Learning Curve Senior Planner

2024 LEARNING CURVE SENIOR PLANNER www.learningcurve.com.au

NAME: ..............................................................................................................

CLASS: ....................................

CHALLENGING MY BEST SELF TO CREATE THE TYPE OF LIFE I WANT FOR MYSELF

To self-generate the inner drive and motivation to achieve this, you will need to become more self-determined. That means feeling a sense of choice and autonomy in what you do, feeling confident that you have what it takes, and feeling that you are connected to and are valued by the people who you see every day.

ABOUT ME MY PURPOSE FOR BEING AT SCHOOL IS:

A CHALLENGE THAT I WILL NEED TO OVERCOME IS:

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A CHOICE THAT I WILL NEED TO MAKE TO OVERCOME IT IS:

WHEN OUT SOCIALISING WITH FRIENDS, I WILL CHOOSE TO:

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WHO CAN SUPPORT ME TO FOLLOW THROUGH ON THIS CHOICE?

I WILL ALSO CHOOSE TO AVOID:

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Acknowledgement: Sonja Lyubomirsky & Tal Ben Shahar

CHARACTER STRENGTHS WEEKS There are six 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: Gratitude, Kindness, Bravery, Honesty, Creativity, and Teamwork.

GTH WEEK

CHARACTER STREN

K

TEAMWORK WEE are part of a heart are when you you can have in your have to be big, The warmest feelings together. They don’t to achieve something to share your best group or team who of you gave of yourself are grateful for. just things where each all set out to do and accomplish what you classroom and at home Walls both in your they This week make Teamworkfamily to write down or draw things your are grateful for. for your class and as a team that they did or achieved together

of a team which achieved times you were part write down or draw who did well this week.

Gratitudes: This week teams did you see for. Also, what other This Week’s Teamwork proud of and grateful something you were

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.

26/5/2023 10:55 am

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4

“The real voyage of discovery consists not in seeing new landscapes, but in having new eyes.” Marcel Proust 1

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-DETERMINED TO BE SELF-MOTIVATED SENSE OF COMPETENCE

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

Usually

Sometimes

Not yet

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.

Usually

Sometimes

Not yet

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.

Usually

Sometimes

Not Yet

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

“Life isn’t about finding yourself. Life is about creating yourself.” George Bernard Shaw 6

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PERMAH+: YOUR SELF-DETERMINED WELLBEING This Lesson: WHY: for you to choose to reflect on your progress on building each of the PERMAH+ elements of wellbeing each term, and how self-determined you were in doing so. H0W: reflect on the questions for each of the elements, and set a self-determined expectation to strive for next term.

PERMAH+ is the gold standard model for describing your wellbeing, and when combined with the three components of selfdetermination, together they become a powerful motivator for you to challenge your best self and grow your wellbeing. Rate your efforts daily using A - usually, B - at times, C - not yet. Then, set a target rating to strive for.

Last Year

Term 1

Term 2

Term 3

Term Target 4 Rating

Positive Emotion + gratitude – self-generating positive emotions to broaden your attention to be grateful for

what you have and achieve.

When is a time that you enjoyed feeling positive emotions that you were grateful for? ......................................................................................................................................................................................................................................................................................................................

Did your positive emotions outweigh the negatives by about 4 to 1 daily?

Self-determined expectation: I will...............................................................................................................

Did you share something that went well or which you were grateful for with your family daily?

Self-determined expectation: I will...............................................................................................................

Did you look forward to experiencing something positive daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Connectedness help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

What is something that you can do often that will self-generate positive emotions in you? ......................................................................................................................................................................................................................................................................................................................

Engagement + mindfulness – connecting consciously and purposefully with yourself to notice your thoughts coming and going.

What is something enjoyable that you were so involved in that you lost track of time? ......................................................................................................................................................................................................................................................................................................................

Did you study using the mindful components of pattern, repetition, and control daily?

Self-determined expectation: I will...............................................................................................................

Were you willing to challenge yourself by practising more difficult tasks daily?

Self-determined expectation: I will...............................................................................................................

Did you study with your phone on flight mode or off daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Competence help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

What is something that you can fully engage with often to experience flow? ......................................................................................................................................................................................................................................................................................................................

Acknowledgement: Seligman, Peterson, Ryan & Deci

“Your life is what your thoughts make it.” Marcus Aurelius 7

PERMAH+: YOUR SELF-DETERMINED WELLBEING Believing that you are capable of growth will enable you to see challenges, struggles, and setbacks as temporary. Maintain your self-determined efforts to learn and think in better ways to continually challenge your best self and grow your wellbeing.

Last Year

Term 1

Term 2

Term 3

Term Target 4 Rating

Relationships + empathy – being kind, respectful, and showing empathy for other peoples’ needs and feelings and your own.

What was a relationship experience you had that you were grateful for? ......................................................................................................................................................................................................................................................................................................................

Did you show other people mattered to you by being kind and empathetic daily?

Self-determined expectation: I will...............................................................................................................

Were you self-kind to develop your relationship with yourself daily?

Self-determined expectation: I will...............................................................................................................

Did you feel a sense of belonging at school daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Connectedness help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

Who are individuals and groups that you want to connect with more? ......................................................................................................................................................................................................................................................................................................................

Meaning + purpose – having a sense of purpose to add meaning to others’ lives and your own by giving of yourself.

What is something that means a lot to you that fills you with a sense of purpose to make a difference? ......................................................................................................................................................................................................................................................................................................................

Did you give of yourself to make a positive difference to other peoples’ lives daily?

Self-determined expectation: I will...............................................................................................................

Self-determined expectation: I will...............................................................................................................

Did you focus your efforts on doing little meaningful and kind things daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Autonomy help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

What is something that gives you a strong sense of purpose to get out of bed every morning? ......................................................................................................................................................................................................................................................................................................................

Acknowledgement: Seligman, Peterson, Ryan & Deci

“You never know how strong you are until being strong is the only choice you have.” Bob Marley 8

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Did you have a strong sense of purpose to deliberately practise tasks daily?

PERMAH+: YOUR SELF-DETERMINED WELLBEING Believing in yourself as a person who matters is a wonderful launch pad to creating the type of life you want to live. Avoid comparing yourself with others, because every person on the planet is special in some way; every one of us is unique and one of a kind. Expect it and respect it.

Last Year

Term 1

Term 2

Term 3

Term Target 4 Rating

Accomplishment + optimism – having optimism and hope to overcome challenges and setbacks to accomplish your goals.

What is a goal that you worked hard to achieve that you were grateful for? ......................................................................................................................................................................................................................................................................................................................

Did you think about goals that you were optimistic about accomplishing daily?

Self-determined expectation: I will...............................................................................................................

Did you mindfully focus on what you were most looking forward to daily?

Self-determined expectation: I will...............................................................................................................

Did you actively seek feedback from teachers to fix your mistakes daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Competence help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

What is something that you are self-determined and passionate about accomplishing? ......................................................................................................................................................................................................................................................................................................................

Health + strengths – using your strengths to develop habits which will ensure that you are physically and

mentally healthy.

What is something healthy you did that you were proud of? ......................................................................................................................................................................................................................................................................................................................

Did you go outdoors to exercise and get a dose of vitamin D daily?

Self-determined expectation: I will...............................................................................................................

Did you use your strengths to do the daily and weekly Big Five Check In? Self-determined expectation: I will...............................................................................................................

Did you consciously look for opportunities to use your top strengths daily?

Self-determined expectation: I will...............................................................................................................

How can feeling a Sense of Autonomy help you to grow this element of wellbeing? ......................................................................................................................................................................................................................................................................................................................

What is a mindset about your health that you need to move from fixed to growth? ......................................................................................................................................................................................................................................................................................................................

Acknowledgement: Seligman, Peterson, Ryan & Deci

“Always be a first rate version of yourself, instead of a second rate version of someone else.” Judy Garland 9

CHARACTER STRENGTHS This Lesson: WHY: for you to identify your top character strengths (called your Signature Strengths), by completing the VIA Survey at www.viacharacter.org HOW: For each strength in the table, fill in what number they were on the survey.

You have your own special mix of the twenty-four Character Strengths, which are valued personal traits and your personal best ways to do things. 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 Shlain YouTube clip, called “Science of Character.”

CREATIVITY

CURIOSITY

JUDGEMENT

LOVE OF LEARNING

PERSPECTIVE

BRAVERY

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

Your VIA No.

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.

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.

Your VIA No.

HONESTY 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.

Finding fascination in exploring and discovering Your VIA more about things that No. interest you. Can be extended to learning more about how you can perform your role as a senior student better.

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.

KINDNESS Your VIA No.

Being open-minded to consider and examine Your VIA things from all angles to No. arrive at logical conclusions.

Can include changing how you perform your role as a senior student by learning new approaches.

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

ZEST Your VIA No.

Doing good to feel good, and feeling good to do good by being prepared and wanting Your VIA No. to give of yourself to do little kind things often for others.

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 adjusting what you do to enable cooperative working relationships to support each other.

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 10

Your VIA No.

Your VIA No.

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Coming up with original and novel ways to think about, Your VIA design, and do things. Can No. be applied to nearly every human pursuit and your role as a senior student.

CHARACTER STRENGTHS The six Strengths Weeks spread throughout the year are ideal opportunities for your whole school to focus directly on using specific strengths to 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.

FAIRNESS Your VIA No.

FORGIVENESS

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

Your VIA No.

Your VIA No.

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

Your VIA No.

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

Your VIA No.

Your VIA No.

Your VIA No.

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

Your VIA No.

GRATITUDE 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.

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

PRUDENCE

APPRECIATION OF BEAUTY & EXCELLENCE

HOPE

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

LEADERSHIP

HUMILITY

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

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

Being aware of and thankful for the efforts of people, Your VIA and the good things that No. happen every day. Avoiding being on autopilot and taking things for granted.

SENSE OF MEANING Your VIA No.

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

Your VIA No.

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

“Freedom is knowing who you really are.” Bill Vaughan 11

PRIORITIES / DUE DATES

POSITIVE EMOTION + GRATITUDE

4 Monday

RESILIENT SELF-BELIEF

WHY: by developing the three resilient self-belief sources in yourself, you will be able to use them to respond well to life’s challenges.

HOW: practise combining the resilience qualities (pages 118 & 119) with the following sources. I have sources – external supports you trust and believe in to seek help from; your circle of champions. I am sources – internal control of your feelings and attitudes by using your strengths. I can sources – positive social-emotional and interpersonal skills. Being conscious of these sources and using them enables you to become a self-regulated student.

5 Tuesday

Acknowledgement: Yates and Masten

DO: which of these sources are you confident with, and which need more development?

6 Wednesday

CONFIDENT:..................................................................................... ......................................................................................................

MORE DEVELOPMENT: ..................................................................... .......................................................................................................

For each of these three sources, what is an attribute of resilience that could help you to develop it?

7 Thursday

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WELLBEING WORD SEARCH I

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accept anchor boring challenge connection 26

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decision express goal grit hurt

inspire motivated open term values

8 Friday

9 Saturday 10 Sunday

STUDY TIP In small groups, share with and question each other to enhance your understanding.

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E

MARCH 2024

THINGS TO DO / WEEK: Monday

Tuesday

Wednesday

Thursday

Friday

Communication / Comments:

Teacher:

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink Water?

Sleep Deeply?

27

MEANING + PURPOSE

PRIORITIES / DUE DATES 25 Monday

EFFORT BEFORE ACHIEVEMENT

WHY: by accepting that deliberate and private effort to practise comes before public achievement, you will experience exciting personal and academic growth.

HOW: effort relies on you developing grit, self-determination, resourcefulness, self-discipline, empathy, compassion, a sense of beauty and wonder, humility, curiosity, persistence, enthusiasm, civil-mindedness, courage, leadership, and self-awareness. These valuable qualities can’t be measured by tests, and you develop them by consciously using your strengths in everything you think, say, and do. Get the person right, and the world of achievement will look after itself.

26 Tuesday

Acknowledgement: Fredrickson & Peterson

DO: which of the above qualities do you believe that you are well on the way to developing?

27 Wednesday

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When is a time that you were proud of the private effort you put in? What was the outcome?

28 Thursday

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When you forgive someone, it unclutters your emotional system, and gives you permission to be human to feel your full range of emotions. When have you forgiven someone, and been forgiven?

29 Friday

FORGIVEN SOMEONE: ...................................................................... .......................................................................................................

BEEN FORGIVEN: ............................................................................. .......................................................................................................

Acknowledgement: 11-12 Building Social Emotional Resilience, Graduate School of Education, University of Melbourne

30 Saturday 31 Sunday

WHAT DID I IMPROVE ON?

STUDY TIP

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Rule up your page to take notes using the Cornell Notes process (see page 139).

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RESILIENCE BUILDER

MARCH 2024

THINGS TO DO / WEEK: Monday

Tuesday

Wednesday

Thursday

Friday

Communication / Comments:

Teacher:

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink Water?

Sleep Deeply?

33

TERM 1 GOALS AND SUBJECT REFLECTIONS This Lesson: WHY: for you to reflect on what you learned, and 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?

Subject:.................................................................

My effort and outcome rating: 1

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

2

3

4

5

Something to improve? .............................................................................................................................................

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

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

Subject:.................................................................

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

My effort and outcome rating: 1

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

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

2

3

4

2

3

4

5

Something to improve?

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

3

4

5

5

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

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

Subject:.................................................................

My effort and outcome rating: 1

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

2

3

4

5

Something to improve? .............................................................................................................................................

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

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

Subject:.................................................................

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My effort and outcome rating: 1

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

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

2

3

4

2

3

4

Something to improve?

5

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“Always be a first rate version of yourself, instead of a second rate version of someone else.” Judy Garland 38

5

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

2

Something to improve?

Being self-determined to monitor my progress and effort After 2 weeks: have I set up a process to follow?

My drive and motivation to challenge my best self

COMPETENCE:

End 0 1 2 3 4 5

Start 0 1 2 3 4 5

something I want to achieve just for me:

My Choice –

AUTONOMY:

End 0 1 2 3 4 5

Start 0 1 2 3 4 5

I want to connect more with:

Connecting with Others –

CONNECTEDNESS:

End 0 1 2 3 4 5

Start 0 1 2 3 4 5

I want to become more competent at:

Learning Abilities –

TARGETS:

SELF-DETERMINED GOALS:

Measurable:

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?

Achievable:

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:

Getting started strategies I used:

Realistic:

Possible challenges and setbacks to overcome:

Timebound: can move towards achieving it this term

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:

To overcome challenges, I need to learn:

Who can help me to learn what I need to learn?

LEARNING SUPPORT:

follow processes to make it possible

OBSTACLES:

believe that I can accomplish it

Approaches and Thinking Tools I’m using well:

STRATEGIES:

step-by-step targets along the way

Specific: why I want to achieve this

Inspirational:

fill me with positive emotions

TERM 2 GOALS, TARGETS, STRATEGIES, OBSTACLES, LEARNING PLAN

This Lesson: WHY: for you to consider using the following goal setting plan to create a visual pathway of what you will need to do to move towards achieving each of your goals. HOW: for each of your goals, think about what you need to learn to overcome obstacles, who can help you, and what strengths you will use. Set ISMART goals.

I have the simplest of tastes. I am always satisfied with the best.” Oscar Wilde

39

HEALTH + STRENGTHS

PRIORITIES / DUE DATES 1 Monday

ESSENTIAL SLEEP

WHY: by accepting that there is no substitute for sleep, and the severe effects that sleep deprivation has on your health, you will be more determined to have at least 8 hours of deep and uninterrupted sleep every night.

HOW: your mind and body require sleep to repair and recharge themselves daily. Turn off devices an hour before bed to minimise the adverse effect screen light has on the sleep hormone, melatonin, and leave them in another room.

Bedtime routines such as journaling, reading, meditating, and warm milk will help you to fall sleep easier.

2 Tuesday

Acknowledgement: Rath & Breus

DO: what is a self-determined decision that you can make which would directly improve how well you sleep? .......................................................................................................

3 Wednesday

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

What are two bedtime routines that you could start doing to ensure you sleep well?

4 Thursday

1....................................................................................................

2....................................................................................................

BRAIN AGILITY

5 Friday

FOCUS: ........................................................................................... .......................................................................................................

MISTAKE:.........................................................................................

HOW TO FIX IT: ................................................................................ .......................................................................................................

6 Saturday 7 Sunday

Acknowledgement: Ericsson

HOW WAS I CREATIVE?

STUDY TIP

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

Use the structure of Thinking Tools to build your brain’s thinking agility.

62

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Learning mastery is a process, and using the 3F’s is one of the most effective. Focus on what you need to focus on. Obtain Feedback on your mistakes. Fix your mistakes by learning and practising more intelligent things. Choose a subject: what is your focus, what is a mistake to fix, and how will you fix it?

JULY 2024

THINGS TO DO / WEEK: Monday

Tuesday

Wednesday

Thursday

Friday

Communication / Comments:

Teacher:

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink Water?

Sleep Deeply?

63

RELATIONSHIPS + EMPATHY

PRIORITIES / DUE DATES 22 Monday

FEEDBACK TO GROW

WHY: by understanding that the giving and receiving of feedback enhances both your and others’ perspectives on ideas and experiences, you will be more likely to listen to and share with others.

HOW: feedback from teachers provides you with the expertise you need to fix mistakes and experience learning success.

Listen to and consider others’ thoughts about what you are doing to provide opportunities for personal and academic growth. Giving feedback to others provides them with new insights also. Use your strengths to actually listen and process others’ ideas, not just think about your own ideas.

23 Tuesday

Acknowledgement: Ericsson & Anderson

DO: when is a time that you learnt new and richer ways to look at things from someone’s feedback?

24 Wednesday

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

What do you find is the most difficult part of sharing feedback, and what is a strength that could help you?

25 Thursday

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

HONESTY WEEK

26 Friday

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

27 Saturday

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

28 Sunday

Acknowledgement: Seligman & Peterson

WHAT DID I CELEBRATE?

STUDY TIP

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

Activate your whole brain by moving both sides of your body (e.g. by juggling).

70

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

JULY 2024

THINGS TO DO / WEEK: Monday

Tuesday

Wednesday

Thursday

Friday

Communication / Comments:

Teacher:

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink Water?

Sleep Deeply?

71

PRIORITIES / DUE DATES

MEANING + PURPOSE

21 Monday

OPEN-MINDED ACCEPTANCE

WHY: by understanding that respectful social acceptance is the glue which holds our communities together, you will be more open- minded when appreciating differences.

HOW: seek first to understand individuals, groups, and other cultures, and accept that all of them have something special to contribute to our multicultural societies. This includes accepting and valuing different sizes, shapes, skills, customs, city and rural backgrounds, disabilities, and family structures. Wouldn’t it be a boring world if everyone was exactly the same? It is an exciting challenge to learn about and experience different things.

22 Tuesday

Acknowledgement: Covey & Fredrickson

DO: when is a time that you experienced something new and different that you really enjoyed?

23 Wednesday

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

What is something special that your family’s culture contributes to your community?

24 Thursday

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

25 Friday

IQ PUZZLE B

26 Saturday 27 Sunday

STUDY TIP Answers on page 160

98

Organise non-communication times with friends to enable effective study.

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MINDFULNESS PUZZLES IQ PUZZLE A

OCTOBER 2024

THINGS TO DO / WEEK: Monday

Tuesday

Wednesday

Thursday

Friday

Communication / Comments:

Teacher:

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink Water?

Sleep Deeply?

99

CORE VALUES This Lesson: WHY: for you to identify three core values that drive what you stand for, and which enable you to decide what is the right thing to do and what is the wrong thing to do. HOW: choose three 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 motivate you to use your strengths to action it?

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

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

Acknowledgement: Shwartz

“With self-discipline, most anything is possible.” Theodore Roosevelt 120

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Can you live a fulfilling life without this value?

ROLE MODELS AND MODELLING This Lesson: WHY: for you to accept that it is your responsibility to be a role model for younger students, and also to learn from adults you admire. HOW: think back to when you were a younger student, and reflect on what behaviours and attitudes you admired in senior students. James Baldwin, an American author, once said, “children have never been very good at listening to their elders, but they have never failed to imitate them.” Younger students are always watching senior students.

As a senior student, what attitudes and behaviours do you believe that you should positively role model for younger students? ......................................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................................

Who are current or former senior students that you believe have been fantastic role models for both other students and yourself, and why? ......................................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................................

As a young adult yourself, it makes sense for you to learn from older role models who you admire. Reflect for a moment about an adult whose strengths, efforts, and achievements you admire; it could be one of your Circle of Champions. Ask if you could interview him or her.

THE INTERVIEW

I would like to interview you because I admire you, and wish to learn how you today. I admire you because...

became who you are

Describe a time in your life when things didn’t go the way you wanted them to did you make and how did you fix them.

go. What mistakes

At any stage did you feel like giving up? What did you do to persevere, and what use to overcome your challenges?

Was the final outcome what you set out to accomplish at the beginning of your

strengths did you

journey?

What did you learn from this experience that you could apply to overcome future

challenges?

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

Acknowledgement: Fredrickson & Diener

“Don’t ask yourself what the world needs. Ask yourself what makes you come alive and then go do that.

Because what the world needs is people who have come alive.” Howard Thurman 121

POSITIVE PERSONAL DESCRIPTORS

For one of the descriptors you chose, describe the body language and voice tones that you would use to role model it.

Descriptor: Body language and voice tones:

Acknowledgement: Bandura & Rotter

“Whenever you are to do a thing, though it can never be known to but yourself, ask yourself how you would act were all the world looking at you, and act accordingly.” Thomas Jefferson 126

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This Lesson: WHY: for you to choose at least five descriptors which describe the type of person who you want to become. HOW: for each of the descriptors that you chose, think about the type of body language and voice tones that you would need to use to show them. Role model these every day to challenge your best self.

YOUR BEST COMMITTED SELF This Lesson: WHY: for you to plan how you will lift your commitment to achieve your vision of your best self. HOW: identify and write down what you want your best self act to like, look like, sound like, feel like, know, and can do.

James Womack once said, “commitment unlocks the doors of imagination, allows vision, and gives us the right stuff to turn our dreams into reality.” Which quadrant currently best describes your commitment?

Lacking Commitment – going through the motions

No Commitment – merely existing

Showing Commitment – being self-determined

Showing some Commitment – trying to be self-determined

» Content to not make the choice to …

» Refuse to make the choice to …

» Making the choice to ….

» Unsure of how to make the choice to …

» No need to act with courage to …

» Unable to act with courage to …

» Acting with courage to …

» Unsure how to act with courage to …

How is Your Commitment? Describe why you chose the quadrant that you feel your commitment is currently at.

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

Self-Determined Choices: What are two choices that you can make to improve your commitment to your studies?

1...............................................................................................................................................................................................................

2...............................................................................................................................................................................................................

Your Best Self: choose four descriptors (page 126) which describe what you want your best self to act like, look like, sound like, feel like, know, and can do.

1....................................................................................................

2 ...................................................................................................

3....................................................................................................

4 ...................................................................................................

Benefits to Your Commitment: when you become confident in role modelling these descriptors, what would be two benefits for your commitment?

1...............................................................................................................................................................................................................

2...............................................................................................................................................................................................................

Anticipated Challenges: what are two probable challenges that you will need to overcome to lift your commitment?

1...............................................................................................................................................................................................................

2...............................................................................................................................................................................................................

Acknowledgement: Sonja Lyubormirsky

“If it doesn’t challenge you, it won’t change you.” Fred Devito 127

MASTERY – FOCUS, FEEDBACK, FIX IT This Lesson: WHY: for you to learn how to use the tried and proven 3F’s process, which leads to subject mastery. HOW: in every class, practise paying more attention, seeking feedback, and learning new approaches to fix your mistakes to develop this 3Fs process into a Keystone Habit, which will help you work towards achieving your goals.

FOCUS – is paying attention to what you need to pay attention to, and dismissing distracting thoughts from your mind (e.g. by putting your phone on flight mode). To stretch your brain, deliberately leave your comfort zone to tackle and practise more challenging tasks.

What is something that you can do to focus more?

FEEDBACK

– is asking teachers for feedback about extending your efforts, accepting that you should only succeed about 70% of the time when practising difficult tasks, and recognising that academic improvement comes from learning new things.

What is something that you can do to seek more feedback?

FIX IT – is deliberately practising more logical and intelligent approaches that you have learnt from your teacher’s feedback to What is something that you can do to fix the 30% you get wrong?

Acknowledgement: Ericsson, Coyle, Tversky

“I attribute my success to this; I never gave or took an excuse.” Florence Nightingale 134

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fix your mistakes. Knowing what you did wrong isn’t enough; you have to “do” to fix mistakes.

EFFECTIVE MEMORY HABITS This Lesson: WHY: for you to understand how your memory remembers what you learn, and how it develops through repetition, pattern, and control by regularly revising. HOW: practise the positive memory habits every day to embed them as Keystone Habits in your study routines and processes.

ABOUT YOUR MEMORY

» what you learn is moved from your short-term to long-term memory when you sleep » if learned material is not reviewed within 24 hours, your brain forgets 60% to 80% of it » after a month with no reviews, only 3% to 4% is remembered. Why learn it in the first place? » if 50 minutes of learning is reviewed weekly, it takes 5 minutes to reactivate it in the brain » if 50 minutes of learning is not reviewed regularly, then it takes 30 to 40 minutes to relearn it.

LEARNED MATERIAL REMEMBERED OVER TIME WHEN NOT REGULARLY REVIEWED/REVISED

LEARNED MATERIAL REMEMBERED OVER TIME WHEN REGULARLY REVIEWED/REVISED 90% 75% 60% 40% 20%

100% REMEMBER

100% REMEMBERED

30% 3% FIRST DAY SECOND DAY

ONE MONTH

FIRST SECOND DAY DAY

ONE ONE ONE WEEK FORTNIGHT MONTH

ONE TERM

TIME SINCE LEARNED

EFFECTIVE MEMORY HABITS: the following habits will store what you learn in your long-term memory: » sip water often to help your brain’s functioning

» apply what you have learned to new and challenging situations » rest your brain for 10 minutes every hour of study » revise what you learned in each subject for 5 minutes nightly » the next night, spend 3 or 4 minutes revisiting it » use Thinking Tools to add structure and colour while studying » on weekends, spend 3 minutes on each day’s learning » after a fortnight, spend 3 minutes revisiting it to embed it.

What are you or could you be doing to develop these effective memory habits?

Which Thinking Tools from the website have you used to improve your memory?

The following are some tried and proven higher order Thinking Tools from the website: Points of the Compass; Connect, Extend, Challenge; Learning Jigsaw; Know, What, How, Learnt; Think, Pair, Share; Six Thinking Hats, and Creative Ripples.

Acknowledgement: Guy Claxton

“It takes as much energy to wish as it does to plan.” Eleanor Roosevelt 135

MATHS LAW AND FORMULAE 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

INDEX LAWS

1st Law 2nd Law 3rd Law 4th Law 5th Law 6th Law

TYPES OF TRIANGLES

ax x ay = ax+y ax ÷ ay = ax-y ao = 1 (ax)y = axy (a x b)x = ax x bx

3 sides and angles add to 180° Scalene 3 sides different 3 angles different Isosceles 2 sides equal 2 angles equal

7th Law

a x = ax b bx a-n = aI n

8th Law

ap/q = q ap = (q a)p

LOG LAWS

log mn log m n log mp log I log ax log 10x In x

= = = = = = =

Equilateral 3 sides equal 3 angles equal

log m + log n log m – log n p log m 0 n x = an n x = 10n logex = n en = 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 f h g e

SETS OF NUMBERS N .....

J .....

J-J+ .....

Q .....

Q’ .....

R .....

R-R+ .....

the set of natural numbers the set of integers the sets of negative and positive integers the set of rational numbers the set of irrational numbers the set of real numbers the sets of negative and positive real numbers

GEOMETRY

or

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

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

..... .....

the gradient of ST the sum of

INDICES ..... .....

to the power ( )n square root

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.

Right-angled has a 90° angle

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

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

“By constant self-discipline and self-control, you can develop greatness of character.” Grenville Kleiser 140

y-intercept

equation of a straight line y = mx + c Parallel Lines m1= m2

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SYMBOLS

MATHS LAW AND FORMULAE MENSURATION

QUADRATICS Solution of equation

Cone

Cylinder

Circle

Sphere

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

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

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

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

h r

Rectangle

Box

Pyramid

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

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

Trapezium

Arc

h

w

w

l

l

Volume = l x w x h

Parallelogram b

D

C

a h A

b

B

Area of ABCD = bh

a

B

c

r

h A

b

h B

r

b

A

D

Area of Trapezium ABCD = ½ h (a+b)

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

Triangle C

CALCULUS

h

a

B

Area of bh ∆ABC = 2

B

c A

Area of ab ∆ABC = 2

a b

C

PYTHAGORAS THEOREM

∫xndx = ( l ) xn+1 + c, n ≠ –1 n+1 ax ∫e dx = ( l ) eax + c a l ∫( )dx = logex + c, for x >0 x ∫sin ax dx = – l cos ax + c a l ∫cos ax dx = sin ax + c a 2 ∫sec ax dx = l tan ax + c a d (uv) = u dv + v du dx dx dx

Product rule: Quotient rule:

dv dv d ( u ) = v dx – u dx 2 dx v v

Chain rule:

dy = dy du dx du dx

Sohcahtoa sin = opposite cos hypotenuse tan

COMPLEX NUMBERS

cosec

2

)

FACTORISING

a2 + 2ab + b2 = (a + b)2 a2 – 2ab + b2 = (a – b)2 a2 – b2 = (a + b) (a – b) a3 + b3 = (a + b) (a2 – ab + b2) a3 – b3 = (a – b) (a2 + ab + b2)

ALGEBRA – EXPANDING

d (xn) = nxn-1 dx d (eax) = aeax dx d (log x) = l e dx x d (sin ax) = a cos ax dx d (cos ax) = –a sin ax dx d (tan ax) = +asec2ax dx

TRIGONOMETRY

c2 = a2 + b2 Cosine Rule: c2 = a2 + b2 – 2ab cos Sine Rule: a = b = c sinA sinB sinC Area of Triangle = ½ b.c.sin

z = x + iy = r (cos + isin ) = rcis lzl = x 2 + y2 = r – < Arg z 1 1 z1 z2 = r1 r 2 cis( 1 + 2) z = r cis ( 1 z2 r2 zn = rn cis n (de Moivre’s theorem)

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

= adjacent hypotenuse

= opposite = sin adjacent cos =

1 sin

sec = 1 cos

( )

sin

cos

tan

0

0 1 2

1 3 2

0 1 3

1 2 3 2

1 2 1 2

1

0

6 (30°)

cot = 1 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

4 3

(45°) (60°)

2 (90°)

1 3 undefined

tan (a – b) = tan a – tan b 1 + tan a tan b sin 2 = 2 sin

a (b + c) = ab + ac (a – b)2 = a2 – 2ab + b2 (a + b)2 = a2 + 2ab + b2 (a + b)(a – b) = a2 – b2 (difference of two squares) (a + b)3 = a3 + 3a2b + 3ab2 + b3 (a – b)3 = a3 – 3a2b + 3ab2 – b3 (x + a)n = xn + (n)xn-1a + (n)xn-2a2 + ... ( n )x2an-2 = ( n )xan-1 + an 1 2 n-2 n-1

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)

“No problem can stand the assault of sustained thinking.” Voltaire 141

UNDERSTANDING YOUR TIME This Lesson: WHY: for you to understand how you use your weekly 168 hours of time, and identify areas where you need to improve your prioritising to get done what you need to get done. HOW: for a typical school week, note down the amount of time you spend on each of the activities in the table.

As Alan Lakein once said, to master your time is to master your life. This is especially so for you as a senior student. You can use the Time Understandings Thinking Tool from the website, should you choose to.

ACTIVITY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

WEEKLY TOTAL

Sleeping Eating Showering and dressing Travelling In class Homework and study Exercise and leisure Social media Gaming Part-time job

Socialising TV and videos Other Daily totals

“Fortune favours the prepared mind.” Louis Pasteur 148

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Practising hobbies

MUSTS AND OPTIONS This Lesson: WHY: to raise your self-awareness of how you use your time by creating patterns for your brain to look for. HOW: make a day by day list of your Musts and Options, when they are on, and how long they take, and put them on a study timetable to create such patterns.

Musts are things that you have little choice in doing, such as sleeping, going to school, and personal hygiene. Options are things that you have choice in, such as time on social media, watching TV, and socialising. Prioritise your Options in order of importance, and be aware of possible time wasters between your Musts and Options. You can choose to use the interactive Musts and Options Thinking Tool on the website.

MUSTS

OPTIONS MONDAY

1

1

2

2

3

3 TUESDAY

1

1

2

2

3

3 WEDNESDAY

1

1

2

2

3

3 THURSDAY

1

1

2

2

3

3 FRIDAY

1

1

2

2

3

3 SATURDAY

1

1

2

2

3

3 SUNDAY

1

1

2

2

3

3 “The bad news is that time flies. The good news is that you are the pilot.” Michael Altshuler 149