to continue the race. The winning

team is the one that has their last pair return first with

the baby.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 7 Further resources

Reflecting on everyday practice

• How do your own interests, skills and life experiences

influence how you respond to gender norms?

• How do you work towards gender equity across the

curriculum, class routines and across the school day?

• Does your school’s anti-bullying or diversity policy

specifically include harassment or discrimination based

on sexuality, gender identity or intersex status?

Extension activities

• Collage - invite students to bring clippings from

newspapers and magazines of, for example, sporting

people they like to watch or represent the games (other

leisure activities) they like to play. Create a collage of

these images and then analyse the gender patterns.

Invite students to reflect on games that appear to be

male or female dominated and discuss how everyone

can play by learning the skills and rules of the game/

leisure activity.

• Read gender diverse literature, such as Allie’s Basketball

Dream, by B.E. Barber.

Talking further

• Encourage students to talk with parents or carers about

the games that they used to like to play when they were

young and/or the jobs that used to do at home and at

school when they were young.

• Work with students to construct a class newsletter that

sums up the key learning/ideas in this topic. Students

can take this home to share with parents or carers.

• Encourage students to invite parents/carers/siblings/

older buddies into the classroom to ‘show and tell’

what they have been learning about this topic.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Positive gender relations

AIMS

ACHIEVEMENT STANDARD

Activities will assist students to:

Personal and Social Capability

• Develop an understanding of gender-based violence

• Students show an awareness of the feelings and

as involving unfair and hurtful behaviours based on

needs of others

ideas about what it means to be a boy or a girl

• Students identify and describe personal interests,

• Identify examples of the ways that gender-based

skills and achievements and reflect on how these

violence can include things that people say (verbal),

might contribute to school or family life

things they do to others’ bodies or possessions

• Students recognise the importance of persisting

(physical) or things people do that affect how safe

when faced with new and challenging tasks

or welcome people feel e.g. ignoring, leaving out,

• Students describe similarities and differences in

laughing at (psychological)

points of view between themselves and others

• Examine the effects of physical, verbal and

• Students demonstrate ways to interact with and

psychological gender-based violence

care for others

• Identify and practice respectful and gender-

• Students describe their contribution to group tasks

friendly behaviours

• Students practise solving simple problems,

• Develop and practice assertive and help seeking

recognising there are many ways to resolve conflict

strategies to protect themselves when they feel

unsafe in situations involving gender based violence.

• Students select strategies at home and/or school to

keep themselves healthy and safe and are able to

ask for help with tasks or problems

EVIDENCE BASE

Studies show that school based violence prevention

Health and Physical Education

and respectful relationships initiatives can make a

• Students recognise how strengths and

real difference, producing lasting change in attitudes

achievements contribute to identities

and behaviours in students.^29-31 In effective programs,

• Students understand how emotional responses

children and young people learn about the ways in

impact on others’ feelings

which power relations inform gender relationships.

They learn how to translate a belief in respect for

• Students demonstrate positive ways to interact

others into respectful communicative practices.

with others

This requires a focus on skills as well as attitudes.

Critical and Creative Thinking

Studies show that effective programs employ

• Students generate ideas that are new to

participatory and interactive pedagogy. Participatory

them and make choices after considering

pedagogies stimulate the critical thinking necessary

personal preferences

to interrogate social norms and to develop the social

skills needed in daily life.³²

• Students identify words that indicate components

of a point of view

• Students use reasons and examples for

different purposes

• Students demonstrate and articulate some

problem-solving approaches

CURRICULUM TABLES

Curriculum tables for the following activities can be

found on pages 92-93.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

• What can happen when people playing games don’t

What is fair play?

cooperate or agree?

(Arguments or tears or people feeling left out.

TIME: 40+ MINUTES (OR 2 X 20+ MINUTES)

This might happen in any type of game.)

• What sorts of actions can lead to fights?

(People don’t always play in a fair and friendly way.

Evidence base

Sometimes they are mean or rough when they play

Gender norms can influence what children presume to

or exclude others.)

be permissible within their play.³³ For example, boys may

presume that forms of physical violence are permissible as

• Should boys and girls be equally expected to play by

a way to negotiate conflict or dominance, and reject boys

the rules?

who do not wish to or are not able to transact in this way.

(Both boys and girls should be equally expected

Classroom activities that question and challenge the use

to refrain from violence when playing together.)

of aggression in problem solving can help to create new

possibilities for more positive peer relationships.

3 Congratulate the students on cooperating and playing fairly

during the games. Explain to the students that boys and girls

are expected to play in a fair and cooperative way, whether it

Learning intention

is just boys playing, just girls playing, or when boys and girls

play together. Everyone can play and work in a fair, friendly

• Students identify the ways in which the rules of the game

and cooperative manner in the classroom, in the playground,

assist people to play the game

at home and when visiting friends.

• Students identify that unfair play or breaking the rules of

the game can lead to conflict

• Students identify that it is equally important for boys and

Review

girls to play in a fair and friendly manner

Invite students to review the learning intentions. Were they

able to identify that unfair play can lead to conflict? Seek

examples of different types of unfair play. Were they able to

Equipment

identify that it is equally important for boys and girls to play

• Equipment required for teacher selected games

in a fair and friendly manner? Seek examples of the games

in which boys and girls will need to be able to play fairly.

• Room to move

Method

1 Divide students into mixed gender groups. Assign each

group to play a game that needs to be played in a small

group in order to be fun. (E.g. board games, charades,

improvised throwing games such as throwing a soft toy

into a large basket or a box held by the other players.)

2 After the games are finished, gather together and ask:

• How do the rules help us to enjoy this game?

(The rules of the game helped to make the game fair for

everyone and to arrange for people to have turns and

to know what to do.)

• What did you have to do to make that game work well for

everyone and not end in a fight?

(They had to cooperate in their game, how they worked

with and encouraged each other during the game, and

how they kept rules about turn-taking or going out.)

• Does it make any difference to be boy or girl in that game?

Do girls and boys both have to keep the rules?

(No. Yes.)

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

• How do we know when it is good to follow a leader and

Creating a gender-

when it is not?

• What can we do if a friend is starting to lead an activity and

friendly classroom

we think that it is a mean, hurtful or unfair activity?

TIME: 45+ MINUTES

• What can we do if a person is leading others in mean gender

labelling by saying things like ‘boys can’t play this game’

or ‘girls can’t play this game’?

Evidence base

Invite students to work in small mixed gender groups at

If children have the opportunity to think about and apply

tables to suggest actions they can do to make a gender

gender fair and friendly behaviours in the classroom, they

friendly classroom. For example:

are more likely to apply their learning to the treatment of

• During floor time: ‘We can sit beside anyone on the mat.’

their peers. Research demonstrates that those with rights-

• During Table work: ‘We can work with a girl partner

affirming attitudes are less likely to engage in gender-based

or a boy partner. We can all work together.’

violence, and that belief in the equality of men and women

• Working or playing in library/construction/science/

is protective against the uptake of violence-endorsing

etc. corners: ‘Boys and girls can play in the construction

attitudes and practices.^{34, 35}

corner and the home corner.’

People with awareness of the gendered nature of violence

• Snack time: ‘At snack time, girls and boys can share tables.’

are more likely to recognise when and how to support

victims and how to encourage action to prevent violence.^{36, 37}

• Playtime: ‘Boys and girls can play the game they like,

either together or separately.’

• Lining up for class: ‘Boys and girls can be partners when

Learning intention

we line up.’

• Students identify skills we need to build respectful

Using the examples generated, invite students to make

gender relationships

generalisations about a gender friendly classroom.

• Students identify gender-friendly behaviours they can

For example, ‘In 2C, the boys and girls work and play

practice in the classroom and playground

together. We like to learn new things. We are fair and

friendly to everyone.’

Arrange for students to either sketch, annotate or use

Equipment

technology (such as class iPads), to photograph freeze-

• Poster paper

frames of gender-friendly behaviours. This could form the

• Pencils and/or felt tip pens

basis of a language experience book, incorporating gender

-friendly dialogue to support the message in each image.

• Room to move

Ask:

• Why might it be important to use fair and friendly

Method

behaviours when we play?

1 Play the Harmony game. Invite the students to stand in a

(So that when we play it can be lots of fun for everyone.)

large circle. Explain the aim of the game is for the group

• How can we use fair and friendly behaviours when we are

to follow the actions of the leader so that the group

working with others in the classroom?

looks like it is moving as one. (E.g. slow, fluid, flowing

movements, such as those in Tai Chi).

(Besides common courtesies such as sharing equipment,

emphasise that it is important that we are willing to

Appoint a ‘leader’ to begin and provide an opportunity for

work with everyone, boys and girls, in the classroom

the group to practice. Encourage the ‘leader’ to change

in partner work, small group work and when we learn

the movement providing the group time to read, adjust

as a whole class. This ensures everyone is included.)

and follow. After a short time appoint a new ‘leader’.

For additional challenges:

Review

• Send a pair of detectives out of the room, then appoint

the leader. Call them in once the movement has started.

Review the learning intentions with the students.

Ask them if they can work out who is the leader.

Were they able to identify that the classroom is a better

• Invite the class to see if they can sit ‘all as one’ in

place if everyone shows respectful gender relationships?

slow motion.

Seek one or two examples of how we make the classroom

a respectful place.

2 Ask:

• What skills do we need to work in harmony in this game,

or to move all as one?

• Can girls and boys be leaders?

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

What is gender-based violence?

COACHING POINTS

Some people prefer to use the word ‘target’ rather

TIME: 25+ MINUTES

than ‘victim’ to imply that the perpetrator made a

choice and that their act was deliberate.

Some prefer to use the word ‘survivor’ rather than the

Evidence base

word ‘victim’ as they find this word more suggestive of

strength and recovery. Others prefer the word ‘victim’

It is important to work with children from an early age to

as suggesting the innocence of the targeted party.

consider the difference between fair and friendly play and

Many argue that it is important to avoid use of the label

play that is violent or ‘too rough’. This sets the scene for

‘bully’, as that suggests an identity, and to comment

understanding that violence is never acceptable as a mode of

instead on the behaviour.

resolving a relationship problem.^{38, 39}

Some gender norms tolerate higher levels of violence with

boys, dismissing violent acts as an inevitable sign that ‘boys

will be boys’. It is important to set the same non-violent

SCENARIO 1

standards for both girls and boys, and to expect that boys

Amira was playing on the swing. Lucas yelled out to her to

and girls can learn the self-control needed to ensure that

get off because he wanted a turn. He grabbed the swing and

they do not resort to violence to get their own way or to deal

stood over Amira yelling, ‘Girls have to get off or I will push

with their frustration.

them off’.

Violence data indicates that many boys are the victims of

Ask:

violence perpetrated by other boys. Thus prevention of

• What is Lucas doing that is violent?

gender-based violence should include efforts to diminish

• How might this make Amira feel?

violence perpetrated by boys against boys as well as

• What could other people say to Lucas to help him understand

violence perpetrated by boys against girls.

how his actions have caused harm?

Australian data shows that the majority of young Australians

do not find violence and sexual harassment to be acceptable.

SCENARIO 2

However there are low levels of knowledge about how to

While Nik was playing ‘kick to kick’ football with Eddy,

prevent, help-seek or intervene in situations of gender-

Waheed and Dino, he fell and grazed his knee. Nik began

based violence.^{34, 35}

to cry. Dino laughed and pointed at him, ‘Look at the sooky

baby! Only girls cry! So you’re a girl!’

Learning intention

•

What is Dino doing that is violent?

•

How might Nik feel?

• Students identify the emotions people can have when

they witness gender-based violence or are the target

•

What could other people say to Dino to help him understand

of gender-based violence

how his actions have caused harm?

• Students identify the bodily sensations people can feel

when they witness gender-based violence or are the

target of gender-based violence

COACHING POINTS

Keep it general: Avoid using the public whole-of-class

discussion as the place to solve a specific argument

Method

that has occurred between peers. Remind students that

the class discussion is not the time to name anyone

1 Explain that we use the word violence to talk about ways

who has done something wrong. For this, they should

in which people hurt others. People can hurt the bodies

come and speak to you later or speak to you when the

of other people by hitting, kicking, biting, pushing, or

class is doing some independent work and you can talk

throwing things. People can hurt other people by saying

just with them

mean things: by teasing, or name calling, or yelling.

They can also hurt people’s feelings by ignoring them or

leaving them out. All of these different kinds of violence

hurt people. Explain that sometimes people also use

boy or girl labels in a mean or violent way. This is called

gender-based violence.

2 Tell the class that they will use some scenarios to think

about how different types of violence can affect people.

They will name the forms of violence being used and the

possible effects on other people.

Read the following scenarios to the class using the

questions to trigger discussion.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

SCENARIO 3

Review

Bethany sat at the table to eat lunch. She sat at the table

Conclude by inviting students to comment on whether they

where Simon, Sachen and Jarrah were sitting. Sachen said,

think the class met the learning intentions. Were students

‘Girls don’t sit at our table. Girls have germs. Go away!’

able to identify the emotions people can have when they

He started swinging his legs and kicking her under the table.

experience gender-based violence? Seek one or two

• What is Sachen is doing that is violent?

examples. Were students able to identify the feelings in the

• How might Bethany feel?

body that people can feel when they experience gender-

• What could other people say to Sachen to help him understand

based violence? Seek one or two examples.

how his actions have caused harm?

COACHING POINTS

SCENARIO 4

Gender stereotypes hurt boys too: Remember, gender

Annie loved playing basketball with the boys in the play

norms can hurt men and boys as well as women and

breaks. Her friends Farah and Evie wanted her to play shops

girls. Many boys and men also struggle with rigid

in the adventure playground house. When Annie said no,

gender expectations and gender stereotypes.

they shouted, ‘Only boys play basketball! Annie plays with

For example, men and boys are expected not to

boys! Annie’s a boy! Annie’s a boy!’

express their feelings because ‘boys don’t cry’.

• What is the violence that Farah and Evie are doing?

The dominant constructions of masculinity require

• How might Annie feel?

boys and men to be heterosexual, tough, athletic

and emotionless, and encourages the control and

• What could other people say to Farah and Evie to help them

dominance of men over women. However, some boys

understand how their actions have caused harm?

also exert power over other boys who do not fit into

this dominant image. Emphasise that there are multiple

SCENARIO 5

ways to be a boy (and a man) and that being a boy

Effie was playing with her friends at lunchtime. Kevin and

doesn’t mean only liking sport or not being able to cry

Aldo from the Grade 4 class ran up to Effie and her friends

if you get hurt. Emphasise that it is a positive thing

and started lifting up their school dresses singing, ‘We can

when boys have a variety of interests including things

see your undies, we can see your undies…’.

like art, singing and dance.

• What is the violence that Kevin and Aldo are doing?

• How might Effie Feel?

• What could other people say to Kevin and Aldo to help them

understand how their actions have caused harm?

3 Sum up by reviewing the idea that gender-based violence

is not just physical but also verbal and psychological.

It causes hurt and harm. Explain that when that violence

is about excluding or hurting people just because they are

a boy or girl it is called gender-based violence. It is not

respectful. Other people can help by not joining in with

violence, and by telling people that violence is hurtful.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

When the students have had turns suggesting solutions,

demonstrate what an alternative and appropriately respectful

The opposite of violence

strategy would look like or sound like.

is respect

SCENARIO 1

TIME: 45+ MINUTES

Tristan hits or shoves when he doesn’t get to go first in

OR 1 X 30+ & 1 X 15+ MINUTE SESSIONS

the game. Ask:

• What are some respectful and fair ways of working out who

will go first?

Evidence base

• Who can show us what this might look like?

The attitudes that children and young people hold towards

violence are greatly influenced by their views on gender.

• Are there any other ideas about how to do this?

Who can show us another approach Tristan could use?

They have strongly developed views about what is normal,

expected and appropriate for boys and girls and for men

Remind students that in some games, people can join in at

and women to do. However, these views can and do evolve

any time (e.g. ‘kick to kick’ football). However, sometimes

in response to their experiences, and to the modelling

when we ask to join a game (e.g. board game), we might

provided by adults and older peers.

have to wait until the current game finishes and a new one

The simple role plays used in this activity give students

begins. When this happens and our friends ask us to wait

until the new game begins, we are not being excluded.

a chance to practice and model a range of possibilities for

respectful action. Research highlights that programs are

SCENARIO 2

more likely to be successful if they teach prevention skills

In one group some boys play ball. Trudy asks to play.

through active rehearsal via role play, rather than passive

One of the boys says, ‘Go away, only boys can play ball.’

learning.^40-42 (E.g. watching the teacher model skills or

Ask:

viewing a film).

• What are some respectful and fair ways of working out who

Use of applied participatory methods such as role play

can join in a ball game?

is central to the effectiveness of prevention education

programs that aim to build pro-social skills and attitudes.⁵

• Who can show us what this might look like?

This is because it is more challenging to show a strategy

• Are there any other ideas about how to do this?

in action, than to describe it as an option. When peers

Who can show us another approach?

demonstrate and endorse positive behaviours, they engage

with the challenge of taking theory to practice. Sharing this

SCENARIO 3

with their peers can help to build social norms which support

Some girls play a game making elf houses in the sandpit.

the use of these behaviours.

A boy asks to play. One of the girls says, ‘Go away, only

girls can play this game.’

Ask:

Learning intention

• What are some respectful and fair ways of working out who

can join in a game in the sandpit?

• Students identify that the opposite of violence is helpful

and respectful cooperation

• Who can show us what this might look like?

• Students identify how people feel when their friends play

• Are there any other ideas about how to do this?

with them in a way that is friendly, fair and respectful

Who can show us another approach?

• Students identify and demonstrate strategies that peers

Point out that in some of these scenarios, students are

can use to solve problems in a respectful way

being excluded because of being a girl or boy.

Remind students about the key messages from activities

in Topic 7. People can play or learn to play any game or

Method

activity, regardless of whether they are a girl or a boy.

1 Ask: What does it look like or sound like if someone is showing

Ask students to share the types of respectful behaviours

respect for someone else?

they learnt about during the session. These could be

Explain that the opposite of violence is respect.

displayed on a board in the room under the title of ‘Ways

of behaving respectfully to others’.

2 Tell the students that in the stories you are going to share,

one of the characters has a problem with showing respect.

Tell the students they are the ‘coaches’ who can help the

Review

character to understand what they are doing wrong, and

Invite students to comment on whether they think the class

show the character what a respectful way of doing things

met the learning intentions. Were they able to identify what

could look like.

it feels like when friends play with them in a way that is

Present scenarios (opposite) to the class. First present the

friendly, fair and respectful? Seek some examples. Were

problem. Then ask the students for respectful alternatives.

they able to identify and demonstrate strategies that peers

Invite a round of applause from peers for demonstrations

can use to solve problems in a respectful way? Seek some

that show a friendly or respectful way to talk to peers.

examples of how the activity helped them to do this.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

COACHING POINTS

Respect my space,

Protective interrupting is a strategy that teachers

respect my body

can use in an assertive and respectful way to interrupt

students, who begin to disclose private information.

TIME: 30+ MINUTES

It is a teaching strategy designed to protect the person

telling the story from disclosing in front of the class;

and class members from the distress at hearing the

Evidence base

disclosure, or exposure to high risk behaviours.

Follow up, referral and reporting: If concerns arise

Children in preschool and the early years of school are

about the wellbeing of a student in your class, follow

often seen as being too young to understand or to have

up afterwards. Talk to the student. Refer the matter

experienced gender discrimination or gender violence.

to the Principal, wellbeing coordinator or another

However, young children can and do experience gender

designated staff member in the school. Continue to

discrimination and violence. Hence they need the language

monitor the student alongside other colleagues. Use

and strategies to challenge these experiences and to

defined school referral pathways and processes to

protect themselves.

assist you.

Self-care and help-seeking strategies (e.g. the NO, GO TELL

Mandatory reporting: School staff have obligations

strategy used in this activity) empower children to assert

and responsibilities for identifying and responding

their rights over their own bodies and to gain the support

to child abuse and/or neglect, including allegations

they need if someone is breaching their rights.

of sexual abuse. There is more information about

While people are often worried that knowledge of things

Department policies available at the web address

‘wrong’ in the world may tarnish children’s innocence, it is

below. Refer to the introductory notes for further

essential that they are aware that their body belongs to them

information and coaching.

and that they have the right to say no and get help.⁴³ School-

based abuse prevention programs have been found to be

http://www.education.vic.gov.au/school/principals/

spag/safety/Pages/childprotectobligation.aspx

effective in increasing student knowledge and protective

behaviours.^40-42 These programs aim to build children’s

comfort level to disclosing inappropriate sexual advances.⁴⁰

COACHING POINTS

This activity explores strategies that children can use if

Learning intention

they are in a situation in which they feel uncomfortable

• Students will learn ways to tell people when they do not

or unsafe. Consider re-running the Emotions Statues

like the way their body is being treated by others

activity (Activity 1, Topic 1) and exploring with students

• Students will learn ways to seek safety or seek help when

what people’s faces look like and what their bodies feel

in the presence of violence or inappropriate forms of

like when they feel unsafe vs. safe, uncomfortable vs.

personal contact

comfortable. Remind students that it is good to be able

to recognise these emotions in ourselves and others so

that we can seek help if we need to, or help our friends.

Equipment

• Paper

Explain that these body parts that we keep private have

lots of names. Some are slang names or names that we

• Pencils

use when we are young. There are also names that are the

• Poster size drawing of a boy and a girl dressed in bathers

scientific names. For example, at the back both girls and

(handout provided for photocopying)

boys have a bottom. We also call the bottom our buttocks.

At the front, males and females are different. The boy has

a penis. The girl has a vulva.

Method

Sometimes we call these body parts ‘private’. This is

1 Bring the students together for circle time. Provide a

because they are the parts we usually keep covered with

model drawing of a boy and a girl dressed in bathers

clothes or bathers when we are out in the public area like

(example provided).

at school or at the shops or in the park. On the chest, both

Explain to the children that you are going to talk about

boys and girls have nipples. As girls grow older, they grow

keeping our personal space and our body safe.

breasts where the nipples are, but boys don’t.

Invite the children to think about what parts of their body

are covered by their bathers. Explain that sometimes

we call these the private body parts because these are

usually the parts that we keep covered when we are

in public places.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

COACHING POINTS

COACHING POINT

Talking about body parts and privacy

When discussing the NO component of the model,

This activity helps students to learn there are some

assist students to discriminate between situations in

parts of the body that are private. It is important

which they feel these uncomfortable sensations in

to emphasise that while we keep these body parts

response to occurrences such as going to the dentist,

private, there is nothing bad about them, they are just

their first day of school, performing in a karate grading

private. Additional teaching and learning materials are

or music test.

available to schools to provide sexuality education to

They might feel nervous, embarrassed or shy. It is

children. This includes working with children to know

different when the uncomfortable sensations happen

and name the main external parts of the body and

because a person is hurting them or someone else,

the agreed names for the external sexual parts, for

or they think this might happen, or if someone is

example, penis, vulva, breast and buttocks (or bottom).

showing disrespect for their body or forcing unwanted

Being able to name their body parts can assist those

contact with their body.

children who need to report abuse.

Look at the pictures of the bodies again. Point to parts of

Talk with the students about their body being their own.

the body, like hands, arms and legs, and explain that we

Explain that they are going to learn about NO, GO, TELL.

might touch these parts of bodies when we play. But we

‘NO, GO, TELL’ will help them remember what to do if

are careful not to hurt others’ bodies.

someone else is making them feel uncomfortable or

However the parts under our underwear or the parts we

scared, or if a person wants to hurt their body or touch

usually cover with our bathers are more private. We don’t

them on the private parts of their body.

use these parts in games with children or with grown ups.

And no one is allowed to hurt us here.

Ask:

Point to a non-private part. Ask: What can we do if someone

wants to hurt us here? (NO, or they can GO or move away

• Who knows how to say no? (Everyone)

to a safer place, TELL a trusted adult.)

• When do you say no?

Point to a private part. Ask: What can we do if someone

(To tell people to stop doing something, or to tell

wants to hurt or touch us here? (NO, or they can GO or move

someone that they didn’t want to do something.)

away to a safer place, TELL a trusted adult.)

‘No’ is a very important word and that is why we learn

Talk about TELL. Emphasise that while NO and GO are

it so early in our lives. We can say NO if someone wants

good things to do, it is very important to TELL a trusted

us to do something that makes us feel uncomfortable.

adult if someone hurts your body, or wants you to do

things that are not right for you to do, or touches private

When we feel this kind of uncomfortable it might even give

parts of your body, or touches you in ways you do not like.

us a strange sick feeling in our tummy or a lumpy feeling in

our throat. If we can, we say NO if someone is trying to hurt

Remind students of the time when they made a list of

us or touch us in ways we do not want to be touched.

people they could ask for help (Topic 6, Activity 4: Helping

Hands). Ask: What adult could you tell if this happened to you?

GO means I can move away. I can find a safe place to go.

I can do this to get away from a scary person, or to get

away from someone who might hurt me, or making me

feel uncomfortable about my body.

TELL

TELL means I can tell someone what has happened.

I can tell someone how I feel. I can tell a safe grown

up if someone is hurting my body or wanting to touch

private parts of my body.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

SCENARIO 3

Emma is at a family barbecue. When her dad’s friend

COACHING POINT

arrives, he comes down to the part of the garden where

Activities in Topic 6 (Help-seeking) provide

Emma is playing and asks Emma for some hugs. Emma

opportunities for students to identify sources of help

only likes to hug her mum and dad and her grandparents.

and to practice asking for help. It may be relevant to

revisit these activities.

• What could Emma say?

• Where could she go?

• Who could she tell?

Reinforce the NO, GO, TELL model with students using

SCENARIO 4

the following scenarios and asking these questions:

Mikie has an uncle he does not like much. His uncle

always wants Mikie to sit in his lap and read stories.

SCENARIO 1

Mikie hates to sit in people’s laps. He likes to sit on

Ellie is at her friend Julia’s house. When Ellie, Julia and her

the ground when he listens to stories.

brother are playing, Ellie starts to practice her karate kicks

on Joe. Although Joe asks her to stop because it is hurting

• What could Mikie say?

him, she keeps doing it and laughs, saying it’s a fun game.

• Where could he go?

• What could Joe say?

• Who could he tell?

• Where could he go?

Reconnect students to the Kids Helpline numbers and

• Who could he tell?

website in case they may prefer to raise a matter via this

method. Explain that sometimes a person might not seek

help until a long time after the experience. However it is

COACHING POINTS

still useful for them to get support, even if it comes late.

The resource provided by the Victorian Department of

Education and Training is called Catching on Early and

Conclude this activity with a friendly game to lift the

is available via the following link:

mood. Play one of the games suggested in the Optional

Additional games section of this resource or replay the

https://fuse.education.vic.gov.au/Resource/

Connections game or Traffic Lights game from Topic 2

LandingPage?ObjectId=ee5cfd49-48e7-4698-a06d-

(Personal Strengths).

37e2e21cbbd9&SearchScope=Teacher

When talking about private or sexual body parts,

students may giggle or say that it’s rude. Do not

COACHING POINT

reprimand them for this. This is an expected response

Kids Helpline is a free 24-hour counselling service for

and demonstrates the child understands there is

Australian kids and young people. Telephone and online

something different and private about these parts.

counselling is available. Write the number and web

address on the board and ask students to copy it into

SCENARIO 2

their workbooks so they have it on hand.

Jenna is waiting at the school pick up point for her

Telephone: 1800 55 1800

Grandpa to pick her up. Lots of children are waiting there

Website: http://www.kidshelp.com.au

too. Some older boys walk up to her and bump her. One

of them lifts up her dress.

• What could Jenna say?

Review

• Where could she go?

Conclude by inviting students to comment on whether

• Who could she tell?

they think the class met the learning intentions. Were they

able to practice ways to tell people when they do not like the

way their body is being touched or treated by others? Were

they able to practice ways to seek safety or seek help when

in the presence of violence or inappropriate forms of personal

contact? Seek some examples of how the activity helped

them achieve the learning intentions.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Optional additional games to reinforce respectful relationships

Use these optional games as a friendly way to start or

Controller Colours game

end an activity. Games help the class learn to mix well

This Controller Colours game can be used to develop

with each other and to build group cohesion and social

students’ skills in concentration and their confidence in

confidence. All games contain key messages about

their capacity to control their body. Make explicit positive

respectful and positive relationships.

reference to self-control (as something students CAN do)

and to concentration (as something that is possible and

Evidence base

FUN) can help to build students’ awareness of their own

Games can be used to teach social and emotional

capacity to engage at will.

competencies.^{44, 45} They can also be used to revisit and

Explain to participants that this game will call on them

reinforce inclusive gender messages, to acknowledge and

to remember five different moves, one for each colour.

reward the class for their efforts, or as some time

Teach these moves:

out when students have been experiencing frustration,

fatigue or conflict.

• Green = walking on the spot

(like walk on the traffic light)

Simply having positive experiences in playing with

each other in large collective games can help students

• Red = stand still on one leg, with hand up making

feel more connected to each other and to school.

stop sign (like stop on the traffic light)

This is important, as a sense of connectedness or

• Yellow = turn round and around on the spot

belonging to school is a significant protective factor for

(like wait on the traffic light)

young people and contributes to building their resilience.

• Brown = bob down and touch the ground

Children and young people who feel cared for by people

• Blue = reach up and touch the sky

at their school and feel connected to learning are

more likely to be motivated, show improved academic

Play a few times over. Invite a student to have a turn

outcomes and academic self-efficacy.^{46, 47}

calling the colours.

Ask:

The Sam Says game

• What do we have to be good at to play that game?

(e.g. listening, making the right move).

This variation on Simon Says called Sam Says can be used

to reinforce what people CAN do. This is an important

• When do we have to be able to use these skills in real life?

enabler for children as they work to resist limiting gender

Point out that in this game we show we can switch

norms and the peer pressure and comments that can

from one move to another very quickly. This means we

accompany them.

have self-control and concentration. In real life, we can

1 Explain that this game is similar to the Simon Says

also feel proud if we can play different kinds of games,

Game. But it is also a little bit different. (Point out that

and work and play with different kinds of people. Being

you have chosen Sam as the name because it could

able to do different sorts of things makes us stronger

stand for either a boy or a girl’s name.) When the

and more capable.

leader calls, ‘Sam says, boys AND girls can …’ (gives a

movement instruction), then the class must copy that

move. But when the leader just calls out, ‘Sam says…’

Giant’s Treasure game

and does not also add ‘boys and girls CAN’ then the

The Giant’s Treasure game can be used to develop skills

class must not do that movement.

in self-control and stillness. It can also be used to develop

awareness of the possibility of team play and alertness

2 Play a few rounds of the game. Eliminate those who

to the availability of others to assist in solving a problem

get it wrong, but only for a few rounds. Intermittently

or addressing a challenge.

include, ‘Sam says, boys AND girls can all join back in

the game even if they went out’ to enable all students

1 Appoint one student from the group to be the Giant

who went out to re-join.

and to stand at one end of the room, facing the wall,

with a soft toy placed on the floor directly behind

3 Ask:

him/her. Ask the rest of the group to line up along the

• What did we need to be able to do to play that game well?

wall at the opposite end of the room.

• How do we use those skills in class, in the playground

and at home?

2 While the Giant has their back turned, the group

must creep forward and attempt to steal the treasure

• What is the key message in that game about what girls

and run all the way back to the opposite wall without

and boys can do?

being caught.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Mapping against the Victorian Curriculum by Topic

Table 1: Curriculum area: Personal and Social Capability

Personal and Social Capability

LEVELS 1 & 2

Strand: Self-awareness and management

Sub-strand

Content description

Topic(s)

Recognition and expression of emotions

• Extend their vocabulary through which

• Topic 1: Emotional literacy

to recognise and describe emotions

• Topic 2: Personal strengths

and when, how and with whom it is

• Topic 3: Positive coping

appropriate to share emotions

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Development of resilience

• Identify personal strengths and describe

• Topic 1: Emotional literacy

how these strengths are useful in school

• Topic 2: Personal strengths

or family life

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Explain how being prepared to try new

• Topic 2: Personal strengths

things can help identify strategies when

• Topic 3: Positive coping

faced with unfamiliar or challenging

• Topic 4: Problem solving

situations

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Strand: Social Awareness and Management

Sub-strand

Content description

Topic(s)

Relationships and diversity

• Listen to others’ ideas, and recognise

• Topic 1: Emotional literacy

that others may see things differently

• Topic 2: Personal strengths

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Describe ways of making and keeping

• Topic 1: Emotional literacy

friends, including how actions and words

• Topic 2: Personal strengths

can help or hurt others, and the effects

• Topic 3: Positive coping

of modifying their behaviour

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Collaboration

• Use basic skills required for participation

• Topic 1: Emotional literacy

in group tasks and respond to simple

• Topic 2: Personal strengths

questions about their contribution to

• Topic 3: Positive coping

group tasks

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Recognise that conflict occurs and

• Topic 2: Personal strengths

distinguish between appropriate and

• Topic 3: Positive coping

inappropriate ways to deal with conflict

• Topic 4: Problem solving

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Achievement standard:

By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests,

skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting

when faced with new and challenging tasks.

Students recognise the diversity of families and communities. They describe similarities and differences in points of view between

themselves and others. They demonstrate ways to interact with and care for others. They describe their contribution to group tasks.

They practise solving simple problems, recognising there are many ways to resolve conflict.

Table 2: Curriculum area: Critical and Creative Thinking

Critical and Creative Thinking

LEVELS 1 & 2

Strand: Questions and possibilities

Content description

Topic(s)

• Identify, describe and use different kinds of question stems to gather

• Topic 4: Problem solving

information and ideas

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Consider personal reactions to situations or problems and how these reactions

• Topic 1: Emotional literacy

may influence thinking

• Topic 2: Personal strengths

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Make simple modifications to known ideas and routine solutions to generate

• Topic 1: Emotional literacy

some different ideas and possibilities

• Topic 2: Personal strengths

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Strand: Reasoning

Content description

Topic(s)

• Compare and contrast information and ideas in own and others’ reasoning

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Consider how reasons and examples are used to support a point of view

• Topic 2: Personal strengths

and illustrate meaning

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Achievement standard:

By the end of Level 2

Students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices

after considering personal preferences.

Students identify words that indicate components of a point of view. They use reasons and examples for different purposes.

Students express and describe thinking activity. They practice some learning strategies. Students demonstrate and articulate some

problem-solving approaches.

Table 3: Curriculum area: Health and Physical Education

Health and Physical Education

LEVELS 1 & 2

Strand: Personal, social and community health

Sub-strand

Content description

Topic(s)

Being healthy, safe and active

• Describe their own strengths and

• Topic 1: Emotional literacy

achievements and those of others,

• Topic 2: Personal strengths

and identify how these contribute

• Topic 3: Positive coping

to personal identities

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Practise strategies they can use when

• Topic 3: Positive coping

they need help with a task, problem

• Topic 4: Problem solving

or situation at home and/or at school

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Recognise situations and opportunities

• Topic 1: Emotional literacy

to promote their own health, safety

• Topic 2: Personal strengths

and wellbeing

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Communicating and interacting for health

• Describe ways to include others to make

•

Topic 1: Emotional literacy

and wellbeing

them feel that they belong

•

Topic 2: Personal strengths

•

Topic 3: Positive coping

•

Topic 4: Problem solving

•

Topic 5: Stress management

•

Topic 6: Help-seeking

•

Topic 7: Gender and identity

•

Topic 8: Positive gender relations

• Identify and describe emotional

•

Topic 1: Emotional literacy

responses people may experience

•

Topic 2: Personal strengths

in different situations

•

Topic 3: Positive coping

•

Topic 4: Problem solving

•

Topic 5: Stress management

•

Topic 6: Help-seeking

•

Topic 7: Gender and identity

•

Topic 8: Positive gender relations

Contributing to healthy and active

• Explore actions that help to make

•

Topic 1: Emotional literacy

communities

the classroom a healthy, safe and

•

Topic 2: Personal strengths

active place

•

Topic 3: Positive coping

•

Topic 4: Problem solving

•

Topic 5: Stress management

•

Topic 6: Help-seeking

•

Topic 7: Gender and identity

•

Topic 8: Positive gender relations

Achievement standard (relevant aspects):

By the end of Level 2

Students recognise how strengths and achievements contribute to identities.

They understand how emotional responses impact on others’ feelings.

They examine messages related to health decisions and describe how to help keep themselves and others healthy, safe and physically active.

Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and

safe and are able to ask for help with tasks or problems.

Table 4: Curriculum area: English

English

LEVEL 1

Mode: Reading and viewing

Strand: Literature

Sub-strand

Content description

Topic(s)

Texts in context

Texts and the contexts in which they are used

• Topic 3: Positive coping

• Topic 4: Problem solving

• Respond to texts drawn from a range of

• Topic 5: Stress management

cultures and experiences

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Mode: Speaking and Listening

Strand: Language

Sub-strand

Content description

Topic(s)

Language for social interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

Understand that language is used in

• Topic 3: Positive coping

combination with other means of

• Topic 4: Problem solving

communication

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Language for social interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

Understand that there are different ways

• Topic 3: Positive coping

of asking for information, making offers

• Topic 4: Problem solving

and giving commands

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Evaluative language

• Topic 1: Emotional literacy

• Topic 3: Positive coping

Explore different ways of expressing

• Topic 4: Problem solving

emotions, including verbal, visual, body

• Topic 5: Stress management

language and facial expressions

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Strand: Literacy

Sub-strand

Content description

Topic(s)

Responding to literature

Expressing preferences and evaluating texts

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Listen to the opinions of others

• Topic 3: Positive coping

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Language devices in literary texts

• Topic 3: Positive coping

• Topic 7: Gender and identity

• Listen to, recite and perform poems,

chants, rhymes and songs, imitating and

inventing sound patterns including

alliteration and rhyme

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Strand: Literacy

Sub-strand

Content description

Topic(s)

Interacting with others

Listening and speaking interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Engage in conversations and discussions,

• Topic 3: Positive coping

using active listening, showing interest,

• Topic 4: Problem solving

and contributing ideas, information and

questions, taking turns and recognising

• Topic 5: Stress management

the contributions of others

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

• Make short presentations, speaking

• Topic 1: Emotional literacy

clearly and using appropriate voice and

• Topic 2: Personal strengths

pace, and using some introduced text

• Topic 3: Positive coping

structures and language

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Achievement standard (relevant aspects):

By the end of Level 1:

Reading and viewing:

They select information, ideas and events in texts that relate to their own lives and to other texts.

Speaking and listening:

Students listen to others’ views and respond appropriately using interaction skills…. They understand how language can be used to express

feelings and opinions on topics… They contribute actively to class and group discussion, asking questions, providing useful feedback….

English

LEVEL 2

Mode: Speaking and Listening

Strand: Language

Sub-strand

Content description

Topic(s)

Language for social interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Understand that language varies when

• Topic 3: Positive coping

people take on different roles in social

• Topic 4: Problem solving

and classroom interactions and how the

use of key interpersonal language

• Topic 5: Stress management

resources varies depending on context

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Evaluative language

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Identify language that can be used

• Topic 3: Positive coping

for appreciating texts and the qualities

of people

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Vocabulary

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Understand the use of vocabulary about

• Topic 3: Positive coping

familiar and new topics and experiment

• Topic 4: Problem solving

with and begin to make conscious

choices of vocabulary to suit audience

• Topic 5: Stress management

and purpose

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Strand: Literacy

Sub-strand

Content description

Topic(s)

Interacting with others

Listening and speaking interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Listen for specific purposes and

• Topic 3: Positive coping

information, including instructions, and

• Topic 4: Problem solving

extend students’ own and others’ ideas

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Listening and speaking interactions

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Initiate topics, making positive

• Topic 5: Stress management

statements, and voicing disagreement

• Topic 6: Help-seeking

in an appropriate manner

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Oral presentations

• Topic 1: Emotional literacy

• Topic 2: Personal strengths

• Speak clearly, varying tone, volume

• Topic 3: Positive coping

and pace appropriately

• Topic 4: Problem solving

• Topic 5: Stress management

• Topic 6: Help-seeking

• Topic 7: Gender and identity

• Topic 8: Positive gender relations

Achievement standard (relevant aspects):

Reading and viewing:

Students make connections to personal experience when explaining characters and main events in short texts.

Speaking and Listening:

Students listen to others when taking part in conversations using appropriate interaction skills.

They interact in pair, group and class discussions, taking turns when responding.

They make short presentations on familiar topics.

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Mapping against the Victorian Curriculum by activity

The following tables identify the explicit teaching intentions that will occur in each activity.

The activities use a range of interactive teaching strategies, which create an opportunity

for additional skills and knowledge to be taught.

•

Explicit teaching intentions covered in the activity.

Opportunities for explicit teaching in the activity

Topic 1: Emotional literacy

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

how and with whom it is appropriate to share emotions

•

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

may influence thinking

•

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

Consider how reasons and examples are used to support a point of view and

illustrate meaning

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 1: Emotional literacy continued...

ACTIVITY:

TIME:

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how

these contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

•

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 2: Personal strengths

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

Consider how reasons and examples are used to support a point of view and

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 2: Personal strengths continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

•

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 3: Positive coping

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

Consider how reasons and examples are used to support a point of view and

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 3: Positive coping continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 4: Problem solving

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

•

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

•

Consider how reasons and examples are used to support a point of view and

•

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 4: Problem solving continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

•

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 5: Stress management

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

Consider how reasons and examples are used to support a point of view and

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 5: Stress management continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 6: Help-seeking

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

Consider how reasons and examples are used to support a point of view and

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 6: Help-seeking continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

•

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 7: Gender and identity

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

•

Consider how reasons and examples are used to support a point of view and

•

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 7: Gender and identity continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 8: Positive gender relations

ACTIVITY:

TIME:

PERSONAL AND SOCIAL CAPABILITY

Self-awareness and management

Recognition and expression of emotions

Extend their vocabulary through which to recognise and describe emotions and when,

•

how and with whom it is appropriate to share emotions

Development of resilience

Identify personal strengths and describe how they are useful in school or family life

•

Explain how being prepared to try new things can help identify strategies when faced

•

with unfamiliar or challenging situations

Social awareness and management

Relationships and diversity

Listen to others’ ideas, and recognise that others may see things differently

•

Describe ways of making and keeping friends, including how actions and words

•

can help or hurt others, and the effects of modifying their behaviour

Collaboration

Use basic skills required for participation in group tasks and respond to simple

questions about their contribution to group tasks

•

Recognise that conflict occurs and distinguish between appropriate and inappropriate

ways to deal with conflict

•

CRITICAL AND CREATIVE THINKING

Questions and possibilities

Identify, describe and use different kinds of question stems to gather information and ideas

Consider personal reactions to situations or problems and how these reactions

•

may influence thinking

Make simple modifications to known ideas and routine solutions to generate some

different ideas and possibilities

•

Reasoning

Compare and contrast information and ideas in own and others’ reasoning

•

Consider how reasons and examples are used to support a point of view and

•

illustrate meaning

HEALTH AND PHYSICAL EDUCATION

Personal, social and community health

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these

•

contribute to personal identities

Practise strategies they can use when they need help with a task, problem or situation at

home and/or at school

•

Recognise situations and opportunities to promote their own health, safety and wellbeing

•

Communication and interacting for health and wellbeing

Describe ways to include others to make them feel that they belong

•

Identify and practise emotional responses that account for own and others’ feelings

•

Contributing to healthy and active communities

Explore actions that help to make the classroom a healthy, safe and active place

•

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

Topic 8: Positive gender relations continued...

ACTIVITY:

TIME:

ENGLISH: LEVEL 1

READING

Literature

Texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Language

Language for social interactions

Understand that language is used in combination with other means of communication

Understand that there are different ways of asking for information, making offers

and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language

and facial expressions

SPEAKING AND LISTENING

Literature

Responding to literature

Listen to the opinions of others

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing

sound patterns including alliteration and rhyme

Literacy

Interacting with others

Engage in discussions, using active listening, showing interest, and contributing ideas,

information and questions, taking turns and recognising the contributions of others

Make short presentations, speaking clearly and using appropriate voice and pace,

and using some introduced text structures and language

ENGLISH: LEVEL 2

SPEAKING AND LISTENING

Language

Language for social interaction

Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context

Evaluative language

Identify language that can be used for appreciating texts and the qualities of people

Vocabulary

Understand the use of vocabulary about familiar and new topics and experiment with and

begin to make conscious choices of vocabulary to suit audience and purpose

Literacy

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’

own and others’ ideas

Initiate topics, making positive statements, and voicing disagreement in an

appropriate manner

Speak clearly, varying tone, volume and pace appropriately

RESILIENCE, RIGHTS & RESPECTFUL RELATIONSHIPS: LEVEL 1 - 2

100

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