Resilien ce
Game
This game explores common scenarios that children may encounter
in their day-to-day life at home, or at school.
The game is a simple board game. The children roll the dice and
take a card when they land on the appropriate square. The card
may give them a direction or an opportunity to make a choice
between three options. If they choose the most resilient answer they
will move forward two spaces. They will move forward one space for
the second most resilient answer, or stay where they are if they
choose the least resilient answer. You may need counters and a 1-6
die.
Before starting, discuss the importance of resilience with the children.
Resilience is a skill that we can build – it will help us with our mental
health, it will help us process emotions, and it will help us make
decisions and move forward.
There may be opportunities to stop and discuss the choices children
make for the scenarios. If the children choose an answer that shows
less resilience, you can discuss why they have chosen that option and
why the other options might be better to help them grow more.
Through the game, the children should begin to develop an
understanding of resilience in common situations which they can then
apply to their own lives. As they progress, they may want to create
their own cards for the game.
MENTALLY
HEALTHY
SCHOOLS
WINNER!
TA K E
A CARD
WELL
DONE!
TA K E
A CARD
TA K E
A CARD
TA K E
A CARD
TA K E
A CARD
TA K E
A CARD
S TA R T
TA K E
A CARD
N E A R LY
THERE!
TA K E
A CARD
L O O K AT
YOU GO!
TA K E
A CARD
YOU'RE DOING
G R E AT !
TA K E
A CARD
YOU CAN
DO IT!
KEEP
GOING!
Anya s co res a low mark in
he r ti m es table test . Do es
s he :
Greg i s a l on e i n t he
p l aygrou n d as hi s b est
f r i en d i s off si ck . D oes he:
(a)
Thin k that she is bad
at m ath s s o sho uldn’t bother
(a)
F i n d a n act i vi t y he
en j oys d oi n g a l on e ( move
fo r wa rd 1 )
( b)
Think that maths c an
b e tou g h but she will wo rk
harde r fo r the next test to
g et a better s co re (move
fo r ward 1)
(c )
Ask her teacher to
ex pl ai n where she went
wrong and practis e at ho me
( move for ward 2)
The o g ets picked last fo r a
g am e i n PE . H e is a bit ups et
bu t j oi ns in and tries his best
any way.
(Move for ward 2)
(b)
Ta l k to s ome d i fferent
f r i en d s a n d j oi n t hei r ga me
( move fo r wa rd 2 )
(c)
D o n ot hi n g b u t feel
l on el y
I r fa n i s l osi n g i n a comp u ter
ga me aga i n st a f r i en d . D oes
he:
(a)
Gi ve u p a n d on l y p l ay
aga i n st p eop l e he c a n b eat
n ext t i me
(b)
H ave a rematch b u t
a sk hi s f r i en d to sha re
s ome of t hei r t i p s for p l ay i n g
b etter ( m ove fo r wa rd 2 )
(c)
Pl ay by hi ms el f to
p ract i s e ( move fo r ward 1 )
Kati e i s in an ar t less o n and
he r paintin g has go ne
wrong . She asks her teacher
i f s h e c a n have an other go
and s he is happier with the
re s u l t .
( Move fo r ward 2)
E r i ka l oves d a n ci n g a n d
j oi n s a n ew d a n ce cl u b. I n
t he fi rst l ess on , she fi n d s i t
rea l l y d i ffi cu l t , b u t she
p ract i s es at home a n d
ret u r n s ever y week . I n a few
weeks, she has mad e a hu ge
i mp rovement a n d i s rea l l y
en j oy i n g t he cl u b.
( M ove fo r ward 2 )
Jos h ua
is
fi ndin g
his
h om ework difficult . It has
s om e questio n s he do esn’t
know the answers to and he
wants to give up.
Ja ma l s cores 9/1 0 i n a t r i cky
sp el l i n g test after p ract i si n g
a l l week . Great effor t !
( M ove fo r wa rd 2 )
W h at wo uld be a resilient
th i ng to do here?
(G ro u p di scussi on – all move
fo r ward on e wh en you come
to a g o od an swer )
Th e re a re inter v iews fo r the
Gre e n Co uncil but Layla
doe s n’t get cho s en . She
c onti nues to help o ut aro un d
the s c ho o l an d her teacher
noti c e s . N ext term she is
c hos e n as the class Green
Counc i l repres entative.
Thomas i s i n swi mmi n g cl u b
b u t has n ot pass ed t he Leve l
3 bad ge. H e asks hi s pa rents
to d o ext ra swi mmi n g
p ract i ce
wi t h
hi m
on
S at u rd ays u nt i l he pass e s
t he bad ge.
( M ove fo r ward 2 )
( Move for ward 2)
I t i s the class ass embly an d
Ros a h as a leadin g par t . She
i s fe e l i ng n er vo us. D o es she:
(a)
Ask the teacher to
c hang e her par t
( b)
Rehears e ever y day
u nti l s he k n ows it inside o ut
( move for ward 2)
(c )
Remin ds hers elf not
to worr y and that it will all be
okay o n the night (move
fo r ward 1)
B en has b een gi ven a n ew b i ke
for hi s b i r t hd ay. H e fa l l s off t h e
b i ke a n d feel s a p p rehen sive
a b ou t u si n g i t aga i n . D oes he :
(a)
Pu t t he b i ke away a n d
forget a b ou t i t
(b)
Get back on t he b ike
s omewhere s afe a n d t r y aga in
u nt i l he feel s confi d ent ( m ove
fo r ward 2 )
(c)
Ask for hel p f ro m
s omeon e who c a n r i d e a b i ke
( m ove fo r ward 1 )
Dani e l l e has been put up a
l eve l i n reading. The n ext
b ook i s really lo ng and is
m ore di ffi cult than usual an d
s he i s worried. She decides
to p rac tis e ever y day with
he r b i g sister and she
c om p l etes the bo o k in a
we e k .
( Move fo r ward 2)
A mi r s cores a n own goa l at
p l ay t i me a n d t he tea m i s
a n n oyed at hi m. D oes he:
(a )
Lea ve t he ga me
K eep p l a y i n g a n d t r y
(b )
hi s b est b ec a u se ever y on e
ma k es mi st a k es ( mo ve
fo r w ar d 2 )
(c)
O f f er t o p l ay i n goa l
i n st ea d ( m o ve f o rw ar d 1 )
BLANK FOR O WN EXAM PL E
Counters
Die