Introduction

In self-esteem and resilience, students focus on responding to high order thinking skills and processes, working individually and in small groups to build personal and interpersonal relationships. Suggested duration: 4-5 periods (30 - 50 minutes per period) For further information see the Teaching, learning and assessment activities section. Assessment This unit provides opportunities for students to demonstrate achievement of elements of standards in English, The Arts, Personal Learning and Interpersonal Development. Students are assessed on their ability to:

demonstrate learning through reflective journal writing support one another and demonstrate values of respect and empathy complete tasks in a short-time-frame perform to an audience use a range of arts elements and principles

For further information see the Assessment section.

Activity 4: Scenario role plays

In this activity students are required to value and own original ideas and to develop methods to express feelings and emotions through drama. Students are challenged to work within a time limit which promotes use of thinking skills to organise thoughts, students use both verbal and non-verbal communication and apply body language, facial expressions and gestures to communicate characters and story. As they develop and explore ideas, students develop a true inner voice and a sense of bravery about how they can express personal ideas without trepidation.
Activities Circle time warm ups Feelings Child takes a feelings card and an Brainstorm good and bad ways to Supporting the activities Think-pair-share Assessment Assessment for learning Observation of the students ability to present in the drama form of art

action card, e.g. eating dinner excited. Child acts in appropriate manner, others guess. Children could make up feelings and actions. (setting the scene, drama warm up) Re-cap main points of high and low self-esteem (make a list with two columns on the board, include goal setting, short and long term goals, optimism, pessimism etc). Discuss the most and least effective ways to build own self-esteem and others (bucket filling and bucket tipping) Present students with scenarios; allow student input and development of scenarios. In groups students discuss and perform short scenarios Extension Stand up to bullying game

act. Produce cards with pictures that describe the following characteristics; Peacock, Word maker, Shield, Stopper, Owl, Eagle, Brain, Extinguisher, Helmet, Knight, Muscle man and Peacemaker.

that communicates experiences, ideas, concepts, observations and feelings and their subsequent discussions with each other. Assessment of learning Students select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies.