2023 LC Planner - Senior

www.learningcurve.com.au

CHALLENGING MY BEST SELF

TO CREATE THE TYPE OF PERSON WHO I WANT TO BECOME

The main purpose in senior schooling is to find a sense of purpose. When you find that, you will have the motivation to do what you need to do to challenge your best self to become who you want to become.

MY REALITY

WHAT IS MY PURPOSE FOR BEING AT SCHOOL THIS YEAR?

WHAT TYPE OF PERSON DO I WANT TO BECOME?

WHAT TYPE OF LIFE TO I WANT TO LIVE?

WHAT CHALLENGES WILL I HAVE TO OVERCOME TO ACHIEVE THIS?

WHO CAN HELP ME TO LEARN WHAT I NEED TO LEARN TO OVERCOME THESE CHALLENGES?

CHARACTER STRENGTHS WEEKS

There are eight Strengths Week spread throughout this planner. They provide you and your class with opportunities to practise using your strengths to build a resilient state of wellbeing. They are also fun to do at home with your family. The order of these weeks are: Curiosity, Leadership, Gratitude, Teamwork, Love of Learning, Kindness, Perseverance, Zest. From the website www.learningcurve.com.au download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks and the Wellbeing Awards Certificates from Individual Resources/Wellbeing Awards.

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

PERMAH+ = YOUR CIRCLE OF RESILIENT WELLBEING

This Lesson: WHY: for you to understand that the six PERMAH+ elements combine to describe your all-round state of wellbeing, and that no single element can do this. H0W: do the weekly PERMAH+ lessons for each of the elements to develop each of them in yourself to build your wellbeing.

Positive Emotion + Gratitude

Feeling good by giving and being kind.

Health + Strengths

Being determined to be healthy.

Developing the Big Five as habits to enable your thriving mental and physical health, and using your strengths to support your learning progress and personal growth.

What can you do to grow this element?

Creating positive emotions, handling negative thoughts, and being grateful for how these benefit your mental and physical wellbeing, respectful relationships and personal and academic growth.

What can you do to grow this element?

Engagement + Mindfulness

Paying attention to what you need to. Living your life with curiosity and zest to focus on what you need to do to accomplish your goals and pursue what you are passionate about to grow wellbeing.

What can you do to grow this element?

Accomplishment + Optimism

Being confident to influence your own future.

Having optimism and hope by setting, striving for and accomplishing personal goals, and deliberately practising to grow your brain’s abilities.

What can you do to grow this element?

PERMAH+ is Your Circle of Resilient Wellbeing

Relationships + Empathy

Showing that other people matter to you.

Meaning + Purpose

Having a meaningful purpose to strive for in your life.

Identifying and focusing on something larger than yourself, which gives you a sense of meaning and purpose, and a reason for getting out of bed every morning.

What can you do to grow this element?

Developing the social and emotional skills to build and maintain respectful and caring relationships with others, and showing empathy for their needs and feelings.

What can you do to grow this element?

“Always be a first rate version of yourself, instead of a second rate version of someone else.” Judy Garland

Acknowledgement: Seligman & Peterson

SELF-DETERMINATION = YOUR SELF-MOTIVATION

This Lesson: WHY: for you to understand that your motivation to challenge your best self comes from being self-determined, which is feeling a sense of competence, connectedness and autonomy. H0W: reflect on whether you are an intrinsically motivated senior student who believes that you have what it takes, who feels connected to others, and who is prepared to make self-determined choices this year.

Your thoughts:

SELF-DETERMINATION TO BE SELF-MOTIVATED

SENSE OF COMPETENCE

You feel confident in your learning and thinking capabilities to competently master each of your subjects.

Often Sometimes Not much

When is a time that you felt a strong sense of competence?

Who can you seek help from to develop your sense of competence further?

SENSE OF CONNECTEDNESS

You feel that you belong at school and that other people value you for who you are and think that you matter.

Often Sometimes Not much

When is a time that you felt a strong sense of connectedness?

What is a group that you want to feel that you belong to more, and who can you ask to help you achieve this?

SENSE OF AUTONOMY

You feel that you have choices in your life and are confident in yourself to make your own decisions.

Often Sometimes Not much

When is a time that you felt a strong sense of autonomy?

What are areas where you want to feel that you have more independence in your choices?

Acknowledgement: Ryan & Deci

“If you have a strong purpose in life, you don’t have to be pushed. Your passion will drive you there.” Roy T. Bennett

CHARACTER STRENGTHS

This Lesson: WHY: for you to learn about Character Strengths and do the VIA Survey to identify your top strengths. HOW: discover your mix of strengths by doing the free Youth Survey at www.viacharacter.org. For each strength in the table fill in what number they were on the survey.

The twenty-four Character Strengths are valued personal traits, which are your personal best ways to do things and what you unconsciously use to make sense of the world. Everyone has all of them in different amounts depending on their life experiences. To learn more about Character Strengths, google the enjoyable 8 minute Tiffany Schlain YouTube clip, called, “Science of Character.”

CREATIVITY

Coming up with original and novel ways to think about, design and do things. Can be applied to nearly every human pursuit and your role as a senior student.

Your VIA No.

CURIOSITY

Finding fascination in exploring and discovering more about things that interest you. Can be extended to learning more about how you can perform your role as a senior student better.

LOVE OF LEARNING

Thriving on mastering new skills and competencies in your role as a senior student, whether from your own curiosity to develop yourself or from being part of a cooperative and sharing team.

Your VIA No.

PERSPECTIVE

Being able to make sense of your role as a senior student, be open to new ideas, and share your thoughts wisely with other students and your Circle of Champions.

PERSEVERANCE

Pushing through obstacles to finish what you start, and following through on what you say you will do, particularly when it involves practising more difficult tasks and fixing your mistakes.

Your VIA No.

HONESTY

Being truthful and presenting yourself as someone who is sincere, sticks to what you know is right, and takes responsibility for your words and actions.

Your VIA No.

JUDGEMENT

Being open-minded to consider and examine things from all angles to arrive at logical conclusions. Can include changing how you perform your role as a senior student by learning new approaches.

Your VIA No.

LOVE

Seeking and valuing close social connections and relationships with others, particularly those students and teachers who you work closely and cooperatively with.

Your VIA No.

KINDNESS

Doing good to feel good, and feeling good to do good. Being prepared and wanting to give of yourself to do kind little things often for others.

Your VIA No. Your VIA No.

BRAVERY

Being able to overcome a setback or challenge, and acting on and speaking up on what your mind tells you is the right thing for you to do, even if it may be unpopular.

ZEST

Approaching your role as a senior student with energy and enthusiasm, and enjoying every day as an exciting adventure to challenge your best self.

Your VIA No.

SOCIALINTELLIGENCE

Being aware of the reasons behind what makes other people do things, and then adjust what you do to enable cooperative working relationships to support each other.

Your VIA No. Your VIA No. Your VIA No.

Acknowledgement and thanks to the VIA Institute. © 2014 VIA Institute. All Rights Reserved.

“Just as we don’t realise we are breathing, we often don’t realise we are using our character strengths.” Martin Seligman

Print & Marketing Services (Vic) Pty LtdSenior

CHARACTER STRENGTHS

Enjoy doing the strengths weeks to make character strengths key pillars in your school. Character strengths bring the following virtues alive; Wisdom, Courage, Humanity, Justice, Temperance and Transcendence. The colour of each virtue aligns with strengths of that colour.

TEAMWORK

Cooperating well as a member of different teams, feeling valued by them, and contributing your fair share to achieve what the team set out to do.

Your VIA No.

FAIRNESS

Choosing to treat all people with respect, kindness and integrity. Be consistent to use the same courtesy and show that you value them all.

Your VIA No.

LEADERSHIP

Encouraging and enabling people to enjoy cooperating together to practise and achieve shared goals, while maintaining respectful expectations and relationships.

FORGIVENESS

Being strong to accept that making mistakes is part of being human, and forgiving people who do so, and giving them a second chance.

Your VIA No.

HUMILITY

Letting your achievements speak for themselves, and quietly and efficiently go about how you perform as a senior student to contribute to the teams you are part of.

Your VIA No.

PRUDENCE

Making considered and careful choices to avoid taking undue risks and not saying or doing things that you might later regret.

Your VIA No.

SELF-REGULATION

Being self-aware of the emotions you are feeling, the warning signs that they are rising, controlling your impulses, and being self-disciplined as a senior student. Having grit to stay focused.

Your VIA No.

APPRECIATION OF BEAUTY & EXCELLENCE

Noticing and appreciating beauty, excellence and outstanding efforts. Valuing and celebrating nature and enjoying everyday experiences.

Your VIA No.

GRATITUDE

Being aware of and thankful for the efforts of people and the good things that happen every day; avoiding being on autopilot and taking things for granted.

HOPE

Believing that through your own efforts, that you can influence your own future as a senior student, and achieve the goals you have set for yourself and as part of teams.

Your VIA No.

HUMOUR

Enjoying laughing and having fun with people, and bringing smiles to their faces. Sharing the light and bright side of life to generate positive emotions in yourself and others.

Acknowledgement and thanks to the VIA Institute. © 2014 VIA Institute. All Rights Reserved.

SENSE OF MEANING

Your VIA No.

Having something bigger than yourself as your life purpose and which brings you meaning to understand where you fit in the big scheme of things. Your reason for getting out of bed every morning.

Your VIA No. Your VIA No. Your VIA No.

“Freedom is knowing who you really are.” Bill Vaughan

CONTINUUM OF MINDSETS

This Lesson: WHY: for you to learn about and continually use strategies to move your mindset towards growth, which will directly influence your own future at school. H0W: use the strength bravery to make the effort to deliberately learn and practise more challenging tasks, accept mistakes as learning guides, seek feedback and learn new ways to build your brain’s ability to fix them.

Your brain is hard-wired to perform at its best in all areas of your life when you feel hopeful and optimistic about your future.

WHICH STEP HAVE YOU REACHED TODAY?

Yes, I did it! I will do it I can do it I’ll try to do it How do I do it? I want to do it I can’t do it I won’t do it

Mark where your progess is about learning at school

FIXED > > GROWTH

What is something that is fixed for you?

FIXED MINDSETS:

about proving yourself.

~ The fear mindset because you are scared to leave your comfort zone to stretch your abilities and to avoid failing in front of others.

Causing you to:

~ Set performance goals to reach comfortable standards and believe learning is only about the public outcome, not the journey.

And:

~ Believe that your choices won’t change anything, so you choose to maintain your status quo.

PERFORMANCE AND PROCESS GOALS

What is something that is growth for you?

GROWTH MINDSETS:

about improving yourself.

~ The courage mindset because you are prepared to leave your comfort zone to stretch your abilities and accept that you may fail.

Causing you to:

~ Set step-by-step process goals to challenge you to learn new things and believe that learning is all about private effort and the journey.

And:

~ Believe that your choices to challenge your status quo will see you improve your brain’s abilities.

An example of a performance goal is: “I will get an A on my Science test if the questions aren’t too hard.”

An example of a process goal is: “In class, I will make up my own questions which I can practise answering at home.”

Write a process goal for each of these:

Building your abilities: I will

Connecting with others: I will

Something of your choice: I will

Acknowledgement: Dweck, Ericsson & Anderson

“Never settle for the line of least resistance.” Lee Ann Womack

Print & Marketing Services (Vic) Pty LtdSenior

TERM 1 GOALS, TARGETS, STRATEGIES, OBSTACLES, LEARN PLAN

This Lesson : WHY: for you to write down three self-determined goals to work towards achieving this term. H0W: fill in the sections of this plan to provide yourself with a logical visual overview of your three goals and the process that you need to follow to accomplish each of them. At the start of term, mark where you think you are starting each goal from and where you realistically believe that you can reach towards accomplishing it by the end of term. Set ISMART goals.

IMEBOUND: can move towards achieving it this term

T

TO LEARN AND SUPPORT: Who can help me learn what I need to?

To overcome challenges I need to learn

My support to learn this is

To overcome challenges I need to learn

My support to learn this is

To overcome challenges I need to learn

My support to learn this is

EALISTIC: follow processes to make it possible

R

A CHIEVABLE: believe that I can accomplish it

M EASURABLE: step-by-step targets on the way

OBSTACLES: Possible challenges and setbacks.

STRATEGIES: Approaches and Thinking Tools I’m using well.

Getting started strategies I used

Strategies that are working for me

Getting started strategies I used

Strategies that are working for me

Getting started strategies I used

Strategies that are working for me

S PECIFIC: why I want to achieve this

TARGETS: Being self-determined to monitor my progress and effort.

After 2 weeks: have I set up a process to follow?

After 6 weeks: am I moving towards my goals?

After 2 weeks: have I set up a process to follow?

After 6 weeks: am I moving towards my goals?

After 2 weeks: have I set up a process to follow?

After 6 weeks: am I moving towards my goals?

NSPIRATIONAL: fill me with positive emotions

I

SELF-DETERMINED GOALS: My drive and motivation to challenge my best self.

Acknowledgement: Sheldon & Adams Miller

Competence: Learning Abilities –I want to become more competent at... Start 0 1 2 3 4 5 End 0 1 2 3 4 5

Connectedness: Connecting with Others –I want to connect more with...

Start 0 1 2 3 4 5 End 0 1 2 3 4 5

Autonomy: My Choice –something just for me...

“Life is a game, play it; Life is a challenge, meet it; Life is an opportunity, capture it.” Sai Baba

Start 0 1 2 3 4 5 End 0 1 2 3 4 5

GOALS: YOUR PATHWAYS FORWARD

WHY: by writing your three goals down each term, you will be creating pathways to move forward and avoid your dreams remaining just dreams.

HOW: this includes, setting time targets to achieve along the way, creating strategies to complete each of these, and identifying obstacles you may need to overcome and what you need to learn. The Goals, Targets, Strategies, Learn, Plan (page 11) is an effective tool to start converting dreams into goals and then into reality. Setting goals this way fills you with optimism and hope that you can shape your own future.

Acknowledgement: Sheldon, Gollwitzer & Adams Miller

DO: for one of your goals, what are two short-term targets that you need to complete towards achieving it?

What is something valuable that you have learned about setting goals that has benefited your progress?

COLOURING IN

WHAT WAS I PROUD OF?

STUDY TIP

Be smart and design a study timetable, which creates more time for you.

Monday Tuesday Wednesday Thursday Friday Communication / Comments:

Teacher: Parent / Guardian:

CHECK IN Exercise Daily? Sleep deeply?Feel Positive? Eat Healthy? Drink water?

SELF-DETERMINED SELF-TALK

WHY: by feeling a healthy sense of autonomy, a sense of competence and a sense of connectedness, you will be motivated to contest with your inevitable unhelpful thoughts with self-determined self-talk.

HOW: create and practise saying five positive “I can and I will” self-talk statements to be prepared when you need to use them, is a proactive strategy that works. Using them immediately when you feel negatively challenged, will selfgenerate positive emotions to ensure that your heart and mind stay in rhythm and you avoid the fight or flight response.

Acknowledgement: Ryan & Deci

DO: when is a time that you have used self-determined selftalk to generate positive emotions to challenge unhelpful thoughts?

What is a “I can and I will” statement that you can use to steady yourself when you were under pressure to complete tasks?

Choose one of these resources to explore self-calming and mindfulness activities.

MINDFULNESS TIME www.headspace.org.auwww.calm.com www.learningcurve.com.auwww.beyondblue.org.au

HOW WAS I CURIOUS?

STUDY TIP

Activate your whole brain by exercising both sides of your body before you start studying; e.g. marching.

Monday Tuesday Wednesday Thursday Friday Communication / Comments:

Teacher: Parent / Guardian:

CHECK IN Exercise Daily? Sleep deeply?Feel Positive? Eat Healthy? Drink water?

PRIORITIES

SOCIAL CONNECTION

WHY: by accepting that a healthy feeling of social connectedness is essential for your personal and academic growth, you will value your connections to your family, friends and teachers more.

HOW: believing that you and other people matter, and showing empathy and kindness to each other builds your resilience to adversity. When you are struggling, even though you don’t feel like it, go out of your way to be with others; your feeling of connection and sense of belonging will generate positive emotions in you to lift your spirits to feel more optimistic.

Acknowledgement: Diener & Biswas-Diener

DO: when you feel that nobody understands your issues, who are two people that you can share these concerns with?

1. 2.

When is a time that the empathy others showed for you, lifted your spirits and made you feel that you had the resilience to push through?

DUE DATES

GRATITUDE WEEK

This week enjoy making a positive difference to other peoples’ lives, by creating activities using the strength GRATITUDE, to grow relationships with your family, friends and school community.

(Gratitude Week worksheet and Gratitude Wellbeing Award are in Individual Resources on www.learningcurve.com.au)

Acknowledgement: Seligman & Peterson

WHAT GOOD CHOICES DID I MAKE?

STUDY TIP

Surround yourself with students who are optimistic about their futures.

Monday Tuesday Wednesday Thursday Friday Communication / Comments:

Teacher: Parent / Guardian:

CHECK IN Exercise Daily? Sleep deeply?Feel Positive? Eat Healthy? Drink water?

CONNECTING WITH NATURE

WHY: by being outdoors every day surrounded by nature’s beauty, breathing in fresh air and having a dose of vitamin D from sunlight, you will enjoy feeling peaceful.

HOW: find a comfortable and quiet area outside to study to enjoy being with nature several times every week. Meet and socialise with friends in parks, use walking tracks, enjoy swimming, go bush walking and bike riding to feel fully alive. Beware of the amount of time that you are spending indoors on electronic communication and leisure; too much saps your creative energies.

Acknowledgement: Coley & Kuo

DO: what are two outdoor activities that you enjoy doing with your friends and where do you do them?

What do you think could be two benefits for your wellbeing by connecting with nature more often?

RESILIENT ME: I RESPOND WELL

Which of the following resilience skills are you practising well? Optimism and hope for the future, regulating emotions, controlling impulses, thinking flexibly, showing empathy, having self-belief and building social connectedness. Which should you focus on more?

Practising well

Focus on more

Acknowledgement:

Resilience,

School of Education, University of Melbourne

WHAT DID I DO TO BE FAIR?

STUDY TIP

Create your ikigai; your sense of purpose which fuels your private learning efforts.

Monday Tuesday Wednesday Thursday Friday Communication / Comments:

Teacher: Parent / Guardian:

CHECK IN Exercise Daily? Sleep deeply?Feel Positive? Eat Healthy? Drink water?

TERM 2 GOALS AND SUBJECT REFLECTIONS

This Lesson: WHY: for you to reflect on what you learned, how far you moved towards achieving each of your three goals and progress in each of your subjects. How can you use what you learned in setting next term’s goals? HOW: in the left hand column, journal your reflections on how far you believe you reached towards achieving each of your three goals and what you learnt along the journey. In the right hand column, for each of your subjects, self-assess on your efforts and learning outcomes. Then set one thing you believe you need to start doing.

REFLECTIONS AND SELF-ASSESSMENT OF GOALS... AND OF SUBJECTS

GOAL ONE: What went well for this learning abilities’ goal?

What did I learn to build my learning and thinking abilities?

Subject:

My effort and outcome rating: 1 2 3 4 5

Something to improve?

Subject: My effort and outcome rating: 1 2 3 4 5

Something to improve?

Mark where you felt you reached towards achieving this goal: 1 2 3 4 5

GOAL TWO: What went well for this connecting with others goal?

Subject: My effort and outcome rating: 1 2 3 4 5

Something to improve?

What did I learn to build my connections and relationships with others?

Subject: My effort and outcome rating: 1 2 3 4 5

Something to improve?

Mark where you felt you reached towards achieving this goal: 1 2 3 4 5

GOAL THREE: What went well for this goal of my choice?

What did I learn about what I chose as my own goal?

Subject: My effort and outcome rating: 1 2 3 4 5

Something to improve?

Subject: My effort and outcome rating: 1 2 3 4 5

Something to improve?

Mark where you felt you reached towards achieving this goal: 1 2 3 4 5

“I’m a very positive thinker, and I think that is what helps me most in difficult moments.” Roger Federer

TERM 3 GOALS, TARGETS, STRATEGIES, OBSTACLES, LEARN PLAN

This Lesson : WHY: for you to write down three self-determined goals to work towards achieving this term. H0W: fill in the sections of this plan to provide yourself with a logical visual overview of your three goals and the process that you need to follow to accomplish each of them. At the start of term, mark where you think you are starting each goal from and where you realistically believe that you can reach towards accomplishing it by the end of term. Set ISMART goals.

IMEBOUND: can move towards achieving it this term

T

TO LEARN AND SUPPORT: Who can help me learn what I need to?

To overcome challenges I need to learn

My support to learn this is

To overcome challenges I need to learn

My support to learn this is

To overcome challenges I need to learn

My support to learn this is

EALISTIC: follow processes to make it possible

R

A CHIEVABLE: believe that I can accomplish it

M EASURABLE: step-by-step targets on the way

OBSTACLES: Possible challenges and setbacks.

STRATEGIES: Approaches and Thinking Tools I’m using well.

Getting started strategies I used

Strategies that are working for me

Getting started strategies I used

Strategies that are working for me

Getting started strategies I used

Strategies that are working for me

S PECIFIC: why I want to achieve this

I NSPIRATIONAL: fill me with positive emotions

TARGETS: Being self-determined to monitor my progress and effort.

SELF-DETERMINED GOALS: My drive and motivation to challenge my best self.

Acknowledgement: Sheldon & Adams Miller

After 2 weeks: have I set up a process to follow?

After 6 weeks: am I moving towards my goals?

Competence: Learning Abilities –I want to become more competent at... Start 0 1 2 3 4 5 End 0 1 2 3 4 5

After 2 weeks: have I set up a process to follow?

Connectedness: Connecting with Others –I want to connect more with...

After 6 weeks: am I moving towards my goals?

After 2 weeks: have I set up a process to follow?

After 6 weeks: am I moving towards my goals?

Start 0 1 2 3 4 5 End 0 1 2 3 4 5

Autonomy: My Choice –something just for me... Start 0 1 2 3 4 5 End 0 1 2 3 4 5

“Would you like me to give you a formula for success? It’s quite simple, really. Double your rate of failure.” Thomas Watson

CORE VALUES

This Lesson: WHY: for you to identify three core values that drive what you stand for and that enable you to decide what is the right thing to do and what is the wrong thing to do. HOW: choose five values from the following list that you believe could be your core values. For each value ask yourself these questions: Q1 – Does this value enable and motivate you to use your strengths to action it? Q2 – Is this value an essential part of challenging your best self? Q3 – Can you live a full life without this value? Q4 – Will others know that you live by this value through your actions? Often your family and close friends will share similar core values.

Values: reliability, acceptance, dependability, enthusiasm, determination, loyalty, patience, participation, truthfulness, commitment, consistency, efficiency, autonomy, empathy, communication, contribution, wisdom, responsibility, transparency, trustworthiness. (see Values for Life on website for more.)

CORE VALUES QUESTIONS CORE VALUE 1 THOUGHTS

CORE VALUE 2 THOUGHTS

CORE VALUE 3 THOUGHTS

Does this value enable and motivate you to use your strengths to action it?

Is this value an essential part of challenging your best self?

Can you live a full life without this value?

Will others know that you live by this value through your actions?

Acknowledgement: Shwartz

Pty LtdSenior

“With self-discipline most anything is possible.” Theodore Roosevelt

YOUR LIFE ROLES

This Lesson: WHY: for you to think about what your different life roles involve. HOW: reflect on what you need to do to be selfdetermined to fulfill each role well.

As a young adult, there are an increasing number of different roles that you are expected to be actively involved in. These include as a family member, as a senior student, as a community member and as a person developing a career for yourself.

OPTIMISTIC OUTLOOKS

Understanding and consciously using my strengths every day.

Understanding my interests and personal values in life.

ME: WHO I AM NOW

Understanding how to connect with myself and others.

My self-expectation is:

Understanding how my best self can overcome challenges.

EDUCATION SKILLS

Understanding how to grow my brain’s abilities.

SOCIAL-EMOTIONAL SKILLS

Understanding how to self-regulate my emotions and impulses.

Understanding and showing that other people matter.

ME: WHO I WILL BECOME

Understanding how to live an ethical and optimistic life.

My self-expectation is:

Understanding how to build social-connectedness with others.

ME:

MY SELF-IMPROVEMENT PLAN

CHALLENGING VISIONS

Understanding how to think and change my thinking.

ME: AS A STUDENT

Understanding how to develop essential learning skills.

My self-expectation is:

Understanding how to cope with the ups and downs of school.

Understanding myself to identify possible careers.

Understanding my best self, goals and selfexpectations.

ME:

INSPIRING MYSELF

Understanding how to welcome challenges to grow myself.

My self-expectation is:

Understanding the type of life that I want to live.

“Never be limited by other people’s limited imaginations.” Mae Jemison

SENSE OF PURPOSE

This Lesson: WHY: for you to discover a purpose to strive for, which gives you meaning and drive in what you do. HOW: answer the questions in the lesson and reflect on things that mean a lot to you which give you a sense of purpose in your life.

Japanese people call their reason for waking up every day, their ikigai. Not having a purpose in your life can lead to a lack of motivation to do what you need to do.

What is something that means a lot to you which gives you a sense of purpose in your life and why?

What you love

Look at the diagram. What is your ikigai, your reason for waking up every morning?

What you are good at

What do you love?

Passion Profession

IKIGAI

Mission Vocation

What jobs interest you

What does the world need?

What are you good at?

What jobs interest you?

What the world needs

What are little things you do which make a positive impact on others’ lives? And what would happen if you stopped doing them?

Who is someone you admire who has a strong sense of purpose to help other people?

Acknowledgement: Frankl & Nakanishi

“Until you make the unconscious conscious, it will direct your life and you will call it fate.” Carl Jung

CIRCLE OF CHAMPIONS

This Lesson: WHY: for you to identify and ask four trusted adults to be in your Circle of Champions to support you in your senior years. HOW: choose adults who you know will always be there for you, believe in you, will never give up on you, and provide you with honest and wise feedback; sometimes that you may not want to hear.

CHAMPION ONE

Name:

Strive to challenge your best self, side-by-side with your circle of champions.

CHAMPION FOUR

Name:

PICTURE OF YOU OR DRAW YOURSELF

Don’t hesitate to ask your champions when the intensity of your problems starts to build.

You may think some issues will shock them; nothing will!

Share your concerns immediately.

Name:

CHAMPION THREE

Name:

CHAMPION TWO

Asking for help from your champions is one of the most effective coping strategies available to you.

Name:

Acknowledgement: Pierson, Seligman & Fredrickson

“When people talk, listen completely. Most people never listen.” Ernest Hemingway

SYMBOLS

Equality and Inequality Signs is equal to is not equal to is less than is greater than is less than or equal to ..... is greater than or equal to is not less than is not greater than is equivalent to is approximately equal to ..... is congruent to is proportional to therefore percentage

SET NOTATION

the set of such that is an element of is not an element of ..... is a subset of is not a subset of the Universal set the null or empty set the intersection of the union of is equivalent to

SETS OF NUMBERS

N the set of natural numbers

J the set of integers

J-J+ the sets of negative and positive integers

Q the set of rational numbers

Q’ the set of irrational numbers

R the set of real numbers

R-R+ the sets of negative and positive real numbers

GEOMETRY

pi, approximately 3.142 angle is parallel to is perpendicular to right angle ..... the co-ordinates of a point ..... the interval ST the ray ST the line ST the length of interval ST or the gradient of ST the sum of

INDICES

MATHS LAW AND FORMULAE

INDEX LAWS

1st Law ax x ay = ax+y 2nd Law ax ÷ ay = ax-y 3rd Law ao = 1 4th Law (ax)y = axy 5th Law (a x b)x = ax x bx 6th Law

a x ax b = bx

7th Law a-n = I an 8th Law ap/q = q ap = (q a)p

LOG LAWS

to the power ( )n square root

TYPES OF TRIANGLES

3 sides and angles add to 180°

Scalene

3 sides different

3 angles different

Isosceles

2 sides equal

2 angles equal

Equilateral

3 sides equal 3 angles equal

Right-angled has a 90° angle

n

log mn = log m + log n log m = log m – log n log mp = p log m log I = 0 log a x = n x = an log 10x = n x = 10n In x = logex = n e n = x

PARALLEL LINES are shown by arrows on the lines. The line that cuts the parallel lines is called the Transversal. a b d c e f h g

VERTICALLY OPPOSITE ANGLES a = c, b = d, e = g, h = f ALTERNATE ANGLES c = e, d = f

CORRESPONDING ANGLES b = f, c = g, a = e, d = h

COINTERIOR ANGLES c + f = 180˚ d + e = 180˚

These angles only apply to parallel lines.

STANDARD FORM is given by (a number between 1 & 10) x (Power of 10) Ex. 456.7 = 4.567 x 102

STATISTICS

Measures of Central Tendency Mean, x, is the average. Mode is the most common value. Median is the middle value when the data is put in order.

Frequency is how often a value occurs.

Standard Deviation, SD is the spread around the Mean.

Range is the difference from the largest to the smallest value.

Boxplots and Interquartile Ranges show the spread of data around the Median.

TYPES OF QUADRILATERALS

4 sides and angles add to 360°

Irregular

4 sides different 4 angles different

Kite

2 pairs of sides equal 1 pair of angles equal

Rectangle 4 right angles 2 pairs of sides equal

Rhombus 4 sides equal 2 pairs of sides equal

Parallelogram

Opposite sides equal and parallel 2 pairs of angles equal Square 4 right angles 4 sides equal

Trapezium

1 pair of sides parallel

CO-ORDINATE GEOMETRY

For two points (a,b) and (e,d)

gradient = m = d – b = rise = tan e – a = run

distance between points = (e–a)2 + (d–b)2 = rise2 + run2 midpoint (a+e , b+d) 2 2

Gradient y-intercept equation of a straight line y = mx + c

Parallel Lines m1= m2

Perpendicular lines m1 = – l m2

VECTORS

r = xi + yj + zk IrI = x2 + y2 + z2

r1 - r2 = r1r2 cos = r = x, x2 +y1 y2 +z1 z2

“There is only one good, knowledge and one evil, ignorance.” Socrates

MENSURATION

Cone

Surface area of cone = x r2 + rs Volume of a cone = r2h 3

Cylinder

MATHS LAW AND FORMULAE

Circle

Sphere

s

h r

Surface area of cylinder = 2 rh + 2 r2 Volume of cylinder = r2h

h r

Circumference of a circle = 2 r Area of a circle = r2 r

Surface area of a sphere = 4 r2 Volume of a sphere = 4 r3 3

r Box

Volume = x w x h l w h

Parallelogram

Rectangle l w

Perimeter = 2(l+w) Area = l x w

Trapezium

QUADRATICS Solution of equation

ax 2 + bx + c = 0 is given by the formula x = –b± b2 –4ac 2a

If b2 – 4ac > 0, 2 solutions

If b2 – 4ac = 0, 1 solution

If b2 – 4ac < 0, no solutions b2 – 4ac is called the discriminant

Pyramid h B

Volume of a pyramid = Bh 3 (B = area of base)

h

aa

D b b

C BA

Area of ABCD = bh

Triangle Area of ∆ABC = bh 2

B A

C b

h

A B

c2 = a2 + b2

a b

h

c D

Area of Trapezium ABCD = ½ h (a+b)

Arc Arc length L = r Sector Area A = ½ r2

r r L

CALCULUS d (xn) = nxn-1 ∫xndx = ( l ) xn+1 + c, n ≠ –1dx n+1 d (eax ) = aeax ∫eaxdx = ( l ) eax + cdx a d (logex) = l ∫( l )dx = logex + c, for x >0dx x x d (sin ax) = a cos ax ∫sin ax dx = – l cos ax + cdx a d (cos ax) = –a sin ax ∫cos ax dx = l sin ax + cdx a d (tan ax) = +asec2ax ∫sec2 ax dx = l tan ax + cdx a

product rule: d (uv) = u dv + v du dx dx dx

ac Area of ∆ABC = ab 2

A C

PYTHAGORAS THEOREM

B b

Cosine Rule: c2 = a2 + b2 – 2ab cos

Sine Rule: a = b = c sinA sinB sinC Area of Triangle = ½ b.c.sin

COMPLEX NUMBERS

z = x + iy = r (cos + isin ) = rcis lzl = x 2 + y 2 = r – < Arg z z1 z 2 = r 1 r 2 cis( 1 + 2) z1 = r 1 cis ( 1 - 2) z 2 r 2 zn = rn cis n (de Moivre’s theorem)

FACTORISING a 2 + 2ab + b2 = (a + b)2 a 2 – 2ab + b2 = (a – b)2 a 2 – b2 = (a + b) (a – b) a3 + b 3 = (a + b) (a 2 – ab + b2) a3 – b 3 = (a – b) (a 2 + ab + b2)

ALGEBRA – EXPANDING a (b + c) = ab + ac (a – b)2 = a 2 – 2ab + b2 (a + b)2 = a 2 + 2ab + b2 (a + b)(a – b) = a 2 – b2 (difference of two squares) (a + b) 3 = a3 + 3a 2b + 3ab2 + b 3 (a – b) 3 = a3 – 3a 2b + 3ab2 – b 3 (x + a)n = xn + (n)xn-1a + (n)xn-2a2 + ... ( n )x 2an-2 = ( n )xan-1 + an 1 2 n-2 n-1

v dv – u dv quotient rule: d ( u ) = dx dx dx v v 2 chain rule: dy = dy du dx du dx

TRIGONOMETRY

Sohcahtoa

sin = opposite cos = adjacent hypotenuse hypotenuse

tan = opposite = sin adjacent cos

cosec = 1 sec = 1 cot = 1 sin cos tan

cos2 + sin2 = 1, 1 + tan2 = sec2 cot 2 + 1 = cosec2 sin (a + b) = sin a cos b + sin b cos a sin (a – b) = sin a cos b – sin b cos a cos (a + b) = cos a cos b – sin a sin b cos (a – b) = cos a cos b + sin a sin b tan (a + b) = tan a + tan b 1 – tan a tan b tan (a – b) = tan a – tan b 1 + tan a tan b sin 2 = 2 sin cos tan 2 = 2 tan 1 – tan2

cos 2 = cos2 – sin2 = 2 cos2 – 1 = 1 – 2 sin2 sin a + sin b = 2 sin ½ (a + b) cos ½ (a – b) sin a – sin b = 2 cos ½ (a + b) sin ½ (a – b) cos a + cos b = 2 cos ½ (a + b) cos ½ (a – b) cos a – cos b = –2 sin ½ (a + b) sin ½ (a – b)

“Genius is I% inspiration and 99% perspiration.” Thomas Edison

2023 SCHOOL TERMS AND PUBLIC HOLIDAYS

SCHOOL TERMS PUBLIC HOLIDAYS

AUSTRALIAN CAPITAL TERRITORY: –www.det.act.gov.au

Monday 30 January (New students)

Tuesday 31 January (Continuing Students) to Thursday 6 April

Monday 24 April to Friday 30 June

Monday 17 July to Friday 22 September

Monday 9 October to Friday 15 December

NEW SOUTH WALES: – www.education.nsw.edu.au

Friday 27 January to Thursday 6 April

Monday 24 April to Friday 30 June

Monday 17 July to Friday 22 September

Monday 9 October to Tuesday 19 December

VICTORIA: – www. education.vic.gov.au

Monday 30 January to Thursday 6 April

Monday 24 April to Friday 23 June

Monday 10 July to Friday 15 September

Monday 2 October to Wednesday 20 December

QUEENSLAND: – www.education.qld.gov.au

Monday 23 January to Friday 31 March

Monday 17 April to Friday 23 June

Monday 10 July to Friday 15 September

Tuesday 3 October to Friday 8 December

SOUTH AUSTRALIA: – www.education.sa.gov.au

Monday 30 January to Friday 14 April

Monday 1 May to Friday 7 July

Monday 24 July to Friday 29 September

Monday 16 October to Friday 15 December

WESTERN AUSTRALIA: – www.det.wa.edu.au

Wednesday 1 February to Thursday 6 April

Monday 24 April to Friday 30 June

Monday 17 July to Friday 22 September

Monday 9 October to Thursday 14 December

NORTHERN TERRITORY: – www.det.nt.gov.au

Tuesday 31 January to Thursday 6 April

Monday 17 April to Friday 23 June

Tuesday 18 July to Friday 22 September

Monday 9 October to Friday 15 December

TASMANIA: – www.education.tas.gov.au

Wednesday 8 February to Wednesday 5 April

Wednesday 26 April to Friday 7 July

Tuesday 25 July to Friday 29 September

Monday 16 October to Thursday 21 December

*REGIONAL

NATIONAL New Year’s Day

January

Monday

2 Australia Day January Thursday 26 Good Friday April Friday 7 Easter Saturday April Saturday 8 Easter Sunday April Sunday 9 Easter Monday April Monday 10 Anzac Day April Tuesday 25 Christmas Day

December

AUSTRALIAN CAPITAL TERRITORY Canberra Day

Monday

25 Boxing Day (except S.A.) December Tuesday 26

March Monday 13 Reconciliation Day

May

Monday

29 Queen’s Birthday June Monday 12 Labour Day October Monday 2

NEW SOUTH WALES Bank Holiday **

August Monday 7 Queen’s Birthday..................................................... June

Monday

12 Labour Day October Monday 2

VICTORIA Labour Day March Monday 13 King’s Birthday

June

QUEENSLAND

Monday

12 AFL Grand Final (Friday before) Subject to AFL Schedule TBC Melbourne Cup Day (Metro only) November Tuesday 7

Labour Day

May Monday 1 Royal Queensland Show (Brisbane area only) .........August

Wednesday .... 16 Queen’s Birthday October Monday 2

SOUTH AUSTRALIA Adelaide Cup Day†

March Monday 13 Queen’s Birthday..................................................... June

Monday

12 Labour Day October Monday 2 Proclamation Day December Tuesday 26

WESTERN AUSTRALIA Labour Day March Monday 6 Western Australia Day

June

NORTHERN TERRITORY

Monday

5 King’s Birthday ** September Monday 25

May Day May Monday 1 Queen’s Birthday June Monday 12 Alice Springs Show Day * July Friday 7 Tennant Creek Show Day * July Friday 14 Katherine Show Day * July Friday 21 Darwin Show Day * July Friday 28 Picnic Day

Monday

7 Borroloola Show Day * August Friday 18

TASMANIA

Royal Hobart Regatta (Sth. Tas.)

February

Wednesday

22

February Monday 13 Launceston Cup (Nth. Tas.)

Eight Hours Day March Monday 13 Easter Tuesday April Tuesday 11 Queen’s Birthday June Monday 12 Royal Launceston Show (Nth. Tas.)

October Thursday 12 Royal Hobart Show (Sth. Tas.)

October

Thursday

November Monday 6

26 Recreation Day (Nth. Tas.)

Good, Better, Best, never let it rest, till your good is better and your better, best.” David Rees

CALENDARS

2023

JANUARY

M T W T F S S

30 31 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22 23 24 25 26 27 28 29

MAY

M T W T F S S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER

M T W T F S S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24 25 26 27 28 29 30

2024

JANUARY

M T W T F S S

1 2 3 4 5 6 7

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

MAY

M T W T F S S 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER

M T W T F S S 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

FEBRUARY

M T W T F S S

1 2 3 4 5

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

JUNE

M T W T F S S 1 2 3 4

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

OCTOBER

M T W T F S S 30 31 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

MARCH

M T W T F S S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29 30 31

JULY

M T W T F S S 31 1 2

3 4 5 6 7 8 9 10 11 12 13 14 15 16

17 18 19 20 21 22 23 24 25 26 27 28 29 30

NOVEMBER

M T W T F S S 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29 30

APRIL

M T W T F S S 1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

AUGUST

M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

DECEMBER

M T W T F S S 1 2 3

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

FEBRUARY

M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

JUNE M T W T F S S 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

OCTOBER

M T W T F S S

1 2 3 4 5 6

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

MARCH

M T W T F S S 1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

JULY

M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

NOVEMBER

M T W T F S S 1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

“If speaking is silver, then listening is gold.” Turkish Proverb

APRIL

M T W T F S S

1 2 3 4 5 6 7

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

AUGUST

M T W T F S S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

DECEMBER

M T W T F S S 30 31 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29