2023 Teacher Planner – Day to a page

NAME POSITION

TOP CHARACTER STRENGTHS

EMERGENCY CONTACT AND MOBILE

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

There are eight Strengths Weeks 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.

and Speaker

2023 / 2024 / 2025 CALENDARS

2023 CALENDAR

2024 CALENDAR

2025 CALENDAR

“Life doesn’t get easier or more forgiving, we get stronger and more resilient.” Steve Maraboli

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

*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.

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

WORKING AT BECOMING RESILIENT

This Lesson: WHY: for you and your students to learn about and practise using the skills that you need to be resilient. HOW: for challenges that confront you, setbacks and failures that you have, practise using these resilience skills to create them as habits in yourself. Reflect on how you are using each one using Usually

1. OPTIMISM AND HOPE: building your confidence to believe that you can influence what happens by putting in honest efforts.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Sometimes Not Yet

2. CONTROLLING EMOTIONS: watching for the signs that your emotions are strengthening and then settling yourself to be calm again.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Tip: focus on your goals and write down new ones every term.

3. IMPULSE CONTROL: practising being more selfaware when you are about to speak or act without first thinking.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Tip: on an outline of your body draw the emotional warning signs.

4. THINKING FLEXIBLY: changing the way that you think for different challenges and contesting negative thoughts with positive self-talk.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Tip: practise coping strategies, such as, self-talk and colouring in.

Tip: practise using Habits of Mind every day.

Acknowledgement: Rievich & Shatte

“Resilience is not what happens to you. It’s how you react to, respond to, and recover from what happens to you.” Jeffrey Gitomer

Being resilient doesn’t just happen as you get older, you have to work at it. These skills of resilience are great life skills which will help you to become your best self as a student and young person.

5. EMPATHY: showing that other people matter to you by understanding and caring for their needs and feelings.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

6. SELF-BELIEF: trusting yourself to be reliable, open, kind and to have the strengths and what it takes to achieve your goals.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Tip: look for opportunities to be kind and considerate to people.

7. CONNECTING WITH OTHERS: knowing what you need to do to create and maintain respectful relationships.

Usually Sometimes Not Yet

When is a time that you have done this well, or a situation where you could use this skill?

Tip: create positive “I am...” screen savers for your mobile.

What is a challenge that you have now that you want to overcome and which of these skills can help you to do this?

Tip: use welcoming body language and smiling when with people.

Acknowledgement: Rievich & Shatte

What is a longer term challenge that you will need to persist with to overcome and which of these skills can help you to do this

YOUR GOALS TERM ONE

This Lesson: WHY: for you and your students to write down three goals that they are determined to achieve. HOW: write down a goal for building their learning and thinking skills in class, a goal for building their respectful relationships and a goal about what they want to achieve for themselves.

Writing down goals is a tried and proven way to provide you with reasons to apply yourself well at school. Your goals are both your pathways forward and your anchors when things don’t go your way. Aim to set goals that will stretch your best self.

MY GOALS - MY PATHWAYS AND MY

ANCHORS

GOAL ONE: About building my learning and thinking skills in class

I will

Starting

What could be a challenge and who can help me? ........................................................................................................... At

GOAL TWO: About building my respectful relationships I will

GOAL THREE: About what I want to achieve for myself I will

What

Acknowledgement: Sheldon & Adams Miller

“Whether you think you can or you can’t, you are right.” Henry Ford

TERM ONE GOALS AND SUBJECT REFLECTIONS

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

REFLECTIONS ON MY TERM ONE LEARNING GOALS REFLECTIONS ON MY SUBJECTS

GOAL ONE: What positive things did I learn for this ‘learning and thinking skills’ goal?

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

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

GOAL TWO: What positive things did I learn for this ‘building my respectful relationships’ 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?

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

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

GOAL THREE: What positive things did I learn for this ‘what I want to achieve’ goal?

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

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

Something to improve?

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?

This Lesson: WHY: for you and your students to put into practice using the Habits of Mind. HOW: when something happens where you need to make a decision, pause and think, what is the best way for you to approach this, and what Habit of Mind is the best way to think for it.

The 16 Habits are more intelligent ways to look at situations and are spread across the top of these two pages. Look at the real life scenarios below and choose which Habits could be the best ways to think for each of them.

Persisting

Overcoming obstacles and sticking to a task until it is completed. When something doesn’t work, trying other ways.

Managing Impulsivity

Considering and understanding ideas before speaking, acting or judging.

Thinking about Thinking

Knowing what to do when you don’t know what to do. Being aware of how you are thinking.

Questioning and Posing Problems

Asking questions to fill in your knowledge gaps. Recognising the reasons why questions are asked.

Gathering Data Through All Senses

Understanding a situation through all of your senses and colours, sounds, tastes, and textures.

Creating, Imagining, Innovating

Looking at situations from different angles and stretching your mind to imagine “what could be?”

Responding with Wonderment & Awe

Showing that you are excited, curious and passionate when exploring new things.

Remaining Open to Continuous Learning

Searching for better ways to learn and seeing challenges as opportunities to grow further.

Acknowledgement: Kallick & Costa

Listening with Understanding & Empathy

Understanding and accepting others’ feelings and reading their body language messages.

Thinking Flexibly

Changing the way you think when you receive new information and contesting negative mind chatter.

Striving for Accuracy

Taking pride in lifting the quality of what you do through practice. Not accepting near enough is good enough.

Communicating with Clarity and Precision

Explaining, comparing and giving evidence with accurate and clear language.

Applying Past Knowledge to New Situations

Applying and adapting your experience to new situations and problems.

Thinking Interdependently

Sharing learning energy with others in groups to combine their thinking power to achieve much more.

Taking Responsible Risks

Leaving your comfort zone to welcome challenges, explore the unknown and being prepared to make mistakes.

Finding Humour

Laughing and having fun learning with others to release feel-good brain chemicals to broaden and build your focus.

“You are just a bundle of habits.” William James

Like your Character Strengths, knowing about and talking about Habits of Mind is not using them. This is an opportunity to make Habits of Mind work for you to become a more effective and intelligent thinker.

REAL-LIFE SCENARIOS HABIT/S OF MIND

You are interested in trying a new activity, but need to know more about it before you do.

Your family is having the inside of your house painted and you are allowed to choose the colours for your bedroom.

It is your birthday, and you are given a choice by your family and friends where you want to go for a meal.

You have felt pretty flat lately and want to start to look on the light and bright side of life again.

One of your friends told you she is self-harming and made you promise not to tell.

You are polishing up your skills and understandings for an assessment task.

You go to see your favourite band for the first time at a live event.

You are running late for training and ignore the notes your family has left you about cleaning up your room.

Your friend is struggling and upset because of family problems.

You are under the pump trying to finish an assignment on time, but you seem to be always getting stuck on little issues.

Your normal way to practise is making no difference to how you are performing.

You are having a few peer group problems with your friends.

You went on a fantastic school camp and your family want to know nearly everything about it.

Acknowledgement: Kallick & Costa

Positive Emotions + gratitude: POSITIVE EMOTIONS / SELF-GENERATING POSITIVES

Fabulous First Five Minutes – ask students when was a time that they were nearly beaten by a challenge but persevered to overcome it.

WHY: for students to: Middle – show that they are always on the lookout for opportunities to create and experience positive emotions in both themselves and others. Senior – self-assess on their usual daily ratio of positives to negatives, and then come up with little things that they can do to self-generate positive emotions in themselves.

HOW: Explain that continually self-generating positive emotions in themselves will contest and eventually overcome their unhelpful negative thoughts, such as, “I haven’t got enough time”. Share that when they choose to do this, they will experience a cascade of smiles, gratitudes and uplifting thoughts.

DO: Ask students to explore and answer the PERMAH+ questions. Middle – ask students to do the Wellbeing@School activity, Big Five Check In and Character Strength brainstorm on social-intelligence. Senior – ask students to do the Wellbeing@School activity, Big Five Check In and Study Tip. Success Criteria: students will be able to: Explain – what they can do to self-generate positive emotions in themselves. Do – choose two positive emotions that they will practise self-generating.

MIDDLE PLANNER

POSITIVE EMOTIONS

WHY: by understanding that 40% of your wellbeing is directly influenced by your intentional thoughts, you will be more likely to think about how you can create positive emotions in yourself.

of your wellbeing intentional thoughts, about how you can yourself. emotions are hope, pride, humour, day, focus your experience one of them. more you feel state of wellbeing.

HOW: the ten most enjoyed positive emotions are joy, gratitude, serenity, interest, hope, pride, humour, inspiration, awe and love. Every day, focus your thoughts on doing things to experience one of them. Your feelings will be uplifting. The more you feel them, the healthier will be your state of wellbeing.

Acknowledgement: Fredrickson & Losada

DO: which of these ten emotions do you enjoy feeling often?

PAGE 12

SENIOR PLANNER

Acknowledgement: Lyubomirsky, Fredrickson & Losada

PAGE 12

PRIORITIES / DUE DATES Monday

generate them in

WHY: by making the choice to self-generate positive emotions in yourself, you will raise the ratio of positives to negatives in your life and become more optimistic about your capacity to influence your own future. Positives broaden and build your attention and engagement, which enable you to significantly enhance the quality of what you are doing.

HOW: simple ways to self-generate positives include saying hello with a smile, looking for joy in others, feeling grateful for little things and what you have now and challenging yourself to do something out of your comfort zone.

Acknowledgement: Ryan, Deci, Fredrickson & Losada

What can you intentionally do to generate them in yourself and other students?

1.

WELLBEING@SCHOOL

What could be benefits to your physical health, mental wellbeing, your friendships and how you learn in class, by being active and exercising outdoors daily?

Physical Health

Mental Wellbeing Relationships

Learning

WELLBEING@SCHOOL

Being kind to give of yourself in the service of others to make a positive difference to their lives, adds meaning and purpose to your own life. When is a time that you were proud of how you did this and what emotions did you feel?

Acknowledgement: ACARA 7-8 HPE

WHO DID I THANK?

Acknowledgement: Frankl & Fredrickson

WHO DID I THANK?

CHARACTER STRENGTH

Enjoy using Social-Intelligence to build your wellbeing. (page 6)

12

WHY: by making the choice to self-generate positive emotions in yourself, you will raise the ratio of positives to negatives in your life and become more optimistic about your capacity to influence your own future. Positives broaden and build your attention and engagement, which enable you to significantly enhance the quality of what you are doing.

HOW: simple ways to self-generate positives include saying hello with a smile, looking for joy in others, feeling grateful for little things and what you have now and challenging yourself to do something out of your comfort zone.

Acknowledgement: Ryan, Deci, Fredrickson & Losada

DO: what are three positive emotions that you feel when greeting and farewelling someone?

1.

2.

SELF-GENERATING POSITIVES 23 24 25 26 27 28 29

3.

What is a simple thing that you see or do every day which brings you joy and shows that you are grateful for what you have?

WELLBEING@SCHOOL

Being kind to give of yourself in the service of others to make a positive difference to their lives, adds meaning and purpose to your own life. When is a time that you were proud of how you did this and what emotions did you feel?

Tuesday Wednesday Thursday Friday Saturday

CHARACTER STRENGTH

Enjoy using Social-Intelligence to build your wellbeing. (page 6)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Acknowledgement: Frankl & Fredrickson

STUDY TIP

Practise using accurate your subjects. (page

STUDY TIP

23 24 25 26 27 28 29 2023 LC Planner SENIOR.indd 12

Practise using accurate language and terminology for each of your subjects. (page 132)

2.

3.

What is a simple thing that you see or do every day which brings you joy and shows that you are grateful for what you have?

Wellbeing Challenge: Inspiring Your Best Self

What are you looking forward to most this week?

Consider: how well do you pause to give yourself self-awareness time when you meet someone, to practise how you want them to experience you?

Aim to talk to colleagues several times each week about the core business of learning and teaching to build morale and understanding.

“Choose a job you love and you will never have to work a day in your life.” Saying

TERM: WEEK: DAY: PRIORITIES / MEETINGS DONE

Positive Teaching Practices

As we are all well aware, one of the most important perquisites for a fertile learning is the quality of relationships between students and teachers a research study conducted in Los Angeles went on further to identify specific teacher practices which were instrumental in cultivating rich learning relationships this in turn led directly to significant gains in student engagement, learning and achievement.

CLASS PREPARATION AND FOLLOW-UP: 1 2 3 4 5 6

“The highest reward for man’s work is not what he gets for it but what he becomes of it.” John Ruskin

Try filo pastry; it is the healthiest pastry.

TERM: WEEK: DAY: PRIORITIES / MEETINGS

Positive Teaching Practices

The study concluded that these practices and interactions with students needed to be all of the time things, not just sometimes things there is no doubt that many of the following suggested practices are alive and well in plenty of classrooms across Australasia ex plicitly describing them can only assist all of us in the teaching fraternity these desirable positive teaching practices follow.

“Don’t

compromise yourself. You are all you’ve got.” Janis Joplin

TERM: WEEK: DAY: PRIORITIES / MEETINGS

Positive Teaching Practices

Being present – listening to students with our eyes, our ears and our hearts students are very good at sensing when our hearts aren’t in it. In my travels, students sometimes tell me that while a number of their teachers know their stuff, they aren’t really there for them as people as the old saying goes, “kids don’t care what we know till they know we care.”

Try yoga, pilates, aerobics; benefits both the body and the mind.

CLASS PREPARATION AND FOLLOW-UP: 1 2 3 4

“If you judge people you have no time to love them.” Mother Teresa

TERM: WEEK: DAY:

HOW DID YOU FEEL THIS WEEK?

WHAT WENT WELL THIS WEEK?

FOLLOW-UP:

Take several deep breaths when feeling tense or stressed.

“An investment in knowledge always pays the best interest.” Benjamin Franklin

REFLECTION TIME JANUARY 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?

connect with yourself and the moment to enjoy feelings of flow and positive emotions.

FEBRUARY 2023

February – is named after the Roman god of purification, Februa. To keep the calendar in line with the seasons, a day was added every four years, making it a leap year with 29 days.

“You can’t kick goals if you can’t see the posts.” Graeme Alford

RESPECTFUL RELATIONSHIPS

This Lesson: WHY: is for your students to learn about things that can both build and threaten respectful relationships. HOW: deliberately practise looking for opportunities to feel connected, protected and respected when with others. Every week on the website is a Respectful Relationships activity for you to practise. Most of your relationships are likely to be respectful and involve you feeling:

~ Connected - sharing equally, openly and positively with others.

~ Protected - being confident you are safe emotionally and physically.

~ Respected - others respect and value you as a person. Reflect on the questions below and journal your thoughts to help you to enjoy respectful relationships.

RESPECTFUL RELATIONSHIPS QUESTIONS

To feel a sense of belonging and being connected to others in your relationships, what is a strength and a resilience skill which can help you?

WHAT ARE YOUR THOUGHTS?

When you know that you need to ask for help with problems, what feelings do you have, what fears do you have, and what do you want to happen?

When you feel confident that you are safe and protected in your relationships, what are two emotions that you would like to feel?

What would you say to ask for help if you were always feeling lonely, and who would be the best person to ask?

When you feel unsafe or uncomfortable in a relationship, what is a coping strategy that you can use?

Acknowledgement: 7-8 & 9-10 RRRR, Graduate School of Education, University of Melbourne

REFLECTION TIME DECEMBER AND 2024

Regular reflection of professional practice and encouraging honest feedback from critical friends are both essential and beneficial to the ongoing development of learning and teaching.

At the end of each month, reflect on your teaching practice and record your thoughts below. This is a developmental exercise, not a judgemental one; be constructive.

Did you achieve what you set out to do? Why or why not?

Things that went well and why:

Things to improve on and how. Any professional development required?

Things to achieve in the future:

Things to follow up:

Ideas bank:

JANUARY FEBRUARY MARCH APRIL MAY JUNE

JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER