2023 Primary Teacher Planner – Week to an opening

2023 LEARNING CURVE PRIMARY TEACHER PLANNER

TOP CHARACTER STRENGTHS

INSPIRING MY BEST SELF AS A PERSON WHO MATTERS

What do you want 2023 to be for you:

Personally?

Professionally?

What is a choice that you need to make?

Our Learning Curve description of a healthy state of wellbeing is: feeling optimistic and hopeful for today and for your future, because you know that you are working towards building your best self

The evidence based lessons and activities align with ACARA’s HPE Curriculum for all years of schooling and the Resilience, Rights and Respectful Relationships research for F, 1-2, 3-4, 5-6, 7-8, 9-10 & 11-12 from the Graduate School of Education, University of Melbourne. Teacher Lesson Guides have been created to support you in teaching every lesson/activity in all planners and journals; go the website under the Wellbeing Program tab for the individual guides.

To complement the student planners and journals, we have created a Staff Wellbeing@School Journal for you, and a Wellbeing@Work Journal for parents, to assist the adults in students’ lives to be self-determined to focus on enhancing their own wellbeing. Our Learning Curve team provides professional development for teachers, parents and leadership teams on how to best learn it, embed it and live it, to enable a healthy state of collective wellbeing across your school community.

Research clearly indicates, that when both your students’ and your state of wellbeing are in a healthy state, significant personal and academic growth occurs. We look forward to an exciting and rewarding year ahead supporting your efforts. Please don’t hesitate to contact me should you have any queries whatsoever.

All the best, Mick Walsh, The Learning Curve Author

Character Strength 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

Author, Educator and Speaker

2023 / 2024 / 2025 CALENDARS

2023 CALENDAR

2024 CALENDAR

2025 CALENDAR

2023 AUSTRALIAN SCHOOL TERMS & PUBLIC HOLIDAYS

SCHOOL TERMS

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

PUBLIC HOLIDAYS

THE

“I cannot teach anybody anything, I can only make them think.” Socrates

*REGIONAL OBSERVANCE ONLY. **NOT A STATE WIDE HOLIDAY. +TO BE CONFIRMED. †TO BE PROCLAIMED DATES ARE CORRECT AT TIME OF PRINTING. ALL HOLIDAYS ARE SUBJECT TO GOVERNMENT REGULATION.

QUEEN’S BIRTHDAY PUBLIC HOLIDAY IS LIKELY TO CHANGE ITS NAME. IT WILL BE DETERMINED BY STATE AND TERRITORY GOVERNMENTS.

PERMAH+ … YOUR PATHWAY TO A HEALTHY STATE OF WELLBEING

Content from Student Planner

This Lesson: WHY: for you and your students to learn and understand that your wellbeing is made up of the elements of PERMAH+. HOW: for each of the elements of PERMAH+, reflect on the questions asked and write down how well you are doing what you need to do to build your best self.

PPOSITIVE EMOTION + GRATITUDE – looking on the bright side of life, having happy feelings often, being grateful for what you have and the people in your life, and using I can and I will self-talk to change negative unhelpful thoughts to positive ones.

Do you enjoy happy and positive feelings?

Often Sometimes Not much

What can you do to create more happy feelings in yourself?

Do you feel grateful for what you have?

Often Sometimes Not much

What people and things are you grateful to have in your life?

EENGAGEMENT + MINDFULNESS – being present in the moment and connected to now, pausing to be aware of what is happening around you and to you, and noticing something different about every day.

Do you feel tuned in at school?

Often Sometimes Not much

What activities do you love doing which excite you the most?

Are you aware of how you are thinking?

Often Sometimes Not much

What is something different that have you noticed this week?

RRELATIONSHIPS + EMPATHY – being happy with the person who you see in the mirror, caring about and trying to understand others’ needs and feelings, and building respectful relationships with other people.

Do you feel happy and safe with others?

Often Sometimes Not much

What is something which builds healthy and respectful relationships?

Do you show empathy for other people?

Often Sometimes Not much

What is something that you do to show that you care for others’ needs and feelings?

PERMAH+ … YOUR PATHWAY TO A HEALTHY STATE OF WELLBEING

Your wellbeing is a combination of the six equally important PERMAH+ elements, and no element on its own can describe how healthy your wellbeing is.

MMEANING + PURPOSE – being prepared to give of yourself to help other people to add meaning to what you do, and having a purpose larger than yourself which motivates you to get out of bed every morning.

Are you kind to add meaning to your life?

Often Sometimes Not much

What are little kind things which add up to big things for others?

Do you think about what your purpose is?

Often Sometimes Not much

What is your purpose for putting effort into what you do?

AACCOMPLISHMENT + OPTIMISM – being confident that you have what it takes to achieve what you want to achieve, and feeling positive that through practising you can grow your brain’s abilities.

Do you look at your goals to motivate you?

Often Sometimes Not much

What is a goal that you are really determined to achieve?

Do you reflect on if your efforts are good enough?

Often Sometimes Not much

What do you practise to feel hopeful that you are improving?

HHEALTH + STRENGTHS – being healthy by using your strengths to exercise daily, be positive, sleep well, drink water and eat healthy foods.

Do you think about the Big Five to be aware?

Often Sometimes Not much

Which of your Big Five are going well, and which need more effort?

Do you deliberately use your top strengths?

Often Sometimes Not much

What strengths can you use to do the Big Five well to be healthy?

Acknowledgement: Seligman & Peterson

TERM ONE LEARNING GOALS

Content from Student Planner

This Lesson: WHY: for your students to set three goals this term, one for improving their learning and thinking skills in class, one for building their healthy friendships, and one for what they want to achieve for themselves. HOW: for each of their goals, think about and write down what they need to learn and who can help them. For any goal you set, you rarely start at zero or finish at the top of the scale. Mark where you think you are on the ladder at the start of the term, and where you think you can climb to over the term.

Term Learning Goals – my pathways to building my best self

Goal One: About improving my learning and thinking skills in class: I will

About building healthy friendships: I will

Three: About what I want to achieve for myself: I will

“What lies behind us and what lies before us are tiny matters, compared to what lies within us.” Ralph Waldo Emerson

TERM ONE LEARNING GOALS AND SUBJECT REFLECTIONS

Content from Student Planner

This Lesson: WHY: for your students to reflect on what they learned for each of their goals as they worked towards achieving them, and on their progress in each of their main subjects. HOW: In the left hand column, reflect on how far they reached towards achieving each of their three goals and what they learnt. In the right hand column, reflect on how well they went in each of their main subjects.

Reflections on my Term One learning goals

1. What good things did I learn for this "learning and thinking skills goal" that I’m grateful for?

Reflections on my Subjects

Mark where you felt you reached towards achieving this goal: 1

2. What good things did I learn for this "building healthy friendships goal" that I’m grateful for?

3. What good things did I learn for this "what I wanted to achieve for myself goal" that I’m grateful for?

Mark where you felt you reached towards achieving this goal: 1

Sign Off! Me: Date: / /

My Parent/Guardian: Date: / /

My Home Room/Form Teacher: Date: / /

Acknowledgement: Sheldon & Adams Miller

WELLBEING FITNESS CHALLENGES

Content from Student Planner

This Lesson: WHY: for you and your students to enjoy doing the Wellbeing Fitness Challenges to grow your wellbeing over the week. HOW: read each challenge as a class to understand what you need to do every day to meet it. Then use your strengths to help yourself do them to feel full of positive emotions.

Being Curious

Every day focus your attention on discovering one new thing about yourself, your friends, your family, or your school. What are some new things that you learned this week?

Positive Body Language

This week choosing three Describing Yourself words to role model by using positive body language every day for each of them. What descriptors did you choose to role model?

Appreciation and Love

Making a list of the people and things that you treasure in your life and reading it every morning and every night. Who and what are you grateful for in your life?

Saying Sorry

Writing a letter to someone who you have upset, saying sorry and asking what you can do to make things right for them and then giving it to them. Who should you write a letter to?

Being Brave

Every day writing down something you did or said using your strengths to be brave. What is something brave you did or said that you are proud of?

Positive Wondering

When thinking about good things that have happened, wondering how they could have been even better. What is something that could have been even better?

Acknowledgement: Rievich & Shatte

WELLBEING FITNESS CHALLENGES

Content from Student Planner

Following through on doing these challenges will see you growing your wellbeing to move towards building your best self.

Positive Messages

Every day sending a friend or a family member who is struggling a text saying that you are thinking about them. What is a kind text that you could send?

Interested Listening

When listening to someone share a story, when they begin to run out of words, ask them to Tell Me More about it. When is a time that you have done this, and what happened?

Delicious Feelings

Making a list of your five favourite feel good activities, and choosing to do one every day to love the life you live. What are your favourite feel good activities?

Positive Me Messages

Writing a list of five self-affirming I am, I can, I will, I choose messages about how you want to be and saying each one every morning. What are your positive me messages?

Acts of Kindness

Every day looking for opportunities to be kind to make others’ lives better and saying thank you when others do kind things for you. What are kind things that you did or received?

Emptying My Mind

Every morning writing down anything and everything that comes into your head for five minutes, to clear your mind. What is something funny that you wrote down?

Acknowledgement: Rievich & Shatte

Fabulous First Five Minutes – ask students to write down something that they can do to build relationships with other people.

WHY: for students to develop their self-awareness of the things that they need to monitor to be healthy and happy.

HOW: Read Doing the Big Five with your class. Explain that all of the Big Five are equally important, and should they neglect one of them it will affect the others. Share that when they take responsibility to record their efforts daily, and then at the end of the week do the Big Five Check In by colouring in how well they did for each one, that they will be actively building their best selves. Add that doing the Big Five well is a great opportunity for them to use their strengths in a positive way.

DO: Ask students to explore and answer the PERMAH+ questions, do the Respectful Relationships and Mindful Colouring In activities, Big Five Check In, Wellbeing Fitness Challenge and ask what they asked for help with this week? Success Criteria: students will be able to: Explain – why the Big Five helps them to build their best selves. Do – aim to record their efforts daily and weekly.

Health + strengths: DOING THE BIG FIVE PRIMARY PLANNER

Health + Strengths

Doing the Big Five

WHY: by understanding that to be healthy you need to do each of the Big Five daily and check in weekly, you will be more aware to do them well.

Week: THINGS

HOW: every day, exercise actively, eat fresh foods, sleep for at least 9 to 10 hours, drink 1.5 litres of water and look for what’s good in things. Use your strengths to practise doing the Big Five every day for three weeks to make it a habit that you do easily.

Acknowledgement: Rath, Boniwell & Breus

DO: Which of the Big Five do you enjoy and do well?

Books Read This Week

Acknowledgement: Hassed & Rath

February / March 2O23

Which of the Big Five do you need to use your strengths to improve on doing and who can help you?

Which resilience skill can help you with Doing the Big Five? (pages 8-9)

Mindful Colouring In

Respectful Relationships

With two friends pick two emotions each from Feelings and Emotions and take it turns to role play the body language for each emotion while the other two try to guess it?

What did I ask for help with?

Acknowledgement: 5-6 RRRR Graduate School of Education, University of Melbourne

Wellbeing Fitness Challenge

This week enjoy doing Appreciation and Love to build your wellbeing (page 116).

Big Five Check In

Colour in how you did this week.

Fabulous First Five Minutes – ask students to write down when they have shown grit and determination to achieve something they really wanted to achieve.

WHY: for students to be grateful for special people and what they have in their lives.

HOW: Read Being Grateful with your class. Explain that being thankful for people and things that they have in their lives are thoughts and feelings, but showing that gratitude by being happy and ignoring advertising are actions which matter. Share that it makes a lot of sense to slow down and notice these people and things that your grateful for and openly show your appreciation. Add that doing this has an amazing uplifting effect on their wellbeing.

DO: Ask students to explore and answer the PERMAH+ questions, do the Keeping Safe and Mindful Maze activities, Big Five Check In, Wellbeing Tip and ask what was a good choice that they made this week? Success Criteria: students will be able to: Explain – what they are grateful for. Do – openly show gratitude for these people and things.

Acknowledgement: Bandura & Rotter

Positive Emotions + Gratitude

Being Grateful

WHY: by choosing to be grateful for the special people in your life, and what you have, no matter how small, you will feel happier in yourself.

Week:

HOW: ignore the never ending advertising that you need more and more, say thank you for the kind things that other people do for you, and be thankful that you have the opportunity to go to a good school with your friends. Gratitude is a strength which brings out the best in everyone.

Acknowledgement: Emmons, McQuaid & Kern

DO: Who are three people that you should say thank you to? What is a little thing done for you that you often take for granted, and what would happen if it wasn’t done for you?

What character strength can help you with Being Grateful? (page 6-7)

Mindful Maze

Keeping Safe

One of your online connections, who seems nice, wants to meet you at the shopping centre on the weekend.

What can you do to keep safe?

What is a good choice I made?

Acknowledgement: Morcombe Foundation & ACARA 5&6 HPE

Wellbeing Tip

Be Sunsmart by wearing sunglasses, a broad brimmed hat, sunscreen and protective clothing.

TERM: WEEK: DAY:

Wellbeing Challenge: Inspiring Your Best Self

What are you looking forward to most this week?

Consider: how well do you show gratitude every night by writing down three things that you were grateful for, and sharing them as a family?

Buy shoes at the end of the day; Why? This is when your feet are most swollen after a day on them.

PREPARATION AND FOLLOW-UP:

“We see, we feel, we change.” Saying

HOW DID YOU FEEL THIS WEEK?

WHAT WENT WELL THIS WEEK?

Use 100% pure virgin olive oil rather than vegetable oil.

“To accomplish great things we must not only act, but also dream; not only plan, but also believe.” Anatole France

REFLECTION TIME APRIL 2023

Regular and deep reflection on our professional practice and encouraging honest feedback from critical friends are essential to the ongoing development of learning and teaching in our classes. Be constructive; this is a development exercise, not a judgemental one. Be creative and innovative.

CLASS DID THE CLASS ACHIEVE WHAT YOU WISHED? WHY OR WHY NOT? THINGS TO ACHIEVE/FOLLOW-UP

NEXT MONTH

IDEAS BANK / ANY PROFESSIONAL DEVELOPMENT REQUIRED?

Mindful Colouring In: connect with yourself and the moment to enjoy feelings of flow and positive emotions.

MAY 2023

May – is named after the Roman goddess of spring and growth, Maia. Her father, Atlas, was said to carry the world on his shoulders with his mighty strength. Her son, Hermes, was also famous.

“If you can walk, you can dance. If you can talk, you can sing.” Zimbabwe saying

A CHAMPION INTERVIEW

This Lesson: WHY: for your students to interview one of their Trusted Champions to learn how they became who they are today HOW: Ask one of them if they can interview him or her, and before the interview think about the strengths and qualities that they admire in this person; create two of their own questions about this.

To build your best self, it makes sense to learn from people that you admire.

Interviewee's name:

Interviewer: I would like to interview you because I admire you and wish to learn how you became who you are today. I admire you because

What is a time in your life when things didn’t go the way you wanted them to go and what mistakes did you make?

Did the experience ever make you feel like giving up? How did you overcome these feelings, and what positive self-talk and strengths did you use to help you?

What did you learn from these experiences?

How did these things help you to become who you are today?

End of interview: I appreciate you sharing with me how you became who you are today, thank you.

What did I learn about this person I admire?

What did I learn about how to overcome challenges when things don’t go my way?

ACTION: What is one thing I will start doing in my life from now on?

Acknowledgement: Gable & Emmons

JANUARY FEBRUARY MARCH APRIL MAY JUNE

2024 FORWARD PLANNER

JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

PERSONAL HEALTH

RESUSCITATION

If a person is not responding, not breathing and not moving ‘get help quickly’ call 000 for an ambulance. If at any time the person starts breathing, place in recovery position (supported on their side), monitor breathing while waiting for the ambulance.

Step 1

DANGER

Check for danger to yourself, others and casualty. If unsafe, remove any danger OR remove casualty from danger.

Step 2

RESPONSE

Ask “Can you hear me?”, gently squeeze casualty’s shoulders. No response, call 000 for an ambulance – go to Step 3.

Step 3

AIRWAY

Tilt the head back and lift the chin – go to Step 4.

Step 4

BREATHING

Look for normal breathing. Not breathing – go to Step 5.

Step 5

CPR

Place your hands in the centre of chest. Push down hard 30 times, then give 2 breaths.

Continue cycle of 30 compressions and 2 breaths until help arrives. Attach AED if available.

ADULT/CHILD compressions – use two hands with fingers interlocked. INFANT compressions – use two fingers.

BREATHS – Pinch nostrils, seal your mouth over casualty’s mouth, ensure chest rises with each breath. DEFIBRILLATION – If a defibrillator is available, apply and follow voice prompts.

Stop CPR if casualty starts breathing, ambulance officers tell you to stop or you are physically unable to continue.

This information is not a substitute for training in first aid.

© St John Ambulance Australia.

LEARN FIRST AID WITH ST JOHN – CALL 1300 360 455 or visit: www.stjohn.org.au

A

PERSONAL HEALTH

ASTHMA FIRST AID

ASSESS

Mild? Short of breath, wheeze, cough, chest tightness. Moderate? Loud wheeze, breathing difficulty, can only speak in short sentences. Severe? Distressed, gasping for breath, difficulty speaking two words, blueness around the mouth.

IF THE PERSON HAS SEVERE ASTHMA OR IS FRIGHTENED, CALL AN AMBULANCE IMMEDIATELY – DIAL 000.

SSIT

Sit the person upright and stay with them. Reassure calmly.

H

A M

TTREAT

Treat with 6 puffs of the blue ‘reliever’ inhaler. Use a spacer, if available, for aerosol inhalers. (One puff at a time in the spacer, person to take 6 breaths each puff.)

HELP

If not improving after 6 minutes, call the ambulance. Continue to use blue inhaler 6 puffs (as above) every 6 minutes until help arrives.

In an emergency situation you will not overdose the person by giving them the reliever every 6 minutes.

MONITOR

If improving after 6 minutes, keep monitoring. If necessary repeat doses of blue inhaler.

ALL OK!

When free of wheeze, cough and breathlessness, return to normal quiet activity. If symptoms recur, repeat treatment and rest. See your doctor.

Remember the Rule of Six: 6 doses of medication (one puff at a time)

6 breaths per puff

6 minute wait

ASTHMA FOUNDATION CAN HELP YOU

This chart is published for information purposes only and should not be used in place of medical advice/ treatment.

Information and education services are available from your local Asthma Foundation

1800 278 462

With thanks Asthma Foundation

“Good, better, best, never let it rest, until your good is better and your better is best.” David Rees

JANUARY FEBRUARY MARCH APRIL MAY JUNE

JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER