2024 LEARNING CURVE SECONDARY TEACHER PLANNER NAME ........................................................................................POSITION .................................. mobile .................................................... TOP CHARACTER STRENGTHS ............................................................................................................................................................... EMERGENCY CONTACT AND MOBILE ...................................................................................................................................................
INSPIRING MY BEST SELF AS A PERSON WHO MATTERS
What do you want 2024 to be for you: Personally? ........................................................................................................................................................................................ Professionally?.................................................................................................................................................................................... What is a choice that you need to make? ............................................................................................................................................
Our Learning Curve is based on the PERMAH model of wellbeing. We describe a healthy state of wellbeing as: feeling optimistic and hopeful for today and for your future, because you know that you are working towards becoming your best self. The evidence-based lessons and activities in the Learning Curve Curriculum are layered and align with ACARA’s F to 10 HPE Curriculum and both the Resilience, Rights & Respectful Relationships and Building Resilience: Social and Emotional Learning research for F, 1-2, 3-4, 5-6, 7-8, 9-10 & 11-12 from the Graduate School of Education, University of Melbourne. Teacher Lesson Guides have been created to support you in confidently teaching every lesson/activity in all planners and journals; individual guides are on our website under the Wellbeing Program tab. To assist the adults in students’ lives to develop a heathy state of wellbeing in themselves, we have created the Wellbeing@School Journal for staff, and the Wellbeing@Work Journal for parents. Our Learning Curve team travels far and wide conducting staff wellbeing days and providing professional development for teachers, parents and leadership teams on how to best implement and embed our program. Research clearly indicates, that when both students and staff are experiencing a healthy state of wellbeing, significant personal and academic growth occurs within the school community. Please don’t hesitate to contact me should you have any queries whatsoever,
Author, Educator and Speaker
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All the best, Mick Walsh, The Learning Curve Author
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 is: Gratitude, Kindness, Bravery, Honesty, Creativity, and Teamwork.
CHARACTER STRENGTH WEEK
GRATITUDE WEEK Think about the little things you already have in your life that you are grateful for, not the things you want; what would happen if they weren’t there? And think about the many kind acts others do for you, without you asking; do you say “thank you”? Choosing show gratitude builds everyone’ wellbeing. This week make Gratitude Walls both in your classroom and at home for your class and your family to write down or draw things they are grateful for and what they said to say “thank you”. This Week’s Gratitudes: write down or draw little things that you are grateful for and kind things others did for you that you are grateful for and then say thank you to them. Also, who was grateful for your efforts this week?
Go to www.learningcurve.com.au and download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks, and the Wellbeing Awards Certificates from Individual Resources/ Wellbeing Awards. What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow 1
2024 TEACHER PLANNER INDEX Every PERMAH lesson and resilient wellbeing activity in this index adds another layer of resilience and wellbeing to enable both you and your students to move towards becoming your best functioning selves. 2024 Teacher Planner Introduction ......................................... 1
Semester Curriculum Plans..............................................38-51
2024 Teacher Planner Index ................................................... 2
Character Strengths Weeks .................................................. 53
About This Planner ................................................................. 3
Cornell Notes Process .......................................................... 65
Using This Planner ...............................................................4-5
Body Language .................................................................... 91
Calendars ............................................................................... 6
Regulating Emotions........................................................... 119
2024 Australian School Terms & Public Holiidays .................... 7
Respectful Relationships..................................................... 147
2024 Year Planner ...............................................................8-9 PERMAH+: Describing Your Wellbeing.............................10-12 Trusted Champions .............................................................. 13 Character Strengths ............................................................. 14 Strengths Wheel ................................................................... 15 Developing Resilience Skills .............................................16-17 Aboriginal and Torres Strait Islander Education ................18-19 Class Wellbeing Challenges .............................................20-23 Habits of Mind In Action...................................................24-25 Multiple Intelligences ........................................................26-27 Feelings and Emotions ......................................................... 28 Positive Personal Descriptors ............................................... 29 Positive Self-Talk in Action .................................................... 30
Thinking Before, During and After Class .............................. 177 Mastery – Focus, Feedback, Fix It ...................................... 203 Exciting Self-Expectations .................................................. 233 Sense of Purpose ............................................................... 261 Understanding Mindsets ..................................................... 289 Effective Memory Habits ..................................................... 317 Purpose and Self-Determination Word Search .................... 345
REAR PAGES Networking ......................................................................... 365 Professional Development Log ........................................... 366 Private Vehicle Travel ...................................................367-368
Goals, Targets, Strategies, Obstacles, Learn Plan ................. 31
Taxation Log ....................................................................... 369
Your Goals Term One............................................................ 32
2025 Forward Planner .................................................370-371
Term One Goals and Subject Reflections .............................. 33
Resuscitation ...................................................................... 372
Musts and Options ............................................................... 34
Asthma First Aid ................................................................. 373
Blank Timetable .................................................................... 35
Notes ..........................................................................374-375
Innovative Teaching Strategies .........................................36-37
Puzzle Answers .................................................................. 376
FEEDBACK SECTION (Students, Teachers and Parents)
Learning Curve™ is a Trade Mark of Michael Walsh.
In order to continually improve “The Learning Curve” as a constructive and valuable aid/asset to
Copyright The Learning Curve Planner. All rights reserved.
– a quality study program – enhanced student performances – students achieving their goals please pass on any feedback, such as comments / criticisms / extra topics / improvements. Information will be greatly appreciated. email: sales@learningcurve.com.au
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www.learningcurve.com.au “To know and still not do is still not to know.” Chinese Proverb 2
ABOUT THIS PLANNER Content from Student Planner
This Lesson: WHY: for you to understand that to become your best self, you will need to enjoy the challenge of doing the lessons and activities in this planner and on the website. HOW: choose to use your strengths to deliberately practise what you learn from these lessons and activities at school, at home, and in your community.
1. What is a resilient state of wellbeing? Feeling optimistic and hopeful about today and for your future, because you know that you are working towards becoming your best self.
2. Getting started: To feel confident, there are six lessons that you need to do first:
Events in life 10%
3. Your own thoughts, words, and actions influence about 40% of your state of wellbeing, so it makes sense to think positively. The way that you think determines the way that you feel, which in turn determines the way that you act. Be aware of your thoughts.
4. Each week there is a PERMAH+ lesson, one of eight rotated wellbeing activities,
?
WH WA
UENNCCESS WWEELLL BLEIB IFNLFUL E T N NEG HTAI
G I?N
1. Pages 4 & 5 – Using this Planner. 2. Pages 6, 7 & 8 – PERMAH+: Describing Your Wellbeing. 3. Pages 10 & 11 – Developing Resilience Skills. 4. Page 12 – Understanding Mindsets. 5. Page 13 – Your Term One Goals. 6. Pages 118 & 119 – Character Strengths and Wheel.
Daily thoughts, words & actions 40%
Genetics 50%
a Character Strengths focus, and the daily and weekly Big Five Check In (see below). See our website www.learningcurve.com.au for interactive activities.
ACCOMPLISHMENT + OPTIMISM
TEACHER LESSON GUIDE
CHARACTER STRENGTH WEEK
MIDDLE PLANNER PAGE 58
GRATITUDE WEEK
Pages 58 & 59 – CORNELL NOTES and REVIEWING
PRIORITIES / DUE DATES 26 Monday
CORNELL NOTES AND REVIEWING
WHY: by using the Cornell Process for taking notes and reviewing, you will create effective learning patterns and processes for your brain. HOW: rule your page the Cornell way (page 137). Write dot points in your own words of what your teacher says on the right, write or draw any questions you have about these and how they connect to what you already know on the left. For five minutes at night, review your notes to answer your questions.
27 Tuesday
Acknowledgement: Wade & Pauk
DO: what could be a benefit for you when taking notes and reviewing this way? .....................................................................................
28 Wednesday
..................................................................................... ..................................................................................... ..................................................................................... How can writing down questions you have and connecting them to what you already know help you?
29 Thursday ..................................................................................... ..................................................................................... .....................................................................................
MIND GAMES
Mind Reading: is when you think that you know what other people are thinking about you, which can cause you to have unhelpful negative thoughts. When is a time that you have thought this way?
30 Friday
...................................................................................... ......................................................................................
1 Saturday
...................................................................................... Acknowledgement: De Bono
HOW WAS I HONEST? ...................................................................................... ......................................................................................
2 Sunday
CHARACTER STRENGTH
Enjoy using Creativity this week to build your wellbeing. (page 6)
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Fabulous First Five Minutes – ask students what is something that they do to show that they believe in themselves. WHY: for students to learn how to use both sides of their brains using the Cornell Process when taking notes in class and creating questions to ask. HOW: read Cornell Notes and Reviewing with your class. Explain that the secret to taking quality notes in class is to use both the left and right sides of their brains, and using the Cornell Process enables this. Share that in class, it will benefit them to be aware of using mirror neurons to show positive intentions and to be on the same wavelength as all of their teachers. Add that reviewing their notes for five minutes every night reinforces learned materials in their brains. DO: read and discuss the following questions and ask students to journal their thoughts in their planners. What could be a benefit for you when taking notes and reviewing this way? How can writing down questions you have and connecting them to what you already know help you? What character strength can help you with Cornell Notes and Reviewing? (page 6). Read and discuss Mind Games, Mind Reading with your class and ask them to journal in their planners about a time when they thought that they knew what other people were thinking about them, which caused them to have unhelpful negative thoughts. Character Strength brainstorm: how can they use Creativity this week to build their wellbeing (page 6). Success Criteria: students will be able to: Explain – what they need to do to take high-quality notes in class to improve their subject understandings. Do – practise using the Cornell Notes Process.
Think about the little things you already have in your life that you are grateful for, not the things you want; what would happen if they weren’t there? And think about the many kind acts others do for you, without you asking; do you say “thank you”? Choosing to show gratitude builds everyone’s wellbeing. This week make Gratitude Walls both in your classroom and at home for your class and your family to write down or draw things they are grateful for and what they said to say thank you.
GRATITUDE
This Week’s Gratitudes: This week write down or draw little things that you are grateful for and kind things others did for you that you are grateful for and then say “thank you” to them. Also, who was grateful for your efforts this week?
SECONDARY RESILIENT WELLBEING TOOLBOX
Which of the following resilience skills are you practising well? Optimism and hope for the future, regulating emotions, controlling impulses, thinking flexibly, showing empathy, having self-belief and building social-connectedness. Which should you focus on more?
Practising keystone habits to cultivate a resilient state of wellbeing in students
OPTIMISM & HOPE
PERMAH+ FOCUS
EMPATHY & CONNECTEDNESS
What am I looking forward to most this week?
Being outdoors with nature is my pathway to becoming my best self.
What is something awesome about being with other students at school?
RESILIENT MINDSET
THINKING FLEXIBLY
Practising well
Acknowledgement: Wade & Pauk
58
2023 LC Planner MIDDLE.indd 58
WEEK 22
RESILIENT ME: I RESPOND RESILIENCE BUILDERWELL
11/10/2022 10:16 am
ACCOMPLISHMENT + OPTIMISM
CORNELL NOTES AND REVIEWING
Focus on more
Where is my quiet place to clear my mind and connect with myself?
“Breathe the air and smell the flowers.”
WHY: by using the Cornell Process for taking notes and reviewing, you will create effective learning patterns and processes for your brain. HOW: rule your page the Cornell way (page 137). Write dot points in your own words of what your teacher says on the right, write or draw any questions you have about these and how they connect to what you already know on the left. For five minutes at night, review your notes to answer your questions. Acknowledgement: Wade & Pauk
MINDFUL THOUGHTS
What is a little kind act which could make a big difference to others’ wellbeing?
MW
DO: what could be a benefit for you when taking notes and reviewing this way?
SELF-CONTROL
SELF-BELIEF
GRATITUDE JOURNAL
I will ask two friends every day how their families are going.
What is something that I should value more in my life?
What is something that I am grateful for about myself?
..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... How can writing down questions you have and connecting them to what you already know help you? ..................................................................................... ..................................................................................... .....................................................................................
Acknowledgement: 11-12 Building Resilience, Graduate School of Education, University of Melbourne
WEEK 23
SENIOR PLANNER WEEK 22
5. Each weekly PERMAH+ lesson is broken up into: WHY? – the learning intention that you are about to explore in the lesson. HOW? – ways in which you can develop the intentions of the lesson. DO? – questions for you to reflect on to motivate you to use what you have 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
2024 LC Teacher Planner DTP ©Print & Marketing Services (Vic) Pty Ltd
monitor each of these.
At the end of each week, summarise how well you went by colouring in each one.
BIG 5
CHECK IN
Feel Positive?
Exercise Daily?
Eat Healthy?
Drink water?
Sleep deeply?
Acknowledgement: P - Lyubomirsky, King & Diener, E - Hunter & Csikszentmihalyi, R - Norrish, Robinson & Williams, M - Cotton, Bronk & Damon, A - Hendren, Sheldon, H - Norrish, Robinson & Williams “I am not what has happened to me. I am what I choose to become.” Carl Jung 3 Acknowledgement: P-Lyubomirsky, King & Diener, E-Hunter & Csikszentmihalyi, R-Norrish, Robinson & Williams, M–Cotton, Bronk & Damon, A–Hendren, Sheldon, H-Norrish, Robinson & Williams
2024 / 2025 / 2026 CALENDARS 2024 CALENDAR JANUARY
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“Merit and good breeding will make their way everywhere.” Lord Chesterfield 6
2024 AUSTRALIAN SCHOOL TERMS & PUBLIC HOLIDAYS SCHOOL TERMS
PUBLIC HOLIDAYS
AUSTRALIAN CAPITAL TERRITORY: – www.education.act.gov.au Tuesday 30 January (New students) Wednesday 31 January (Continuing Students) to Friday 12 April Monday 29 April to Friday 5 July Monday 22 July to Friday 27 September Monday 14 October to Tuesday 17 December
NATIONAL New Year’s Day ...............................................January ...... Monday ......1 Australia Day ...................................................January ......... Friday ....26 Good Friday ....................................................... March ......... Friday ....29 Easter Saturday ................................................. March ..... Saturday ....30 Easter Sunday ................................................... March ....... Sunday ....31 Easter Monday......................................................April ...... Monday ......1 Anzac Day ............................................................April .....Thursday ...25 Christmas Day ............................................. December . Wednesday ....25 Boxing Day (except S.A.) .............................. December .....Thursday ....26
NEW SOUTH WALES: – www.education.nsw.edu.au Tuesday 30 January to Friday 12 April Monday 29 April to Friday 5 July Monday 22 July to Friday 27 September Monday 14 October to Friday 20 December VICTORIA: – www. education.vic.gov.au Tuesday 30 January to Thursday 28 March Monday 15 April to Friday 28 June Monday 15 July to Friday 20 September Monday 7 October to Friday 20 December QUEENSLAND: – www.education.qld.gov.au Monday 22 January to Thursday 28 March Monday 15 April to Friday 21 June Monday 8 July to Friday 13 September Monday 30 September to Friday 13 December SOUTH AUSTRALIA: – www.education.sa.gov.au Monday 29 January to Friday 12 April Monday 29 April to Friday 5 July Monday 22 July to Friday 27 September Monday 14 October to Friday 13 December WESTERN AUSTRALIA: – www.det.wa.edu.au Wednesday 31 January to Thursday 28 March Monday 15 April to Friday 28 June Monday 15 July to Friday 20 September Monday 7 October to Thursday 12 December NORTHERN TERRITORY: – www.det.nt.gov.au Tuesday 30 January to Friday 5 April Monday 15 April to Friday 21 June Tuesday 16 July to Friday 20 September Monday 7 October to Friday 13 December
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TASMANIA: – www.decyp.tas.gov.au Wednesday 7 February to Thursday 11 April Monday 29 April to Friday 5 July Tuesday 23 July to Friday 27 September Monday 14 October to Thursday 19 December
AUSTRALIAN CAPITAL TERRITORY Canberra Day .................................................... March ...... Monday ....11 Reconciliation Day ................................................ May ...... Monday ....27 Sovereign’s Birthday ........................................... June ...... Monday ....10 Labour Day......................................................October ...... Monday ......7 NEW SOUTH WALES King’s Birthday..................................................... June ...... Monday ....10 Bank Holiday # ................................................. August ...... Monday ......5 Labour Day .....................................................October ...... Monday ......7 VICTORIA Labour Day........................................................ March ...... Monday ....11 King’s Birthday..................................................... June ...... Monday ....10 AFL Grand Final (Friday before) Subject to AFL Schedule .....................TBC Melbourne Cup Day ......................................November ...... Tuesday ......5 QUEENSLAND Labour Day........................................................... May ...... Monday ......6 Royal Queensland Show (Brisbane area only) ..... August . Wednesday ....14 King’s Birthday.................................................October ...... Monday ......7 SOUTH AUSTRALIA Adelaide Cup Day† ........................................... March ...... Monday ....11 King’s Birthday..................................................... June ...... Monday ....10 Labour Day......................................................October ...... Monday ......7 Proclamation Day ........................................ December .....Thursday ....26 WESTERN AUSTRALIA Labour Day........................................................ March ...... Monday ......4 Western Australia Day .......................................... June ...... Monday ......3 King’s Birthday............................................ September ...... Monday ....23 NORTHERN TERRITORY May Day............................................................... May ...... Monday ......6 June Public Holiday.............................................. June ...... Monday ....10 Alice Springs Show Day * .......................................July ......... Friday ......5 Tennant Creek Show Day * .....................................July ......... Friday ....12 Katherine Show Day * ............................................July ......... Friday ....19 Darwin Show Day * ................................................July ......... Friday ....26 Picnic Day ........................................................ August ...... Monday ......5 Borroloola Show Day * ...................................... August ......... Friday ....16 TASMANIA Royal Hobart Regatta (South Tasmania) *..........February ...... Monday ....12 Launceston Cup (North Tasmania) * .................February . Wednesday ....28 Eight Hours Day ................................................. March ...... Monday ....11 Easter Tuesday ....................................................April ...... Tuesday ......2 King’s Birthday..................................................... June ...... Monday ....10 Royal Launceston Show (North Tasmania) * .......October .....Thursday ....10 Royal Hobart Show (South Tasmania) * ..............October .....Thursday ....24 Recreation Day (North Tasmania) * .................November ...... Monday ......4
*Regional observance only. #Not a state wide holiday. †To be proclaimed. Dates are correct at time of printing. All holidays are subject to government regulation. “I cannot teach anybody anything, I can only make them think.” Socrates 7
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2024 YEAR PLANNER
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PERMAH+: DESCRIBING YOUR WELLBEING Content from Student Planner
This Lesson: WHY: for you to learn about the six PERMAH+ elements which describe your wellbeing, and to reflect each term on how you are developing each of them. HOW: think about how effectively you are doing the little positive actions which contribute to each element, using A – usually, B – at times, C – not yet. Then, set a target rating to strive for. Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Positive Emotion + gratitude – creating positive emotions in yourself, contesting negative unhelpful thoughts with self-talk, and being grateful for the people and things you have in your life. When is a time that you enjoyed feeling positive emotions that you were grateful for? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Tried to create positive emotions in yourself? Looked forward to something every day? Shared good things which you were grateful for? Was happy that you have choices in your life? Controlled your emotions and impulses consistently? What is something that you are looking forward to next term that will fill you with positive feelings? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Engagement + mindfulness – connecting with yourself to be curious to learn more,
noticing something different about every day, and involving yourself fully in what you love doing.
What is an activity that you fully engaged yourself in that was enjoyable and stretched your skills? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Focused on being present to ignore distractions in class? Listened actively, acted sensibly, and learned enthusiastically? Immediately engaged with a task for 10 minutes to beat procrastination? Paused and was curious to notice different things? Enjoyed real people in real time every day? What is something that you love doing where you sometimes lose track of time? ....................................................................................................................................................................................................................................................................... ....................................................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson “You’ve always had the power my dear, you just had to learn it for yourself.” Glinda, Wizard of Oz 10
PERMAH+: DESCRIBING YOUR WELLBEING Content from Student Planner
The six PERMAH+ elements are equally important, and no one on its own describes your state of wellbeing. They combine to work together as a family. Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Relationships + empathy – creating and maintaining respectful relationships, showing that other people matter to you, and having empathy for their needs and feelings, as well as your own.
What is something that you are really grateful for about your family and friends? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Listened actively and asked others to tell you more? Celebrated and valued others’ good efforts and successes? Looked for other peer groups to join, as well as your current ones? Considered other people’s needs and feelings? Looked for opportunities to do kind things for others? Who are other people and groups that you would like to connect with and belong to? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Meaning + purpose – having a reason for getting out of bed, and starting every day with a sense of purpose to make a positive difference to the lives of others, as well as yourself.
What is something that feels you with a sense of purpose to become your best self? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Felt a sense of meaning by giving of yourself to be kind? Listened to your mind to do what was right for you to do?
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Did good to feel good and felt good to do good? Wanted to make a positive difference each day? Looked for good stuff before bad stuff? What is something that you think the world needs more of in the 21st century? ....................................................................................................................................................................................................................................................................... ....................................................................................................................................................................................................................................................................... Acknowledgement: Seligman & Peterson “If you have a strong purpose in life, you don’t have to be pushed. Your passion will drive you there.” Roy T. Bennett 11
PERMAH+: DESCRIBING YOUR WELLBEING Content from Student Planner
Last Year
Term 1
Term 2
Term 3
Term Target 4 Rating
Accomplishment + optimism – having optimism and hope for your future, writing down
goals as your pathways to becoming your best self, and deliberately practising to accomplish them.
What is a goal that fills you with hope that you have what it takes to achieve it through your own efforts? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Had a positive attitude about mistakes guiding you? Reviewed your notes for five minutes every night? Thought clearly using Thinking Tools and Habits of Mind? Completed learning tasks with effort and on time? Prepared to practise to grow your brain’s abilities? What is something that you are optimistic about achieving next week? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Health + strengths – looking after your Big Five to be healthy, and using your strengths to be
optimistic that you are working towards becoming your best self.
What strengths do you regularly use to keep you focused on doing your Big Five well? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Exercised in the outdoors daily and drank water? Ate more fresh foods and less junk processed foods? Looked on the bright side to laugh and have fun? Exercised your mind using non-electronic activities like reading? Turned off your phone and enjoyed nature? What is a health goal that you really want to achieve next term? ....................................................................................................................................................................................................................................................................... .......................................................................................................................................................................................................................................................................
Acknowledgement: Seligman & Peterson “The further that you can look back on, the further that you can look forward.” MW 12
CLASS WELLBEING CHALLENGES Content from Student Planner
Neuroscience has shown that with every new challenging experience, your brain changes and that you can grow your brain’s abilities in all areas of your life.
GRATITUDE LETTER
PHOTO 7
LOOKING FORWARD
STEPPING IT UP
MUSIC MAGIC
ADVENTURE EAT
Being Thankful ~ write a letter from your heart thanking someone who really helped you to overcome something challenging, and then give it to them. Who is someone that you can write a gratitude letter to and why?
Positively Focused ~ every morning, think about what you are looking forward to most for the day ahead, write it down, and enjoy it when it happens. What is something that you look forward to often and why?
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Creating Concerts ~ three times every day, spending 5 minutes listening to your favourite music as if you were there at a concert to give you an energy boost. What are your favourite songs that you would listen to?
Gratitude Pics ~ every day, take a photo on your phone of something that you are grateful for, and then create a gratitude album of photos this week. What photos were really special for you?
Moving Myself ~ be more active to build up to meet the daily 10,000 step challenge, and journal the number of steps you take each day. What are your favourite ways of being more active to increase your steps?
Variety Tasting ~ leave your comfort zone and do your body a favour by having a junk food free week and trying new tastes, fruits and vegetables. You might be surprised! What are foods that you would enjoy trying?
Acknowledgement: Rievich & Shatte “Character consists of what you do on the third and fourth times.” James Michener 21
YOUR GOALS TERM ONE Content from Student Planner
This Lesson: WHY: for you and your students to write down three goals that they are determined to achieve. HOW: write down a goal for building their learning and thinking skills in class, a goal for building their respectful relationships and a goal about what they want to achieve for themselves. Writing down goals is a tried and proven way to provide you with reasons to apply yourself well at school. Your goals are both your pathways forward and your anchors when things don’t go your way. Aim to set goals that will stretch your best self.
MY GOALS - MY PATHWAYS AND MY ANCHORS
GOAL ONE: About building my learning and thinking skills in class I will ........................................................................................................................................................................................... .................................................................................................................................................................................................... Starting Target: Circle where I think I am now on achieving this goal: 1
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What could be a challenge and who can help me? ........................................................................................................... .................................................................................................................................................................................................... .................................................................................................................................................................................................... At end of Term circle where I think I can reach on this goal: 1
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GOAL TWO: About building my respectful relationships I will ........................................................................................................................................................................................... .................................................................................................................................................................................................... Starting Target: Circle where I think I am now on achieving this goal: 1
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What could be a challenge and who can help me? ........................................................................................................... .................................................................................................................................................................................................... .................................................................................................................................................................................................... At end of Term circle where I think I can reach on this goal: 1
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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: 1
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What could be a challenge and who can help me? ........................................................................................................... .................................................................................................................................................................................................... .................................................................................................................................................................................................... At end of Term circle where I think I can reach on this goal: 1
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Acknowledgement: Sheldon & Adams Miller “Ask the experienced rather than the learned.” Arabic Proverb 32
TERM ONE GOALS AND SUBJECT REFLECTIONS Content from Student Planner
This Lesson: WHY: for your students to reflect on how far they moved towards achieving each of their three goals and progress in each of their subjects. HOW: in the left hand column, reflect on what they learned for each of their goals that they are grateful for and how far they reached towards achieving each of them. In the right hand column, reflect on how well they went in each of their main subjects.
REFLECTIONS ON MY TERM ONE LEARNING GOALS
REFLECTIONS ON MY SUBJECTS
GOAL ONE:
Subject:.................................................................
What positive things did I learn for this ‘learning and thinking skills’ goal? ....................................................................................................... .......................................................................................................
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....................................................................................................... Mark where you felt you reached towards achieving this goal: 1 2 3 4 5
GOAL TWO: What positive things did I learn for this ‘building my respectful relationships’ goal?
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My effort and outcome rating: 1 2 3 4 5 Something to improve? ................................................................................
Subject:................................................................. My effort and outcome rating: 1 2 3 4 5 Something to improve?
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GOAL THREE:
What positive things did I learn for this ‘what I want to achieve’ goal? ....................................................................................................... 2024 LC Teacher Planner DTP ©Print & Marketing Services (Vic) Pty Ltd
My effort and outcome rating: 1 2 3 4 5 Something to improve?
My effort and outcome rating: 1 2 3 4 5 Something to improve? ................................................................................
Subject:................................................................. My effort and outcome rating: 1 2 3 4 5 Something to improve?
.......................................................................................................
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Subject:.................................................................
....................................................................................................... Mark where you felt you reached towards achieving this goal: 1 2 3 4 5
My effort and outcome rating: 1 2 3 4 5 Something to improve? ................................................................................
“You may have to fight a battle more than once to win it.” Margaret Thatcher 33
SEMESTER CURRICULUM PLANS CLASS:
SEMESTER:
WEEK 1
WEEK 11
WEEK 2
WEEK 12
WEEK 3
WEEK 13
WEEK 4
WEEK 14
WEEK 5
WEEK 15
WEEK 6
WEEK 16
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REFLECTIONS / INTENTIONS
“What wisdom can you find that is greater than kindness?” Jean-Jacques Rousseau 38
SEMESTER CURRICULUM PLANS CLASS:
SEMESTER:
WEEK 1
WEEK 11
WEEK 2
WEEK 12
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WEEK 13
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REFLECTIONS / INTENTIONS
“If you see someone without a smile, give them one of yours.” Dolly Parton. 39
Positive Emotion + gratitude: SHARING INTENTIONS / MIRRORING INTENTIONS Fabulous First Five Minutes – when is a time that they were in a great team at school? WHY: to learn how to read and understand the intention of body language messages. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Sharing Intentions together. Explain that many disagreements are caused by misreading the intention of body language. And that everyone’s wellbeing will benefit by them practising welcoming body language to create positive impressions in others’ minds: have fun role playing sending good intentions. HOW: Senior – Read Mirroring Intentions together. Explain that mirror neurons support their human evolutionary tribal need to work together cooperatively to achieve things together in groups. Share that while these neurons may imitate others’ moods, the primary things they copy are others’ intentions when they meet them. DO: Explore the PERMAH+ questions and ask students to answer them. Discuss and complete Middle – Mindfulness Time, Senior – Brain Agility and do Big Five Check In together. Middle – lead class brainstorm on Love of Learning. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – how they can use welcoming body language. Do – practise sending body language messages. Acknowledgement: Greenfield & Iacoboni
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PRIORITIES / DUE DATES POSITIVE EMOTION
PRIORITIES / DUE D
22 Monday
22 Monday
POSITIVE EMOTION Monday 22 WHY: by understanding that everyone has mirror + GRATITUDE neurons, which copy others’ moods, intentions,
WHY: by understanding that we all have mirror neurons,
which imitate the intentions, expressions, and moods of who Monday 22 we are with, you will be more likely to role model friendly body language to show positive intentions.
and body language, so you will more likely to share happy moods, intentions and facial expressions.
MIRRORING INTENTIONS
nication with and received by When you meet hether they are or not. Practise oming to show e friendly.
23 Tuesday HOW: about 90% of your communication with others is done via messages sent and received by body language and WHY: voice tones. When you meet by understanding that we all have mirror neurons, others, you know very quickly whether they areexpressions, and moods of who which imitate the intentions, interested in gettingwetoare know you orwill not.bePractise with, you more likely to role model friendly smiling, listening, and being welcoming topositive show intentions. body language to show Tuesday 23 others that your intention is toyour be friendly. HOW: show intention to work cooperatively with others, Acknowledgement: Greenfield Iacoboni read & their body language messages, and show that you value and they with the same positive intentions DO: when you meetthem, someone, whatwill arerespond two body and signals behaviours. can mirror do their language or voice tone that Consider: you use tohow show Wednesday 24 neurons job when so many people are ignoring others, with their faces that you are friendly? glued to their phones?
hat are two body at you use to show
1. .................................................................................. DO: when is a time that your positive intentions were mirrored in others’ responses to you? 2. .................................................................................. 24 Wednesday
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What are two types ....................................................................................................... of body language that you need to avoid using if you want to show that you have ...................................................................................................... friendly intentions? 25 Thursday .......................................................................................................
uage that you need w that you have
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ings and Emotions otion for each day feel. Think about e body language
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Acknowledgement: Lyubomirsky & Iacoboni
1 ................................................................................... ....................................................................................................... 2 ................................................................................... How do you respond to people you meet who have their faces buried in their phones? 25 Thursday
MINDFULNESS...................................................................................................... TIME POSITIVE EMOTIONS: From Feelings and Emotions 26 Friday (page 125), choose a...................................................................................................... positive emotion for each day this week that you would like to feel. Think about ...................................................................................................... what you can do to feel it and the body language you would show for each.
BRAIN AGILITY
Friday........................................................................ 26MONDAY
When faced with different situations, 16 intelligent ways to think have been identified, called Habits of Mind. Google TUESDAY ........................................................................ them, and then deliberately begin choosing the most appropriate ones to use for different situations. What are WEDNESDAY .................................................................. four Habits of Mind that you use often? 27 Saturday THURSDAY ..................................................................... © Print & Marketing Services (Vic) Pty Ltd – 2024 Middle Planner
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WHO WASBRAINSTORM KIND TO ME? CHARACTER STRENGTH
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Acknowledgement: Lyubomirsky & Iacoboni
23 Tuesday
DO: when is a time that your positive intentions were mirrored in others’ responses to you?
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....................................................................................................... ...................................................................................................... ....................................................................................................... ....................................................................................................... Wednesday 24 How do you respond to people you meet who have their faces buried in their phones?
25 Thursday
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25 Thursday
BRAIN AGILITY
26 Friday
When faced with different situations, 16 intelligent ways to think have been identified, called Habits of Mind. Google them, and then deliberately begin choosing the most appropriate ones to use for different situations. What are four Habits of Mind that you use often?
26 Friday
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Acknowledgement: Costa & Kellick
27 Saturday
Sunday How can we show Love of28 Learning this week? ....................................................................................................... (page 118)
How can we show Love of Learning this week? ....................................................................................................... (page 118)
23 Tuesday
HOW: show your intention to work cooperatively with others, read their body language messages, and show that you value them, and they will respond with the same positive intentions and behaviours. Consider: how can mirror neurons do their job when so many people are ignoring others, with their faces glued to their phones?
WHO WAS KIND TO ME? WHAT DID I CELEBRATE? CHARACTER STRENGTH BRAINSTORM 4..................................................................................................... Sunday ...................................................................................... Acknowledgement: Costa & Kellick
E?
+ GRATITUDE
MIRRORING INTENTIONS PRIORITIES / DUE DATES
SHARING PRIORITIES / DUE DATES INTENTIONS
ryone has mirror ds, intentions, ore likely to share ial expressions.
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STUDY TIP Use the Goals, Targets, Strategies, Obstacles, Learning Plan (page 13) to set self-determined goals.
27 Saturday © Print & Marketing Services (Vic) Pty Ltd - 2024 Senior Planner
POSITIVE EMOTION + GRATITUDE
SENIOR PLANNER
© Print & Marketing Services (Vic) Pty Ltd – 2024 Middle Planner
MIDDLE PLANNER
28 Sunday
STUDY TIP
Use the Goals, Tar Learning Plan (pa
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Wellbeing Challenge: Inspiring Your Best Self What are you looking forward to most this week? Consider: how well do you pause to give yourself self-awareness time when you meet someone, to practise how you want them to experience you?
A boiled egg is an excellent healthy snack
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Positive Teaching Practices As we are all well aware, one of the most important perquisites for a fertile learning is the quality of relationships between students and teachers a research study conducted in Los Angeles went on further to identify specific teacher practices which were instrumental in cultivating rich learning relationships this in turn led directly to significant gains in student engagement, learning and achievement. A game of mini golf is great fun and an opportunity to laugh
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Positive Teaching Practices The study concluded that these practices and interactions with students needed to be all of the time things, not just sometimes things there is no doubt that many of the following suggested practices are alive and well in plenty of classrooms across Australasia explicitly describing them can only assist all of us in the teaching fraternity these desirable positive teaching practices follow. Correct nutrition balances stress hormones
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HOW DID YOU FEEL THIS WEEK?
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WHAT WENT WELL THIS WEEK?
A great position when meeting people is to start with curiosity not certainty
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REFLECTION TIME
APRIL 2024
Regular and deep reflection on our professional practice and encouraging honest feedback from critical friends are essential to the ongoing development of learning and teaching in our classes. Be constructive; this is a development exercise, not a judgemental one. Be creative and innovative. CLASS
DID THE CLASS ACHIEVE WHAT YOU WISHED? WHY OR WHY NOT?
THINGS TO ACHIEVE/FOLLOW-UP NEXT MONTH
IDEAS BANK / ANY PROFESSIONAL DEVELOPMENT REQUIRED?
FIND THE CORRECT DOMINOES
Answers on page 376
Mindful Colouring In
Solve example, find correct place for all remaining dominoes and draw the dots.
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May – is named after the Roman goddess of spring and growth, Maia. Her father, Atlas, was said to carry the world on his shoulders with his mighty strength. Her son, Hermes, was also famous. “Fulfilment is reaching your own expectations, not the expectations of others.” Saying 146
WELLBEING BUILDER RESPECTFUL RELATIONSHIPS
MAY 2024 Content from Student Planner
This Lesson: WHY: is for you to learn about things that can both build and threaten respectful relationships. HOW: deliberately practise looking for opportunities to feel connected, protected, and respected when with others. Every week on the website, there is a Respectful Relationships activity for you to practise. Most of your relationships are likely to be respectful and involve you feeling: ~ Connected - sharing equally, openly, and positively with others. ~ Protected - being confident you are safe emotionally and physically. ~ Respected - others respect and value you as a person. Reflect on the questions below and journal your thoughts to help you to enjoy respectful relationships.
RESPECTFUL RELATIONSHIPS QUESTIONS
WHAT ARE YOUR THOUGHTS?
What could happen if you misread the body language of someone who you thought was upset?
Why is empathy important in having respectful relationships, and what happens when people don’t show empathy for others?
What is a strength you could use for: 1. In trouble in class? 2. Making new friends?
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When is a time that someone being aggressive has caused you to feel unsafe in your relationships?
What do you think are the top two issues that affect respectful relationships for students of your age?
Acknowledgement: 7-8 & 9-10 RRRR, Graduate School of Education, University of Melbourne “Life isn’t about finding yourself. Life is about creating yourself.” George Bernard Shaw 147
REFLECTION TIME
DECEMBER AND 2025
Regular reflection of professional practice and encouraging honest feedback from critical friends are both essential and beneficial to the ongoing development of learning and teaching. At the end of each month, reflect on your teaching practice and record your thoughts below. This is a developmental exercise, not a judgemental one; be constructive. Did you achieve what you set out to do? Why or why not?
Things that went well and why:
Things to improve on and how. Any professional development required?
Things to achieve in the future:
Things to follow up:
Ideas bank:
“Attitude is contagious; do you want others to catch yours?” Saying 364
NETWORKING
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NAME
PHONE / MOBILE
“I find TV very educational. When someone turns a TV on I go into the next room and read a book.” Groucho Marx 365
PRIVATE VEHICLE TRAVEL DATE
ACTIVITY
STARTING KILOMETRES
“The teacher is the architect of learning.” Saying 368
FINAL KILOMETRES
TOTAL DISTANCE
TAXATION LOG SCHOOL RELATED EXPENSES AND PURPOSE
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DATE
EXPENSE DESCRIPTION
EXPENSE
RECEIPT
“There are none who are as deaf as those who do not want to hear.” Barry Leventtal 369
2025 FORWARD PLANNER JANUARY
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370
S 31
2025 FORWARD PLANNER
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JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
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W 31 371
PERSONAL HEALTH RESUSCITATION
D R S A B C D
DANGER Ensure the area is safe for yourself, others and the patient.
RESPONSE Check for response – ask their name, gently squeeze shoulders. No response Response Make comfortable Monitor response SEND for help Call triple zero (000) for an ambulance – or ask another person to make the call. If you are alone with the patient and you have to call for help, turn the patient into the recovery position before leaving.
AIRWAY Open mouth – if foreign material present roll patient onto their side. Clear airway with fingers. No foreign material? Leave the patient in the position found, and open the airway by tilting the head back with a chin lift.
BREATHING Check for breathing – look, listen, feel Not normal breathing Normal breathing Start CPR Place in recovery position Monitor breathing CPR Start CPR – 30 CHEST compressions : 2 breaths Continue CPR until help arrives or patient recovers
baby
child
adult
DEFIBRILLATION Apply defibrillator if available and follow voice prompts.
This information is not a substitute for training in first aid. ©St John Ambulance Australia LEARN FIRST AID WITH ST JOHN – CALL 1300 360 455 or visit www.stjohn.org.au
“Success is getting a little better every day.” Saying 372
PERSONAL HEALTH ASTHMA FIRST AID
1
2
3
SIT THE PERSON UPRIGHT
GIVE 4 SEPARATE PUFFS OF BLUE/ GREY RELIEVER PUFFER
WAIT 4 MINUTES
» Be calm and reassuring » Do not leave them alone
» Shake puffer » Put 1 puff into spacer » Take 4 breaths from spacer – Repeat until 4 puffs have been taken OR give 2 separate inhalations of Bricanyl (6 years or older) OR give 1 inhalation of Symbicort Turbuhaler (12 years or older) OR give 2 puffs of Symbicort Rapihaler through a spacer (12 years or older) If no spacer available: Take 1 puff as you take 1 slow, deep breath and hold breath for as long as comfortable. Repeat until all puffs are given
» If there is no improvement, give 4 more separate puffs of blue/grey reliever as above OR give 1 more inhalation of Bricanyl OR give 1 more inhalation of Symbicort Turbuhaler OR give 2 puffs of Symbicort Rapihaler through a spacer
IF THERE IS STILL NO IMPROVEMENT
4
DIAL TRIPLE ZERO (000)
» Say “ambulance” and that someone is having an asthma attack » Keep giving 4 separate puffs every 4 minutes until emergency assistance arrives OR give 1 inhalation of a Bricanyl or Symbicort Turbuhaler every 4 minutes – up to a max of 4 more inhalations of Symbicort Turbuhaler OR give 2 puffs of Symbicort Rapihaler through a spacer every 4 minutes – up to a max of 8 more puffs of Symbicort Rapihaler
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CALL EMERGENCY ASSISTANCE IMMEDIATELY AND DIAL TRIPLE ZERO (000) IF:
Translating and Interpreting Service 131 450
» the person is not breathing » the person’s asthma suddenly becomes worse or is not improving » the person is having an asthma attack and a reliever is not available » you are not sure if it is asthma » the person is known to have anaphylaxis – follow their Anaphylaxis Action Plan, then give Asthma First Aid
1800 ASTHMA (1800 278 462) asthma.org.au
Blue/grey reliever medication is unlikely to harm, even if the person does not have asthma.
©Asthma Australia 2020
“The biggest room in the world is the room for improvement.” Saying 373
NOTES
“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together.” Vista M. Kelly 374
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NOTES
“To live long, live slowly.” Saying
375