LEARNING CURVE STUDENT PLANNERS
The Learning Curve Planners provide a variety of evidence based lessons and activities, which combine to generate frequent positive emotions to build students’ wellbeing. The Planner activities focus on developing all elements of PERMAH and skills of resilience. All supported by our online wellbeing program www.learningcurve.com.au
THE LEARNING CURVE MIDDLE YEARS PLANNER
Weekly activities:
» PERMAH lesson
» Big Five Wellbeing Check In
» Mindfulness Time
» Character Strengths Week
» Respectful Relationships
» Resilient Me: I am enough
» Student Voice
» Mindful Colouring in
» Wellbeing Challenges and Tips.
Term Goal Setting and academic and wellbeing activities focus students on becoming their best selves.
Content revised each year.
Size: 248mm high x 170mm wide. Layout subject to change.
THE LEARNING CURVE SENIOR YEARS PLANNER
Weekly activities:
» PERMAH lesson
» Big Five Wellbeing Check In
» Respectful Me: I share
» Mindfulness Time
» Attitudes of Life
» Character Strengths Week
» Resourceful Me: I adapt
» Mindful Colouring in.
Term Goal Setting, study and wellbeing techniques, focus students on challenging their best selves.
Content revised each year.
Size: 254mm high x 196mm wide. Layout subject to change.
2
STUDENT PLANNERS
SEPTEMBER 2023
74 75 THINGS TO DO / WEEK: BIG 5 CHECK IN Exercise Daily? Sleep Deeply? Feel Positive? Eat Healthy? Drink Water? Monday Tuesday Wednesday Thursday Friday Communication / Comments: Teacher: Parent / Guardian: PRIORITIES / DUE DATES Monday Tuesday Wednesday Thursday Friday Saturday Sunday © Print & Marketing Services (Vic) Pty Ltd –2024 Middle Planner How can we show Prudence this week? (page 118) CHARACTER STRENGTH BRAINSTORM WHAT IS A GOOD CHOICE I MADE? ACCOMPLISHMENT +OPTIMISM ASSIGNMENTS AND PROJECTS WHY: by learning more intelligent ways to research for and structure your assignments and projects, your efforts will be rewarded with better learning outcomes. HOW: Define – write the topic in your own words, break it down into smaller pieces, and create time targets. Locate – ask library teachers, and use the internet to find information. Select – check accuracy of collected data. Organise – write a draft using the main points, and seek parent/ teacher feedback. Present – finish project with bibliography. Acknowledgement: Anderson & Ericsson DO: what is an assignment/project that you are currently doing which you could improve by using this process? MINDFULNESS TIME Open the website Thinking Tools Five E’s of Learning and Learning Jigsaw How can they improve your assignments/projects? FORGIVE YOURSELF: what is something that you did or said that you were upset with yourself for doing? What do you have to do to forgive yourself and make it right? Acknowledgement: Kabat Zin & Baer 5 6 7 8 9 10 11 AUGUST 2024 33 32 © Print & Marketing Services (Vic) Pty Ltd 2024 Senior Planner PRIORITIES DUE DATES Monday Tuesday Wednesday Thursday Friday Saturday Sunday THINGS TO DO WEEK: STUDY TIP BIG 5 CHECK IN Exercise Daily? Sleep Deeply? Feel Positive? Eat Healthy? Drink Water? Monday Tuesday Wednesday Thursday Friday Communication / Comments: Teacher: Parent / Guardian: Rule up your page to take notes using the Cornell Notes process (see page 139). WHAT DID I IMPROVE ON? MEANING +PURPOSE 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. Acknowledgement: Fredrickson & Peterson DO: which of the above qualities do you believe that you are well on the way to developing? When is a time that you were proud of the private effort you put in? What was the outcome? RESILIENCE BUILDER 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? Acknowledgement: 11-12 Building Social Emotional Resilience, Graduate School of Education, University of Melbourne FORGIVEN SOMEONE: BEEN FORGIVEN: MARCH 2024 25 26 27 28 29 30 31
PBL WELLBEING PLANNER
and student wellbeing.
PBL WELLBEING PLANNER
Activities:
» Weekly Student Wellbeing Activity
» Daily PBL Reminder with School Value
» Weekly PBL Check-in
» Weekly Write or Draw your Thoughts Activity.
Size: 248mm high x 170mm wide. Layout subject to change.
RESILIENT MINDSET PLANNER
The Resilient Mindset Planners enables students to develop Grateful Connections – being grateful for their relationships with others and themselves and what they have; Self-Control – controlling their emotions and impulses to think flexibly about what they are doing; Empathy – being kind by showing that they care for other people’s needs and feelings and their own; and SelfBelief – valuing themselves as a person and believing they have what it takes to become who they want to become. Throughout the planner there are questions and lessons on each of these, and by thinking about and writing down their thoughts they will be moving towards developing a resilient mindset.
RESILIENT MINDSET PLANNER
Activities:
» Daily Mindset Question
» Big 5 Check-in
» Character Strengths
» Developing Resilient Skills
» Respectful Relationships
» Habits of Mind.
Size: 248mm high x 170mm wide. Layout subject to change.
3 PBL WELLBEING PLANNER / RESILIENT MINDSET PLANNER
29 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SUBJECTS / HOMEWORK / THINGS TO DO Done MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 28 This week... Communication/comments: Teacher Parent/Caregiver RESILIENT MINDSET / WHAT WENT WELL © Print & Marketing Services (Vic) Pty. Ltd. 2024 Resilient Mindset Planner Big 5 Check in Exercise Daily? Sleep deeply? Feel Positive? Eat Healthy? Drink water? For each of your Big Five, colour in how you did this week. “Character consists of what you do on the third and fourth times.” James Michener What is a social event with friends that I am really looking forward to? What are two positive emotions felt today? Who is someone who is always there for me that I am grateful for? What was something different I noticed today? What is something that feel a strong sense of purpose about? April 2024 8 12 11 10 9
PBL
designed to provide students with weekly wellbeing activities
exercises, daily
reminders and school values.
a weekly PBL Check-in
The
Wellbeing Planner is
and
PBL
and
activity. The planner reinforces school values, learning behaviours
8 9 Priorities / Due Dates / Things to do Your thoughts: write/draw! PBL Reminders / Notes Monday – Engaged: Be in the right class at the right time. Tuesday – Respectful: Allow teachers to teach and students to learn. Wednesday – Responsible: Use my planner appropriately and in every class. Thursday – Safe: Observe Out of Bounds areas. Friday – Engaged: Uphold the laws of the broader community. Saturday / Sunday – Respectful: Treat people with dignity, consideration and respect. 27 Monday 28 Tuesday 29 Wednesday 30 Thursday 31 Friday 1 Saturday / 2 Sunday Communication/comments: Teacher: Parent: Jan/Feb 2025 Wellbeing Word Search accept angry assertive body bullying confident contest curious language lonely negative power refuse thoughts unhelpful g c a u n h e l p f u n u c e g a u g n a l k i r c e v i t r e s s a y i e y o w b u t c r e l o p n d i n n k e t v l u t y a o e y w k u s h n d b o n f a t b z g e p f g t o a r r k f c o n t e s t g y h n z r h y o i m u e o o r e f u s e l e g n c s t h g u o h t s q a PBL Check In How did demonstrate a school value this week either in the classroom, on the school grounds or in any setting including off campus? School Value Classroom School Grounds All settings incl. off campus
LEARNING CURVE SECONDARY TEACHER PLANNERS
WEEK TO A VIEW OR DAY TO A PAGE
Designed to support and be used in conjunction with the Learning Curve Wellbeing Program.
Lessons and activities include:
» Weekly PERMAH Focus
» Daily Teaching and Learning Strategies
» Class Planning
» Staff Wellbeing
» Goal Setting Plans
» Health and Wellbeing Tips
» Higher Level Thinking Tools
» Preparation Approaches
» Exam Preparation Checklist
» Monthly Reflection
» Personal Growth
» Layout available in 4, 5, 6, 7, 8 or 9 classes
» 82 pages of Attendance
Records and Notes in rear
» Forward Planning and Daily Checklists.
Size: 297mm high x 210mm wide.
TEACHER LESSON GUIDES – LEARNING CURVE PLANNERS
4
available)
to assist them in cultivating a resilient state of wellbeing. All guides follow a structured step-by-step
which is: » Fabulous First Five Minutes – a positive priming question » PERMAH Learning Intention – WHY » Explain that – HOW » PERMAH+ Reflection – DO » Success Criteria » PERMAH+ Reinforcement. PREPARATION AND FOLLOW-UP: THURSDAY FRIDAY NOTES SATURDAY SUNDAY 189 Print & Marketing Services (Vic) Pty Ltd THIS WEEK PRIORITIES / MEETINGS DONE WHAT WENT WELL THIS WEEK? HOW DID YOU FEEL THIS WEEK? PREPARATION AND FOLLOW-UP: MONDAY TUESDAY WEDNESDAY 188 TERM: WEEK: DAY: PRIORITIES / MEETINGS DONE Wellbeing Challenge: Inspiring Your Best Self What are you looking forward to most this week? Consider: how much confidence do your students and colleagues have in your abilities to meet their expectations to deliver quality learning experiences? 13 12 11 10 9 8 7 “Vision without action is a daydream. Action without vision is a nightmare.” Japanese Proverb To protect your skin, avoid saturated fats, smoking and excessive alcohol OCTOBER 2024 Try a spoonful of tomato salsa on a dry biscuit; a good antioxidant “Regrets are as personal as fingerprints.” Margaret Culkin Banning OCTOBER 2024 NOVEMBER 2024 S S M T W T F S S M T W T F S S M T W T F S S M T W T F S OCTOBER 2024 T W T F S S M T W T F S S M T W T F S S M T W T S S M W T 3 Page 1 – BECOMING MY BEST SELF – ask students when is a time that they practised hard to be picked for a team and were selected. WHY: for students to identify what they need to do to become their best selves as young people and as students. HOW: read Becoming My Best Self and Character Strengths Weeks with your class. Explain that to become their best version of themselves, they must first start doing positive things that will move them towards that. Share that just talking and knowing about these things is not doing them. Add that doing these activities involves writing down their thoughts about how the topics fit in their worlds. Explain that the six Character Strengths Weeks provide them with opportunities to use, notice and enjoy their strengths. Share that writing on the Strengths Sheet up in your classroom about what happened to bring the specific strength alive, really raises their self-awareness. Mark on your class calendar when the Character Strengths Weeks occur. DO: read and discuss the following questions and ask students to journal their thoughts in their planners: To become my best self as a young person will …. A challenge that will need to overcome is... A choice that will need to make to overcome it is … Who can help me to do this is .. To become my best self as a student will ... A challenge that will need to overcome is... Who can help me to do this is .. Success Criteria: students will be able to: Explain – actions, challenges and choices that they can have to develop themselves as young people and as students. – write down their thoughts about the questions to focus themselves on what they will need to start doing. Acknowledgement: Sonja Lyubomirsky & Tal Ben Shahar Page 2 – RESILIENT WELLBEING INDEX Fabulous First Five Minutes – ask students when is a time that they were resilient to not take the easy way out. WHY: for students to relate to how the PERMAH+ lessons and activities are broken up into topics for each of the Elements of Wellbeing. read the headings in the Resilient Wellbeing Index with your class. Explain that the elements of wellbeing are rotated through in order in the planner each week. It is designed so that you can select weeks from any part of the planner at any time to suit your class’s and school’s needs and context. Share that growing their wellbeing and resilience is a work ethic that requires students to choose to apply themselves to actually do the evidence based lessons and activities. Add that these essential attributes aren’t developed by students just getting older. DO: ask students to explore the lessons and activities and read ones that interest them for 10 minutes. Explain – the sections that the planner is broken up into. Do – check out the front and back of the planner. Acknowledgement: Martin Seligman & Chris Peterson Page 3 – ABOUT THIS PLANNER – ask students when is a time that they have felt gratitude and joy in their lives? WHY: for students to understand that to become their best selves that they will need to learn about themselves by doing the lessons and activities in this planner and on the website. HOW: read and discuss with your class what a resilient state of wellbeing is: Feeling optimistic and hopeful about today and your future, because you know that you are working towards becoming your best self. Explain that their own thoughts, words and actions contribute to about 40% of their wellbeing, so it is important for them to minimise the number of unhelpful negative thoughts they have. Share that doing and practising each of these activities every week, will build new brain pathways for them to create habits to become their best selves. Share what each lesson’s WHY, HOW and DO mean. Look at any week in the body together to see the simple things that both you and students can do each week. Ask students to spend 10 minutes exploring the front and back sections of the planner. Look at six of the activities that are rotated each week, go the website www.learningcurve.com.au and open Wellbeing Program tab. Then open any week to show students the ABC steps and various interactive activities that they can do. DO: Look at each of the six essential lessons to get started using the planner: Using this Planner, PERMAH+: Describing Your Wellbeing, Developing Resilience Skills, Understanding Mindsets, Your Term One Goals, and Character Strengths & Strengths Wheel. Explain what the Big Five involves and how using daily and weekly will help them to monitor their health. Success Criteria: students will be able to: Explain – what they can do to develop their wellbeing. Do – look at the Big Five Check In to learn more about it. Acknowledgement: Lyubomirsky, King & Diener, – Cotton, Bronk & Damon, Hendren, Sheldon, Norrish, Robinson & Williams 2024 LEARNING CURVE MIDDLE PLANNER BECOMING MY BEST SELF ABOUT ME AS YOUNG PERSON AND AS STUDENT CHARACTER STRENGTHS WEEKS ––BIG 5 –FRONT PAGES OF THE PLANNER 30 Page 100 – TIME TARGETS Fabulous First Five Minutes – ask students what are two strengths that they think cowards who choose to bully misuse. WHY: for students to benefit from choosing to use the Five E’s to set time targets for the steps of learning tasks. HOW: read and discuss Time Targets with your class. Explain that the Five E’s of Learning Thinking Tool from the website is a more strategic and intelligent time management process to ensure that they complete learning tasks on time and well. Share that it is a simple tool which will prevent them from feeling overwhelmed by the size of tasks, because it breaks them down into smaller steps with a time limit for each one. Add that using the Five E’s will reduce pressure on them and create more time for themselves. DO: read and discuss the following questions and ask students to journal their thoughts in their planners: how can using Five Es help you to create high quality pieces work? For a learning task that you currently have, set time targets for each step using the Five Es’. Work well? Which Resilience Skill can help you with Time Targets? (pages 10&11) Read and discuss Mindfulness Time with your class and ask them to journal their thoughts in their planners: Holiday: You are going on a holiday to the beach. What are five articles of clothing you would take? Ask your students what was funny this week? Lead a Class Character Strength Brainstorm about how can we show Perseverance this week? (page 118) Encourage your students to monitor their Big Five daily and summarise their week by colouring in the Check in. Success Criteria: students will be able to: Explain – each of the Five E’s. Do – check out the Five E’s Thinking Tool from the website. Page 102 – SHARING CONCERNS – ask students when is a time that they were impressed with someone’s resilient attitude. WHY: for students to learn who are the right people with the right skills to help them solve problems that they can’t solve on their own. HOW: read and discuss Sharing Concerns with your class. Explain that the most important thing to do after identifying who is best to ask for the concern that they have, is to actually approach them to ask for help. Share that it is also important for them to overcome any fears that they may have about seeking help, be clear on what they will say to share their concern and the outcome that they want. Add that sharing their concerns is a resilience skill associated with connecting with others. DO: read and discuss the following questions and ask students to journal their thoughts in their planners: when is a time that you asked your Trusted Champions for help with a problem you had? What happened? When is a time that you waited for too long to ask for help, and what happened? Which Character Strength can help you with Sharing Concerns? (page 118) Read and discuss Resilience Builder with your class and ask them to journal their thoughts in their planners: Be Optimistic and Hopeful: when is a time that you were proud, because even though you were struggling, you were optimistic and hopeful that your problems were only temporary and that you would overcome them? Which Character Strength did you use? Ask your students what did they ask for help with this week? Lead the Class Wellbeing Challenge: Practise Discovery Learning this week to learn about yourselves and others. (page 123) Encourage your students to monitor their Big Five daily and summarise their week by colouring in the Check in. Success Criteria: students will be able to: Explain – who are the right people to ask for different problems. – ask immediately. Problems don’t go away on their own. Acknowledgement: Gulliver, Griffiths & Christensen TIME TARGETS CLASS WELLBEING CHALLENGE WHAT DID ASK FOR HELP WITH? SHARING CONCERNS 2024 TEACHER LESSON GUIDE MIDDLE PLANNER
TEACHER LESSON GUIDES (Downloadable versions
The Teacher Lesson Guides have been created to support teachers in exploring the evidence-based lessons and activities with students,
plan,
TEACHER PLANNERS / LESSON GUIDES
STUDENT WELLBEING JOURNALS YEAR 7-12
Wellbeing Journals for each year level have been written from age appropriate evidence based research, to enable students to take an informed and active role in developing their own wellbeing and resilience. All Journals have an accompanying Teacher Lesson Guide which has been created to support teachers in exploring the evidence-based lessons and activities with students. They all follow a structured step-by-step plan.
YEAR 7 WELLBEING JOURNAL
Becoming My Best Self as a Young Person and as a Student.
Ensuring that students understand what makes up their wellbeing and their resilience to respond well to challenges.
Size: 248mm high x 170mm wide. Layout subject to change.
YEAR 9 WELLBEING JOURNAL
Extending My Best Self as a Person and a Student.
Tapping into optimism, hope and self-determination for students to accept that it is their choice to grow themselves.
Size: 248mm high x 170mm wide. Layout subject to change.
5
HEALTH + STRENGTHS 52 53 Colour the sections to reflect how well you went. WEEKLY HEALTH FOCUS Exercise daily BARELY LITTLE BIT ENOUGH MOSTLY HEAPS Sleep well BARELY LITTLE BIT OK MOSTLY HEAPS Drink water BARELY LITTLE BIT ENOUGH MOSTLY HEAPS Eat healthy BARELY LITTLE BIT HALF HALF MOSTLY HEAPS Feel positive © Print Marketing Services (Vic) Pty Ltd MY WJ YEAR WHAT HAPPENED THIS WEEK? MY GOAL THIS WEEK MY GOAL NEXT WEEK What do I want to achieve this week? What do I want to achieve next week? Future Positive what is something that you are looking forward to enjoying? WHY: by understanding that FOMO: Fear Of Missing Out is caused by the continuous social media notifications on your phone which give you addictive dopamine hits, you will be more prepared to break this unhealthy cycle. HOW: find the courage to turn off your phone several times every day, to enable your brain to rewire itself to again value and enjoy talking with friends in person. Start reading, cooking, talking with family, playing sport with friends, listening to music, or gardening to overcome FOMO. Acknowledgement: Greenfield & Hassed DO: What are benefits and what are drawbacks of turning off your phone several times every day? What is something that you fear missing out on? Which Habit of Mind can help you Beating FOMO? (pages 9 to 11) “Good things don’t happen in a hurry.” German Proverb Beating FOMO unknown Mindfulness Puzzle. Enjoy joining the dots and colouring in.
STUDENT WELLBEING JOURNALS
34 35 © Print Marketing Services (Vic) Pty Ltd MY WJ YEAR WHAT HAPPENED THIS WEEK? MY GOAL THIS WEEK MY GOAL NEXT WEEK What do want to achieve this week? What do want to achieve next week? Colour the sections to reflect how well you went. WEEKLY HEALTH FOCUS Exercise daily ENOUGH MOSTLY HEAPS Sleep well BARELY LITTLE BIT OK MOSTLY HEAPS Drink water BARELY LITTLE BIT ENOUGH MOSTLY HEAPS Eat healthy BARELY LITTLE BIT HALF HALF MOSTLY HEAPS Feel positive MEANING + PURPOSE Present Positive: what is something that is happening now that you are really enjoying? WHY: by working towards longer term goals, and putting in the effort to use pattern, repetition, and control to do small and sometimes boring tasks well, you will be showing self-discipline. HOW: when you seek instant satisfaction – from constant social media notifications, for example – you feel little brain chemical dopamine feel-good hits. These are nowhere near as powerful as the positive and lasting feelings that come from using your strengths and grit to focus your energies on working hard towards achieving your goals. Acknowledgement: Fredrickson & Sapolsky DO: what is something that you were proud you achieved by sticking at it with effort and grit? What are two things that you can do to reduce the instant satisfaction from social media on your phone? 1. 2. Which of the Classes Growing Together C’s can help you with Wait to Enjoy? (pages 8 & 9) “Good things don’t happen in a hurry.” German Proverb Wait to Enjoy Acknowledgement: Costa & Kellick When is a time that you were proud of how you were flexible to change the way that you thought for different situations and contested unhelpful thoughts with self-talk? RESILIENT THINKING HABIT Which Character Strength can help you to adapt your thinking? (page 10) Acknowledgement: Thinker Keys Tony Ryan DRAWBACKS THINKING: what are the short comings of something and creating improvements to fix them. Using this thinking, what are the drawbacks of a mobile phone charger? LATERAL THINKING WELLBEING WORD SEARCH R B M N K B Q T Y V V Z I Q C E H E Y G R A T E F U L H R T W N L P H A G L M B A S E T D W A I E T Z S G L K G S A E A B R E Z A G L N Z N P M H L U L B V T P E R O O O S E T I L U N M N V L N K U L E A E G N J E H T E D F P A D T K E W K G S A K E I P B Z N E T S L V P T F G W O N L O R T N O C P Z B S J N S G P R A C T I C E W D Q M X Y W Z M R E T E B N E W A B V G Q H U L E T L U E L O Q B O W U K F M S C N N U B O U believing building challenge control empathy feelings future grateful grit happen kind listen long matter needs practice respond situation term well
STUDENT WELLBEING JOURNALS YEAR 7-12
The intention is for the Wellbeing Journals to be truly student driven, with students writing down their thoughts about what they are feeling, thinking and experiencing on a daily basis. Written for their specific year levels, all journals share PERMAH; Resilience; Respectful Relationships; Wellbeing@School and Character Strengths.
YEAR 11 WELLBEING JOURNAL
Inspiring My Best Self to become the type of person who I want to become. Developing a sense of autonomy, competence and connectedness to be selfdetermined and self-motivated.
Size: 248mm high x 170mm wide. Layout subject to change.
WHAT ARE YOU GRATEFUL FOR?
WORD SEARCH
TEACHER LESSON GUIDES – STUDENT WELLBEING JOURNALS
6
ACCOMPLISHMENT + OPTIMISM 50 51 © Print Marketing Services (Vic) Pty Ltd MY WJ YEAR 11 Colour the sections to reflect how well you went. BIG FIVE HEALTH FOCUS Exercise daily Sleep well BARELY LITTLE BIT OK MOSTLY HEAPS Drink water BARELY LITTLE BIT ENOUGH MOSTLY HEAPS Eat healthy BARELY LITTLE BIT HALF HALF MOSTLY HEAPS Feel positive
Fabulous First 5 Minutes: who is someone that is very successful, but at the same time, quite humble? MY THOUGHTS WHY: by using the more intelligent Cornell Process when taking notes in class, you will use both sides of your brain to learn and comprehend more effectively (Google Cornell Notes). HOW: rule up your page the Cornell way. In the Notes section, use abbreviations and your own words for the main points and don’t write sentences. In the Cues and Questions section, relate the learning to what you already know by drawing flowcharts, diagrams and write down any questions you have. After class and at home, answer your questions to reinforce what you learned. Acknowledgement: Pauk & Wade DO: which steps in the Cornell Process do you think will benefit your understanding? Look at the Connect, Extend, Challenge Thinking Tool from the website. How do you think it can support the Cornell Process? Which resilience of character quality can help you with Cornell Notes Process? (pages 10&11) “The secret to getting ahead is getting started.” Mark Twain Cornell Notes Process
P X L D C E A Y Y A O M M U R J Y E F G C T R A E H C R U A H M A W N T P R O C E S S L H T O B H E I A W W T D C E E A G D E X L V A C O N N E C T E V H T U L E U R E C V J Y E Q L E E N A A Q H B A U L W G T N B S X H A E U N L L E S A D R Y M L C R D X E A Q S P J H O M U P F N C S D P G B S F N P M H E S E E T R M N T J O P T O S N S T I A F Q C J Y U Y S B N C Z O O H N E J N B H S J T L J D L G N C F P V P L U F S S E C C U S active anxiety both brain challenge comprehend connect cues diabetes extend heart humble page physically process question rule sides successful support Acknowledgement: 11-12 RRRR, Graduate School of Education, University of Melbourne Having a resilient mindset enables you to shift how you see problems and difficulties to see them as challenges and opportunities to use your strengths to build your wellbeing. When is a time that you were proud of how you did this? RESPECTFUL RELATIONSHIPS Acknowledgement: Williams Taxonomy ELABORATION: is the ability to expand on ways to understand something or make it more interesting. Elaborate on ways to use a phone less addictively. CREATIVE THINKING SKILL
(DOWNLOADABLE VERSIONS AVAILABLE) The Teacher Lesson Guides have been created to support teachers and parents in exploring the evidence-based lessons and activities with students, to assist them cultivate a resilient state of wellbeing in themselves. They all follow a structured step-by-step plan, which is: » Fabulous First Five Minutes – a positive priming question » PERMAH Learning Intention – WHY » Explain That – HOW » PERMAH+ Reflection – DO » Success Criteria » PERMAH+ Reinforcement 3 ask students what is an experience that fills them with positive feelings when they think about it? for students to take responsibility for their development as thriving and striving young people and as students. Thriving as My Best Self with your class. Share that healthy state of wellbeing is feeling optimistic and hopeful about today and for your future, because you know that you are working towards thriving as your best self. Explain that setting self–determined goals for themselves (autonomy, competence, connectedness) and then creating expectations of themselves to follow through on are tried and proven ways for them to become their Thriving Best Selves. Share that this is about them choosing to make their own choices rather than being pulled along by others’ choices. Add that Character Strengths Weeks will further support their efforts through them deliberately using their strengths. DO: read and discuss the following questions and ask students to journal their thoughts about: What do you want to achieve personally this year? What can you do to be kind and empathetic to others and yourself? How can you use your strengths to keep going when things don’t go your way? What do you want to achieve academically this year? What can you do to use the F’s: Focus, Feedback & Fix it? What can you do to deliberately practise to polish your skills and understandings? Read about Character Strengths Weeks and mark on your class calendar when they occur. Share that they are opportunities for your class to use the nominated strength together during the week to build their resilience and wellbeing. The Strengths sheets can be downloaded from the Wellbeing Program section of the website www.learningcurve.com.au students will be able to: Explain – what they are aiming to achieve for themselves personally and academically. Do – choose to set three goals each term. Acknowledgement: Lyubomirsky, Ben Shahar Ericsson PAGE 1 – THRIVING AS MY BEST SELF MY WELLBEING JOURNEY YEAR 10 THRIVING AS MY BEST SELF as Young Person and Student F RON T PAGES OF T HE JOURNAL ask students what is something that is happening now that they are really enjoying? for students to learn how to build their wellbeing using this journal so that they can be mentally and physically About this Wellbeing Journey with your class. Share that the six essential lessons are: PERMAH+ = Healthy State of Wellbeing, Character Strengths and Wheel, Skills of Resilience, Thriving As Your Best Self; Term One Learning Goals; and Belonging in Teams Cs. Also, share that two resilient wellbeing activities are rotated each week to support their efforts to grow their wellbeing. Explain that to feel optimistic and hopeful to know that they are working towards becoming their best thriving selves, requires them to deliberately practise doing the lessons and activities in this journal. Share that doing this is a gradual process which is essentially about maintaining a determined work ethic to front up every day to do the little things to continue to build their wellbeing and resilience. Add that these are not big things, but remember, from little things, big things grow. Go the website www.learningcurve.com.au and open Wellbeing Program tab. Then open any week to show students the various interactive activities that they can do. Students really enjoy exploring the Values for Life and the 60+ Thinking Tools that they can use. DO: ask students to explore each of the six Essential Lessons and the Weekly Big Five Health Check In to gain an understanding of what they need to do work towards becoming their best thriving selves. Success Criteria: students will be able to: Explain – how to thrive as their best selves through using the lessons and activities. Do choose to do the weekly lessons and activities. Acknowledgement: Lyubomirsky, King Diener, Hunter & Csikszentmihalyi, – Hendren, Sheldon, H Norrish, Robinson Williams PAGE 3 – ABOUT THIS WELLBEING JOURNEY Fabulous First Five Minutes: ask students when is a time that someone showed that they cared for their feelings. WHY: for students to learn about the topics for each of the elements of PERMAH+ which make up their state of wellbeing. HOW: read through Index of Resilient Wellbeing Lessons and Activities with your class. Explain that throughout the journal the elements of wellbeing are rotated through in the PERMAH+ order each week, but they can choose any lesson or activity at any time which suits their class’s needs. Share that there are Term goal setting pages and further wellbeing and resilience building lessons at the front, rear and throughout the journals for them to access. DO: with your class use the index to choose any five lessons to get a feel for how easy is to find what they are after. Ask students to spend ten minutes using the index to explore different parts of the journals. Look at the pages to set self–determined goals to gain and understanding what they need to do to build their intrinsic motivation. Success Criteria: students will be able to: Explain – the PERMAH+ sections that the journal’s topics are broken up into. Do – look through the index to gain an overview of the topics covered. PAGE 2 – INDEX OF RESILIENT WELLBEING LESSONS AND ACTIVITIES – YEAR 10 Positive Emotion gratitude Engagement mindfulness Accomplishment optimism Rear Pages 15 Fabulous First Five Minutes: ask students when is time that they showed judgement to be open minded when listening to someone? WHY: for students to recognise that sharing their concerns with family, friends and their Champions of Trust is an effective way to overcome their worries. HOW: read Other People Matter with your class. Explain that having worries and concerns are perfectly normal parts of life, but they don’t go away on their own, and they need to deliberately do something. Share that when they share concerns, they will feel valued by the person listening, which in turn, will release serotonin to assist them to feel good. Add that sometimes sharing concerns with their friends puts pressure on them, because they don’t have the skills to help them. Avoid sharing concerns on social media, because this can lead to a cascade of unwanted responses. DO: read and discuss the following questions and ask students to journal their thoughts about: when is a time that you were assertive with yourself to immediately share your concerns? What happened? When you have worries, why or why not do you think that turning off your phone can help you to deal with them? Which Belonging in Teams ‘C’ can help you with Other People Matter? (pages 124&125) Read and discuss Wellbeing@School with your class and ask them to journal their thoughts about: The availability of alcohol and drugs in social situations can lead to emergencies occurring. When are two times you have seen such situation occur and what was your response? Read and discuss Learning Booster with your class and ask them to journal their thoughts about: Ask yourself, do have a purpose for being at school? not, where else would be? Where do my studies fit for my future? Am prepared to make sacrifices to get what want from school? What is something that you can or should do? Read and discuss Insta Inspiration with your class: I’d rather regret the risks that didn’t work out than the chances didn’t take at all. Simone Biles Ask students to enjoy doing the Weekly Big Five Health Check In and sharing their thoughts about the other resilient wellbeing activities. Success Criteria: students will be able to: Explain – what they should do when they are concerned about things. Do – choose to share their concerns immediately with other people. Acknowledgement: Diener& Biswas–Diener Present Positive: ask students what is something that is happening now that they are really enjoying? for students to realise that holding grudges, not saying sorry or not forgiving others, uses massive amounts of their limited emotional energy. with your class. Explain that as Gandhi once said, only the strong can forgive, is a perfect challenge for them to use their strengths to find the courage to say sorry and forgive others and themselves. Share that there are so many positive things that they can channel their emotional energy into with other people, such as being kind, smiling to generate positive emotions in both themselves and others, and enjoying each and every day. Add that a great mindset to have, is to live to give. DO: read and discuss the following questions and ask students to journal their thoughts about: when is a time that someone said sorry to or forgave you, and what positive emotions did you experience? What are two great things that you can spend your emotional energy on? Which Character Strength can help you with Kindness All Round? (pages 6&7) Read and discuss Respectful Relationships with your class and ask them to journal their thoughts about: Living an ethical life is choosing to act in safe, legal, fair, considerate ways and listening to what your mind and heart say is right for you to do. When is a time that you did this well, and time that you found it difficult to do? Read and discuss Social Media Resilient with your class and ask them to journal their thoughts about: Turn off all devices an hour before bed. Screen light adversely affects the sleep hormone melatonin, making falling asleep difficult. What is a choice that you would need to make to be strong and do this? Look at Mindfulness Colouring In, and share that doing this mindfully for five minutes will calm and relax them when they feel tense because they are focusing on pattern, repetition and control. Ask students to enjoy doing the Weekly Big Five Health Check In and sharing their thoughts about the other resilient wellbeing activities. students will be able to: Explain – what the benefits to their wellbeing will be by being kind to saying sorry and forgiving ot do this now. Acknowledgement: Dutton & Lyubomirsky PAGES 46 & 47 – WEEK 15 – OTHER PEOPLE MATTER PAGES 48 & 49 – WEEK 16 – KINDNESS ALL ROUND Other People Matter Exercise daily Sleep well Eat healthy Feel positive GOAL NEXT WEEK Kindness All Round WEEKLY HEALTH FOCUS Exercise daily Sleep well Drink water Eat healthy Feel positive MY THOUGHTS 1 TEACHER LESSON GUIDE MY WELLBEING JOURNEY YEAR 10 for STUDENT WELLBEING JOURNALS / LESSON GUIDES
BUILD YOUR OWN PLANNER OR JOURNAL
One size, or design, doesn’t necessarily fit all. We specialise in designing layouts to suit your requirements. If you have something in mind, we’d love to help you achieve the perfect design for your school. Here are some customised planners that we have produced for schools. We also have a selection of activities and informative tasks for you to select from to make your customised planner exactly what you want.
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PERMAH Character Strengths Habits of Mind Mindfulness Activities
Resilience Builders Mazes Wellbeing Tips Thinking Tools
Mindful Colouring In Strengths Boosters Strengths & Virtues Wellbeing Fitness Challenges
Sustainable Goals What Went Well This Week? Puzzles Respectful Relationships
7 CUSTOM LAYOUT PLANNERS / JOURNALS
125 124 Print Marketing Services (Vic) Pty Ltd Three Good Things Mindful Colouring Displaying and receiving gratitude can help you enjoy deeper and healthier sleep! It turns out the thoughts you have before bedtime are directly linked to the quality of your slumber. Try writing three things you’re grateful for each day before you go to bed. Use the spaces below to start this journey. If you enjoy this process, and find it beneficial, you could continue the practice. 2. 3. July 2023 • • • • Notes 51 50 What other strategies can use? At least half the world’s population are without essential health care. What can do about world health issues as a student?. Help raise awareness in my community about the importance of good health. SUSTAINABLE GOAL GOOD HEALTH AND WELLBEING Why should care about world health issues? Things to do Monday 17 Tuesday 18 Wednesday 19 Thursday 20 Friday 21 Saturday 22 / Sunday 23 78 79 Monday Subject Tuesday Subject Wednesday Thursday Subject Friday Subject Communication / Comments: Class Teacher: Parent / Guardian: Done THE KELLETT LEARNER PROFILE QUOTE THREE THINGS AM GRATEFUL FOR THIS WEEK HOW DID YOU FEEL THIS WEEK? MY PERSONAL GOAL FOR THE WEEK NOTES FOR THE WEEK Select a face which shows how you felt this week. Due Date Circle the aspects of the Kellett Learner Profile you achieved this week. THE CHARACTER STRENGTH USED THIS WEEK WAS: Week 2 “Forgiveness is a virtue of the strong.” Gandhi WELLBEING TIP Try Pilates; great for core strength and very calming. AUGUST 2023 18 17 16 15 14 MINDFULNESS ACTIVITY PAINTING WHAT. Using water colours, paint or pastels draw a special person you love, your pet or a place you would love to be. 6 2 7 1 7 8 2 3 5 5 3 64 1 9 7 3 4 1 8 9 7 9 5 7 9 2 3 6 8 9 4 3 8 4 2 5 5 1 7 6 4 8 2 5 4 7 7 1 5 6 5 8 1 4 4 6 2 6 7 8 4 9 3 6 7 1 9 4 2 2 1 9 7 4 1 5 5 7 9 3 6 2 8 1 3 6 4 8 39 4 5 9 8 2 6 3 8 3 2 5 1 7 6 4 7 1 6 9 5 1 9 2 7 3 8 1 7 8 4 5 8 5 9 6 6 7 8 5 4 3 1 4 8 7
William Ross State High School 99 THINGS TO DO WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY Communication Comments: Teacher: Parent Guardian: October/November 2023 30 31 1 2 3 4 5 Senior Self-talk ACTIONS What are two things will start doing to use positive self-talk to become my best possible self? 1. 2. Wellbeing Bank: to add to my Strengths and Emotions through regularly using positive self-talk. Self-talk is talking to yourself inside your head and can be positive, negative or about processes to follow. Positive selftalk is an effective pathway to cope and is often called green light thinking, because encourages you to lift your efforts to believe in the power of yet; which is true growth orientated mindset. Describe how you currently use self-talk? Positive self-talk uses can and will statements, e.g. “I can and will practise difficult things often to grow my abilities.” Make more powerful by adding your name, e.g. Harry can ... and “I Harry will ... .” Negative self-talk uses can’t and won’t statements and is often called red light thinking, which focuses you on looking for what’s wrong and that there is nothing you can do to change things; e.g. difficult, I’m not smart enough.” Always contest with positive self-talk. Process self-talk guides you through journey; e.g. “after do this, I’ll do the next step ...” WELLBEING BUILDER MINDFULNESS ACTIVITY Go through a newspaper or magazine to find three good news stories and describe why they make you feel good and the positive emotions you experience. Press Positives GOOD NEWS! GOOD NEWS! GOOD NEWS! 92 Whitby Collegiate_Student Handbook 2020.indd 92 3/12/19 9:46 am WELLBEING FITNESS CHALLENGE SELF-IMAGE Positive Messages – creating a list of 10 selfaffirming messages on how want to be and spend 30 seconds thinking about each one every morning. My mantras ... develop some of your own mantras in the spaces below. LEARNING TO FLOURISH Grit is your long-term passion, persistence and self-regulation to achieve something you set out to do and has a greater influence than intelligence and natural talent. Describe times you have shown grit to achieve goals. RESILIENCE Self-talk falls into three main areas, positive, negative and process. When you start to use negative self-talk, contest immediately with positive self-talk to look for positives and possibles. With a friend describe five situations when you have fallen into the trap of negative self-talk and how you contested it. 93 Whitby Collegiate_Student Handbook 2020.indd 93 3/12/19 9:46 am Positive Self-Talk Christchurch GHS NZ Senior Body (A5) 2020.indd 74 98 William Ross State High School 32 33 Gratitude: what went well that you were grateful for? Big Four Check In: For each of your Big Four, colour in how you did this week. Eat healthy? 2 4 5 Feel in yourself? 2 3 4 5 Exercise daily? 2 3 4 5 Sleep deeply? 2 4 5 Deliberate Practice: what things do you need to intentionally and consciously practise to challenge yourself every day? /m ins /hrs /mins /hrs /mins /hrs /mins /hrs /mins /hrs /mins /hrs MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT / SUN Challenging You: what is a challenge that you are determined to overcome this week? Respectful Relationships Respectful Me: share Acknowledgement: Melbourne Graduate School of Education, University of Melbourne Listening is often the best form of support when you or others are struggling. Listening and para-phrasing what is said without adding in any thoughts is the key. When is time you have done this or someone has done this for you? For you Look at the Goals, Targets, Strategies matrix on page 121 or download it from the website. For each of your goals complete the activity. What are three things you need to start doing immediately? 1. 2. 3. WHY?: by experiencing the special feelings you get when you give of yourself to make other people’s lives better, you will want to do so more often. HOW: your kindness shows them that you care, which releases oxytocin into their systems, while adding a sense of meaning and purpose to your life. Their warm responses indicate that they value you, which releases serotonin into your system to grow your wellbeing. But it takes courage to give of yourself to others because they may not accept your kindness. When this happens open your heart anyway; your wellbeing will benefit. DO: what is something you can do to give of yourselves to other students and your teachers? When is a time you have felt a sense of meaning and purpose in your life from volunteering to help other people? What is a simple kind thing that you could every day to add meaning to your life? How could the resilience skill, Empathy, help you to do this? (see page 11) GIVING AND MEANING Meaning + purpose Fabulous First 5 Minutes: when is a time someone gave of themselves to make your life better? THIS WEEK NOTES/REMINDERS Lesson Monday Tuesday 1 2 3 4 5 6 7 8 9 10 how you that day 1 2 3 WHAT WENT WELL THIS WEEK? Think about three good things that happened, no matter how small they were, that you were grateful for this week. What did you do to make them happen and how can you make them happen again? RESILIENCE BUILDER While you have your top character strengths to use in your every thought, word and action, you also are in the process of building your social capabilities. With two friends brainstorm at least ten of these capabilities that you believe you need to have for healthy wellbeing. june 2023 5 6 23/7/19 1:15 pm Stunde Wednesday|MittwochThursday|DonnerstagFriday|Freitag 1 2 3 4 5 6 7 8 9 10 Wähle ein Gesicht, das zeigt, hast HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT? HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT? HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT? WELLBEING TIP GESS Schülerkalender 2019-20 125 Get rid of negative thoughts and write positive journal. Focusing on positive thinking and gratitude has long lasting effect on our overall happiness. Befreie dich von negativen Gedanken und schreibe ein positives Tagebuch. Die Konzentration auf Positives sowie Dankbarkeit wirkt sich nachhaltig auf unser gesamtes Glück aus. April 2020 8 9 10 23/7/19 1:15 pm 1224 4 THIS WEEK / DIESE WOCHE NOTES/REMINDERS NOTIZEN/ERINNERUNGEN Stunde Monday|Montag Tuesday|Dienstag 1 2 3 4 5 6 7 8 9 10 how you that day HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT? HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT? WIDERSTANDSKRAFT ENTWICKELN RESILIENCE BUILDER Think about three good things that happened, no matter how small they were, that you were grateful for this week. What did you do to make them happen and how can you make them happen again? Denke an drei gute Dinge, die passiert sind egal wie klein - für die du diese getan, um diese möglich zu machen und was kannst du tun, damit sie immer wieder passieren? 1 2 3 WAS WAR GUT DIESE WOCHE? WHAT WENT WELL THIS WEEK? 124 GESS Student Planner 2019-20 Während du deine wichtigsten verwendest, bist du auch dabei, deine sozialen Fähigkeiten aufzubauen. Überlege dir, gemeinsam mit zwei Freunden, mindestens zehn dieser sozialen Fähigkeiten, die du für ein gesundes Wohlbefinden benötigst. While you have your top character strengths to use in your every thought, word and action, you also are in the process of building your social capabilities. With two friends brainstorm at least ten of these capabilities that you believe you need to have for healthy wellbeing. April 2020 6 7 23/7/19 1:15 pm Lesson Wednesday Thursday Friday 1 2 3 4 5 6 7 8 9 10 WELLBEING TIP Ge negative thought an writ positiv journal Focusin positiv thinking an gratitud ha long lastin effec our overal happiness june 2023 7 8 9 23/7/19 1:15 pm GESS TEACHER PLANNER 2019-20.indd 125
STUDENT WELLBEING WORKBOOKS
A Middle and Senior Years Wellbeing Workbook designed to nurture and prepare students for the world beyond the classroom. Challenging their everyday thinking with the goal of creating a growth mindset. Broken into five distinct categories to help prepare our students for living and working in the 21st century. #Your Wellbeing #Life Skills #Study Skills #Leadership #21st Century Skills.
MIDDLE YEARS WELLBEING WORKBOOK
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SENIOR YEARS WELLBEING WORKBOOK
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Preparing For An Exam
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STUDENT WELLBEING WORKBOOKS MINDFULNESS ACTIVITY outside and lie on a towel or blanket looking at the sky for minutes. Look for and describe the different pictures of you can see in the clouds. Cloud Pictures 3/12/19 9:44 am Senior – Is Social Media Making Us Happy? ACTIONS What are two things will start doing to use social networking more sensibly so can have more time to connect with myself? 2. WELLBEING BUILDER Wellbeing Bank: to add to my Relationships and Optimism through using social networking ethically and sensibly. Social networking is a wonderful medium of communication when not used excessively and balanced with face-to-face interactions with others. Unfortunately, this is often not the case with people of your age and the negative impacts on your physical and mental wellbeing can be quite serious. Well over 60% of young people are now reporting feeling unhappy and exhausted by being permanently switched on and are keen to connect with themselves, to watch their own thoughts coming and going, instead of everyone else’s. As mentioned earlier, the overuse of social media is spiraling out of control and responsible for widespread youth sleep deprivation through 24/7 connection; invisible and cowardly bullying; restricted personal and academic growth and obsession with fear of missing out. Which of these affect you? There are both acceptable and unacceptable ways to use social networking. Describe what you believe both of these could include. Acceptable: ............................................................................ Unacceptable: ........................................................................ Describe what you think are the benefits and drawbacks of being connected 24/7. Benefits: ................................................................................. Drawbacks: ............................................................................ Social Networking è Are you always checking your phone? Are you always updating with your friends what you are doing? Social media has changed how we live our lives. è What are the pressures and negative aspects of social media? WELLBEING FITNESS CHALLENGE MATTER VIDEOS Sharing Happiness daily make a one or two minute video of something that matters to me and show them to my family and friends. 52 Whitby Collegiate_Student Handbook 2020.indd 52 3/12/19 9:44 am Is Social Media Making Us Happy? Christchurch GHS NZ Senior Body (A5) 2020.indd 61 è So, is social media really making you happy? There is constant ‘social pressure’ to belong, to be involved and to be part of 24/7. Research has shown that 60% of people feel exhausted with this permanently ‘switched on’ lifestyle, with some people even taking breaks from social networks and refusing to use them for period of time. People are reporting that they feel exhausted from their digital interactions and saying it is making them unhappy. Why do you think people are starting to say it is making them unhappy? How does social media make you feel? Social media is unlikely to go away anytime soon as there are more and more smartphones being used and increasingly connecting people. So next time you think about sharing photos, videos and status updates with your ‘friends’, just think… Is your showing off leading them to switch off?? Reference: http://www.huffingtonpost.co.uk/owen-lee/social-media-addiction-and-unhappiness_b_4113192.html Would you think of reducing your social media usage? A few facts about social media • the average social network user has 303 friends on their account but is likely to have meaningful friendships with only 10% of these. This means therefore that the majority of the status updates, pictures, videos and comments we are exposed to on social media is irrelevant or of little interest. • 18-29 year olds have an 89% usage • Time spent on Facebook top three countries – USA, Australia, Britain • 71% of users access social media from a mobile device • There are now over 550 million registered users on Twitter • Twitter was the fastest growing network with a 44% growth from 2012-2013 • Users send out 58 million tweets per day, with 9,100 happening every second. However, there are 222 million Twitters who just watch other people’s tweets • 91% of mobile Internet access is for social activities with 73% of smartphone owners accessing social networks through apps at least once per day. Ref: http://www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-shouldknow-in-2014/, http://www.searchenginejournal.com/25-insane-social-media-facts/79645/ Social media unlikely to go away anytime soon as there are more and more smartphones photos, videos and status updates with your ‘friends’, just think… Is your showing off leading them to switch off?? Would you think of reducing your social media usage? the average social network user has 303 friends on their account but is likely to have meaningful friendships with only 10% of these. This means therefore that the majority the status updates, pictures, videos and comments we are exposed to on social media is irrelevant or little interest. Time spent on Facebook top three countries USA, Australia, Britain There are now over 550 million registered users on Twitter Users send out 58 million tweets per day, with 9,100 happening every second. However, there are 222 million Twitters who just watch other people’s tweets Ref: http://www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-should-know-in-2014/, http://www.searchenginejournal.com/25-insane-social-media-facts/79645/ 53 Whitby Collegiate_Student Handbook 2020.indd 53 3/12/19 9:44 am Christchurch GHS NZ Senior Body (A5) 2020.indd 62 WELLBEING WORKBOOK HIGH SCHOOL 17 16 WELLBEING WORKBOOK HIGH SCHOOL Senior – Preparing For An Exam Structured Research Process ACTIONS What are two things will start doing to improve the process use to research? 1. 2. Wellbeing Bank: to build my Skills and Achievement through using a structured research process. Using a structured and more intelligent research process will provide patterns for your brain and promote academic growth. Describe the process you currently use to research. Following is structured research process: Defining: describe the topic and aims in your own words and divide the investigation into smaller pieces. On your phone and year planner set targets for data collection, analysis, drafting and completion of final report. Locating: establish resources from the internet, books and library and check they are up to date. Selecting: identify the most suitable method of gathering information and check the accuracy of web data. Organising: analyse and interpret gathered information, looking for bias, inference or hidden messages. Synthesise Presenting: prepare a draft report and seek feedback on from teachers and family. Use relevant feedback in your report. You will be assessed on your conclusions, analysis, arguments and interpretations. Evaluating: assess the process and findings to identify stages that require improvement and how well was the topic addressed. WELLBEING BUILDER è Most people feel nervous about sitting exams, it is normal. You may think you won’t know the answer, get caught out with something you didn’t study, or you might fail. How do you feel when you have an exam? ü 1. am often frustrated at exam times. 2. seem to spend lot of time revising and not getting good results. 3. am not sure if my techniques are the most efficient. 4. mainly leave revision until is almost too late. If you have ticked one of these, is time to start thinking about how to improve preparing for an exam. Be prepared Most students use the same strategies and wonder why they don’t improve or aren’t efficient with their time. Preparation is not just about setting a timetable and arranging your files and books on your work space. You need to think about how you have revised before; analyse what worked well (did you get good results?) and what didn’t work well (did you get bad results?). These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques worked well for you and why others did not and develop your own approach. What are three things you are going to try next time you need to study before an exam? 1. 2. 3. Remember before the exam: If you are too tired when you go into the exam, you will not do well. If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it. Relaxation is important. During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for. Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information. Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period. These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques worked well for you and why others did not and develop your own approach. What are three things you are going to try next time you need to study before an exam? 1. 2. 3. Remember before the exam: If you are too tired when you go into the exam, you will not do well. If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it. Relaxation is important. During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for. Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information. Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period. These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques worked well for you and why others did not and develop your own approach. What are three things you are going to try next time you need to study before an exam? 1. 2. 3. Remember before the exam: If you are too tired when you go into the exam, you will not do well. If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it. Relaxation is important. During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for. Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information. Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period. These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques worked well for you and why others did not and develop your own approach. What are three things you are going to try next time you need to study before an exam? 1. 2. 3. Remember before the exam: If you are too tired when you go into the exam, you will not do well. If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it. Relaxation is important. During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for. Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information. Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period. 168 Whitby Collegiate_Student Handbook 2020.indd 168 Which of these revision techniques worked well for you and which didn’t? Yes/No Writing out my notes again and again helped me to remember facts and information Reducing information into shorter notes helped me to remember facts and information Memorising essay answers Writing out sample essay answers under timed conditions Using mindmaps or diagrams helped me to remember facts and information Recording important information and playing this over and over again Revising with friends Using colour (coloured highlighters, for example) to help me to summarise and understand key points and to remember facts and information Reading my notes (without any other activity) Writing out essay plans from past questions Spending long periods revising a week before Using memory triggers to help me remember Using key words as the basis for understanding Any other method you have used... Discuss with a group of four the different approaches you have to study. Write a combined list of the different approaches. Cross off the ones you don’t think would work for you. Highlight the ones you use. Circle the ideas you would like to try. These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques worked well for you and why others did not and develop your own approach. What are three things you are going to try next time you need to study before an exam? 1. 2. 3. Remember before the exam: •If you are too tired when you go into the exam, you will not do well. •If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it. •Relaxation is important. •During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for. •Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information. •Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period. 169 Whitby Collegiate_Student Handbook 2020.indd 169
Christchurch GHS NZ Senior Body (A5) 2020.indd 108 18/2/20 11:54 am Christchurch GHS NZ Senior Body (A5) 2020.indd 109 18/2/20 11:54 am Thriving Through Exercise ACTIONS What are two things will start doing to adopt growth mindset to make daily exercise a priority? 1. 2. Wellbeing Bank: to develop my Exercise and Vitality by exercising for at least an hour every day. You have a simple choice to make as to whether you enjoy a healthy state of physical wellbeing and growth or not. Making time to exercise for an hour every day, helps you avoid illness, diabetes or obesity. Adopting a growth mindset towards making active exercise and leisure priority will keep your mind and body in good shape. Plan how you will exercise, when you will do it, who with and write them on your personal timetable. Describe how you currently exercise. There are many exciting and varied ways for you to have a pulse lifting physical workout, which will release feel good brains chemicals, called endorphins, into your bloodstream. Exercising with friends and family builds relationships and enables all of you to experience positive emotions, which will relieve tension and anxiety. Acknowledgement: Healthline WELLBEING BUILDER Junior – A Healthy Lifestyle If you maintain good food habits and daily physical activity you will be well on your way to a healthy life. “Easy to say, but sometimes not so easy to do!” Our lifestyles are often very busy, rushing to and from school and work which can make it hard to find time to be physically active. It is often easier to choose quick unhealthy snacks and take-away foods or spend free time watching TV or in front of the computer. These choices can be dangerous for our health both now and in the future. It is important we stop and think about what kind of lifestyle we want to live and how to follow a healthy lifestyle. The ‘5 ways to a Healthy Lifestyle’ diagram shows images of how to maintain a healthy lifestyle. Explain what each icon is promoting: 1. 2. 3. 4. 5. 5ways to a healthy lifestyle Whitby Collegiate_Student Handbook 2020.indd 46 3/12/19 9:44 am
Christchurch GHS NZ Junior Body (A5) 2020.indd 61 18/2/20 10:51 am 16 WELLBEING WORKBOOK – MIDDLE SCHOOL How hea thy s your festyle? Wr te down how you keep hea thy. How could you make your festyle hea th er? Wr te down 2 act ons you are going to work on to stay hea hy. Wr te a poem or draw a p cture/poster/d agram about the mpor ance of a hea thy festyle. My Purpose SETTING GOALS AND TARGETS To work out your sense of purpose you need time to think about what you want for your future. There will be things you want to achieve in your life. Goals are what you want to achieve in your: -personal life -career and education -sport and leisure -other interests. To help you achieve your goals and develop your sense of purpose, you need to set targets along the way. Targets give you: - a reason to do the hard things that will help you to succeed and reach your goals -the answers to ‘why am at school?’ What are my top 3 goals? FOR THIS YEAR FOR THIS YEAR FOR THIS YEAR PERSONAL - for myself At school Sport and leisure IN THE FUTURE IN THE FUTURE IN THE FUTURE 205 Whitby Collegiate_Student Handbook 2020.indd 205 Christchurch GHS NZ Junior Body (A5) 2020.indd 130 Junior How Are Choice, Effort and Practice Connected? WELLBEING BUILDER Being successful at school and enjoying the journey have absolutely nothing to do with chance, luck or how smart you think you are. These only rely on the choices you make, the effort you put in and the deliberate practice you do. Reflect on how you make choices, put in effort and commit to practise what you learn. Acknowledgement: Anders Ericsson Tal Ben Shahar The very first choice you make in your life is to choose to choose. Everyone makes both good and not so good choices in what they do, but the main thing is to know the difference and learn from them. As a student, you have plenty of choices that you need to make; it’s about self-awareness. Reflect on how you currently choose for the following using: Usually choose to learn: each of my teachers’ style of teaching and expectations of how participate in class? Usually Sometimes Not Yet whether my teachers provide handouts or allow me to record their classes on my phone? Usually how can learn with my teachers who have to cater for a variety of student strengths, learning styles, multiple intelligences and areas to improve upon? Usually in more intelligent ways using Habits of Mind and Thinking Tools? Usually Sometimes Not Yet Actions: What are two things will start doing to make good choices? 1 2 A thinking trap which many students fall into, is that they get action mixed up with activity. Action is about focusing intently on achieving what you set out to do by putting in your best efforts to make it happen. Activity is about going through the motions, pretending you are trying and letting down the person you see in the mirror every morning. Reflect on how you currently put in effort for the following using: Usually Sometimes Not Yet make a real effort to: positively grow my brain’s abilities by learning new more difficult learning and thinking approaches? Usually Sometimes Not Yet listen, participate actively in class and willingly discuss and share my ideas? Usually Sometimes Not Yet not interrupt or distract others and avoid losing concentration when learning and thinking? Usually sit in the first few rows of the classroom to keep my mind on the job? Usually Sometimes Not Yet Actions: What are two things will start doing to make a real effort to learn and think? 1 2 has been p practice g in p ways, espec w learning new and more di ficult app oaches Your willingness to practise what you learn ever day elies on the two ingredients above, choice and effort. Use them to drive and inspire your determ nation to becom your best possib e self Reflect on how you currently choose to practise for the following using: Usually Sometimes Not Yet make a deliberate effort to practise: five minutes revising every night on what learnt in class in each of my subjects. Usually Sometimes Not Yet smarter note taking to relate what learnt to what already know. Usually Thinking Tools, flowcharts, summaries of main points and key words to review my learning. Usually Sometimes Not Yet what learn to new situations and set up problem solving approaches. Usually Actions: What are two things will start doing to deliberately practise what learn? 2 CHOICE EFFORT PRACTICE Choice, Effort and Practice WELLBEING WORKBOOK – MIDDLE SCHOOL 93 92 WELLBEING WORKBOOK – MIDDLE SCHOOL FOR MIDDLE SCHOOL FOR SENIOR SCHOOL
A Healthy Lifestyle