2O24 Learning Curve Primary Planner www.learningcurve.com.au NAME ........................................................................................................................................ CLASS ........................................
BUILDING MY BEST SELF
AS A CARING YOUNG PERSON WHO MATTERS The best way to build your and others’ wellbeing is to have positive feelings often by choosing to do little things, such as, smiling, being kind, listening with your eyes, ears and heart, saying “hello” and “thank you”. From little things big things grow.
ABOUT ME ... AS A YOUNG PERSON What am I really looking forward to achieving this year? ........................................................................................................ ........................................................................................................................................................................................................................... To build my best self what things will I do every day? ............................................................................................................. ........................................................................................................................................................................................................................... What is a choice that I will need to make? .................................................................................................................................... ........................................................................................................................................................................................................................... Who can help me to do this? .............................................................................................................................................................. ........................................................................................................................................................................................................................... To have more than four positive feelings for every negative one, I will do good to feel good and feel good to do good by doing these things... ........................................................................................................................................................................................................................... ........................................................................................................................................................................................................................... Acknowledgement: Sonja Lyubomirsky & Tal Ben Shahar CHARACTER STRENGTH WEEK
CHARACTER STRENGTH 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.
KINDNESS WEEK There is a Japanese saying which says that one kind word can warm three winters. Being kind to others and to yourself are great ways to live a full and happy life and make a positive difference in the world. Kind acts don’t have to be big. Sometimes a smile or saying hello are enough to be kind to others. This week make Kindness Walls both in your classroom and at home for your class and your family to write down or draw acts of kindness they received or did for others or themselves, that they are grateful for. This Week’s Kindness Gratitudes: This week write down or draw acts of kindness they did for others or themselves, and ones they are grateful they received.
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. Acknowledgement: Names
“Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!” Dr Seuss 1
2O24 Index of Resilient Wellbeing Activities Building your wellbeing and best self is an exciting challenge! By choosing to enjoy doing the lessons and activities in this planner you will know that you are working towards doing this.
Positive Emotion + gratitude
Sharing Friendly Messages .....................................................14 Believe in Yourself ...................................................................26 Positive Eyes ...............................................................................40 Healthy Self-Talk .......................................................................52 Special Times ............................................................................ 66 Fun and Laughing ......................................................................78 Feelings and Thinking..............................................................92 Wants and Needs ................................................................... 104
Engagement + mindfulness
Growing Brain Pathways .........................................................16 Resilient Attitudes ...................................................................28 Being Engaged ............................................................................42 Grit Pathways .............................................................................54 Respectful and Firm ............................................................... 68 Not Getting Started .............................................................. 80 Asking for Help..........................................................................94 No to Bullying ..........................................................................106
Relationships + empathy
Respectful Relationships ........................................................18 Listening and Responding .....................................................30 Grateful for Your Teacher.....................................................44 Joy Of Missing Out: JOMO...................................................56 Sharing Feedback......................................................................70 Golden and Platinum ..............................................................82 Connect to Belong ................................................................. 96 Learning Together ..................................................................108
Meaning + purpose
Giving to be Kind......................................................................20 Joy of People .............................................................................. 32 The Right Thing To Do ...........................................................46 Kind and Caring .........................................................................58 Forgiving and Saying “Sorry” ................................................ 72 Smiling...........................................................................................84 Celebrating Differences ........................................................ 98 Fair Problem Solving............................................................... 110
Accomplishment + optimism
Goals to Grow ...........................................................................22 Time and Wellbeing ................................................................34 Whole Brain Learning .............................................................48 Stretching and Practising...................................................... 60 Project Steps .............................................................................. 74 Creating Brain Patterns.......................................................... 86 Connect, Extend, Challenge ..............................................100 T.E.E.L. Paragraphs .....................................................................112
Health + strengths
Healthy Big Five.........................................................................24 Habits Which Create Habits ................................................36 Fear of Missing Out: FOMO.................................................50 Power of Sleep ..........................................................................62 Treasures Breathing ..................................................................76 Kind to Yourself ....................................................................... 88 Help Seeking............................................................................. 102 Enjoying Nature........................................................................ 114
Rear Pages
A Class Share ..............................................................................117 Character Strengths ............................................................... 118 Strengths Wheel ...................................................................... 119 Class Wellbeing Challenges.........................................120-123 Respectful Relationships ..................................................... 124 Your Feelings and Emotions ...............................................125 Body Language ........................................................................ 126 Describing Yourself ................................................................127 Positive Self-Talk ..................................................................... 128 Self-Talk in Action .................................................................. 129 Aboriginal and Torres Strait Islander Education ..130-131 Strengths Week........................................................................132 Strengths Word Search .........................................................133 Asking for Help.........................................................................134 Habits of Mind ................................................................. 135-137 Multiple Intelligences ....................................................138-139 First Aid: Asthma/Poison Information .......................... 140 Resuscitation: DRSABCD ...................................................... 141 Facts and Measurements .....................................................142 Multiplication Tables .............................................................143 Maths Rules....................................................................... 144-145 Spelling Rules ....................................................................146-147 Parts of Speech ...............................................................148-149 Roman Numerals and Fractions ....................................... 150 Musts and Options ..................................................................151 Sample Timetable ...................................................................152 Blank Timetable .......................................................................153 Timetables ..........................................................................154-155 2024 School Terms and Public Holidays ....................... 156 Calendars ....................................................................................157 Books I Have Read ................................................................. 158 My Help Contacts .................................................................. 159 Dates I Must Remember .....................................................160 Puzzle Answers ........................................................................160
Acknowledgement: Seligman & Peterson
“The only person you are destined to become is the person you decide to be.” Ralph Waldo Emerson 2
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
Building My Best Self ................................................................. 1 Index of Resilient Wellbeing Activities ............................. 2 About this Planner ..................................................................... 3 Using this Planner ...................................................................4-5 PERMAH+ Reflection: About Your Wellbeing............6-8 Trusted Champions ................................................................... 9 Resilience Qualities ............................................................. 10-11 Understanding Your Mindset ...............................................12 Term One Learning Goals ......................................................13 Term One Learning Goals and Subject Reflections...38 Term Two Learning Goals .....................................................39 Term Two Learning Goals and Subject Reflections ...64 Term Three Learning Goals ..................................................65 Term Three Learning Goals and Subject Reflections . 90 Term Four Learning Goals ......................................................91 Term Four Learning Goals and Subject Reflections.. 116
About this Planner This Lesson: WHY: for you to learn about this planner and how to use it to build your wellbeing and best self. HOW: each week you will learn new skills and approaches from doing the lessons and activities, which will develop by you practising them at school, at home and in your community. 1.
What is a resilient state of wellbeing? Feeling positive and hopeful about today and your future, because you know that you are working towards building your best self.
WWH
HA
UEENNCCEESS WWEELLL LBBE NFFLLU I N I EI ATT Events
?G? NIGN
2. Getting started: there are six lessons to first do: 1. pages 4 & 5 – Using this Planner; 2. pages 6, 7 & 8 – PERMAH+Reflection: About Your Wellbeing; 3. pages 10 & 11 – Resilience Qualities; 4. pages 118 & 119 – Character Strengths & Wheel; 5. page 12 – Understanding Your Mindset; 6. page 13 – Your Term One Goals.
in life 10%
Daily thoughts, words & actions 40%
3. Feeling positive emotions broadens your attention and build your engagement to enjoy what you are doing more. About 40% of your wellbeing depends on your own thoughts, words and actions. Choose to be positive to use them well.
Genetics 50%
4. Each week there is a PERMAH+ lesson, one of eight rotated wellbeing activities, a character strength’s focus and the daily and weekly Big Five Check In (see below). See our website www.learningcurve.com.au for interactive activities. WEEK 1
Mindfulness Time
Wellbeing @ School
PRIMARY RESILIENT WELLBEING TOOLBOX Practising keystone habits to cultivate a resilient state of wellbeing in students
Animals – If you could be any animal, what would you choose to be and what qualities do you like in the animal? ANIMAL
Optimism & Hope
Wellbeing Focus
Empathy & Relationships
What am I looking forward to most this week?
When I wake up, I will choose a positive emotion to feel often throughout the day.
What is something kind I done for someone this week or someone has done for me?
CHARACTER STRENGTHS
As senior students, what are two kind things that you and your friends can do to help a new student to your school feel a sense of belonging and being accepted?
1.
CREATIVITY In your own words, how would you describe creativity?
How does the dictionary describe creativity?
What qualities and strengths do you like about it? Describe a time or times in your life that you believe you have shown this Character Strength.
Growth Mindset
I will do good to feel good, and feel good to do good.
Flexible Thinking
Sense of Purpose
2.
In the boxes below describe a time you have shown this Character Strength and think of two things you will start doing in your roles as a student, family and community member. Also, which of your signature strengths will benefit from this Character Strength?
What is an attitude that helps teams work well?
“Life is either a daring text adventure or nothing.” Helen Keller
Acknowledgement: Kabat Zinn & Baer
Self-Control
Mindful Me
Gratitude Journal
I am in charge of me, not my feelings.
I will believe in myself as a person who matters.
What made me happy this week?
PRIMARY PLANNER WEEK 13
Acknowledgement: ACARA 5&6 HPE
PRIMARY PLANNER WEEK 43
AS A STUDENT AS SCHOOL ... Describe a time I used this Character Strength well.
What are two things I will start doing to build this Character Strength?
AS A FAMILY MEMBER AT HOME ... Describe a time I used this Character Strength well.
What are two things I will start doing to build this Character Strength?
AS A MEMBER OF THE COMMUNITY ... Describe a time I used this Character Strength well.
What are two things I will start doing to build this Character Strength?
Acknowledgement VIA Institute, www.viacharacter.org
5. Each weekly PERMAH+ lesson is broken up into: WHY: – the learning intention for what you are about to explore and discover to build your best self. HOW: – ways in which you can practise what you learn to make them habits. DO: – questions to answer to think in positive ways about what you learnt. 6. To support the weekly PERMAH+ lessons, there are optional lessons at the rear of this planner 7. The Big Five are things that you need to be aware of and do to stay healthy. There are daily opportunities to monitor each of these by writing down how you went out of five – */5.
At the end of each week summarise how well you went by colouring in each one.
The Big Five
For each of your Big Five, colour in how you did this week.
Feel Positive
Exercise Daily
Sleep Well
Eat Healthy
Drink Water
Acknowledgement: P – Lyubomirsky, King & Diener, E – Hunter & Csikszentmihalyi, R – Norrish, Robinson & Williams, M – Cotton, Bronk & Damon, A – Hendren & Sheldon, H – Norrish, Robinson & Williams
“Everyone thinks of changing the world, but no one thinks of changing themselves.” Leo Tolstoy 3
PERMAH+ Reflection: About Your Wellbeing This Lesson: WHY: for you to reflect on your progress in developing each of the PERMAH+ wellbeing elements in yourself. HOW: at the end of each term, rate how well you practised using each of the PERMAH+ elements by answering the questions below and using A – usually, B – sometimes, C – not yet. Set a target rating you will strive for.
P
POSITIVE EMOTION + gratitude – grateful for the special people and valued things in your life. enjoyed creating positive emotions in yourself by being
When is a time that feeling grateful filled you with positive emotions? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Each morning thought about what you were looking forward to? Felt hopeful and happy about how you were going? Each night shared things that happened that you were grateful for? Were able to control your feelings and impulses? Understood that it is normal to feel upset and sad at times? What is something that you are looking forward to that will make you feel happy and grateful? ......................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................
E
ENGAGEMENT + mindfulness – something positive and different about every day.
connected with yourself in the present moment to notice
When is a time that you were so totally engaged in doing something that you lost track of time? .........................................................................................................................................................................................................................................
Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Ignored distractions and paid attention in class? Started your school work straight away? Concentrated on doing everyday things carefully? Focused yourself on listening actively and enthusiastically to others? Mindfully used pattern, repetition and control doing boring tasks? What is something that you are looking forward to doing that will engage you fully? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson
“Love yourself first and everything else falls into place.” Lucille Ball 6
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
.........................................................................................................................................................................................................................................
PERMAH+ Reflection: About Your Wellbeing By making the choice to reflect on how well you are growing each element in yourself, you will see your wellbeing continue to become healthier, so that you can build your best self.
R
RELATIONSHIPS + empathy – others’ needs and feelings as well as your own.
enjoyed respectful relationships and showed empathy for
When is a time that you showed empathy for someone and someone else showed empathy for you? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
When listening, asked others to tell you more? Celebrated when others achieved what they set out to do? Had a number of peer groups to hang around with? Felt joy, gratitude and kindness when with family and friends? Each day looked for opportunities to do kind things for others? What is something that you are looking forward to enjoying with your family and friends? ......................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................
M
MEANING + purpose – mattered and made the world a better place.
was passionate about something larger than yourself that really
When is a time that you did something that made a positive difference for someone? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Focused on doing the important little things in your life? Did what your mind told you was the right thing for you to do? Did you do good to feel good and felt good to do good? Focused on something that mattered to you to make a difference? Looked for good stuff before looking for the bad stuff? What is something larger than yourself that you are looking forward to doing to make a positive difference? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson
“Ideas come from curiosity.” Walt Disney 7
PERMAH+ Reflection: About Your Wellbeing For many students, how happy they feel varies for different situations and being with different people. The best way to build your wellbeing is to smile and be kind to others, because their positive responses will make your day.
A
ACCOMPLISHMENT + optimism – more difficult things to improve.
set goals to aim for which stretched your abilities to learn
When is a time that you felt proud of yourself for achieving something that you set out to do? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Asked questions when you were unsure of what you were learning? Tried using Habits of Mind to develop your thinking abilities? Used Thinking Tools to think more creatively and intelligently? Completed your school work on time and tried to stretch your bests? Was prepared to try more difficult approaches to fix your mistakes? What is something that you are looking forward to working hard to achieve for yourself? ......................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................
H
HEALTH + strengths – outlook on life.
used your strengths to have a healthy body, a healthy mind and a healthy
When is a time that you used your top strengths to help you do the daily and weekly Big Five activities? .........................................................................................................................................................................................................................................
Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Each day exercised outdoors with your family or friends? Drank water, ate more fresh and less processed junk foods? Each day laughed, had fun and looked on the bright side of life? Read books, played word games and non-electronic activities? Enjoyed turning off your phone to avoid social media? What is something that you are looking forward to doing every day to become healthier? ......................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson
“It is our choices that show what we truly are, far more than our abilities.” J K Rowling 8
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
.........................................................................................................................................................................................................................................
Trusted Champions This Lesson: WHY: for you to ask four adults who you trust, to be your champions when you need help or advice. HOW: choose adults to be your Trusted Champions who you know believe in you and who will never give up on you. When you have problems that are too big for you to handle on your own, when you feel unsafe or when you are uncertain of things and want someone to listen to you, they will always be there for you. Draw a picture of or stick a photo in of each of your champions.
Champion One
Don’t hesitate, use your strengths to ask for help.
Ask, share, listen and act.
Name: ......................................................
Champion Four
Picture of you or draw yourself
Champion Two
Name: ......................................................
Name: ......................................................
Name: ......................................................
Champion Three Your champions will always be there to keep you safe.
Use I can and I will self-talk to motivate you to ask.
Name: ......................................................
When is a time that you asked a trusted adult for help when you felt unsafe or worried about something? ....................................................................................................................................................................................................................................... ....................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson
“We must find time to stop and thank the people who make a difference in our lives.” John F. Kennedy 9
Understanding Your Mindset This Lesson: WHY: for you to understand what your mindset is, and how you can move it positively towards growth. HOW: believe that you can grow your brain’s abilities through learning and trying new approaches that stretch your skills and adapting how you think for different situations.
WHICH STEP HAVE YOU REACHED TODAY?...
YES, I DID IT! I WILL DO IT I CAN DO IT I’LL TRY TO DO IT HOW DO I DO IT? I WANT TO DO IT I CAN’T DO IT I WON’T DO IT
There are two extremes of mindset, fixed and growth, and this varies for different tasks and challenges. Where is your mindset most of the time? FIXED GROWTH Effort doesn’t matter – nothing can change Effort matters – it grows your abilities Fear to try and not prepared to risk failing Courage to try and prepared to fail well Mistakes show what you can’t do – avoid them Mistakes help you learn – welcome them Set comfort goals – performance easy to achieve Set process goals – challenging set-by-step to achieve When is a time that you surprised yourself by doing something that you didn’t think you could do?
When is a time that you learned something new to fix a mistake and improved what you could do?
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
....................................................................................................... What is something at school that you have a fixed mindset about, and what is something you could do to change that?
....................................................................................................... What is something at school that you have a growth mindset about, and how will you practise it?
.......................................................................................................
....................................................................................................... .......................................................................................................
....................................................................................................... Two examples of comfort goals which show a fixed mindset are: I will only play with my friends at school who I know well, not other students. I will not ask questions in class, because if I do, it will make me look like I don’t understand it. Now, change both of these goals to a process goals:
....................................................................................................... Two examples of process goals which show a growth mindset are: I will meet some new people when I join the school soccer team tryouts. I will read harder books to improve my spelling and the quality of words that I will learn. What are two other process goals which show growth mindsets:
I will .............................................................................................
I will .............................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
I will .............................................................................................
I will .............................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
Acknowledgement: Dweck, Ericsson, Anderson, Costa & Kellick
“Destiny is not a matter of chance, it is a matter of choice.” William Jennings Bryan 12
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
.......................................................................................................
Term One Learning Goals This Lesson: WHY: for you to set three goals this term, one for improving your learning and thinking skills in class, one for building your healthy friendships, and one for what you want to achieve for yourself. HOW: for each of your goals, think about and write down what you need to learn and who can help you. A team approach involving you, your parent/s and your teachers works best for everyone to share, care and celebrate. For any goal you set, you rarely start at zero or finish at the top of the scale. Mark where you think you are on the ladder at the start of the term, and where you think you can climb to over the term.
Term One Learning Goals – my pathways to building my best self Goal One: About improving my learning and thinking skills in class: I will Starting Target: Circle where I think I am now on achieving this goal
1
2
3
4
5
1
2
3 4
5
1
2
3
4
5
1
2
3 4
5
1
2
3
4
5
1
2
3 4
5
What do I need to learn and who can help me?
At end of Term circle where I think I can reach on this goal
Goal Two: About building healthy friendships: I will Starting Target: Circle where I think I am now on achieving this goal What do I need to learn and who can help me?
At end of Term circle where I think I can reach on this goal
Goal Three: About what I want to achieve for myself: I will Starting Target: Circle where I think I am now on achieving this goal What do I need to learn and who can help me?
At end of Term circle where I think I can reach on this goal
Sign Off! Me:
Date:
/
/
My Parent/Guardian:
Date:
/
/
My Home Room/Form Teacher:
Date:
/
/
Acknowledgement: Sheldon & Adams Miller
“If you want to lift yourself up, lift up someone else.” Booker T Washington 13
Positive Emotion + gratitude Sharing Friendly Messages WHY: by understanding that everyone has mirror neurons, which copy the attitudes, expressions and moods of those around them, you will be able to spread your happy and positive messages to more people.
Books Read This Week TITLE
PAGES
HOW: most of what you communicate to others is not from what you say, but from how your face looks and the tone of your voice, called body language. With friends and family, have fun practising making eye contact, smiling and sending happy messages using friendly body language. Acknowledgement: Greenfield & Iacoboni
DO: what type of body language shows that you are friendly? ............................................................................................................... ............................................................................................................... ............................................................................................................... When is a time that you felt yourself copying someone’s attitudes and moods? ............................................................................................................... ............................................................................................................... ...............................................................................................................
Mindfulness Colouring In
Mindfulness Time Going Home: from school in the car. Close your eyes and focus on every time you turn, stop, and start all the way home. When you get home write directions down or draw a map. Check if you are correct the following day. ...........................................................................................................
........................................................................................................... ........................................................................................................... ........................................................................................................... ...........................................................................................................
What did I achieve? .................................................................................................................. .................................................................................................................. 14
........................................................................................................... Acknowledgement: Kabat Zin & Baer
Character Strengths in Action Class Brainstorm: how can we show Love of Learning this week? (page 118)
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
...........................................................................................................
Week::
22
THINGS TO DO
January 2O24
MONDAY
23 TUESDAY
24 WEDNESDAY
25 THURSDAY
26 FRIDAY
27 SATURDAY 28 SUNDAY COMMUNICATION/COMMENTS:
TEACHER:
PARENT/GUARDIAN:
The Big Five
For each of your Big Five, colour in how you did this week.
Feel Positive
Exercise Daily
Sleep Well
Eat Healthy
Drink Water
15
Accomplishment + optimism Goals to Grow WHY: by writing down goals and making posters for your bedroom wall of things that you are aiming to achieve, you will feel that you are in control of you.
Books Read This Week TITLE
PAGES
HOW: set one goal to build your learning and thinking skills, one to build friendships and one just for yourself. This will help you to push through challenges and overcome obstacles to feel that you are building your best self. The more effort that you put in, the better that you will feel. Acknowledgement: Sheldon & Adams Miller
DO: what is a goal that you really want to achieve just for yourself? ............................................................................................................... ............................................................................................................... ............................................................................................................... What is something that you achieved that you are proud of? ............................................................................................................... ............................................................................................................... ...............................................................................................................
Heading and Moving Breathing
Mindfulness Maze
Balance Breathing: for a slow count of 5 – standing up straight, put one foot on your opposite leg and balance. Think about balancing while breathing in. Hold for 5. Balance while breathing out. Hold for 5. Swap legs. Repeat 4 times. How did you feel while doing Balance Breathing?
........................................................................................................... ........................................................................................................... ........................................................................................................... ........................................................................................................... How many days did you try Balance Breathing this week? ...............................................
Question? How was I creative? .................................................................................................................. .................................................................................................................. 22
Acknowledgement: Gozen
Character Strengths in Action
Class Brainstorm: how can we show Self-Regulation this week? (page 118)
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
...........................................................................................................
Week::
19
THINGS TO DO
February 2O24
MONDAY
20 TUESDAY
21 WEDNESDAY
22 THURSDAY
23 FRIDAY
24 SATURDAY 25 SUNDAY COMMUNICATION/COMMENTS:
TEACHER:
PARENT/GUARDIAN:
The Big Five
For each of your Big Five, colour in how you did this week.
Feel Positive
Exercise Daily
Sleep Well
Eat Healthy
Drink Water
23
Positive Emotion + gratitude Fun and Laughing WHY: by understanding that your health benefits when you have fun and laugh with others, you will be on the lookout for opportunities to do so.
Books Read This Week TITLE
PAGES
HOW: having fun and laughing build strong social connections, which release the feel-good brain chemicals serotonin and oxytocin. Serotonin comes from feeling that others value you, while oxytocin comes from feeling that others care about you. Spending happy and fun times in person are the best ways to enjoy living a healthy life. Acknowledgement: McQuaid & Kern
DO: when is a time that you had fun and laughed and felt these feel-good brain chemicals? ............................................................................................................... ............................................................................................................... ............................................................................................................... Who are some fun family relatives and friends that you are grateful for? ............................................................................................................... ............................................................................................................... ...............................................................................................................
Mindfulness Puzzle FIND 10 DIFFERENCES.
Answer on page 160
What is a game I played? .................................................................................................................. .................................................................................................................. 78
Character Strengths in Action Class Brainstorm: how can we show SocialIntelligence this week? (page 118)
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
Mindfulness Colouring In
Week::
19
THINGS TO DO
August 2O24
MONDAY
20 TUESDAY
21 WEDNESDAY
22 THURSDAY
23 FRIDAY
24 SATURDAY 25 SUNDAY COMMUNICATION/COMMENTS:
TEACHER:
PARENT/GUARDIAN:
The Big Five
For each of your Big Five, colour in how you did this week.
Feel Positive
Exercise Daily
Sleep Well
Eat Healthy
Drink Water
79
Accomplishment + optimism Creating Brain Patterns WHY: by understanding that revisiting what you learn every night at home for 15 minutes creates patterns for your brain to look for, you will enjoy developing your brain.
Books Read This Week TITLE
PAGES
HOW: read over what you did in class each night, make idea maps or use Thinking Tools from the website, to create such patterns. Developing this as a keystone habit will benefit your understanding, your memory and increase your love of learning. Your brain quickly forgets things it doesn’t see more than once. Acknowledgement: Wade & Walsh
DO: when is a time that you revisited what you learned that night at home? Did you remember it better? ............................................................................................................... ............................................................................................................... ............................................................................................................... How do you think that doing this can help you build your memory to feel more in charge of your learning? ...............................................................................................................
...............................................................................................................
Mindfulness Maze
Creativity Week This week, enjoy making a positive difference to other peoples’ lives by creating activities using the strength CREATIVITY, to grow relationships with your family, friends, and school community. (Creativity Week worksheet and Creativity Wellbeing Award are in Individual Resources on www.learningcurve.com.au)
What is a good choice I made? .................................................................................................................. .................................................................................................................. 86
Acknowledgement: Seligman & Peterson
Character Strengths in Action
Class Brainstorm: how can we show Creativity this week? (page 118)
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
...............................................................................................................
Week::
16
THINGS TO DO
September 2O24
MONDAY
17 TUESDAY
18 WEDNESDAY
19 THURSDAY
20 FRIDAY
21 SATURDAY 22 SUNDAY COMMUNICATION/COMMENTS:
TEACHER:
PARENT/GUARDIAN:
The Big Five
For each of your Big Five, colour in how you did this week.
Feel Positive
Exercise Daily
Sleep Well
Eat Healthy
Drink Water
87
Character Strengths This Lesson: WHY: for you to understand what character strengths are and how you naturally use them every day in your life. HOW: google Tiffany Shlain to watch a great YouTube clip, “Science of Character” to learn about them. Discover your strengths by doing the free Youth Survey at www.viacharacter.org Character Strengths are qualities which are your personal best ways to make sense of the world in what you do. There are 24 of them and you have your own special mix of them. The strengths bring six virtues to life, which are: Wisdom, Courage, Humanity, Justice, Temperance and Transcendence. For each strength in the table write where it was on the survey. You will have to ask your parents/teachers to help you register to do the survey.
VIRTUES
about your thinking and reasoning
COURAGE about your spirit and confidence
HUMANITY about your positive relationships
JUSTICE
about you working and sharing with others
CREATIVITY Thinking and designing in original and novel ways
CURIOSITY Exploring and being interested in learning more
JUDGEMENT Thinking in open-minded and critical ways
LOVE OF LEARNING Enjoying mastering and learning new things
PERSPECTIVE Making sense of what is happening
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
BRAVERY Doing what your mind says is right for you
PERSEVERANCE Persisting through challenges to finish
HONESTY Being true to your values
ZEST Feeling full of energy and enthusiasm
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
LOVE Being loving and feeling loved by others
KINDNESS Being generous and caring with others
SOCIAL-INTELLIGENCE Knowing why others act and think in certain ways
VIA.....................................
VIA.....................................
VIA.....................................
TEAMWORK Being loyal to and working well with others
FAIRNESS Being just and kind with others
LEADERSHIP Bringing out the best in others
VIA.....................................
VIA.....................................
VIA.....................................
FORGIVENESS Giving others a second chance
HUMILITY Letting achievements speak for you
PRUDENCE Being careful to not take silly risks
SELF-REGULATION Controlling your impulses and emotions
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
APPRECIATION OF BEAUTY & EXCELLENCE Feeling wonder and awe about special things
GRATITUDE Being thankful for what you have in your life
HOPE Feeling you can influence your future
HUMOUR Having fun, laughing, and smiling
SENSE OF MEANING Having a purpose larger than yourself
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
VIA.....................................
TEMPERANCE about being in charge of you
TRANSCENDENCE about you having purpose and valuing others
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 118
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
WISDOM
24 CHARACTER STRENGTHS
Strengths Wheel This Lesson: WHY: for you to think about how well you are using each of your strengths and set a target to aim for. HOW: fill in your top eight strengths in the Strengths Wheel, and inside the wheel write one word to describe something you could do for each of them. Rate how you currently use each strength using NOW 0 1 2 3 4 5, and how you want to be using it in a month’s time using TARGET 0 1 2 3 4 5.
YOUR CHARACTER STRENGTHS WHEEL STR E
TH 8 NG E R 4 5 ST 2 3 N
O
T GE
1
0
3 1 2
4 5
TA R G
ET
0 1
NG TH
0 1
2 2
3
4
3
1 5
4
5
O
R
0 1
STR E
T
0
NG
W
GE
TH 2 NG 5 RE 3 4 ST 1 2 4 5
N
TA
TH NOW 7 0 1 TA R G 2 ET 3 0 1 4 2 5 3 4 5
R TA
W
0
NOW
TA
5 3 4 4 5 1 2 3 0 2 1 W 0 O T N GE R TA
2 3
5
6
NG
N
RG
O
W
ET
0
5 3 4 1 2 4 5 2 3 0 1
ST
TA
3
TA
RGE T
NOW
4
5
0 1 2 0 1 3 4 5 2
TH 5
G REN
RE
4
H
NG
ST
3
GT
0 1 2 3 0 1 4 5 2
EN
RE
TH 3
NOW
RGE T
STR
ST
TH
4
When is a time that you were proud of how you used your strengths? ..................................................................................................................................................................................................................................... ..................................................................................................................................................................................................................................... ..................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson
“The beautiful thing about learning is that no one can take it away from you.” BB King 119
Positive Self-Talk This Lesson: WHY: for you to learn how to use I can and I will positive self-talk to encourage you to overcome challenges and settle yourself down when upset. HOW: think about situations that could really challenge you, make up I can and I will statements for Effort, Initiative, Courage and Self-Control. Then practise saying them to yourself to be prepared to use them when you need to.
Initiative – I can and I will:
• try new approaches
• listen well to learn well
• use a Home Learning Timetable
• do my homework
• be kind every day
• ask for help
• look for what is good
• learn from my mistakes
• use friendly body language
Make up your own I can and I will statement for effort.
Make up your own I can and I will statement for initiative.
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
Courage – I can and I will:
Self-Control – I can and I will:
• say “no” to my friends
• control my feelings
• talk to lonely students
• don’t interrupt, just listen
• believe in myself
• say “hello” and smile
• not hold grudges
• not spread rumours
Make up your own I can and I will statement for courage.
Make up your own I can and I will statement for self-control.
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
.................................................................
• say “sorry”
• think before I speak
Acknowledgement: ACARA 5-6 HPE
“Nothing is impossible. The word itself says, I’m possible.” Audrey Hepburn 128
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
Effort – I can and I will:
• try hard in class
Self-Talk in Action This Lesson: WHY: for you to practise creating and saying positive self-talk for the situations which follow. HOW: self-talk is saying positive I can and I will statements over and over to yourself. You can use it to calm yourself down or make yourself more determined. For example: I can learn this new work, and I will understand it by asking more questions in class. Practise creating self-talk for different situations and rehearsing it. For a situation of your choice, make up selftalk that you could use.
POSSIBLE SITUATIONS
“I CAN AND I WILL” SELF-TALK AND A HELPFUL STRENGTH
I am not sticking to my Big Five well, eating too much junk food and not exercising enough.
There is something that I really want to try but are scared that I might not be able to do it.
................................................................................................... ...................................................................................................
................................................................................................... ...................................................................................................
l want to say no to my friends when they want to do unsafe activities where we could get hurt.
................................................................................................... ...................................................................................................
There is a school team that I want to join but are not confident in my abilities.
...................................................................................................
I am spending way too much time on my phone and want to read instead.
...................................................................................................
When uncertain in class I want to ask more questions.
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
Your choice
................................................................................................... ...................................................................................................
Acknowledgement: Ryan & Deci
“Ask the experienced rather than the learned.” Arabic Proverb 129
Maths Rules This Lesson: WHY: for you to develop an understanding of the different maths rules to improve your numeracy. HOW: when you are learning new Maths topics, practise looking for the most suitable rules to use on these pages.
ORDER OF OPERATION follows this rule:–
B Brackets ■ ■
E
Exponents
D Division
M
A
Multiplication
S Addition
Subtraction
If there are both multiplications and divisions, work from left to right. If there are both additions and subtractions, work from left to right.
SYMBOLS
ANGLES
Equality and Inequality Signs
Acute Angles
.....
0° to 90°
..... is equal to
Right Angles
.....
90°
..... is less than
Obtuse Angles
.....
90° to 180°
..... is greater than
Straight Angles
.....
180°
..... is less than or equal to
Reflex Angles
.....
180° to 360°
..... is greater than or equal to
Revolution
.....
360°
..... is not less than ..... is not greater than
THE CIRCLE
..... the sum of ..... percentage
r
..... angle ..... is perpendicular to ..... right angle ..... the co-ordinates of a point ..... to the power n ..... square root
POLYGONS Pentagon
.....
5 sides
Hexagon
.....
6 sides
Heptagon
.....
7 sides
Octagon
.....
8 sides
Nonagon
.....
9 sides
Decagon
.....
10 sides
The number of degrees in a polygon is given by (2n–4) x 90° where n is the number of sides.
The Perimeter of a circle is called the circumference, C C = d or C = 2 r The Area, A, of a circle is A =
There are 360 degrees in a circle and 180 degrees in a semi-circle.
PERIMETER The distance around the outside of a figure.
FACTORS Numbers that multiply together to give a certain number. ex. 24 = 24 x 1 = 12 x 2 = 8 x 3 = 6 x 4 Factors are 1, 2, 3, 4, 6, 8, 12, 24.
“Wherever there is a human being, there is an opportunity for a kindness.” Seneca 144
r2 © Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
..... is parallel to
Maths Rules MULTIPLES
AREA
Numbers produced when a certain number is multiplied by 1, 2, 3, 4, 5 e.g. 3, 6, 9, 12, 15 are multiples of 3.
Units2 or square units
TRIANGLES A =
PRIME NUMBERS Numbers that only have themselves and one as factors. e.g. The factors of 23 are only 1 and 23, that is, 23 = 23 x 1 The first 20 Prime Numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71.
½ bh units2
h b
RECTANGLES A =
lw units2
SQUARES A =
S2 units2
w
l
s s
TYPES OF TRIANGLES 3 sides and angles to 180°
TYPES OF QUADRILATERALS
Scalene 3 sides different 3 angles different
4 sides and angles add to 360° Irregular 4 sides 4 angles
Isosceles 2 sides equal 2 angles equal
Kite 2 pairs of sides 1 pair of angles
Equilateral 3 sides equal 3 angles equal
Rectangle 4 right angles 2 pairs of sides equal
Right-angled has a 90° angle
Rhombus 4 sides equal 2 pairs of sides equal
STATISTICAL GRAPHS The main two types of graphs used to show statistical results are: Pie Chart Sector Graph
Bar Graphs Column or Histograms Number of Students
Other 10% Sunflowers 20%
Parallelogram Opposite side equal and parallel 2 pairs of angles equal Square 4 right angles 4 sides equal
20 Wool 30%
Wheat 40%
Each 1% = 3.6°
15 10
Trapezium 1 pair of sides parallel
5 0
10
20
30
40
50 Mar
“Wonder is the beginning of wisdom.” Socrates 145
Parts of Speech This Lesson: WHY: for you to grow your understanding of the different parts of speech and punctuation. HOW: when you are writing or reading stories, practise looking for the most parts of speech to use on these pages. NOUNS
• are words which name a person, place, thing, feeling or idea. • there are two main types of nouns.
e.g. Victoria, bird, Billy, sadness
Proper Nouns
• used to name a particular person, place, thing, feeling or idea. • they begin with a capital letter.
e.g. Woofa is a big dog.
Common Nouns
• used to name everyday general persons, places, things, feelings or ideas. • common nouns can be split into two smaller groups.
e.g. The man locked the door.
Collective Nouns
• used to name a group or collection.
e.g. a herd of cattle a flock of sheep
Abstract Nouns
• used to name feelings or ideas.
e.g. happiness, honesty, toughness, patience
PRONOUNS
• are words which take the place of a noun. • Naming (Nominative)
e.g. He climbed the stairs. (I, me, he, she, you, it, they, we, us)
• Receiving (Objective)
e.g. Bill told her to go. (him, her, them)
• Having (Possessive)
e.g. The watch is his, (my, yours, his, hers, its, our, their)
VERBS
• are words which show the action and the e.g. Past – She stopped at the door. time of that action, past, present or future. Present – He needs help now. Future – She will lift the book.
ADJECTIVES
• are words which describe nouns highlighting colour, size, state and number.
ADVERBS
• are words which describe in what manner, e.g. He spoke quietly for a while. when, where. They tell us more about what The pain was much worse than first happened. thought.
PREPOSITIONS
• are words which describe how a noun or pronoun is related to another word in a sentence. Prepositions can also be used as adverbs.
e.g. The boys ran up the hill. The dog sat down.
CONJUNCTIONS
• are words which join words, phrases, clauses and sentences together.
e.g. I ate dinner before leaving for the movie. (and, because, before, after, until, or, nor, but, unless, though, yet, so, for, when, while, as, although, since, if, where)
EXCLAMATIONS
• are words which interrupt other words or phrases. They are often called interjections, and followed by !
e.g. Oh! What have I done?
PREFIXES
• are groups of letters which are put in front e.g. John was given an antidote for the snake bite. of a word to change its meaning. (pre, anti, mis, re, in, trans, dis, un, sub, fore, com, counter, de, im, uni, super, ir, il, tele) “People may forget what you said, but they will never forget how you made them feel.” Carl W. Buehner
148
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
e.g. The old lady looked out of the front window of her white house.
Parts of Speech SUFFIXES
• are groups of letters which are put at the end of a word • they change the word to another part of speech • often the spelling of the word changes.
ABBREVIATIONS
• are words that have been shortened by: - leaving out the vowel - using the first letters • they are very useful when taking notes. • are words formed using the first letters e.g. A.N.Z.A.C. – Australian and New from other words. Zealand Army Corps. • are the letters a, e, i, o, u. • are the other letters in the alphabet besides a, e, i, o, u. • are sentences that compare two things, e.g. He was as big as Texas. using the words “like”, “as” or “than” The road was as straight as a • they are used to give you a different view gun barrel. of something • similes that are overused are called clichés e.g. as high as a kite. • are sentences that also compare two things e.g. The sea is a silent tomb. • they are different to similes because – *“as”, “like”, “than” are not used – *say that something is something else. • are words or phrases that have the same e.g. close, shut, end, finish meanings but different spellings. start, begin • are words that have the same spellings but e.g. peer – your equal have different meanings. peer – to stare at
ACRONYMS VOWELS CONSONANTS SIMILES
METAPHORS
SYNONYMS HOMONYMS
e.g. Silent, silently – changed from an adjective to an adverb. legal, legalize – changed from an adjective to a verb. repeat repetition – changes from a verb to a noun and a spelling change. (ly, ise, ion, ment, ness, er, ed, est, ful, ing, able, ence, ance, ant, ship, ive, ory, ee) e.g. dpmt – department S.A. – South Australia.
PUNCTUATION Full Stop
• (.) is used to end a sentence.
e.g. The ground is dry.
Comma
• (,) is used to separate a series of words or phrases.
e.g. He liked running, swimming, bush walking and cycling.
Question Mark
• (?) is used at the end of a question.
e.g. Are you sure what I mean?
Exclamation Mark • (!) is used to describe a point strongly.
e.g. I have had enough!
Quotation Marks
• (“”) are used to show a direct quotation.
e.g. Amy said, “Please pass the salt”.
Apostrophe
• (’) is used to * shorten * show ownership.
e.g. They’re coming home. Fred’s car is red.
Semi Colon
• (;) is used between sentences where there is a close connection.
e.g. Jane’s serve was powerful; she aced her opponent often.
Colon
• (:) is used to * begin a statement (not a common use) *start a list.
e.g. Ann stated: “The debate is over.” Colin played four sports: golf, football, bowls and hockey.
“Every day may not be good, but there is something good in every day.” Alice Morse Earle 149
Roman Numerals and Fractions This Lesson: WHY: for you to grow your understanding of Roman numerals, fractions and decimals. HOW: keep a lookout for where and how Roman Numerals, fractions, decimals and percentages are used. ROMAN NUMERALS: The people of Rome created Roman Numerals, which today are most commonly used on clocks, watches and to show the year motion films were made. I 1
II 2
III 3
IV 4
V 5
VI 6
VII 7
VIII 8
IX 9
X 10
XI 11
XII 12
XIII 13
XIV 14
XV 15
XVI 16
XVII 17
XVIII 18
XIX 19
XX 20
XXX 30
XL 40
L 50
LX 60
LXX 70
LXXX 80
XC 90
C 100
CC 200
CCC 300
CD 400
D 500
DC 600
DCC 700
DCCC 800
CM 900
MD 1500
MDC 1600
MDCC 1700
MDCCC 1800
MCM 1900
MM 2000
M 1000
A bar over the top of the numeral multiplies the number by 1000 V = 5000,
XVII = 17,000
LXXX = 80,000
Numbers were written from left to right one digit at a time, from largest to smallest. e.g. LII = 52
1 2 0.5 50%
1 3 0.333 33.333%
1 4 0.25 25%
1 5 0.2 20%
1 6 0.1667 16.67%
1 7 0.1429 14.29%
1 8 0.125 12.5%
1 9 0.111 11.1%
1 10 0.1 10%
“When in Rome, do as the Romans do.” Saying 150
© Print & Marketing Services (Vic) Pty Ltd – 2024 Upper Primary Planner
UNDERSTANDING FRACTIONS, DECIMALS AND PERCENTAGES: Fractions, decimals and percentages occur in many real life situations, including interest rates, building plans, shopping and store discounts. Following are pie charts which shows the size of different fractions.
Musts and Options This Lesson: WHY: for you to gain an understanding of what are Musts and what are Options in your life, to help you to use your time well. HOW: for a week write down what you must do every day, and what things you have a choice in doing to learn about your Musts and Options. Your musts are things you have no choice in, such as, going to school, helping at home and sleeping for 8 to 10 hours. Your options are things you have a choice in, such as, watching TV, playing games and surfing the internet. Write down your musts and options, when they occur and how long they take on the blank timetable on page 153. You can use interactive musts and options from the website should you wish to.
MUSTS
OPTIONS MONDAY
1
1
2
2 TUESDAY
1
1
2
2 WEDNESDAY
1
1
2
2 THURSDAY
1
1
2
2 FRIDAY
1
1
2
2 SATURDAY
1
1
2
2 SUNDAY
1
1
2
2 “Well done is better than well said.” Benjamin Franklin 151