2020 Learning Curve Senior Planner by learning_curve

2020 SENIOR LEARNING CURVE PLANNER NAME..........................................................................................................................................CLASS.......................................

MINDFULLY CHALLENGING MY BEST POSSIBLE SELF AS A SENIOR STUDENT AND AS A YOUNG ADULT Being self-determined involves the need for you to feel three things: a sense of Autonomy, a sense of Competence and a sense of Connectedness. Rate yourself for each of these three ingredients using A – not yet B – at times C – usually

Autonomy Involves the need for you to feel that you have choice and freedom in your behaviours and goals, including looking up from your phone. To A – not yet B – at times C – usually what degree do you feel a sense of autonomy? Describe times you have felt a sense of autonomy and were they enjoyable and meaningful? ....................................................................................................................................................................................................................... .......................................................................................................................................................................................................................

Competence Involves the need for you to feel that you have what it takes to gain mastery of your studies by learning more intelligent skills. To what degree do you feel a sense of competence? A – not yet B – at times C – usually Describe times you have felt a sense of competence and were they enjoyable and meaningful? ....................................................................................................................................................................................................................... .......................................................................................................................................................................................................................

Connectedness Involves the need for you to feel that you have a sense of belonging and attachment to other people in your life. To what degree do you feel A – not yet B – at times C – usually a sense of connectedness? Describe times you have felt a sense of connectedness and were they enjoyable and meaningful? ....................................................................................................................................................................................................................... .......................................................................................................................................................................................................................

Acknowledgement: Ryan & Deci

Strengths’ for Relationships weeks The challenge over the week for individuals and classes is to enjoy focusing their energies on creating activities which use the suggested strength to grow all members of the school community’s wellbeing. Term 1: Gratitude – February 17th to 21st.............................. page 29 Term 2: Teamwork – June 1st to 5th ..................................... page 61 Term 3: Kindness – August 17th to 21st................................. page 85 Term 4: Leadership – October 26th to 30th............................ page 107

“What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow 1

WHY USE IDEA MAPS TO REVISE AND PRACTISE? Developing your Accomplishment + optimism through you using Idea Maps to boost your visual memory.

Idea Maps are often called Mind Maps or Concept Maps. Your visual memory is your strongest memory, so it makes sense to use it in your learning. Idea Maps enable you to create a visual map of what you have learned to show connections to what you already know and they cater for both left and right brain dominant students. You create them by starting with a key word concept about the topic in the centre of the page in a balloon and from the centre create a series of branches with balloons on their ends. Write things that are important to you in each balloon because they are your personal interpretations. Smaller balloons may come off the branches or branches may connect themselves. Following below is an example of an idea map which connects different revising strategies for different subjects.

MATHS ENGLISH » write character studies » explore themes » practise planning essays » practise drafting and writing to a time limit » write responses to news items » use the T.E.E.L. Thinking Tool.

USE IDEA MAPS TO » plan activities, assignments, timelines » set out methods for solving problems » breaking down an issue into achievable bits.

» have three equal columns each page of your revision folder » in the first column, write a step by step plan of attack for a specific type of problem » in the second column, do a worked example that shows each step of the process » in column three, write notes, observations in your own words on what is happening » always have a blank sheet of paper next to you to record any problems you may have.

USE IDEA MAPS TO

REVISING IDEA MAPS » use colours; they stimulate your brain » show ‘the big picture’ on one page » to see logical connections » are engaging doing activities.

» summarise information into logical groupings for yourself » think laterally outside the square.

HUMANITIES

SCIENCE » read through the exercises at the end of the chapter » read the chapter, looking for answers to the exercises; you are reading for a purpose » re-read the chapter, summarising main points and definitions » make a poster of an idea map to place on the wall in your room.

» find key words and phrases and then write paragraphs that expand on them » use the T.E.E.L. Thinking Tool » construct webs/links that explore and discuss different aspects of the course » practise writing introductions and conclusions » write brief summaries on content » write paragraphs/essays, don’t touch them for two days, then redraft them.

Be self-determined to create ways you can optimise Idea Maps when deliberately practising in each of your subjects. Subject:................................................................................................................................................................................................................. Subject:................................................................................................................................................................................................................. Subject:.................................................................................................................................................................................................................

Subject:................................................................................................................................................................................................................. Subject:................................................................................................................................................................................................................. Subject:................................................................................................................................................................................................................. Subject:................................................................................................................................................................................................................. Acknowledgement: Edward De Bono

“A picture is worth a thousand words.” Saying 14

WHAT IS ICEBERG THINKING? Boosting your Accomplish + optimism through learning how to look beyond your first thoughts and impressions.

Picture an iceberg in your mind. You can only see a small fraction of it above the waterline, the vast majority of it is beneath the surface and this is the part the ocean currents push on and move. Often you form opinions from what you first hear and see about an issue or event that has occurred. You are just looking at it from above the waterline and in most cases, there is much more to a situation than just this snapshot view of the tip. Iceberg thinking is looking beyond an event or something that happened for patterns, connections and underlying reasons for what has occurred.

QUESTIONS EVENT What happened?

ACTIONS FIRST THOUGHTS What do I think?

TRENDS/PATTERNS What has been happening? Has this happened before? What has changed? STRUCTURE Why did it happen? How did it happen? Who made it happen? MENTAL MODELS What was assumed? What is believed? Why is this believed?

PLAN What do I usually do? What will I do? Things to be considered? DESIGN How can I use this? Where does this fit? Why did they do this? ADAPT Make sense now? Is this still the case? New approaches needed?

DEEPER KNOWLEDGE

For one of these headlines, or an issue you have experienced recently, complete the table to practise iceberg thinking. »A demonstration was held wanting our national flag to be changed. » It will be compulsory for all students to spend an extra two hours daily at school to complete their homework. » All students will have to exercise at school every day for an hour. Reflect on and answer the following questions

Iceberg Thinking for the future – reflect on and answer the following questions

What has happened?

What do I think?

What has been happening? Has this happened before? What has changed?

What do I usually do? What will I do? Things to be considered?

Why did it happen? How did it happen? Who made it happen?

How can I use this? Where does this fit? Why did they do this?

What was assumed? What is believed? Why is this believed?

Make sense now? Is this still the case? New approaches needed?

How can I use my top strengths to use Iceberg Thinking? What other strengths would be valuable to use here?

What are five emotions I have to be mindfully in charge of to use Iceberg Thinking?

Acknowledgement: George Ambler

“Picture your brain forming new connections as you meet the challenge and learn.” Carol Dweck 15

HEALTH + STRENGTHS

PRIORITIES / DUE DATES / GRATITUDES

monday 2

HEALTHY OR HOPING? Wellbeing Reality: through accepting that your generation is one of the least healthy ones of all time, you will be open to making some serious health adjustments. The term screenager, which equates to sleep deprivation from excessive social networking, feeling sad because your real life doesn’t match your online posts, inadequate exercise and a processed fast food and low nutritional diet, is setting many of you up for serious illness. Don’t think “ill health won’t happen to me”, the reality is that it will should you not change things.

TUESDAY 3

Acknowledgement: Keyes, Novak & Hassed

Discuss with a classmate – how healthy are your sleep patterns, online networking habits, diet and daily exercise routines?

WEDNESDAY 4

...................................................................................................... ...................................................................................................... What could or should be your healthy conditions for sleep, online networking, diet and exercise? ......................................................................................................

THURSDAY 5

...................................................................................................... Last Word – There are no shortcuts to your physical, mental, social and emotional health; how are yours?

MINDFULNESS FRIDAY 6

LEAVES. Go outside and pick up as many different types of leaves as you can in five minutes. Go back inside and describe how each of them feels, how many lines they have on them, how they smell and anything else you notice about each one.

RESPECTFUL RELATIONSHIPS With a classmate discuss – all addictions can lead to anxious thoughts and low moods. In what ways does your usage of social media and gaming affect your thoughts, moods and in person relationships with other people?

SUNDAY 8

WHAT WENT WELL THIS WEEK?

CHARACTER STRENGTH: Use KINDNESS to do OTHERS MATTER on page 134.

www.viacharacter.org 32

SATURDAY 7

things to do

MARCH 2020

WEEK

Communication / Comments:

Teacher:

Parent / Guardian:

“You have a finite number of “Now” moments in your life, use them to live and thrive, not look at a screen.” MW

WELLBEING TIP

To focus on the wonders of life spend more time outdoors in parks, at rivers, lakes and the beach.

HOW DO YOU FEEL THIS WEEK? 33

RELATIONSHIPS + EMPATHY

PRIORITIES / DUE DATES / GRATITUDES

monday 19

CONNECTED, PROTECTED AND RESPECTED Wellbeing Reality: through understanding that feeling connected, protected and respected underpins your ability to have respectful relationships, you will enjoy a healthy sense of belonging and feelings of social connectedness. With family, friends, peer groups and teachers you need to feel:

TUESDAY 20

Connected by sharing and communicating equally and openly to experience positive emotions and oxytocin. Protected by having optimism and hope that your relationship will protect you physically and emotionally. Respected by thinking others value all of you including your strengths, shortcomings and feelings, to experience serotonin.

WEDNESDAY 21

Acknowledgement: Diener, Biswas-Diener & Dutton

Discuss with a classmate – when are times you have and when are times you haven’t felt connected, protected and respected in your relationships. ...................................................................................................... ...................................................................................................... What things could you do to ensure you feel connected, protected and respected in your relationships?

THURSDAY 22

...................................................................................................... ...................................................................................................... Last Word – there are no shortcuts to nurturing respectful relationships, it’s hard work, but very worthwhile.

MINDFULNESS

FRIDAY 23

HOLIDAY 2. You are going on a holiday to Iceland, name ten articles of clothing you would take and what you would have to organise.

RESPECTFUL RELATIONSHIPS With a classmate discuss – knowing which people have the right skills to help you with different problems and then asking is a positive coping strategy that works. Who would you ask and how would you ask if: 1. Your friend was talking about self-harming? 2. You weren’t sleeping because of school stress?

SUNDAY 25

WHAT WENT WELL THIS WEEK? CHARACTER STRENGTH: Use FORGIVENESS to do EMOTIONAL STRENGTHS on page 133.

www.viacharacter.org 104

SATURDAY 24

things to do

OCTOBER 2020

WEEK

Communication / Comments:

Teacher:

Parent / Guardian:

“Friendships multiply joy and divide grief.” Swedish Proverb

WELLBEING TIP

Try strength and resistance training. It improves balance, flexibility, mobility and builds stronger bones.

HOW DO YOU FEEL THIS WEEK? 105

PERSONAL GROWTH

WHY THE WORLD OF WORK?: YOUR BEST POSSIBLE SELF AS A YOUNG ADULT Boosting your Engagement + mindfulness through you being self-determined to explore career possibilities.

Early engagement with the world of work through either work experience or part-time jobs has real benefits: » your school Careers Counsellor, an expert on work options, is an important person for you to talk with. Part-time jobs are positive opportunities to: » experience different types of careers and work » have timeout from study and meet new people » develop a savings plan to finance your needs and wants » feel a sense of independence. Balance is the key: » no more than 10 hours weekly » avoid late night work as it can impact adversely on both your wellbeing and studies » achieving your goal of living the life you want to live.

Describe a part-time job you have had or would like. ........................................................................................ ........................................................................................ ........................................................................................

Describe what you are currently doing to investigate careers. ........................................................................................ ........................................................................................ ........................................................................................ Career decisions happen for different people at different times: » you are likely to retrain at least 8 times and change jobs 12 to 15 times » there is a difference between a job and a career » job: a specific activity » career: a number of jobs progressing through life. Look at www.myfuture.edu.au to: » reflect on your personality, skills, interests, needs, priorities and suitable levels of responsibility » complete the personal interest chart » match Jobs Chart with your personal characteristics and skills and level of education required.

Describe the careers you are interested in investigating. ........................................................................................ ........................................................................................ ........................................................................................ Other websites which may assist you include: » www.jobsearch.gov.au

........................................................................................

» www.australianapprenticeships.gov.au

To investigate possible careers, you: » need to understand the connection between education and career opportunities » should plan careers as an extra subject.

» www.adecco.com.au » www.careersonline.com.au » www.self-directed-search.com » www.graduatecareers.com.au

“It wasn’t till quite late in life that I discovered how easy it is to say ‘I don’t know’.” W. Somerset Maugham 126

Preparing yourself to thrive in your future life involves two main elements. Learning how to: » live a meaningful and fulfilling life using your strengths » earn a living through a satisfying job or career by developing your skill sets » focusing on these equally will provide you with meaning and purpose, happiness and a sense of accomplishment.

PERSONAL GROWTH

WHY THE WORLD OF WORK?: YOUR BEST POSSIBLE SELF AS A YOUNG ADULT Boosting your Engagement + mindfulness through you being self-determined to explore career possibilities.

To learn about being employed on a full-time basis, ask someone in your chosen career area the following questions: » what do you do in a typical day? » what do you like and not like about your job? » what are your career highlights to date? » what education is required? » what education do you have? » what are your career ambitions? » what career advice could you give me?

Who did you talk to and what did you learn from them? ................................................................................................... ................................................................................................... ................................................................................................... ...................................................................................................

Following are beneficial career planning activities: » display your skills to prospective employers on work experience » consider voluntary work experience » visit open days, careers expos and company websites » talk to career advisers, human resources staff, parents, friends, people in the jobs » contact the career association/union to ask if they have a student branch.

Actions: What IS ONE THING I will start doing? ................................................................................................... ................................................................................................... ................................................................................................... ...................................................................................................

Your resumé is a celebration of:

» y our skills, strengths and achievements and benefits you offer. It provides potential employers an insight of your suitability for the position. Research your target organisation to tailor your resumé to their needs: » they will be impressed you spent time to find out about them. Be to the point: » three pages at most with relevant information » include a photo of yourself » introduce yourself via a covering letter emphasising specific parts of your resumé relevant to the position. Use the headings: » Personal Particulars, including Qualifications and Training » Achievements, Skills, Strengths and Capabilities » names of three referees and ask each to focus on a specific area about you. Highlight what you offer: » well developed communication skills, both oral and written » initiative and problem solving capabilities » ability to work to schedules and towards goals » achievements rather than responsibilities » work experience benefits » ensure the presentation of your resumé is stylish. When choosing subjects to study, consider the following points: » are course prerequisites or those that keep your career options open » you enjoy, are capable of and that develop your individual talents » are your choices rather than those of family and friends. Thanks for the contribution to this career planning guide from the “School of Hospitality, Tourism and Marketing” from Victoria University.

“Attitude is a choice. Happiness is a choice. Optimism is a choice. Kindness is a choice. Giving is a choice. Respect is a choice. Whatever choice you make makes you. Choose wisely.” Roy T. Bennett 127

STUDY SKILLS

WHY SELF-CALMING STRATEGIES? – YOUR BEST POSSIBLE SELF AS A SENIOR STUDENT Strengthening your Accomplishment + optimism through learning how to self-calm yourself when you feel tense.

Feeling anxious and stressed at times are natural parts of life. Self-calming strategies will reduce the intensity of your emotions in these situations. On this page are a number of examples of these strategies. See page 84 for an effective deep breathing strategy. When doing them wear loosely fitting clothing in a warm room without any distractions and sit upright with your hands on your lap. Practise will increase their selfcalming effectiveness. Sometimes, the best self-calming strategy is help seeking from others.

Peaceful Places Imagine and visualise a peaceful place, everything you feel, do and hear at the place happens in your mind: » it could be on a beach, by a river, in a boat, in a garden, on a couch » close your eyes and breathe in slowly and softly and picture the place » as you breathe out slowly, what do you see and hear? » breathe in again, looking at the different plants, birds, features of the place » as you breathe out slowly feel your body relaxing and being at ease in this place » continue breathing taking in more of your special place that you feel safe in » when you feel calm and at peace you are ready to strive, thrive and flourish.

Food Tastes, Textures and Smells

Muscle Tensing and Holding

Imagine and visualise your favourite foods and explore the different tastes, textures and smells in your mind:

Tense and hold your muscles for 10 seconds, breathing slowly and deeply and enjoying the calming feelings when you release them:

» for example, fruit, roasts, sushi, stir fries, casseroles, desserts, pastas

» breathe in slowly through your nose and out through your mouth

» close your eyes and breathe in slowly and softly and picture the food

» relax them and enjoy the calming feelings

» as you breathe out slowly, what does the surface of the food look or feel like?

» then relax them and enjoy the calming feelings

» breathe in again, what are the smells and what do you taste? » continue breathing and taking in and savouring the food » feel yourself relaxing and enjoying the calming of what you are eating » continue breathing enjoying more of your favourite food.

» concentrate on tensing all of your toes and feet » concentrate on tensing your lower leg muscles » slowly move up your body, tensing and relaxing your muscles » concentrate on slow rhythmical breathing and enjoying the calming feelings » concentrate on tensing all of your neck and face muscles and gritting your teeth » then relax them and enjoy the calming feelings » concentrate on tensing all of the muscles in your body » then relax them and enjoy the calming feelings.

Self-determined actions: I will .............................................................................................................................................................................................................................

............................................................................................................................................................................................................................. ............................................................................................................................................................................................................................. ............................................................................................................................................................................................................................. Acknowledgement: Rodsky, Kabat Zinn

“Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending.” Bard 148

STUDY SKILLS

COMPILING A BIBLIOGRAPHY – YOUR BEST POSSIBLE SELF AS A SENIOR STUDENT Adding to your Accomplishment + optimism through learning how to compile a bibliography.

You need to acknowledge sources such as direct quotations, statistics or key ideas created by another person, that you use in your writing. Similar information taken from non-print sources such as a speech or a television program should also be sourced. This is called compiling a bibliography. If you do not acknowledge the source of these ideas you will be guilty of plagiarism (taking and using another person’s writing etc. as your own.) There are a number of different methods used to acknowledge and reference sources. Your school will have chosen a method for students to use. Ask your teachers for a copy of the method your school prefers.

PLAGIARISM Plagiarism is using another person’s material for assignments, assessment and presentations without acknowledging them and referencing it in a Bibliography. It is unacceptable and viewed as cheating. To avoid plagiarism always use “ ” to enclose quotes and reference any material sourced from elsewhere in a bibliography. Acknowledgement: Girraween HSD

SETTING OUT Immediately after you: quote from a guest speaker or book in a piece of writing OR take an idea (not actually a quotation) and use it in a piece of writing OR quote statistics or figures in a piece of writing you should give the following information in brackets before continuing your essay: a) author’s surname b) date of publication c) page e.g. (Jones 1946, p.6.) or (Smith 2-5-’93, p.7.) If an author has published more than one article on the same date, the article is identified by a letter after the name of its author in both the bibliography and the acknowledgement of sources in the text. e.g. (Jones (a) 2-5-’93, p.3.) This enables anyone reading your essay to check the source of your ideas. However they will only be able to do this properly if you also complete a detailed bibliography with your essay or assignment. Acknowledgements must be able to be cross referenced with your bibliography.

REFERENCING

When you acknowledge your sources of material, it enables your teacher to find the sources; this is called referencing. When referencing, begin with the family name of the author, their initial and year published and finish with a fullstop. Commas are used to separate each part of the reference except between the author’s name and date. A bibliography is a list of all sources used in preparing your essay or assignment. This list must include all books and articles noted in acknowledged sources throughout the piece of writing and should also include any other sources used in your research. The reason for the bibliography is to show the sources of your information and inform interested readers where they may find further information.

SETTING OUT A bibliography is placed at the very end of the essay or assignment on a separate sheet. It lists all sources used alphabetically by: • Author (surname or name of the organisation) • Title (if there is no author’s name) • If sorting by title ignore ‘The’, ‘A’ or ‘An’ and alphabetise using the next word A finished Bibliography will look like this: BIBLIOGRAPHY Andrews, M 1994, Senior Sergeant, 24 June, Kyabram. Bloggs, J 2002, “Frog”, Microsoft Encarta (cd-rom), Microsoft Corporation, Washington. Brown, M 1994, Retired, Senior citizen, 23 June, Kyabram. The Comedic Fall 2003, (motion picture), Pratfall Releases, Englewood, New Jersey.

“If you tell the truth, you don’t have to remember anything.” Mark Twain 149

2020 Learning Curve Senior Planner

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