Bouncing back
‘Bouncing back’ is a term used to explain how a person responds after a difficult situation or event. By developing the skills to bounce back and respond positively, students will feel confident to face the pressures of life.
Year level
7-10
Duration
60 minutes
Type
In class activity
Online learning
SEL Competencies
Self-awareness
Self-management
Learning intention
Students learn how to become resilient by understanding the concept of bouncing back to overcome challenges.
Key outcomes
By the end of the lesson, students will be able to:
understand the concept of bouncing back
articulate ways in which they have overcome challenges
understand what resilience looks, sounds and feels like.
Materials needed
Notepaper and pen
Mapped to
Australian Curriculum: Health and Physical Education
Plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing (AC9HP8P10)
Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk (AC9HP10P08)
Australian Curriculum: General Capabilities
Personal and Social Capability:
Self-awareness
Self-management
NSW PDHPE Syllabus
Examines and evaluates strategies to manage current and future challenges (PD4-1)
Assesses and applies self-management skills to effectively manage complex situations (PD5-9)
Victorian Curriculum: Health and Physical Education
Investigate the impact of transition and change on identities (VCHPEP123)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing (VCHPEP147)
Activity 1
Class reflection: Bouncing back
20 minutes
1. As a class, discuss:
What does the term ‘bounce back’ mean? (e.g. returns to normal after a difficult situation or event)
How does someone demonstrate an ability to bounce back? (e.g. asks for help, practises self-care, connects with friends)
What does it mean if someone is described as resilient? (e.g. aware of and understand their emotions and emotional needs, cope with the hard things that life throws at them)
When faced with adversity, what does ‘being stronger’ mean? (e.g. let go of the painful things, setting goals to move forward)
2. Record students’ ideas on the whiteboard or virtual equivalent.
Activity 2
Look, sound and feel: Being resilient
30 minutes
Divide students into small groups.
In notebooks or a virtual equivalent, students draw a Y-chart labelled as follows:
Looks like
Sounds like
Feels like.
In small groups, students complete the Y-chart for resilience.
Individually, ask students to reflect on the discussion:
What is something you hadn’t considered about the topic?
What is one learning you can take away from today?
Activity 3
Individual reflection: Overcoming challenges
10 minutes
Ask students to think of a time when they have had to overcome a challenge.
Ask students to record:
What was the challenge?
What did they do to help them cope?
How did this thinking or action help them to cope with or overcome the challenge?
What is something they could do if faced with a similar challenge?
What advice would they give others to help them overcome a challenge?
