The
‘Building Resilience’
Program
Lesson Plans
Riverina Schools Project Partnership, 2009.
CONTENTS
Term 1: Good Friend ................................................................................................. 3
Lesson plan one: ..................................................................................................... 4
Resource: Lesson one ....................................................................................... 7
Lesson plan two: ..................................................................................................... 9
Resource: Lesson two .................................................................................... 12
Lesson plan three: ............................................................................................... 13
Resource: Lesson three ................................................................................. 16
Lesson plan four: ................................................................................................. 17
Term 2: Exclusion/inclusion .................................................................................. 19
Lesson plan one: .................................................................................................. 20
Lesson plan two: .................................................................................................. 23
Resource: Lesson two .................................................................................... 26
Lesson plan three: .............................................................................................. 29
Lesson plan four: ................................................................................................ 34
Term 3: Catastrophe Scale .................................................................................. 36
Lesson plan one: .................................................................................................. 37
Lesson plan two: .................................................................................................. 40
Resource: Lesson two .................................................................................... 43
Lesson plan three: .............................................................................................. 44
Resource: Lesson three.............................................................................. 47
Lesson plan four: ................................................................................................ 49
Term 4: Accessing Resources .............................................................................. 51
Lesson plan one: .................................................................................................. 52
Resources: Lesson one .................................................................................. 56
Lesson plan two: .................................................................................................. 57
Lesson plan three: ............................................................................................... 61
Resources: lesson three ............................................................................... 65
Lesson plan four: ................................................................................................ 68
Resources: Lesson four ................................................................................. 70
Sustainability. ......................................................................................................... 75
Riverina Schools Project Partnership, 2009.
The ‘Building Resilience’ Program:
Term 1: Good Friend
The program ‘Building Resilience,’ encourages students to develop social stories
which describe what to do in specific situations within the school. It relates to
the English ‘Talking and Listening Syllabus and the PDHPE ‘Communicating and
decision making’ strands of the NSW syllabus. In term one there is an emphasis
on the qualities that make a good friend. This is due to it being the first term to
help the students make and consolidate their friendships. In particular it is
important for the students to identify the qualities that make a good friend so
that they have the ability to incorporate those characteristics into their
friendships. Term one has a greater relationship to the PDHPE syllabus of
‘Interacting and Interpersonal relationships’. Term one relates to the
overarching title ‘Building Resilience’ as it identifies that resilience is a
necessary part of friendship and a characteristic that a good friend should
have. The implementation of the program will help students to keep and make
friends.
Riverina Schools Project Partnership, 2009.
Lesson plan one:
Lesson title: Building a good friend.
Date: Term 1 session 1
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
Aim of the lesson:
To foster resilience by encouraging students to reflect on and identify the
characteristics of what constitutes a good friend.
Outcomes and indicators:
ENGLISH: Talking and Listening
 TES1.1: Expresses a personal opinion.
 TS1.1: Uses a comment or a question to expand on an idea in a discussion.
 TS2.1: Justifies a point of view with supporting evidence.
 TS3.1: Engages in discussions involving more than one point of view about
characters and events.
Producing text
 WES 1.9: Experiments with and practices ways of representing ideas
and information using written and visual symbols.
 WS 1.9: Writes short recounts of personal experience.
 WS2.9: Writes more involved recounts.
 WS3.9: Writes a detailed description.
PDHPE: Interpersonal relationships
 IRES1.11: recognises the need to share and cooperate with others.
Demonstrates active listening skills, questioning and recalling of
information when interacting with others.
 IRS1.11: practises some of the skills involved in maintaining friendships.
Discuss how they cooperate with others in work and play situations.
 IRS2.11: Explain how positive relationships are developed.
Discusses benefits of friendships.
 IRS3.11: Analyse the effects of actions that enhance or disrupt
relationships.
Riverina Schools Project Partnership, 2009.
Describe roles and responsibilities in developing and maintaining positive
relationships.
PDHPE: Interacting
 INES1.3: Works happily with class peers.
 INS1.3: Develops friendships with peers.
 INS2.3: Develops friendships and support networks with a range of
friends.
 INS3.3: Identifies factors that influence selection of friends.
Resources:
Paper
Pens
Pencils
Blackboard
Pictures of an ear, mouth, eyes, shape of face, heart, hands and legs.
Assessment: The ability of the children to brainstorm ideas and develop their
own image of what a good friend is.
Time
Introduction
8 minutes
Body
20 minutes
task engagement
Introduce the good
friend session.
Brainstorming ideas
about what makes a
good friend as a whole
class. Focus on
vocabulary building.
Write down describing
words for kids to
utilise.
notes:
Roles:
Stage 1:
Create a basic picture
with one word to
describe a good friend.
Stage2:
Create a picture with a
few words to describe
Craft: Create a picture a good friend.
that describes their
image of what a good
Stage 3:
friend is using the
Create a detailed
pictures supplied of an picture with a detailed
ear, mouth, head,
description of a good
heart, hands and legs.
friend.
Write a few words
around the outside
Riverina Schools Project Partnership, 2009.
describing the
characteristics of a
good friend.
Closure
2 minutes
Allow some children to
show their picture of
what a good friend
looks like, reasons for
choice.
Extension: Colour in picture. Do an extra using other gender.
Riverina Schools Project Partnership, 2009.
Resource: Lesson one
Riverina Schools Project Partnership, 2009.
Riverina Schools Project Partnership, 2009.
Lesson plan two:
Lesson title: Friendship scenarios
Date: Term 1 session 2
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative arts
Aim of the lesson:
To encourage students to develop strategies to overcome problematic
scenarios within friendship groups, thereby building resilience.
To reinforce their understanding through role play.
Outcomes and indicators:
ENGLISH: Talking and Listening
 TES 1.1: Expresses a personal opinion.
 TS1.1: Uses a comment or a question to expand on an idea in a discussion.
Engages in group discussion to solve a problem.
 TS2.1: Justifies a point of view with supporting evidence.
Describes people, places and things in detail.
Gives a more detailed recount.
 TS3.1: Listens to and gives detailed descriptions of a range of settings,
places and objects.
Producing text
 WES 1.9: Dictates a range of texts for adults to write.
 WS 1.9: Contributes to joint construction of text.
Writes a simple statement or short text for different purposes.
 WS2.9 : Contributes to joint text construction strategies.
Writes a wider range of text types.
 WS3.9: Writes a detailed description.
Contribute to joint text construction.
Riverina Schools Project Partnership, 2009.
PDHPE: Interpersonal relationships
 IRES1.11: Recognises the need to share and cooperate with others.
Demonstrates active listening skills, questioning and recalling of
information when interacting with others.
 IRS1.11: Demonstrates appropriate ways of communicating with others.
Demonstrates ways to help encourage and care for others.
 IRS2.11: Participates in group situations, showing consideration for the
needs, rights and feelings of others.
Demonstrates communication skills that enhance relationships.
 IRS3.11: Identifies their roles and responsibilities within groups.
PDHPE: Interacting
 INES1.3: Works happily with class peers.
Learns to share equipment, materials and workspace.
 INS1.3: Displays co-operation in group activities.
Listens and responds to others.
 INS2.3: Helps others to achieve set tasks.
 INS3.3: Expresses and acts appropriately on concern for others.
Creative Arts: Drama
 DRAES1.1: Works with other students and the teacher to develop
dramatic situations in the drama forms of improvisation, movement, mime
and story telling.
Investigates aspects of the human experience in dramatic play.
 DRAS1.1: Creates a range of roles and situations adopted from their
imagination, literature and everyday experiences.
 DRAS1.2: Expresses feelings and other responses when depicting an
event.
 DRAS2.1:Makes decisions about role interactions, symbolic representation
and the dramatic context at various stages of preparing for the drama
and during breaks in the action.
 DRAS2.3: Demonstrates how characters interact with each other.
 DRAS3.1: Collaborates to convey dramatic meaning by responding
abstractly to represent ideas, feelings, objects and situations.
 DRAS3.3 Devises a drama in collaboration with others using scripted and
unscripted material as resources for drama performances.
Resources:
Paper
Pens
Pencils
Assessment: Ability to devise strategy to overcome friendship challenge.
Riverina Schools Project Partnership, 2009.
Time
Introduction:
5 minutes
Body:
15 minutes
Task engagement
Introduce scenarios
about difficulties within
a friendship group.
Discuss development of
strategies to overcome
problem. (Use associated
resource for example).
Create a ‘friendship
scenario’ in groups,
devise strategies to
overcome and prepare to
role play to the class.
Role play scenarios to
other class members.
Closure:
10 minutes
Extension:
Children can describe a
scenario with use of
strategy about an
incident outside of
school.
Riverina Schools Project Partnership, 2009.
Notes
Roles:
Stage 1: Give the kinder
kids a simple scenario
that they have to
perform to the class.
Maximum assistance.
Stage 2: Write a
Scenario with strategy
to perform in front of
the class.
Stage 3: Split into two
groups and write a
comprehensive Scenario
with minimal assistance.
Resource: Lesson 2
Week 2: Scenarios for role playing
Build a better friend
Scenario 1:
At school one of the kinder children was using the tonka trucks in the sand pit
and another kinder child wanted to use it.
Think of words that describe the feelings of both kids.
What strategy/strategies could the kinder children use that would be fair to
both of them?
How do they feel after the strategy has been used?
Scenario 2:
A student is excited to tell her friends about the holiday she has just been on.
However, the other children just run away and begin playing when he/she begins
telling her/his story.
How would the student be feeling when his/her friends to want to listen to
him/her?
What strategies/ things could the friends do to make student feel better?
How does the student feel after the friends have used the strategies?
Scenario 3:
A student is Sad because they have to leave the school which they love and have
heaps of friends. They are starting at new school on Monday.
How would the student be feeling about leaving school?
How would the student be feeling about going to a new school?
What things could the students say to make the person moving schools feel
better about starting at their new school?
Riverina Schools Project Partnership, 2009.
Lesson plan three:
Lesson title: Writing friendship social stories
Date: Term 1 session 3
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
Aim of the lesson:
To build resilience by creating social stories that describe strategies to
overcome friendship challenges. To foster positive thinking.
Outcomes and indicators:
ENGLISH: Talking and Listening
 TES1.1: Expresses a personal opinion.
 TS1.1: Uses a comment or a question to expand on an idea in a discussion.
Engages in group discussion to solve a problem.
 TS2.1: Justifies a point of view with supporting evidence.
Describes people, places and things in detail.
Gives a more detailed recount.
 TS3.1: Listens to and gives detailed descriptions of a range of setting,
places and objects.
Producing text
 WES1.9: Dictates a range of texts for adults to write.
 WS1.9: Contributes to joint construction of text.
Writes a simple statement or short text for different purposes.
 WS2.9: Contributes to joint text construction strategies.
Writes a wider range of text types.
 WS3.9: Writes a detailed description.
Contributes to joint text construction.
PDHPE: Interpersonal relationships
 IRES1.11: Recognises the need to share and cooperate with others.
Demonstrates active listening skills, questioning and recalling of
information when interacting with others.
 IRS1.11: Demonstrates appropriate ways of communicating with others.
Riverina Schools Project Partnership, 2009.
Demonstrates ways to help encourage and care for others.
 IRS2.11: Participates in group situations, showing consideration for the
needs, rights and feelings of others.
Demonstrates communication skills that enhance relationships.
 IRS3.11: Identifies their roles and responsibilities within groups.
PDHPE: Interacting
 INES1.3: Works happily with class peers.
Learns to share equipment, materials and workspace.
 INS1.3: Displays co-operation in group activities.
Listens and responds to others.
 INS2.3: Helps others to achieve set tasks.
 INS3.3: Expresses and acts appropriately on concern for others.
Resources:
Paper
Pens
Pencils
Example of a social story
Assessment:
The ability of the children to develop strategies within social stories that relate
to friendship scenarios
Riverina Schools Project Partnership, 2009.
Time
Introduction:
2 minutes
Body:
26 minutes
Closure:
2 minutes
Extension:
Task engagement
Notes
Introduce social stories
Roles:
to the class. Give an
example of a social story. Stage 1: Give the kinder
kids a template of a
social story. Fill in the
gaps. Provide assistance.
Create a Social story
individually about a
challenge they faced
within a friendship group
and the strategy they
used to overcome.
Read out some of the
social stories to the
class/ focus on
strategies.
Devise a social story
about a scenario outside
of school.
Riverina Schools Project Partnership, 2009.
Stage 2: Write a
detailed social story with
some assistance.
Stage 3: Write a more
detailed social story with
minimal assistance.
Resource: Lesson three
Scenario’s from Week 2 put into social stories for examples and for kinder
children to use as a template.
Put into a social story:
Scenario 1:
Sometimes at Primary School in the sand pit we have people that want to use the
tonka truck too.
When this happens I don’t want to give up the tonka truck.
But I know that we can share and play with the tonka truck together.
They might even make playing with the tonka truck more fun. When we share
and play with the tonka truck together I feel happy.
Scenario 2:
Sometimes students at Primary School go away on holidays and when they get
back they want to share their stories. Sometimes their friends don’t listen.
When this happens it makes me feel sad and I feel like people don’t care about
what I have to say.
But I know that if I tell my friends I’m sad that they didn’t listen they can make
me feel better.
They then listen to stories about my holidays.
When my friends do this I feel happy and valued.
Scenario 3:
Sometimes at Primary School people have to leave the school and go to another
school.
When this happens it makes me feel sad.
But I know that I can tell my friends, and they can make me feel happy.
They might even tell me things to make me feel better about leaving this school
and make me feel happier about going to a new school.
When my friends do this I feel happy and not so scared.
Riverina Schools Project Partnership, 2009.
Lesson plan four:
Lesson title: Building a better friend- Social stories power-point.
Date: Term 1 lesson 4
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
Aim of the lesson:
Build resilience by reinforcing the development of strategies in response to
problems within the school by publishing a social story in power-point format.
Broaden computer skills.
Outcomes and indicators:
ENGLISH: Computers
 WES1.12: Types simple sentences
 WS1.12: Types sentences without assistance
 WS2.12: Carries out basic functions, sets out writing in a form suitable
for purpose, investigates other forms of publishing, eg: slide shows.
 WS3.12: Uses computer software programs and associated technology to
format a variety of texts, chooses appropriate graphics to accompany
text.
Talking and listening
 TES1.1: Understands the difference between a question and a statement,
takes part in structured group or pair activities involving talk about
familiar topics.
 TS1.1: Listens attentively and converses with others to share ideas or give
information.
 TS2.1: Seeks an explanation or more information from the speaker on
their topic.
 TS3.1: Explores ideas and topics in a group set up by teacher or peer.
Resources:
Computers
Projector
White board
Children’s Social Stories from last lesson.
Children’s thumb-drives
Assessment: The ability of the children to publish their social stories on the
computer with varying levels of assistance.
Riverina Schools Project Partnership, 2009.
Time
Introduction
4 minutes
Task Engagement
Organise computer
setup. Hand out
completed social
stories from last
session.
Notes:
Early stage 1 to work
in PC room with
students
Body
25 minutes
Go through instruction
of publishing social
story step by step via
the projector.
Demonstration may
occur with projector
and teachers notes.
Closure
Save to thumb-drive.
1 minute
Extension:
Animate the slides.
Access visual aids.
Riverina Schools Project Partnership, 2009.
Competent computer
users can assist
children with less
computer ability.
The ‘Building Resilience’ Program:
Term 2: Exclusion/inclusion
The program ‘Building Resilience,’ encourages students to develop social stories
which describe what to do in specific situations within the school. It relates to
the English ‘Talking and Listening Syllabus and the PDHPE ‘Communicating and
decision making’ strands of the NSW syllabus. Term two focuses on peer
inclusion and exclusion and developing strategies to help strive in challenging
peer interaction. Developing strategies to utilise in a school environment is
aimed at encouraging the development of resilience in the students through
promoting a supportive environment. In term two the positive and negative
interactions between peers are explored with the children to further expand on
the area of peer relationships explored in term one. Term two has a greater
relationship to the PDHPE syllabus of ‘Interacting and Interpersonal
relationships’. Term two relates to the overarching title ‘Building Resilience’ as it
identifies that resilience is a necessary part striving and succeeding in a school
environment and as a functioning member of society.
Riverina Schools Project Partnership, 2009.
Lesson plan one:
Lesson title: Inclusion, Exclusion and related strategies
Date: Term 2
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative Arts
Aim of the lesson:
To introduce the concepts of peer inclusion and exclusion and to encourage the
broad thinking about related words and feelings.
To apply these words and feelings to real or imagined scenarios through the
creation of individual comic strips. To encourage the children to think of
strategies to apply in real life when they are faced with situations involving
exclusion and inclusion of their selves and others, thereby developing resilience.
Outcomes and indicators:
ENGLISH: Producing text
 WES1.9: Writes short personal recounts, writes a simple statement for
different purposes.
 WS1.9: Writes short recount about personal experience
 WS2.9: Writes simple sequential explanations.
 WS3.9: Provides causal explanations.
PDHPE: Communicating and decision making
 COES1.1: Expresses feelings.
 COS2.1: Shares ideas, feelings and opinions with others.
 DMES1.2: Identifies some options available when making simple decisions
 INS3.3: Demonstrates actions that support the rights and feelings of
others.
 INS2.3: Discusses personal strategies to deal with difficult situations
Creative Arts: Making
 VAES1.1: Makes simple pictures and other kinds of artworks about things
and experiences.
 VAS1.1: Makes artwork in a particular way about experiences of real and
imaginary things.
Resources:
Riverina Schools Project Partnership, 2009.
Book relating to inclusion/exclusion
Textas
Paper
Selection of comic strip pictures
Scissors
Glue
Assessment:
Time
Introduction
2 minutes
task engagement
Introduce the topic of
inclusion/exclusion
Body
25 minutes
Read relating book
Mutt Dog/Rainbow
Fish.
Discuss use of
strategies in the story
to change exclusion to
inclusion.
Brain storming of
stories/scenarios
relating to exclusion,
and strategies that
could facilitate
inclusion within the
school.
Introduce comic strip
format. Go through
pictures and talk about
words that could be
associated with them.
Record words used for
future reference.
As a class – build a
comic strip narrative
relating the
exclusion/inclusion
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notes:
theme of the book.
Write the description
of the comic strip
narrative on the board.
Closure
3 minutes
Discuss applying the
strategies and ideas
brought up in class to
real situations in the
school.
Extension:
Role play the comic
strip narrative.
Riverina Schools Project Partnership, 2009.
Lesson plan two:
Lesson title: Comic Strip Narratives continued. Inclusion/Exclusion.
Date: Term 2
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative Arts
Aim of the lesson:
To allow for further thinking and extension of ideas relating to inclusion and
exclusion.
To develop strategies to deal the inclusion and exclusion in the playground and
other social settings.
To apply written text in the form of an explanation to a comic strip narrative
relating to scenarios dealing with inclusion and exclusion.
Outcomes and indicators:
ENGLISH: Producing text
 WES1.9: Writes short personal recounts, writes a simple statement for
different purposes.
 WS1.9: Writes short recount about personal experience
 WS2.9: Writes simple sequential explanations.
 WS3.9: Provides causal explanations.
PDHPE: Communicating and decision making
 COES1.1: Expresses feelings.
 COS2.1: Shares ideas, feelings and opinions with others.
 DMES1.2: Identifies some options available when making simple decisions
 INS3.3: Demonstrates actions that support the rights and feelings of
others.
 INS2.3: Discusses personal strategies to deal with difficult situations
 DMES1.2: Nominates people who can help in particular situations, eg in the
playground
 DMS3.2: Evaluates personal decisions
Creative Arts: Making
 VAES1.1: Makes simple pictures and other kinds of artworks about things
and experiences.
Riverina Schools Project Partnership, 2009.


VAS1.1: Makes artwork in a particular way about experiences of real and
imaginary things.
TS3.1: Gives considered reasons for opinions and listens to those of
others, explores ideas and topics in a group set up by teacher or peer.
Resources:
Grey lead pencils/ pens
Textas/coloured pencils
Comic strips
backing paper/cardboard
Scissors
Glue
Assessment: the ability of the children to create an accompanying written text
to a comic strip narrative. Explain strategy used to encourage inclusion.
Time
Introduction
3 minutes
Task Engagement
Briefly discuss last week’s
lesson of inclusion/exclusionReading of book and
development of comic strip
narrative.
Body
25 minutes
Give instructions to continue
on with designing individual
comic strip format to remain
‘exclusion – strategy –
resulting in inclusion’.
Students to write an
accompanying explanation of
events in their comic strip,
their strategies and a
justification for this/result.
Select students to present
their comic strip and give an
explanation of it. Allow for a
Riverina Schools Project Partnership, 2009.
Notes:
Some students will be
at different levels
with this – allow time
to continue to colour in
and stick on pictures
ect.
Level of explanation
required depends on
stage of student. Ect
key words required
for ES1 and S1 while
complexity increases
for S2. Detailed
strategy and
justification for S3
students.
Number presented
depends on time
available
discussion.
Closure
2 minute
Talk about utilizing strategies
in real social situations
Extension:
Some students may be able to
design two strips or write a
more in depth narrative form
for their explanation or draw
their own comic strip.
Riverina Schools Project Partnership, 2009.
Display comic strips in
classroom to allow for
a material referent.
Make note of a list of
words used by the
students to promote
as a vocabulary around
this topic and to
employ in future
lessons – can be
laminated and added
to the catastrophe
scale
Resource: Lesson two
Riverina Schools Project Partnership, 2009.
Comic strip pictures
Riverina Schools Project Partnership, 2009.
Riverina Schools Project Partnership, 2009.
Lesson plan three:
Lesson title: Inclusion and exclusion Social Stories.
Date: term 2
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative Arts
Aim of the lesson:
To help develop each child’s own critical thinking about the issues involving
inclusion and exclusion of peers through creating social stories that; promote
the development of strategies to solve problems (build resilience), and
encourage positive thinking about their school environment.
Allow the children an opportunity to reflect on their own, and others
actions/behaviour within the school, and the consequences of such.
Outcomes and indicators:
ENGLISH: Learning to write
 WES1.9: Copies print from models, uses some known words when writing
sentences, writes own name, draws on personal experience and imagery
topics in writing activities. Uses visuals to communicate ideas.
 WS1.9: Combines ideas in writing, expresses an opinion in writing, uses
drawings to accompany texts where relevant.
 WS2.9: Uses other texts as models for aspects of writing, contributes to
joint text construction activities, and expresses a point of view in writing
with some supporting argument.
 WS3.9: Contributes to joint text construction activities, rereads work
during writing to maintain sequence and check meaning, changing words
and phrases to check for errors.
PDHPE: Decision Making
 DMES1.2: Nominates people who can help them in particular situations,
generates a number of possible situations to a problem.
 DMS1.2: Predicts consequences of options in order to make decisions,
discusses feelings others may have in response to their own actions.
 DMS2.2: Considers feelings and needs of others in making decisions,
clarifies reasons for reaching a particular decision, and discusses
Riverina Schools Project Partnership, 2009.

advantages and disadvantages of options with friends when making
decisions.
DMS3.2: Predicts the consequences of their decisions, applies decision
making processes when choosing a pursuit.
Resources:
Inclusion/exclusion comic strips
Paper
Pencils
Example of social stories.
Cloze activity sheet
Prompt sheet.
Assessment: The ability of the children to develop strategies within social
stories that relate to school-yard scenarios of peer inclusion and exclusion.
Time
Introduction
5 minutes
Body
21 minutes
Task Engagement
Refer back to lesson
two for inclusion and
exclusion – designing a
comic strip. Mention
vocabulary developed
around this topic – can
be used in social
stories.
Read out a completed
social story – highlight
the strategy used –
feelings words.
Design a social story
as a class on the
board. Use words
collected previous
lesson OR copy new
words onto the board
for kids to see.
Introduce cloze
activity for early
stage 1.
Riverina Schools Project Partnership, 2009.
Notes:
Early stage 1: cloze
activity using words
from board.
Stage 1: prompt sheet
– social story format.
Stage 2 and 3: Develop
own social story.
Introduce prompt
sheet for stage 1.
Stage 2 and 3 to
complete individual
social story based on
their comic strips
from the previous
lesson
Collect social stories
ready to be published
the following lesson.
Close
4 minutes
Read out some of the
children’s social
stories to share ideas
and strategies.
Extension
Illustrate social story.
Riverina Schools Project Partnership, 2009.
Early Stage 1
Resource: Lesson three
Name ___________________
Design a social story.
Draw a line to the word that fits best.
Teacher
When someone is sad I feel ____________. I
can ask them to ___________ with me and this
will make me feel better.
Play
Ask
When a friend doesn’t want to play with me I
feel ____________. But I know that I can
__________ another friend to play.
Angry
Nice
When someone is being bullied I feel
_________. But I can be ___________ to
them which will make them feel happy.
Happy
Unhappy
When I am being bullied I feel ____________.
But I can tell a ___________ and play with
other friends.
Friends
Sad
When everyone plays nicely this is really great.
Everyone will feel ____________ because they
like it when everyone is ____________.
Scared
Riverina Schools Project Partnership, 2009.
Name:______________________________________
examples of words
happy, sad, scared,
friendly, helpful,kind,
welcome, special, like,
good, listen, fair, talk,
talking, listened to,
help, relieved, better,
afraid, sick, awful,
bullied, ignored, alone,
hurt, upset, terrible,
frightened, safe,
warm, looked after.
Stage 1
some examples of what could happen
No one wants to play with me
A friend is feeling sad
Everyone gets along
A friend is being mean
Someone is being bullied
Someone laughs at me
I don’t want to play with anyone
Someone is being left out
A friend is playing by their self
I am feeling a little down
I don’t have any friends
An example of a Social Story.
When someone is being bullied it makes me feel terrible. But I know that I can be nice to them
and include them in my game. This will make them feel better because bullying hurts people. I
can also tell a teacher and this makes me feel helpful.
When
_________________________________________________________ it
makes me feel _______________________. But I know that I
can________________
____________________________________________________________
_______________________________________________________ and
that makes me feel
___________________.
Draw a picture of your social story.
Riverina Schools Project Partnership, 2009.
Lesson plan four:
Lesson title: Inclusion and exclusion social stories – publishing using power
point
Date: term 2
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
Aim of the lesson:
To further reinforce the notion of resilience and to provide support towards the
development of effective strategies relating to peer inclusion and exclusion.
To publish a created social story which the child owns in order to encourage
reflection on one’s own behaviour, the behaviour of others and the consequences
of such.
Broaden computer skills.
Outcomes and indicators:
ENGLISH: Computers
 WES1.12: Types simple sentences.
 WS1.12: Types sentences without assistance.
 WS2.12: Carries out basic functions, sets out writing in a form suitable
for purpose, investigates other forms of publishing, eg: slide shows.
 WS3.12: Uses computer software programs and associated technology to
format a variety of texts, chooses appropriate graphics to accompany
text.
Talking and listening
 TES1.1: Understands the difference between a question and a statement,
takes part in structured group or pair activities involving talk about
familiar topics.
 TS1.1: Listens attentively and converses with others to share ideas or give
information.
 TS2.1: Seeks an explanation or more information from the speaker on
their topic.
 TS3.1: Explores ideas and topics in a group set up by teacher or peer.
Resources:
Computers
Power point assistance resource sheet.
Riverina Schools Project Partnership, 2009.
Children’s Social Stories from last lesson.
Children’s thumb-drives
Assessment: The ability of the children to publish their social stories on the
computer with varying levels of assistance.
Time
Introduction
4 minutes
Body
25 minutes
Task Engagement
Organise computer
setup. Hand out
completed social
stories from last
session.
Go through instruction
of publishing social
story step by step
with class.
Closure
1 minute
Save to thumb-drive.
Extension:
Animate the slides.
Access visual aids.
Riverina Schools Project Partnership, 2009.
Notes:
Early stage 1 to work
in PC room with
assistance
Demonstration may
occur with projector
and teachers notes.
Allow competent
students to work
ahead of others
Competent computer
users can assist
children with less
computer ability.
The ‘Building Resilience’ Program:
Term 3: The Catastrophe Scale
The program, ‘Building Resilience’, encourages students to develop and implement
strategies that will assist them in a range of scenarios within the school. It
relates specifically to the English ‘Talking and Listening,’ and PDHPE
‘Communicating and decision making’ strands of the NSW Syllabus. In term
three we introduce the catastrophe scale to the children to help normalise their
emotional responses to situations within the school. Normalising one’s responses
is crucial to developing emotional resilience. This adds another dimension to
developing and implementing strategies, by encouraging the children to stop and
think of the ‘bigger picture’ prior to reacting.
Riverina Schools Project Partnership, 2009.
Lesson plan one:
Lesson title: Catastrophe Scale, an introduction.
Date: Term 3.
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
Aim of the lesson:
Introduce words that can be used to describe a variety of scenarios and
feelings and rate on a scale.
Build resilience by normalising responses.
Reflect on school experiences (or imagined scenarios) and think critically about
where it sits in relation to other scenarios on the catastrophe scale – develop
resilience through critical thinking.
Outcomes and indicators:
ENGLISH: Talking and listening
 TES1.1: Recounts a personal or shared experience. Expresses feelings,
needs and wants, likes and dislikes. Expresses a personal opinion.
 TS1.1: Gives personal recounts about familiar topics.
 TS2.1: Discusses and reflects upon a variety of responses and views.
Producing text
 WES 1.9: Experiments with and practises ways of representing ideas
and information using written and visual symbols.
 WS 1.9: Writes short recounts of personal experience.
 WS2.9: Writes more involved recounts.
 WS3.9: Writes a detailed description.
PDHPE: Communicating and decision making
 COES1.1: Expresses feelings.
 COS2.1: Shares ideas, feelings and opinions with others.
Resources:
Catastrophe Scale (pre-made).
Thumbnails
Paper
Riverina Schools Project Partnership, 2009.
Tables
Chairs
Textas
Pencils
Assessment: The ability of the children to rate their scenario on the scale,
compare and contrast other scenarios.
Time
Introduction
5 minutes
Task Engagement
Introduction
Introduce the
catastrophe scale.
Notes:
Roles:
Body
Body
Discussion about the
scale: 1 – 10 where to
put pictures (green
rolling hills, volcano) to
describe.
Use positive and
negative words from
surveys – place on
scale.
Brainstorm words that
could be used to
describe – rate on
scale.
Stages
1: Drawing of a
scenario with brief
description.
23 minutes
Introduce school
scenarios.
Rate four school
scenarios on the
catastrophe scale–
Talk about differences
in personal feelings –
but also look at ‘norms’
for the class.
Brainstorm more words
(if required) for
different parts of the
Riverina Schools Project Partnership, 2009.
2: Recount a scenario
using recount format
(above black board)
and think about where
to rate.
3. Write a detailed
scenario and describe
where you would rate
on the catastrophe
scale and why.
scale – write on the
board – (record results
for future reference).
Kids to develop school
scenarios Craft: draw a picture
that describes an
event in the school, or
an imagined scenario.
Write a few sentences
describing the picture
(early stage 1, stage 1
use words on scale).
Present some of the
children’s school
scenarios, with the
class to rate –
normalising.
Closure
2 minutes
Talk about differences
in personal feelings –
but again look at
‘norms’ for the class.
Using the scale during
the day, ‘stop and
think’, Use the words
to describe
feelings/events.
Extension:
Colour in picture.
Think about how the class would rate the same story. Would it differ –
why/why not? Write down your answer.
Riverina Schools Project Partnership, 2009.
Lesson plan two:
Lesson title: Building resilience through developing strategies.
Date: Term 3.
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative Arts
Aim of the lesson:
Build resilience through creating social scenarios in the school and developing
strategies, to overcome these. Utilise the catastrophe scale to normalise
responses throughout.
Develop problem-solving skills in social situations.
Use role-playing to develop language skills.
Outcomes and indicators:
ENGLISH: Talking and listening
 TES1.1: Provides simple explanations, engages in role-play.
 TS1.1: Recounts real or imagines events in logical sequence. Engages in
group discussion to solve a problem. Plans and performs a role- play in the
class.
 TS2.1: Engages in improvised or role-play based on texts read, heard or
viewed.
 TS3.1: Gives considered reasons for opinions and listens to those of
others, explores ideas and topics in a group set up by teacher or peer.
PDHPE: Communicating and Decision Making
 COES1.1: Expresses feelings.
 COS2.1: Shares ideas, feelings and opinions with others.
 DMES1.2: Nominates people who can help in particular situations, eg in the
playground.
 DMS1.2: Discusses feelings others may have in response to their own
actions.
 DMS2.2: Discusses advantages and disadvantages of options with friends
when making decisions.
 DMS3.2: Evaluates personal decisions.
Riverina Schools Project Partnership, 2009.
CREATIVE ARTS: Drama, Performing
 DRAES1.3: Communicates the depiction of real-life and fantasy situations
in imagined dramatic contexts.
 DRAS1.3: Shares their drama making with others.
 DRAS2.3: Makes decisions with others in various groupings about
sequencing and dramatic structure to convey meaning.
 DRAS3.3: Devises drama in collaboration with others using scripted and
unscripted material as resources for drama performances.
Resources:
3 Scenarios based on last lesson.
Catastrophe scale
Paper
Pencils
Assessment: The ability of the children to develop strategies to address a
problem (scenarios) and reduce the rating on the catastrophe scale.
Time
Introduction
4 minutes
Body
25 minutes
Task Engagement
Revisit catastrophe
scale - words.
Model (role play) a
scenario that includes
a problem from school
(forgotten lunch) that
demonstrates a
strategy to the
address problem.
Describe scenario in
terms of problem –
feelings – rating –
strategy – rating –
feeling.
Apply problem solving
to scenarios:
3 groups, each one to
receive a scenario.
Group work with older
Riverina Schools Project Partnership, 2009.
Notes:
examples:
Scenario 1: At a
combined school event,
one of the the
students is being
bullied by a group of
children from another
school. How would that
person feel – rate,
think of words to
describe). What
strategy do you use to
bring the rating down?
Scenario 2: At a
combined school
excursion, there is
only one child attend
from a school. She
doesn’t know anybody –
how would she feel?
Rate – describing
words. What strategy
kids as leaders in the
group:
Each group to think of
words to describe how
they would feel in the
scenario – rate on
catastrophe scale.
Develop strategies and
present to the class to
bring rating down –
find more words to
describe. Present as a
role-play if time
permits.
Closure
1 minute
Talk about using the
strategies just
witnessed in the
scenarios within the
school.
Extension: Role-play.
Riverina Schools Project Partnership, 2009.
do you use to bring the
rating down?
Scenario 3: One of the
little kids in school is
injured on the play
equipment and is
bleeding and crying.
How do think they
feel? Rate and find
words. What strategy
do you use to bring the
rating down?
Resource: Lesson two
Example of scenario made into social story.
Scenario role played last week.
There was an accident on the monkey bars.
Strategy – tell the teacher who will ring an ambulance.
Feeling words: scared, sad, nervous, sore, in pain, unconscious.
Rating on the Catastrophe Scale: 9 going down to 0-2 after using strategy.
Put into a social story.
Sometimes at school we have accidents in the
playground and hurt ourselves.
When this happens it makes me feel scared and
nervous.
When this happens I know that I can tell my teacher,
and he can help us.
He might even ring an ambulance to help us.
When my teacher helps us I feel happy and relieved.
Riverina Schools Project Partnership, 2009.
Lesson plan three:
Lesson title: Resilience Social Story.
Date: Term 3.
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
 PDHPE
 Creative Arts
Aim of the lesson:
Build resilience through creating social stories that; promote the development
of strategies to solve problems, and positive thinking about their school
environment.
Allow the children an opportunity to reflect on their own, and others
actions/behaviour within the school, and the consequences of such.
Outcomes and indicators:
ENGLISH: Learning to write
 WES1.9: Copies print from models, uses some known words when writing
sentences, writes own name, draws on personal experience and imagery
topics in writing activities. Uses visuals to communicate ideas.
 WS1.9: Combines ideas in writing, expresses an opinion in writing, uses
drawings to accompany texts where relevant.
 WS2.9: Uses other texts as models for aspects of writing, contributes to
joint text construction activities, expresses a point of view in writing with
some supporting argument.
 WS3.9: Contributes to joint text construction activities, rereads work
during writing to maintain sequence and check meaning, changing words
and phrases to check for errors.
PDHPE: Decision Making
 DMES1.2: Nominates people who can help them in particular situations,
generates a number of possible situations to a problem.
 DMS1.2: Predicts consequences of options in order to make decisions,
discusses feelings others may have in response to their own actions
 DMS2.2: Considers feelings and needs of others in making decisions,
clarifies reasons for reaching a particular decision, discusses advantages
and disadvantages of options with friends when making decisions.
Riverina Schools Project Partnership, 2009.

DMS3.2: Predicts the consequences of their decisions, applies decision
making processes when choosing a pursuit.
Resources:
Catastrophe scale and words.
Paper
Pencils
Example of social stories.
Cloze activity sheet
Prompt sheet.
Assessment: The ability of the children to develop strategies within a social
stories that relate to school-yard scenarios.
Time
Introduction
5 minutes
Task Engagement
Revisit catastrophe
scale and last lessons
strategies – how they
brought down rating
on the scale and used
different words to
portray feelings –
‘green rolling hills’
words.
Body
24 minutes
Read out a completed
social story – highlight
the strategy used –
feelings words.
Design a social story
as a class on the
board. Use the words
from the catastrophe
scale OR copy new
words onto the board
for kids to see.
Introduce cloze
activity for early
stage 1.
Introduce prompt
sheet for stage 1.
Stage 2 and 3 to
Riverina Schools Project Partnership, 2009.
Notes:
Early stage 1: cloze
activity using words
from catastrophe
board.
Stage 1: prompt sheet
– social story format.
Stage 2 and 3: Develop
own social story.
Close
1 minute
complete individual
social story about a
school-yard
predicament.
Record any new
‘feeling words’ and add
to vocabulary already
displayed on the
catastrophe scale.
Extension
Illustrate social story.
Complete a social
story for an incident
at home.
Riverina Schools Project Partnership, 2009.
Resource: Lesson three
Early stage 1
Name:__________________________________
Design a Social story
Draw a line to the word that fits best
Happy
When I forget my lunch I feel……….
My teacher can help me. This makes me feel………………….
Sad
Frightened
When I fall over and hurt myself I feel……………………………..
My friends and teachers can help me and this makes me
feel……………………….
Better
Unhappy
Safe
When someone doesn’t want to play with me I
feel……………………….
I know that there are other people I can play with and this
makes me feel……………………………..
Fun
Good
If I have to sit on the naughty chair I feel……………………………
I know that I can play with my friends afterwards and this
makes me feel…………………………….
Bad
Nice
Draw a picture of
something in the
school that makes
you feel happy
Riverina Schools Project Partnership, 2009.
Name:______________________________________
examples of words
happy, sad, scared,
friendly, helpful,kind,
welcome, special, like,
good, listen, fair, talk,
talking, listened to,
help, relieved, better,
afraid, sick, awful,
bullied, ignored, alone,
hurt, upset, terrible,
frightened, safe,
warm, looked after.
Stage 1
some examples of what could happen
fall over and hurt myself.
forget my lunch.
feel left out of playing
don’t get to play what I want to play
have to sit on the naughty seat
get called names
when the teacher is upset with me
when my friends are upset with me
when no one will play with me
if a person takes something that belongs to me
when something bad happens before school or on my way to
school.
An example of a Social Story.
When I forget my lunch, I feel awful. But I know that I can go and tell Mr Broomfield and he
can help me. He can cook me some noodles for lunch and that makes me feel better.
My Social Story
When_______________________________________________________
__ it makes me feel _______________________. But I know that I
can______________________________________________
________________ and that makes me feel___________________.
Draw a picture of your Social Story.
Riverina Schools Project Partnership, 2009.
Lesson plan four:
Lesson title: Resilience - Social stories power-point.
Date: Term 3.
Stage: All stages.
Duration: 30 minutes.
KLA’s:
 English
Aim of the lesson:
Reinforce the development of strategies in response to problems within the
school by publishing a social story in power-point format.
Broaden computer skills.
Outcomes and indicators:
ENGLISH: Computers
 WES1.12: Types simple sentences
 WS1.12: Types sentences without assistance
 WS2.12: Carries out basic functions, sets out writing in a form suitable
for purpose, investigates other forms of publishing, eg: slide shows.
 WS3.12: Uses computer software programs and associated technology to
format a variety of texts, chooses appropriate graphics to accompany
text.
Talking and listening
 TES1.1: Understands the difference between a question and a statement,
takes part in structured group or pair activities involving talk about
familiar topics.
 TS1.1: Listens attentively and converses with others to share ideas or give
information.
 TS2.1: Seeks an explanation or more information from the speaker on
their topic.
 TS3.1: Explores ideas and topics in a group set up by teacher or peer.
Resources:
Computers
Projector
White board
Children’s Social Stories from last lesson.
Children’s thumb-drives
Riverina Schools Project Partnership, 2009.
Assessment: The ability of the children to publish their social stories on the
computer with varying levels of assistance.
Time
Introduction
4 minutes
Task Engagement
Organise computer
setup. Hand out
completed social
stories from last
session.
Notes:
Early stage 1 to work
in PC room with
students
Body
25 minutes
Go through instruction
of publishing social
story step by step via
the projector.
Demonstration may
occur with projector
and teachers notes.
Closure
Save to thumb-drive.
1 minute
Extension:
Animate the slides.
Access visual aids.
Riverina Schools Project Partnership, 2009.
Competent computer
users can assist
children with less
computer ability.
The ‘Building Resilience’ Program:
Term 4: Accessing Resources
The program, ‘Building Resilience’, encourages students to develop and implement
strategies that will assist them in a range of scenarios within the school. It
relates specifically to the English ‘Talking and Listening,’ and PDHPE
‘Communicating and decision making’ strands of the NSW Syllabus. In term four
there is a greater emphasis on developing and implementing strategies outside
of the school environment. It relates more to the HSIE ‘Resource System’
strand of the NSW Syllabus. In particular, the program for term four was
designed to improve the student’s abilities to identify and access services that
can assist them in challenging situations, not only in the school, but also in the
home, local community and nationwide. Its implementation in the classroom in
term four will prepare students for the lengthy end of year break.
Riverina Schools Project Partnership, 2009.
Lesson plan one:
Lesson title: Services within our community, an introduction.
Date: 4th term
Stage: All stages.
Duration: 30 minutes.
KLA’s:
PDHPE
Human society and its environment
English
Aim of the lesson:
Encourage resilience by enabling access to resources in a variety of ways.
Identify services available at school, home, local community and also Australia
wide.
Build an understanding of what each service does. Reflect on why these services
are needed.
Outcomes and indicators:
PDHPE: Communicating and safe living
 COES1.1: Identifies people who can help them
 SLES1.13: Indicates a number of possible actions for safety, describe
dangerous things they can see, describes safe places
 SLS1.13: Demonstrates action they can take when they feel unsafe and
identifies who can help them
 SLS3.13: Practices emergency response procedures, eg basic first aid,
dial 000, Formulates and practices action plans for accident and
emergency situations in the home, school and local environment
HSIE : Resource system
 SSES1: Demonstrates an understanding of their own safety needs at
home and at school
 SSS1.7: Identities different goods and services that fulfill their needs,
explains how people help them, including paid and unpaid helpers and
workers, eg ambulance officer, police officer, nurse, SES volunteer,
parent helper in the classroom
 SSS1.8: Roles and responsibilities of community workers, both paid and
unpaid
 SSS2.7: Examines some of the goods and services provided within the
community and by community organizations to meet needs, eg veterinary
surgery, Community Health Service
Riverina Schools Project Partnership, 2009.
SSS3.7: Describes universal human needs and the efforts of
organizations in meeting these needs, eg United Nations, Red Cross
ENGLISH: Talking and listening
 TES1.1: Expresses a personal opinion.
 TS1.1: Uses a comment or a question to expand on an idea in a discussion.
 TS2.1: Justifies a point of view with supporting evidence.
 TS3.1: Engages in discussions involving more than one point of view about
characters and events.

Resources:
Paper
Pencils
Rural Fire brigade (02 60213174) or (02 60237404)
Albury base hospital (02) 6058 4444
Albury Police (02) 6023 9299
Police and Community Youth Groups (02) 6021 7437
Ambulance (02) 6059 2800
Culcairn Health Services (02) 6029 8203
SES
Assessment: The ability of the children to identify the services in the
community that can help in certain situation.
Riverina Schools Project Partnership, 2009.
Time
Introduction
5 minutes
Task Engagement
Brainstorming and identifying
services beginning with school,
home, community and
emergency.
Allow all students to brainstorm
separately before collaborating
as a class.
After services have been
identified, brainstorm what is
involved with each service as a
whole class. Focus on
keywords/vocabulary.
Body
23 minutes
Closure
2 minutes
Pre-arrange that there are
services that do school visits.
(Resource sheet below gives
instructions on how to access
resources for a NSW school).
Using these resources it can
help students
-understand the importance of
disaster prevention and
preparedness
-identify what practical steps
students and families can take
to reduce their effects
-know where to seek advice and
assistance during and after an
emergency
-develop skills such as risk
management and decisionmaking
Closure
Summarizing up all the services
Riverina Schools Project Partnership, 2009.
Notes:
that are available and what the
services apply.
Extension:
Writing definitions
about the services
Preparing scenario’s for
next class to role play.
Riverina Schools Project Partnership, 2009.
Resources: Lesson one
Contacting Ambulance
To request an educational lecture or a visit by a paramedic to a school or
childcare centre contact Ambulance Public Affairs in writing and include the
following information:
-Time, date and location of the lecture/visit
- Subject title of the lecture/visit
-Number of participants
-Name and contact numbers of the group organiser.
Ambulance Public Affairs
Fax: (02) 9320 7804
Email: media@ambulance.nsw.gov.au
Postal Address: Locked Bag 105
Rozelle NSW 2039
Once your request is received we will contact you to confirm whether an off
duty paramedic is available to attend.
Contacting Police
Call your local police station to find out if there are any services that can come
out to visit the school.
Contacting NSW Fire Brigade
Contact your local NSW Fire Brigades station to organise a visit from your local
firefighters to present Fire ED at your school. At the time of organising the
specific details of program delivery for your school, we would appreciate it if
you could advise us if there are any students who:


Have specific disabilities that we need to know about, or
Have suffered bad burns or have been recently involved in a serious fire
incident.
This information will help us to adapt our program where possible. We would also
appreciate your promotion of this program specifically and fire safety generally
in your school's newsletter. To this end, we will provide you with a suggested
article which emphasises the major issues of fire safety for your school
community.
Riverina Schools Project Partnership, 2009.
Lesson plan two:
Lesson title: Role plays and scenarios based on services in the community.
Date: 4th term
Stage: All stages.
Duration: 30 minutes.
KLA’s:
PDHPE
Human society and its environment
English
Creative Arts
Aim of the lesson:
Build resilience by role playing scenarios that can happen at school, home, local
community and also Australia wide to create an understanding of how accessing
services (strategy) can assist us. Creating an understanding of how to access
each service through role playing. Expanding knowledge of use of strategies.
Outcomes and indicators:
PDHPE: Communicating and safe living
 COES1.1: Identifies people who can help them
 SLES 1.13: Indicates a number of possible actions for safety, describe
dangerous things they can see, describes safe places
 SLS1.13: Demonstrates action they can take when they feel unsafe and
identifies who can help them
 SLS3.13: Practices emergency response procedures, eg basic first aid,
dial 000, Formulates and practices action plans for accident and
emergency situations in the home, school and local environment
HSIE : Resource system
 SSES1: Demonstrates an understanding of their own safety needs at
home and at school
 SSS1.7: Identities different goods and services that fulfill their needs,
explains how people help them, including paid and unpaid helpers and
workers, eg ambulance officer, police officer, nurse, SES volunteer,
parent helper in the classroom
 SSS1.8: Roles and responsibilities of community workers, both paid and
unpaid
 SSS2.7: Examines some of the goods and services provided within the
community and by community organizations to meet needs, eg veterinary
surgery, Community Health Service
Riverina Schools Project Partnership, 2009.

SSS3.7: Describes universal human needs and the efforts of
organizations in meeting these needs, eg United Nations, Red Cross
ENGLISH: Talking and listening
 TES1.1: Provides simple explanations, engages in role-play.
 TS1.1: Recounts real or imagines events in logical sequence. Engages in
group discussion to solve a problem. Plans and performs a role- play in the
class.
 TS2.1: Engages in improvised or role-play based on texts read, heard or
viewed.
 TS3.1: Gives considered reasons for opinions and listens to those of
others, explores ideas and topics in a group set up by teacher or peer.
CREATIVE ARTS: Drama
 DRAES1.1: Investigate aspects of the human experience in dramatic play
 DRAES1.3: Communicates the depiction of real-life and fantasy situation
in imagined dramatic contexts
 DRAS1.2: Expresses feelings and other responses when depicting an event
 DRAS2.4: Shares the process of shaping and making their own drama and
the reasons for their choices
 DRAS3.4: Reflects on drama traditions of communities and cultures in
various times and places, recognises personal, social and cultural aspects
of the human experience and incorporates them in drama works.
Resources:
Paper
Pencils
Assessment: The ability of the children to identify appropriate reactions to
certain scenarios.
Time
Introduction
3 minutes
Body
20 minutes
Task Engagement
Summarizing service
delivery models from last
weeks session.
Brainstorming services,
what they do, and how
they can help.
Riverina Schools Project Partnership, 2009.
Notes:
Group scenarios have
to be based according
to the syllabus. Each
section will make a
scenario according to
it. The topics will be
as:
Separate into groups
according to the
appropriate ages. Each
group work at creating
scenarios and strategies
to help (how they
accessed resources),
according to the syllabus.
They will present it to the
class in the form of a role
play.
Closure
7 minutes
Eg. When Sally falls over
and hurts her leg. Holly
goes and gets a
teacher/principal to come
help Sally.
Eg. If you’re home alone
and your brother really
hurts his leg. Call the
ambulance 000 or go to a
friendly next door
neighbour.
Provide a summary of the
scenarios in class that
have been dramatised.
Focus on the strategies
implemented and how
services were accessed.
Riverina Schools Project Partnership, 2009.
Early Stage one
-Home and school.
-This scenario will
already be prepared.
It is located in the
resources section.
Stage one
- explains how people
help them, including
paid and unpaid
helpers and workers,
eg ambulance officer,
police officer, nurse,
SES volunteer, parent
helper in the
classroom
- roles and
responsibilities of
community workers,
both paid and unpaid
-They create their
own scenario with
assistance however.
Stage two
- examines some of
the goods and
services provided
within the community
and by community
organizations to meet
needs, eg veterinary
surgery, Community
Health Service
-They create their
own scenario as a
group.
Stage three
- describes universal
human needs and the
efforts of
organizations in
meeting these needs,
eg United Nations,
Red Cross
-They create their
own scenario as a
group or individual.
Extensions: Create another scenario that can be role played or to think of
solutions to scenarios.
Riverina Schools Project Partnership, 2009.
Lesson plan three:
Lesson title: Social stories based on services in the community.
Date: 4th term
Stage: All stages.
Duration: 30 minutes.
KLA’s:
PDHPE
Human society and its environment
English
Aim of the lesson:
Creating a ‘social story’, (developed by Carol Gray 1991) as a way to provide
concrete information to help improve students’ social skills and appropriate
behaviors.
To describe social situations and encourage appropriate responses.
Develop resilience by reinforcing the children’s understanding of what and
how each service can assist them through the development of social stories.
Revisit ways to access local and emergency services.
Outcomes and indicators:
PDHPE: Communicating and safe living
 COES1.1: Identifies people who can help them
 SLES 1.13: Indicates a number of possible actions for safety, describe
dangerous things they can see, describes safe places
 SLS1.13: Demonstrates action they can take when they feel unsafe and
identifies who can help them
 SLS3.13: Practices emergency response procedures, eg basic first aid,
dial 000, Formulates and practices action plans for accident and
emergency situations in the home, school and local environment
PDHPE: Decision Making
 DMES1.2: Nominates people who can help them in particular situations,
generates a number of possible situations to a problem.
 DMS1.2: Predicts consequences of options in order to make decisions,
discusses feelings others may have in response to their own actions
 DMS2.2: Considers feelings and needs of others in making decisions,
clarifies reasons for reaching a particular decision, discusses advantages
and disadvantages of options with friends when making decisions.
 DMS3.2: Predicts the consequences of their decisions, applies decision
making processes when choosing a pursuit.
Riverina Schools Project Partnership, 2009.
HSIE : Resource system
 SSES1: Demonstrates an understanding of their own safety needs at
home and at school
 SSS1.7 : Identities different goods and services that fulfill their needs,
explains how people help them, including paid and unpaid helpers and
workers, eg ambulance officer, police officer, nurse, SES volunteer,
parent helper in the classroom
 SSS1.8: Roles and responsibilities of community workers, both paid and
unpaid
 SSS2.7: Examines some of the goods and services provided within the
community and by community organizations to meet needs, eg veterinary
surgery, Community Health Service
 SSS3.7: Describes universal human needs and the efforts of
organizations in meeting these needs, eg United Nations, Red Cross
ENGLISH: Learning to write
 WES1.9: Copies print from models, uses some known words when writing
sentences, writes own name, draws on personal experience and imagery
topics in writing activities. Uses visuals to communicate ideas.
 WS1.9: Combines ideas in writing, expresses an opinion in writing, uses
drawings to accompany texts where relevant.
 WS2.9: Uses other texts as models for aspects of writing, contributes to
joint text construction activities, expresses a point of view in writing with
some supporting argument.
 WS3.9: Contributes to joint text construction activities, rereads work
during writing to maintain sequence and check meaning, changing words
and phrases to check for errors.
Resources:
Paper
Pencils
Catastrophe Scale/words
Assessment: The ability of the children to identify appropriate reactions to
certain scenarios.
Riverina Schools Project Partnership, 2009.
Time
Introduction
3 minutes
Body
26 minutes
Closure
1 minutes
Task Engagement
Introducing what social stories
are.
Giving all students a template
to understand the directions
and purposes of social stories.
Read out a completed social
story, rate on the catastrophe
scale – highlight the strategy
used – feelings words – rate on
catastrophe scale.
Notes:
Group social stories
have to be based
according to the
syllabus. Each
section will make a
social story
according to it. The
topics will be as:
Early Stage one
-Home and school.
-This will be a fill in
Utilising catastrophe scale - As the gap sheet which
a class, design a social story
is located in
that requires the accessing of
resources section.
resources (use of strategy) and Stage one
how that positively affects the - explains how people
outcome. Highlight vocabulary
help them, including
used, ratings.
paid and unpaid
helpers and workers,
Design a social story as a class eg ambulance
on the board. Copy new words
officer, police
onto the board for kids to see. officer, nurse, SES
volunteer, parent
Introduce cloze activity for
helper in the
early stage 1.
classroom
- roles and
Introduce prompt sheet for
responsibilities of
stage 1.
community workers,
both paid and unpaid
Stage 2 and 3 to complete
-They create their
individual social story- ensure
own social story with
strategy is used, vocabulary
assistance however
explored.
using a prompt sheet.
Stage two
Closure
- examines some of
Identifying that it is the end
the goods and
of the session. Packing up the
services provided
work and preparing for the
within the community
next session.
and by community
organizations to
Riverina Schools Project Partnership, 2009.
meet needs, eg
veterinary surgery,
Community Health
Service
-They create their
own social story
individually.
Stage three
- describes universal
human needs and the
efforts of
organizations in
meeting these needs,
eg United Nations,
Red Cross
-They create their
own social stories
individually.
Extensions: Create additional social stories that can be added in the same
context or begin to publish the social stories on power point.
Riverina Schools Project Partnership, 2009.
Resources: lesson three
DESIGN A SOCIAL STORY (Early Stage)
Name: ________________.
Circle which word is relevant for your social story.
SCHOOL
When I fall over and hurt myself I feel (sad /upset/down)
My friends and teachers can help me and this makes me feel (better
/happy / glad).
If I have to sit on the naughty chair I feel (naughty/ bad/ silly)
I know that I can play with my friends afterwards and this
makes me feel (happy/ better/ not sad)
When I forget my lunch I feel (hungry/ sad/ angry)
My teacher can help me. This makes me feel (better/ happy/
excited)
HOME
When my brother doesn’t let me play the XBOX I feel (angry / mad /
cranky)
I know that there are other things I can play with and this makes me (happy/
better/ good)
Sometimes Mum ask me to do some chores before I can go outside and play.
This makes me feel (angry/ mad/ cranky).
But I know afterwards I can play and it will help mum. This makes me feel (good/
happy/ excited).
I have to make my bed before I can watch TV in the morning. This makes me
(annoyed/ angry/ upset).
I know that it is helping mum out and I feel (helpful/ nice/ loving).
On the back of the page, draw a picture of something in the school that makes
you feel either UPSET or MAD or EXCITED.
Riverina Schools Project Partnership, 2009.
DESIGN A SOCIAL STORY (Stage One)
Name: ________________.
Some




examples of what could happen
There was a fire and my house was burning down
There was a car accident and someone was injury
My house got robbed.
Some stranger followed me home
after school
 My cat ‘Fluffy’ got stuck up the
tree.
 There was heaps and heaps of smoke
coming from the forest
Some











examples of emotions
Angry
Upset
Scared
Lonely
Cranky
Worried
Annoyed
Sad
Afraid
Fearful
Petrified
An example of a Social Story.
When my neighbour had a car accident, I feel scared. But I know I can go call
the ambulance by dialling 000 and they can come and help my neighbour. They
can save my neighbour and that makes me feel better that I helped.
Riverina Schools Project Partnership, 2009.
My Social Story
When
_________________________________________________________ it
makes me feel ____________________. But I know that I
can________________
____________________________________________________________
_______________________________________________________ and
that makes me feel
___________________.
Draw a picture to describe your social story.
Riverina Schools Project Partnership, 2009.
Lesson plan four:
Lesson title: Publishing Social stories in powerpoint based on services in the
community.
Date: 4th term
Stage: All stages.
Duration: 30 minutes.
KLA’s:
English
Aim of the lesson:
Build resilience by reinforcing the development of strategies in response to
problems within the school by publishing a social story in power-point format.
Broaden computer skills.
Outcomes and indicators:
ENGLISH: Computers
 WES1.12: Types simple sentences
 WS1.12: Types sentences without assistance
 WS2.12: Carries out basic functions, sets out writing in a form suitable
for purpose, investigates other forms of publishing, eg: slide shows.
 WS3.12: Uses computer software programs and associated technology to
format a variety of texts, chooses appropriate graphics to accompany
text.
Talking and listening
 TES1.1: Understands the difference between a question and a statement,
takes part in structured group or pair activities involving talk about
familiar topics.
 TS1.1: Listens attentively and converses with others to share ideas or give
information.
 TS2.1: Seeks an explanation or more information from the speaker on
their topic.
 TS3.1: Explores ideas and topics in a group set up by teacher or peer.
Resources:
Computers
Projector
White board
Children’s Social Stories from last lesson.
Children’s thumb-drives
Riverina Schools Project Partnership, 2009.
Assessment: The ability of the children to publish their social stories on the
computer with varying levels of assistance.
Time
Introduction
4 minutes
Task Engagement
Organise computer
setup. Hand out
completed social
stories from last
session.
Body
25 minutes
Go through instruction
of publishing social
story step by step via
the projector.
Closure
Save to thumb-drive.
1 minute
Extension:
 Animate the slides.
 Access visual aids.
Riverina Schools Project Partnership, 2009.
Notes:
Demonstration may
occur with projector
and teachers notes.
Competent computer
users can assist
children with less
computer ability.
Resources: Lesson four
USING POWERPOINT- Readers Manual
1.
2.
3.
4.
Select ‘START’
Select ‘ALL PROGRAMS’
Select ‘MICROSOFT OFFICE’
Select ‘MICROSOFT OFFICE POWERPOINT’
Riverina Schools Project Partnership, 2009.
5. Powerpoint will open.
6. To add slides, go to INSERT and then add NEW SLIDES. Add as many as
you like.
7. To change slide design go to FORMAT and then SLIDE DESIGN.
8. The SLIDE DESIGN comes up on the far right of screen. Scroll down to
select what style.
Riverina Schools Project Partnership, 2009.
9. To add pictures: Go to INSERT, PICTURES and then CLIP ART..
10. Search for pictures by typing in desire result on the far right of screen.
Ie/ bananas
Riverina Schools Project Partnership, 2009.
10. There will be a picture list of all bananas. Double click to make picture
appear on slide. This can moved anywhere on the powerpoint.
11. To customize animation in the powerpoint. Select SLIDESHOW then
CUSTOM ANIMATION.
Riverina Schools Project Partnership, 2009.
11. To the far right you can add an effect. Select ADD EFFECT and you can
select what effect you would like. Ie/ Entrance with a blink.
12. To view slideshow go to SLIDESHOW, VIEW SLIDESHOW or
alternatively hit F5 or press the button where the arrow is.
Riverina Schools Project Partnership, 2009.
Sustainability
It is recommended that the social stories developed within each terms
resilience theme be accessed on a regular basis within the classroom.
Understanding how strategies can be used to rectify emotional situations is
crucial to building resilience. Re visiting the social stories will reinforce their
understanding of developing strategies. These could be utilised as a resource
for peer reading programs or silent reading on a regular basis.
Riverina Schools Project Partnership, 2009.