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
2024 LC Teacher Planner WTO ©Print & Marketing Services (Vic) Pty Ltd
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 activity in this index adds another layer of resilience and wellbeing towards both you and your students becoming your best functioning selves. 2024 Teacher Planner Introduction ......................................... 1
Semester Curriculum Plans..............................................38-51
2024 Teacher Planner Index ................................................... 2
Character Strengths Weeks ................................................ 101
About This Planner ................................................................. 3
Cornell Notes Process ........................................................ 105
Using This Planner ...............................................................4-5
Body Language .................................................................. 115
Calendars ............................................................................... 6
Regulating Emotions........................................................... 127
2024 Australian School Terms & Public Holiidays .................... 7
Respectful Relationships..................................................... 137
2024 Year Planner ...............................................................8-9
Thinking Before, During and After Class .............................. 147
PERMAH+: Describing Your Wellbeing.............................10-12
Mastery – Focus, Feedback, Fix It ...................................... 159
Trusted Champions .............................................................. 13
Exciting Self-Expectations .................................................. 169
Character Strengths ............................................................. 14
Sense of Purpose ............................................................... 181
Strengths Wheel ................................................................... 15
Understanding Mindsets ..................................................... 191
Developing Resilience Skills .............................................16-17
Effective Memory Habits ..................................................... 201
Aboriginal and Torres Strait Islander Education ................18-19
Purpose and Self-Determination Word Search .................... 213
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 Goals, Targets, Strategies, Obstacles, Learn Plan ................. 31 Your Goals Term One............................................................ 32 Term One Goals and Subject Reflections .............................. 33
REAR PAGES Networking ......................................................................... 221 Professional Development Log ........................................... 222 Taxation Log ....................................................................... 223 Private Vehicle Travel ...................................................224-225 2025 Forward Planner .................................................226-227 Resuscitation ...................................................................... 228
Musts and Options ............................................................... 34
Asthma First Aid ................................................................. 229
Blank Timetable .................................................................... 35
Notes ..........................................................................230-231
Innovative Teaching Strategies .........................................36-37
Puzzle Answers .................................................................. 232
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
No part of The Learning Curve Planner may be copied or reproduced, stored in a retrieval system or transmitted in any form or by any means (electronic, mechanical, microcopying, photocopying, recording or otherwise), without prior written permission of the author and publisher. The author and publisher have made all efforts to ensure accuracy and completeness of the information contained in this publication, however, no responsibility can be accepted for any errors and inaccuracies that occur and any loss or damage suffered as a result.
www.learningcurve.com.au Distributed by Print and Marketing Services (Vic) Pty. Ltd. Telephone: (03) 9596 2100
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:
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 I HTA Events
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)
© Print & Marketing Services (Vic) Pty Ltd - Middle
......................................................................................
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 WTO ©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
2024 LC Teacher Planner WTO ©Print & Marketing Services (Vic) Pty Ltd
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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CHARACTER STRENGTHS Content from Student Planner
This Lesson: WHY: for you to learn about Character Strengths, discover your own top ones, and discover how you can use them every day in your life. HOW: the 24 Character Strengths are positive personal qualities which are developed through your life experiences. You have your own special mix of them, which enable you do what is right for you. Google Science of Character video by Tiffany Shlain to learn more about them. Character Strengths bring the following six virtues to life: Wisdom, Courage, Humanity, Justice, Temperance, Transcendence. Your top five strengths are called your Signature Strengths. Discover yours by doing the free Youth Survey at www.viacharacter.org. For each strength in the table, write where it was on the survey. Before you do the survey, predict what your Signature Strengths will be. My predictions are: ...............................................................................................................................................................................................................
VIRTUES WISDOM about your thinking and reasoning
COURAGE about your spirit and confidence
HUMANITY about your positive relationships JUSTICE about you benefitting and sharing with others
TEMPERANCE about being in charge of you
24 CHARACTER STRENGTHS CREATIVITY CURIOSITY Thinking and Exploring and designing in original being interested in and novel ways learning more
JUDGEMENT Thinking in open-minded and critical ways
LOVE OF LEARNING PERSPECTIVE Enjoying mastering Making sense of and learning what is happening new things
VIA No......................... VIA No......................... VIA No......................... VIA No......................... VIA No......................... BRAVERY Doing what your mind says is right for you
PERSEVERANCE Persisting through challenges to finish
HONESTY Being true to your values
ZEST Feeling full of energy and enthusiasm
VIA No......................... VIA No......................... VIA No......................... VIA No......................... LOVE Being loving and feeling loved by others
SOCIALINTELLIGENCE Knowing why others act and think in certain ways
KINDNESS Being generous and caring towards others
VIA No......................... VIA No.........................
VIA No......................... LEADERSHIP Bringing out the best in others
TEAMWORK Being loyal to and working well with others
FAIRNESS Being just and kind towards others
VIA No.........................
VIA No......................... VIA No......................... FORGIVENESS Giving others a second chance
HUMILITY Letting achievements speak for you
PRUDENCE SELF-REGULATION Being careful to not Controlling your take silly risks impulses and emotions
VIA No......................... VIA No......................... VIA No......................... VIA No......................... GRATITUDE HOPE HUMOUR APPRECIATION OF SENSE OF MEANING TRANSCENDENCE BEAUTY & EXCELLENCE Being thankful for Having fun, Feeling you can Having a purpose Feeling wonder what you have in influence your laughing, and larger than yourself about you having and awe about your life future smiling purpose and special things valuing others VIA No......................... VIA No......................... VIA No......................... VIA No......................... VIA No......................... Acknowledgement and thanks to the VIA Institute. © 2014 VIA Institute. All Rights Reserved. “Optimism is the faith that leads to achievement; nothing can be done without hope and confidence.” – Helen Keller 14
STRENGTHS WHEEL This Lesson: WHY: for you to create a colourful diagram of your strengths, which you can look at often. HOW: fill in your top eight strengths around the wheel, then rate how you currently use each strength using NOW 0 1 2 3 4 5 and how you would like to be using it in a month’s time using TARGET 0 1 2 3 4 5. Next to each of your strengths, write one thing you could do to show that strength. For example, for Teamwork, you could contribute enthusiastically to groups you are a part of. The shadow side of a strength is when you overuse, misuse, or underuse it. For example, for Social-Intelligence, this could be over-analysing every person you meet.
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When is a time that you believe that you used your strengths well, and how did you feel?
Acknowledgement: Clifton & Rath “Even the darkest night will end and the sun will rise.” Victor Hugo 15
DEVELOPING RESILIENCE SKILLS Content from Student Planner
This Lesson: WHY: for you to learn about, practise, and develop the resilience skills that enable you to respond well to challenges, failures, and setbacks. HOW: focus on using your strengths to deliberately practise thinking about and using these skills every day at home, at school, and in your community. Complete the lesson and rate how often that you use each skill by marking one of Usually Sometimes Not Yet
Self-Confidence: believing that you have what it takes to achieve your goals, and using your strengths to work towards them. Usually
Sometimes
Not Yet
Self-Awareness: realising when you are losing concentration, pausing, and then deliberately refocusing on what you are doing. Usually
Sometimes
Not Yet
When have you been proud of how you showed this, and where else could you use it?
When have you been proud of how you showed this, and where else could you use it?
Tip: set three goals every term to focus your efforts on.
Tip: notice what is happening around you and to you.
Patience: controlling your emotions and impulses to learn what you need to know to make sensible and logical decisions.
Adaptable Thinking: using self-talk to contest unhelpful negative feelings, and changing your thinking for different situations.
Usually
Sometimes
Not Yet
Usually
Sometimes
Not Yet
When have you been proud of how you showed this, and where else could you use it?
When have you been proud of how you showed this, and where else could you use it?
Tip: breathe slowly and don’t rush your thinking.
Tip: be aware of when your thinking is affected by your feelings.
Acknowledgement: Rievich & Shatte “Resilience is not what happens to you. It’s how you react to, respond to, and recover from what happens to you.” Jeffrey Gitomer 16
DEVELOPING RESILIENCE SKILLS Content from Student Planner
No one is born with the skills of resilience. You develop them through practising each of them for the many different situations that you find yourself in every day. Like any skills, over time they will grow with deliberate and regular practice.
Kindness: giving of yourself to be kind to others and yourself to send out ripples of kindness that never end. Usually
Sometimes
Not Yet
Trustworthiness: being the person that
people trust to do what you say you will do, and following through to do it. Usually
Sometimes
Not Yet
When have you been proud of how you showed this, and where else could you use it?
When have you been proud of how you showed this, and where else could you use it?
Tip: be kind to add meaning to your and others’ lives.
Tip: listen to what you mind tells you is right for you to do.
Grit: persevering to keep doing the hard step by
When have you been proud of how you showed resilience to overcome challenges and setbacks to achieve what you set out to do?
step things until you achieve that goal that you are passionate about. Usually
Sometimes
Not Yet
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When have you been proud of how you showed this, and where else could you use it?
What is a challenge that you want to overcome right now?
Tip: use your strengths to hang in there to achieve your goals.
Tip: be true to yourself by standing tall to try.
Acknowledgement: Rievich & Shatte “You were given this life because you are strong enough to live it.” Ain Eineziz 17
CLASS WELLBEING CHALLENGES Content from Student Planner
This Lesson: WHY: for you to have fun as a class doing these enjoyable challenges together to grow your wellbeing over the week. HOW: read the weekly challenges to understand what you need to do every day to follow through on them. Then, use your strengths to tackle these to fill yourself with confidence.
THINKING OF OTHERS
TELL ME MORE
FEEL-GOOD MENU
SELF-IMAGE
OTHERS MATTER
AIMLESS WRITING
Positive Vibes ~ every day, send a friend or a family member who is struggling a text saying that you are thinking about them and asking how they are feeling. What is a kind text that you can send?
Delicious Feelings ~ make a list of your five favourite feel-good activities that fill you with positive feelings, and choose to do one every day to love the life you live. What is your feel-good menu?
Acts of Kindness ~ every day, look for at least three opportunities to be kind to make others’ lives better, and say “thank you” when others do kind things for you. What is something kind you did or received?
Interested Listening ~ when you are listening to someone sharing a story, when they begin to run out of words, ask them to “Tell me more about it” at least three times. When is a time that you have done this, and what happened?
Positive Messages ~ create a list of five self-affirming “I am, I can, I will” messages about how you want to be, and spend 30 seconds saying each one every morning. What are your positive messages to yourself?
Opening Floodgates ~ every morning, write down anything and everything that comes into your head for five minutes, to clear your mind for the day ahead. What is a funny thing that you wrote down?
Acknowledgement: Rievich & Shatte “Laughter is sunshine in a house.” William Thackeray 20
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?
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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?
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
HABITS OF MIND IN ACTION Content from Student Planner
This Lesson: WHY: for you to put into practice using the Habits of Mind. HOW: when something happens where you need to make a decision, pause and think: what is the best way for you to approach this, and what Habit of Mind is the best way to think for it. The 16 Habits are more intelligent ways to look at and think about situations that you find yourself in. Look at the real life scenarios below, and choose which Habits could be the best ways to think for each of them. Persisting Overcoming obstacles, sticking to a task until it is completed, and trying new ways when something doesn’t work.
Listening with Understanding and Empathy Understanding and accepting others’ feelings, and reading their body language messages.
Managing Impulsivity Considering and understanding ideas before speaking, acting, or judging.
Thinking Flexibly Changing the way you think when you receive new information, and contesting negative mind chatter.
Thinking about Thinking Knowing what to do when you don’t know what to do, and being aware of how you are thinking.
Striving for Accuracy Taking pride in lifting the quality of what you do through practice, and not accepting near enough as good enough.
Questioning and Posing Problems Asking questions to fill in your knowledge gaps, and recognising the reasons why questions are asked.
Communicating with Clarity and Precision Explaining, comparing, and giving evidence with accurate and clear language.
Gathering Data Through All Senses Understanding a situation through all of your senses, and thinking about different colours, sounds, tastes, and textures.
Applying Past Knowledge to New Situations Applying and adapting your experience to new situations and problems.
Creating, Imagining, Innovating Looking at situations from different angles, and stretching your mind to imagine “what could be?”
Thinking Interdependently Sharing learning energy with others in groups to combine your thinking power to achieve much more.
Responding with Wonderment & Awe Showing that you are excited, curious, and passionate when exploring new things.
Taking Responsible Risks Leaving your comfort zone to welcome challenges and explore the unknown, and being prepared to make mistakes.
Remaining Open to Continuous Learning Searching for better ways to learn, and seeing challenges as opportunities to grow further.
Finding Humour Laughing and having fun learning with others to release feel-good brain chemicals to broaden and build your focus.
Acknowledgement: Costa & Kellick “You have to believe in yourself when no one else does; that makes you a winner right there.” Venus Williams 24
HABITS OF MIND IN ACTION Content from Student Planner
Like your Character Strengths, knowing about and talking about Habits of Mind is not using them. This is an opportunity to make Habits of Mind work for you to become a more effective and intelligent thinker.
REAL-LIFE SCENARIOS
HABIT/S OF MIND
You and your family visited a sensational National Park, and were amazed by the beauty of nature. You went to your cousin’s wedding - the first that you had ever been to - and was unsure of how you should think or feel. You want to improve your backhand at tennis, but are unsure of how to do this. You are determined to complete an assignment, and need other ways to collect the information that you need. Your debating team is trying to come up with a strategy to beat the other team in the final. Your younger brother is wanting to learn how to play chess and you are teaching him how to play. One of your friends is really good at lifting everyone’s spirits because he is so positive about life. You want to be light and bright too. A new student asked you to help her because she was getting bullied by a group of students. You want to go bungee jumping with your friends, but you are scared of hurting yourself.
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You are unsure of a topic in Maths and need to ask your teacher for help to fill in the gaps. You and your group are planning to take one of your friends to a special place for their birthday. Your new skateboard needs better wheels but you are unsure how to do this. You changed wheels on your old skateboard a couple of years ago. You are getting nasty messages putting you down online, and are unsure about what you should do about it. Acknowledgement: Costa & Kellick “When you face difficult times, know the challenges are not sent to destroy you. They are sent to promote, increase and strengthen you.” Joel Osteen 25
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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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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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 WTO ©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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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
MUSTS AND OPTIONS Content from Student Planner
This Lesson: WHY: for you and your students to understand how to prioritise by making a list of your Musts and Options. HOW: be clear on what each of these are, and particularly avoid making some of your Options, Musts. Your brain loves looking for patterns, so making a day by day list of your Musts and Options, when they are on and how long they take, will create such patterns. Prioritise your Options in order of importance and be aware of possible time wasters between your Musts and Options. There is a Musts and Options Thinking Tool on the website to also use.
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3 “Do not wish to be anything but what you are and try to be that perfectly.” St Francis de Sales
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WEDNESDAY
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PHOTOCOPY AS YOU REQUIRE; DOES YOUR STUDY TIMETABLE NEED ANYTHING?
TUESDAY
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Plan your timetable for next week
SUNDAY
Organise next week. What’s due? What’s on? Where am I on my long term project? Write your plan for the week in your planner.
Use Sunday to do summaries of the past week’s work in every subject. Keep a separate revision/summary folder for each subject. The learning will be familiar and easily remembered.
Mark off Home Sessions on your Home Log as you complete them. Did you do it last week?
The main Ingredients to make it work ~ it has to be your personal contract with yourself ~ minimum of 8-10 hours sleep ~ quality leisure time ~ put a copy on the fridge for your parents to help you stick to it ~ if you borrow time, replace it, don’t steal it ~ you CAN do it!
BLANK TIMETABLE Content from Student Planner
“With self-discipline most anything is possible.” Theodore Roosevelt
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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
WEEK 7
WEEK 17
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WEEK 18
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WEEK 19
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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
WEEK 3
WEEK 13
WEEK 4
WEEK 14
WEEK 5
WEEK 15
WEEK 6
WEEK 16
WEEK 7
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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
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22 Monday
SHARING PRIORITIES / DUE DATES INTENTIONS POSITIVE EMOTION
we are with, you will be more likely to role model friendly body language to show positive intentions.
MIRRORING INTENTIONS
23 Tuesday HOW: about 90% of your communication with others is done via messages sent and received by understanding body language andWHY: voiceby tones. When you that meetwe all have mirror neurons, which imitate the intentions, others, you know very quickly whether they areexpressions, and moods of who weto are with,you youorwill bePractise more likely to role model friendly interested in getting know not. bodybeing language to showtopositive smiling, listening, and welcoming show intentions. 23 Tuesday HOW: show your intention others that your intention is to be friendly. to work cooperatively with others, read their body language messages, and show that you value Acknowledgement: Greenfield & Iacoboni them, and they will respond with the same positive intentions DO: when you meet someone, what are two body and behaviours. Consider: how can mirror neurons do their language or voice tone signals that you useare to show 24 Wednesday job when so many people ignoring others, with their faces that you are friendly? glued to their phones? Acknowledgement: Lyubomirsky & Iacoboni
at 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? .................................................................................. 242.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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ngs and Emotions otion for each day eel. Think about e body language
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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 ..................................................................... 1..................................................................................................... 28 Sunday FRIDAY ........................................................................... 2..................................................................................................... Acknowledgement: Kabat Zin & Baer 27 Saturday 3.....................................................................................................
28 Sunday 14
WHO WAS BRAINSTORM KIND TO ME? CHARACTER STRENGTH
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Acknowledgement: Lyubomirsky & Iacoboni Tuesday 23
DO: when is a time that your positive intentions were mirrored in others’ responses to you?
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How do you respond to people you meet who have their faces buried in their phones?
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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
28 Sunday this week? How can we show Love of Learning ....................................................................................................... (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..................................................................................................... ...................................................................................... Acknowledgement: Costa & Kellick
E?
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MIRRORING INTENTIONS PRIORITIES / DUE DATES
Monday 22 which imitate the intentions, expressions, and moods of who
neurons, which copy others’ moods, intentions, and body language, so you will more likely to share happy moods, intentions and facial expressions.
nication with and received by When you meet ether they are or not. Practise oming to show e friendly.
+ GRATITUDE
WHY: by understanding that we all have mirror neurons,
Monday 22 WHY: by understanding that everyone has mirror + GRATITUDE
yone has mirror ds, intentions, ore likely to share al expressions.
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STUDY TIP Use the Goals, Targets, Strategies, Obstacles, Learning Plan (page 13) to set self-determined goals.
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POSITIVE EMOTION + GRATITUDE
SENIOR PLANNER
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MIDDLE PLANNER
28 Sunday
STUDY TIP
Use the Goals, Tar Learning Plan (pa
Engagement + mindfulness: FIRING NEURONS / NEUROPLASTICITY Fabulous First Five Minutes – when is a time that they were proud of themselves for being honest? WHY: to learn how their brains’ create neural pathways and how deliberate practice can strengthen them. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Firing Neurons together. Explain that practising at their comfort level of difficulty to avoid mistakes, results in little brain growth. Making mistakes, learning new intelligent approaches to fix them, and practising these, strengthens their brains’ abilities. HOW: Senior – Read Neuroplasticity together. Explain that they need to practise tasks where they get about 70% correct. Look at the 3F’s Process (page 134): Focus – paying attention to the task, Feedback – seeking expert advice on their approaches, Fix it – learning intelligent ways to fix their mistakes. DO: Explore the PERMAH+ questions and ask students to answer them. Discuss and complete Middle – Resilience Builder, Senior – Resilience Builder and do Big Five Check In together. Middle – lead class wellbeing challenge Tell Me More. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – how brain pathways are created and strengthened. Do – deliberately practise challenging tasks. Acknowledgement: Pascual-Leone & Dweck
PAGE 16
ENGAGEMENT + MINDFULNESS
SENIOR PLANNER
PAGE 16
PRIORITIES / DUE DATES ENGAGEMENT
PRIORITIES / D
29 Monday
29 Monday
FIRING PRIORITIES / DUE DATES NEURONS ENGAGEMENT
+ MINDFULNESS
NEUROPLASTICITY
PRIORITIES / DUE DATES
WHY: by understanding that your brain rewires itself after
Monday 29 WHY: by understanding that when you practise + MINDFULNESS
Monday 29 every experience (called Neuroplasticity), you will be likely
something, the millions of neurons in your brain will fire together to build stronger brain pathways, so that you will be able to plan how you practise.
to choose more intelligent and difficult activities to grow your brain’s abilities.
NEUROPLASTICITY
30 Tuesday HOW: every experience that you have rewires your brain. By deliberately increasing the difficulty of by create understanding that your what you practise, WHY: you will new pathways to brain rewires itself after every experience (called Neuroplasticity), you will be likely grow your brain’s abilities. Always aim to practise to choose moreold. intelligent and difficult activities to grow your better things, and not just same The opposite is brain’s abilities. also true: no practice, no brain growth. Tuesday 30 HOW: ask& your Acknowledgement: Pascual-Leone Dweckteachers for more challenging activities, use processes, such as Thinking Tools from the DO: when is a timemore that intelligent you made the effort to website, and deliberately practise tasks which stretch your practise more difficult tasks, and what happened? thinking. Doing this will strengthen existing and create new Wednesday 31travel neural pathways, and enable messages to faster along them from neuron to neuron. Personal and academic growth ..................................................................................... comes from doing, not just knowing and thinking about it. ..................................................................................... Acknowledgement: Pascual-Leone & Clifton DO: why do you think that experiencing personal and academic growth relies on you deliberately practising harder Wednesday 31..................................................................................... tasks? .....................................................................................
HOW: ask your teachers for more challenging activities, use more intelligent processes, such as Thinking Tools from the website, and deliberately practise tasks which stretch your thinking. Doing this will strengthen existing and create new neural pathways, and enable messages to travel faster along them from neuron to neuron. Personal and academic growth comes from doing, not just knowing and thinking about it. Tuesday 30
.......................................................................................................
.......................................
How can making mistakes, and then learning new ....................................................................................................... things to fix them, grow your brain’s abilities? 1 Thursday .......................................................................................................
.......................................
..................................................................................... .......................................................................................................
nd then learning new r brain’s abilities?
..................................................................................... .......................................................................................................
& Dweck
made the effort to s, and what happened?
.......................................
.......................................
Thursday 1 .....................................................................................
What is an area of your life where you have experienced firsthand the benefits of deliberate practice?
.......................................
.......................................
.......................................
R
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G: when is a time that contested negative sitive I can and I will ositively again?
........................................
........................................
........................................
id you use?
........................................
e
HANK YOU” TO?
........................................
RESILIENCE BUILDER ...................................................................................................... 2 Friday
CHANGING YOUR THINKING: when is a time that ...................................................................................................... you were proud of how you contested negative unhelpful thoughts with positive I can and I will self-talk to start thinking positively again?
2 Friday
RESILIENCE BUILDER
Acknowledgement: Pascual-Leone & Clifton
DO: why do you think that experiencing personal and academic growth relies on you deliberately practising harder tasks?
....................................................................................................... Wednesday 31 .......................................................................................................
...................................................................................................... ......................................................................................................
1 Thursday
RESILIENCE BUILDER
1.....................................................................................................
...................................................................................... 3 Saturday 1..................................................................................................... Which Character Strength did you use? 2..................................................................................................... 4 Sunday ...................................................................................... 3..................................................................................................... Acknowledgement: Rievich & Shatte 3 Saturday 4.....................................................................................................
4.....................................................................................................
2..................................................................................................... 3.....................................................................................................
5..................................................................................................... Acknowledgement: 11-12 Building Social Emotional Resilience, Graduate School of Education, University of Melbourne
3 Saturday
WHO DID I THANK? CLASS WELLBEING CHALLENGE WHO DID I SAY “THANK YOU” TO? 5..................................................................................................... 4 Sunday
PractiseGraduate asking School Tell Me More this week to show we Acknowledgement: 11-12 Building Social Emotional Resilience, .......................................................................................................
16
WHO CHALLENGE DID I THANK? CLASS WELLBEING
are interested listeners. (page 120)
Practise asking Tell Me More this week to show we ....................................................................................................... are interested listeners. (page 120) 16
2 Friday
People tend to like or dislike strengths in others which they like or dislike in themselves. Choose to be optimistic to look for the good in others first. What are five strengths you like in yourself and others?
2 Friday
...................................................................................... of Education, University of Melbourne
1 Thursda
What is an area of your life where you have experienced firsthand the benefits of deliberate practice?
People tend to like or dislike strengths in others which they ...................................................................................... like or dislike in themselves. Choose to be optimistic to look for the good in others first. What are five strengths you like in ...................................................................................... yourself and others?
4 Sunday
31 Wednesd
.......................................................................................................
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t you have rewires your asing the difficulty of reate new pathways to lways aim to practise ame old. The opposite is ain growth.
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t when you practise eurons in your brain will er brain pathways, so how you practise.
30 Tuesday
16
STUDY TIP Talking is not doing; write it down, and apply it to understand it.
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MIDDLE PLANNER
4 Sunday
STUDY T
Talking is no to understa
53
Relationships + empathy: CONNECTING WITH OTHERS / SEROTONIN AND OXYTOCIN Fabulous First Five Minutes – what are two positive emotions that they love feeling and what causes them? WHY: to understand what develops their social connections with others. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Connecting with Others together. Explain that face-to-face conversations are opportunities to use mirror neurons to create respectful relationships by releasing the feel good brain chemicals, serotonin and oxytocin. Share that social media can’t do this. HOW: Senior – Read Serotonin and Oxytocin together. Explain that the short term dopamine pleasure hits that social media gives them, come nowhere close to the long term natural highs which come from being with others in person to experience serotonin and oxytocin. DO: Explore the PERMAH+ questions and ask students to answer them. Ask students in both Middle and Senior to enjoy doing Gratitude Week by jotting down things that they are grateful for during this week. Do Big Five Check In together. Middle – lead class brainstorm on Gratitude. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – how to build social connections. Do – role play what they would say and do. Acknowledgement: Diener& Biswas-Diener
PAGE 18
RELATIONSHIPS + EMPATHY
SENIOR PLANNER
PRIORITIES / DUE DATES RELATIONSHIPS
PRIORITIES / DUE D
5 Monday
5 Monday
CONNECTING PRIORITIES DATES WITH/ DUEOTHERS RELATIONSHIPS
...............................
...............................
...............................
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d, trusted, and
6 Tuesday HOW: two powerful feel-good brain chemicals, serotonin and oxytocin, are released when you enjoy WHY: by understanding that caring in person connections being together with others in person. Serotonin two feel-good brain comes from feelingrelease that others value you, andchemicals, serotonin and oxytocin, youwhen will be likely enjoy more quality time with family and oxytocin comes from you feeltothat others friends. trust and care about you. Social media can’t provide 6 Tuesday HOW: choose to smile when you have face-to-face these types of human connections. conversations with others, use humour to build social Acknowledgement: Diener & Biswas-Diener connectedness and a sense of belonging, and enjoy the beauty DO: what are two things that can do to spend of caring andyou respectful relationships. Serotonin and oxytocin more time in person with others to feel thesehighs two for you, whereas 7 Wednesday provide long-term natural the instant brain chemicals? gratification of dopamine hits from being glued to your phone are short-term. Acknowledgement: Diener & Biswas-Diener 1 ................................................................................... DO: what is a special occasion with family or friends where you experience the natural highs of serotonin and oxytocin? Wednesday 7 .....................................................................................
HOW: choose to smile when you have face-to-face conversations with others, use humour to build social connectedness and a sense of belonging, and enjoy the beauty of caring and respectful relationships. Serotonin and oxytocin provide long-term natural highs for you, whereas the instant gratification of dopamine hits from being glued to your phone areTuesday short-term. 6
2 ................................................................................... ....................................................................................................... ..................................................................................... ....................................................................................................... 8 Thursday When is a time that you felt valued, trusted, and ....................................................................................................... cared about by others? ?
.......................................................................................................
....................................................................................................... ..................................................................................... Ask friends about their weekend, and when they run out of 8 Thursday ..................................................................................... words, ask “tell me more” at least three times. Did you find this worked well? .....................................................................................
...............................
...............................
...............................
you will be likely to enjoy more quality time with family and friends.
SEROTONIN AND OXYTOCIN
...................................................................................................... 9 Friday
GRATITUDE WEEK ......................................................................................................
This week, enjoy making a positive difference to other peoples’ lives by creating activities using the Friday GRATITUDE, to grow 9strength This week, enjoy making a positive relationships with difference your family, to other peoples’ lives friends, and schoolby community. creating activities using the strength GRATITUDE, to grow (Gratitude Week worksheet relationships with your family, and Gratitude Wellbeing friends, and school community. Award are in Individual Resources on (Gratitude Week worksheet www.learningcurve.com.au) and Gratitude Wellbeing Award are in Individual Acknowledgement: Seligman & Peterson Resources at 10 Saturday www.learningcurve.com.au)
e
WHAT WENT WELL?
11 Sunday
...................................................................................... Acknowledgement: Seligman & Peterson 18
WHAT DID BRAINSTORM I CELEBRATE? CHARACTER STRENGTH
............................... 54
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GRATITUDE WEEK
10 Saturday 11 Sunday
18
DO: what is a special occasion with family or friends where you experience the natural highs of serotonin and oxytocin?
7 Wednesday
....................................................................................................... ....................................................................................................... .......................................................................................................
7 Wednesday
Ask friends about their weekend, and when they run out of words, ask “tell me more” at least three times. Did you find this worked well?
8 Thursday
...................................................................................................... Thursday 8......................................................................................................
GRATITUDE WEEK
9 Friday
This week, enjoy making a positive difference to other peoples’ lives by creating activities using the strength GRATITUDE, to grow relationships with your family, friends, Fridayand school community. 9 (Gratitude Week worksheet and Gratitude Wellbeing Award are in Individual Resources at www.learningcurve.com.au)
Acknowledgement: Seligman & Peterson
10 Saturday
WHAT DID I CELEBRATE? CHARACTER STRENGTH BRAINSTORM Sunday 11
....................................................................................................... How can we show Gratitude this week? (page 118)
How can we show Gratitude this week? (page 118) .......................................................................................................
6 Tuesday
Acknowledgement: Diener & Biswas-Diener
© Print & Marketing Services (Vic) Pty Ltd – 2024 Middle Planner
r
u can do to spend to feel these two
SEROTONIN AND/ DUEOXYTOCIN PRIORITIES DATES
Monday 5 release two feel-good brain chemicals, serotonin and oxytocin,
hard-wired to be at their best when working cooperatively with others, you will be likely to look for more opportunities to do this.
ain chemicals, sed when you enjoy son. Serotonin alue you, and el that others media can’t provide s.
+ EMPATHY
WHY: by understanding that caring in person connections
Monday 5WHY: by understanding that humans are + EMPATHY
mans are en working ll be likely to look .
PAGE 18
18
STUDY TIP Keep part-time jobs to less than 10 hours weekly; schooling is your full-time job.
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MIDDLE PLANNER
11 Sunday
STUDY TIP
Keep part-time j schooling is your
Meaning + purpose: HAVING A PURPOSE / IKIGAI Fabulous First Five Minutes – when is a time that they were open minded in what they listened to? WHY: to identify a sense of personal purpose to focus their efforts on. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Having a Purpose together. Explain that having something bigger than themselves to focus on, such as looking after our planet, will reduce anxious feelings and add meaning to their lives. HOW: Senior – Read Ikigai together. Explain that Japanese people call their reason for being and getting out of bed every morning, their ikigai. Share that such a purpose fuels their motivation to challenge their best selves. DO: Explore the PERMAH+ questions and ask students to answer them. Discuss and complete Middle – Respectful Relationships, Senior – Respectful Relationships and do Big Five Check In together. Middle – lead class wellbeing challenge Feel Good Menu. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – what it is to have a purpose in their lives. Do – focus on their purpose. Acknowledgement: Frankl & Nakanishi
SENIOR PLANNER
PRIORITIES / DUE DATES MEANING
PRIORITIES / D
12 Monday
12 Monday
HAVING A PRIORITIES / DUE DATES PURPOSE MEANING
IKIGAI
WHY: by understanding that your inner drive comes from
Monday 12 having a sense of purpose in life - your ikigai - you will be more
in life gives you a reason to get out of bed every morning, and work hard to make it happen. Doing this will make you feel self-motivated.
likely to consciously focus on something that means a lot to you.
IKIGAI
ou want to make a as helping others or d then do little things se isn’t about doing ng in something that g yourself to it.
shi
13 Tuesday HOW: find something that you want to make a positive difference to, such as helping others or WHY: by understanding your inner drive comes from looking after our planet, and then do littlethat things a sense of purpose in life - your ikigai - you will be more towards it. A sensehaving of purpose isn’t about doing likely to consciously focus on something that means a lot to big things; it’s about believing in something that you. matters to you, and applying yourself to it. 13 Tuesday HOW: be optimistic and hopeful that you can influence your Acknowledgement: Frankl & Nakanishi own future by writing down goals, doing things that you love DO: when is a timetothat you felt a sense of purpose do, giving of yourself to help others enjoy their lives, and to make a positive having difference to something? empathy for what our world needs. A major cause 14 Wednesday of low moods in students is lacking a purpose, and forever seeking instant gratification from social media. ..................................................................................... Acknowledgement: Frankl & Nakanishi
felt a sense of purpose e to something?
DO: what is something larger than yourself that the world ..................................................................................... needs, that could be your purpose in life? Wednesday 14..................................................................................... ....................................................................................................... .....................................................................................
.......................................
.......................................
.......................................
....................................................................................................... What is something that you can do every day to make a positive difference for others? 15 Thursday ....................................................................................................... ....................................................................................................... .....................................................................................
.......................................
can do every day to or others?
What is a little thing that you do or could do every day to ..................................................................................... make a positive difference to others’ lives? 15 Thursday .....................................................................................
.......................................
......................................................................................................
.......................................
...................................................................................................... RESPECTFUL RELATIONSHIPS 16 Friday
.......................................
What is something that you can do if someone’s ...................................................................................................... expectations of what a respectful relationship is are different to yours?
ONSHIPS
16 Friday
........................................
........................................
........................................
........................................
ate School of Education,
EFUL FOR?
........................................
RESPECTFUL RELATIONSHIPS
Having a resilient mindset enables you to shift how you see ...................................................................................... problems and obstacles to seeing them as challenges and opportunities to use your strengths to build your wellbeing. ...................................................................................... What is a problem or obstacle that you have where you have ...................................................................................... done this? What happened? 17 Saturday © Print & Marketing Services (Vic) Pty Ltd – 2024 Middle Planner
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can do if someone’s ectful relationship is are
+ PURPOSE
PRIORITIES / DUE DATES
Monday 12 WHY: by understanding that having a purpose + PURPOSE
t having a purpose get out of bed every make it happen. Doing motivated.
...................................................................................... ....................................................................................................... 18 Sunday Acknowledgement: 7-8 RRRR, Graduate School of Education, ....................................................................................................... University of Melbourne 17 Saturday .......................................................................................................
Acknowledgement: Frankl & Nakanishi Tuesday 13
DO: what is something larger than yourself that the world needs, that could be your purpose in life?
WHATCHALLENGE WENT WELL? CLASS WELLBEING
Practise Feel Good Menu this week to enjoy being ....................................................................................................... self-kind. (page 120) 20
14 Wednesd
....................................................................................................... ....................................................................................................... ....................................................................................................... Wednesday 14.......................................................................................................
What is a little thing that you do or could do every day to make a positive difference to others’ lives?
15 Thursda
...................................................................................................... ...................................................................................................... ......................................................................................................
15 Thursday
RESPECTFUL RELATIONSHIPS
16 Friday
Having a resilient mindset enables you to shift how you see problems and obstacles to seeing them as challenges and opportunities to use your strengths to build your wellbeing. What is a problem or obstacle that you have where you have done this? What happened?
16 Friday
....................................................................................................... ....................................................................................................... ....................................................................................................... .......................................................................................................
Acknowledgement: 11-12 RRRR, Graduate School of Education, University of Melbourne
17 Saturday
18
Practise Feel Good Menu this week to enjoy being ....................................................................................................... ...................................................................................... Acknowledgement: 11-12 RRRR, Graduate School of Education, University of Melbourne self-kind. (page 120)
20
13 Tuesday
HOW: be optimistic and hopeful that you can influence your own future by writing down goals, doing things that you love to do, giving of yourself to help others enjoy their lives, and having empathy for what our world needs. A major cause of low moods in students is lacking a purpose, and forever seeking instant gratification from social media.
WHAT WENT WELL? WHAT WAS I ....................................................................................................... GRATEFUL FOR? CLASS WELLBEING CHALLENGE Sunday
18 Sunday
PAGE 20
20
STUDY TIP Be aware of time spent in between your Musts and Options. Often, this amounts to nothing time.
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MEANING + PURPOSE
PAGE 20
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MIDDLE PLANNER
18 Sunday
STUDY T
Be aware o and Option
55
Accomplishment + optimism: PROCESS GOALS / ANCHORING GOALS Fabulous First Five Minutes – what is something that they are proud to have achieved? WHY: to accept that for thinking about what they want to achieve isn’t enough, they need to write down goals each term. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Process Goals together. Explain that goals which focus on them applying themselves to better personal bests, provide great inner motivation for them to learn new things. HOW: Senior – Read Anchoring Goals together. Explain that setting goals, provides them with a purpose to strive for and helps them to overcome the inevitable storms which are part of senior schooling. DO: Explore the PERMAH+ questions and ask students to answer them. Discuss and complete. Look at Middle – Mindfulness Puzzle, Senior – Mindfulness Colouring In and do Big Five Check In together. Middle – lead class brainstorm on Self-Regulation. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – how they can affect their future by setting goals. Do – write down three goals in the goal setting pages. Acknowledgement: Sheldon & Adams Miller
PAGE 22
PRIORITIES / DUE DATES ACCOMPLISHMENT
PRIORITIES / DUE DA
19 Monday
19 Monday
WHY: by understanding that your goals are your anchors
Monday 19 WHY: by understanding that just thinking about + OPTIMISM
Monday 19 when the inevitable storms of senior schooling occur, you will
achieving goals is not enough to motivate you. You will be more likely to achieve them if you make the effort to write them down.
section, write one d thinking skills, ips, and one of challenges, what e them, and who s. Achieving goals
r
ave learned while goals?
..............................
..............................
..............................
..............................
e overcome to u?
be motivated to write down three goals every term.
ANCHORING GOALS
20 Tuesday
HOW: in this term’s Goal Setting section, write one goal to improve your learning and thinking skills, WHY:relationships, by understanding your goals are your anchors one to build respectful and that one of inevitable storms of senior schooling occur, you will your choice. Think when aboutthe possible challenges, what be motivated to write down will you need to learn to overcome them, and three who goals every term. HOW: every day, have one thing canTuesday help you to learn these things. Achieving goalsthat you want to achieve, set 20 term goals; apply yourself to learn and deliberately practise is a process. new&things; delay rewarding yourself till you accomplish Acknowledgement: Sheldon Adams Miller them; and make independent decisions about what’s DO: what is something that you have learned while happening in your life. Building your self-determination will working towards achieving your goals? 21 Wednesday assist you to experience personal and academic growth. Goals provide you with the grit to do the boring things. Acknowledgement: Sheldon & Adams Miller ..................................................................................... DO: when is a time that you accomplished a term goal, and ..................................................................................... how did you feel? 21 Wednesday ..................................................................................... ....................................................................................................... ..................................................................................... ....................................................................................................... What is an obstacle that you have overcome to 22 Thursday achieve a goal and ....................................................................................................... who helped you?
....................................................................................................... ..................................................................................... What is an independent decision that you need to make to move towards achieving your goals? Thursday 22.....................................................................................
..................................................................................... ......................................................................................................
..............................
..............................
...................................................................................................... 23 Friday ...................................................................................................... Find 11 differences.
MINDFULNESS PUZZLE 23 Friday
MINDFULNESS COLOURING IN
24 Saturday 25 Sunday 22
CHARACTER STRENGTH BRAINSTORM How can we show Self-Regulation this week? (page 118)
56
22
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..............................
+ OPTIMISM
ANCHORING GOALS PRIORITIES / DUE DATES
PROCESS PRIORITIES GOALS/ DUE DATES ACCOMPLISHMENT
thinking about motivate you. You m if you make the
PAGE 22
HOW: every day, have one thing that you want to achieve, set term goals; apply yourself to learn and deliberately practise new things; delay rewarding yourself till you accomplish them; and make independent decisions about what’s happening in your life. Building your self-determination will assist you to experience personal and academic growth. Goals provide you with the grit to do the boring things.
20 Tuesday
Acknowledgement: Sheldon & Adams Miller Tuesday 20
DO: when is a time that you accomplished a term goal, and how did you feel?
21 Wednesday
....................................................................................................... ....................................................................................................... ....................................................................................................... Wednesday 21.......................................................................................................
What is an independent decision that you need to make to move towards achieving your goals?
22 Thursday
...................................................................................................... ...................................................................................................... ......................................................................................................
22 Thursday
MINDFULNESS COLOURING IN
23 Friday
24 Saturday 25 Sunday 24 Saturday
CHARACTER STRENGTH BRAINSTORM 25 Sundaythis week? How can we show Self-Regulation (page 118) 22
STUDY TIP To prompt recall, create and use flash cards with key words and phrases.
23 Friday
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ACCOMPLISHMENT + OPTIMISM
SENIOR PLANNER
© Print & Marketing Services (Vic) Pty Ltd – 2024 Middle Planner
MIDDLE PLANNER
25 Sunday
STUDY TIP
To prompt recall key words and ph
Health + strengths: BIG FIVE FOR HEALTH / HEALTH’S BIG FIVE Fabulous First Five Minutes – what body language do they need to practise to be welcoming? WHY: to be self-aware of what they should monitor to be happy and healthy young people. (Look at Teacher Lesson Guides on website) HOW: Middle – Read Big Five For Health together. Explain that there are no shortcuts to maintaining good health, that each of the Big Five are equally important and suggest that to be self-aware, they fill in the daily and weekly check ins. HOW: Senior – Read Health’s Big Five together. Explain that there are some unfortunate lifestyle choices some young people are making about sleep, eating, exercising, drinking water and being positive, which are leading to illness. DO: Explore the PERMAH+ questions and ask students to answer them. Discuss and complete Middle – Wellbeing@School, Senior – Wellbeing@ School and do Big Five Check In together. Middle – lead class wellbeing challenge Thinking of Others. Senior – discuss Study Tip. Success Criteria: students will be able to: Explain – why monitoring the Big Five is a good health choice. Do – complete the check in daily and weekly. Acknowledgement: Hassed & Rath
PAGE 24
HEALTH + STRENGTHS
SENIOR PLANNER
PRIORITIES / DUE DATES HEALTH
PRIORITIES / D
26 Monday
26 Monday
BIG FIVE PRIORITIES / DUE DATES FOR HEALTH HEALTH
to deliberately focus on doing the Big Five well.
HEALTH’S BIG FIVE
27 Tuesday HOW: take notice every day of: how positive am I feeling about life, did I exercise actively, how healthy by accepting that many was the food that IWHY: ate, did I drink over a litre ofyoung people are taking dangerous their health, you will be more likely water, and did I have at least shortcuts nine hourswith sleep? to deliberately focus on doing thebyBig Five well. Summarise your efforts at the end of every week HOW: prioritise sleep ahead of social media and gaming to colouring in the Big Five for Health Check In. 27 Tuesday avoid sleep deprivation; drink at least 1.5 litres of water daily; Acknowledgement: Hassed & Rath stay positive by not comparing yourself to others; exercise DO: which of the Big Five for Health are you doing daily; and eat fresh and healthy to avoid a low nutritional diet well? of processed fast food. Your health is your wealth, so do the daily and weekly Big Five check in well. 28 Wednesday Acknowledgement: Hassed & Rath
..................................................................................... DO: which of the Big Five are you doing well, and which do you need to focus on more? .....................................................................................
r Health are you doing
Wednesday 28..................................................................................... DOING WELL:...................................................................................
.......................................
.......................................
n ask to help you get all
..................................................................................... What is a challenging choice that you need to make to the Big Five to improve your health? ..................................................................................... 29 Thursday ..................................................................................... .......................................................................................................
.......................................
.......................................
.......................................
OL
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s, listen to them and be me their tough times. e supported a friend en supported?
........................................
.......................................................................................................
WELLBEING@SCHOOL 1 Friday .......................................................................................................
3 Sunday
........................................
....................................................................................................... MORE FOCUS ON:............................................................................ .......................................................................................................
28 Wednesday
What is a challenging choice that you need to make to the Big Five to improve your health?
24
WHO CHALLENGE THANKED ME? CLASS WELLBEING
....................................................................................................... ....................................................................................................... Thursday 29.......................................................................................................
WELLBEING@SCHOOL
24
1 Friday
....................................................................................................... ....................................................................................................... ....................................................................................................... .......................................................................................................
Acknowledgement: Ryan, Deci & Gable
2 Saturday
3 Sunday Practise Thinking of Others this week to show ....................................................................................................... empathy. (page 120)
Practise Thinking of Others this week to show ....................................................................................................... empathy. (page 120)
29 Thursda
.......................................................................................................
WHO THANKED ME? WHAT MADE ....................................................................................................... ME HAPPY? CLASS WELLBEING CHALLENGE ...................................................................................... Acknowledgement: Ryan, Deci & Gable
28 Wednesd
DOING WELL:...................................................................................
1 Friday
WELLBEING@SCHOOL
........................................
APPY?
you need to focus on more?
1 Friday
........................................
0 HPE
Acknowledgement: Hassed & Rath
Speaking assertively and displaying assertive body language sends clear and firm messages to others, as well as to yourself, which boosts your self-confidence. What is a situation where you have done this? What happened?
assertively and displaying assertive body language Supported someone Speaking ........................................................ sends clear and firm messages to others, as well as to yourself, which boosts your self-confidence. What is a situation where ...................................................................................... you have done this? What happened? 2 Saturday Been supported ..............................................................
27 Tuesday
DO: which of the Big Five are you doing well, and which do Tuesday 27
When friends have problems, listen to them and be ....................................................................................................... kind to help them to overcome their tough times. When is a time that you have supported a friend and a time that you have been supported?
....................................................................................................... 3 Sunday ...................................................................................... ....................................................................................................... Acknowledgement: ACARA 7-8& 9-10 HPE 2 Saturday .......................................................................................................
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HOW: prioritise sleep ahead of social media and gaming to avoid sleep deprivation; drink at least 1.5 litres of water daily; stay positive by not comparing yourself to others; exercise daily; and eat fresh and healthy to avoid a low nutritional diet of processed fast food. Your health is your wealth, so do the daily and weekly Big Five check in well.
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..................................................................................... ....................................................................................................... Who is someone that you can ask to help you get all of the Big Five goingMORE well?FOCUS ON:............................................................................ 29 Thursday .......................................................................................................
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HEALTH’S BIG FIVE PRIORITIES / DUE DATES
Monday shortcuts with their health, you will be more likely 26 dangerous
the time thing, not a sometimes thing, you will be more likely to monitor the Big Five influences on your health daily and weekly.
of: how positive am I ise actively, how healthy drink over a litre of t nine hours sleep? he end of every week by Health Check In.
+ STRENGTHS
WHY: by accepting that many young people are taking
Monday 26 WHY: by understanding that being healthy is an all + STRENGTHS
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STUDY TIP For learning tasks, create plans of attack and worked examples when revising.
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Wellbeing Challenge: Inspiring Your Best Self What are you looking forward to most this week?
Consider: how effective are your bedtime sleeping routines in inducing a deep and uninterrupted sleep by avoiding screen light from devices an hour before bed?
Correct nutrition balances stress hormones
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A good beginning to a class is joke of the day, students are engaged
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FEBRUARY 2024 TERM:
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Wellbeing Challenge: Inspiring Your Best Self What are you looking forward to most this week?
Consider: how often do you say yes to others, which really means that you are saying no to yourself? In what areas do you tend to do this?
A great position when meeting people is to start with curiosity not certainty
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A puree of yoghurt, banana, berries and milk is a great breakfast
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REFLECTION TIME
JULY 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?
COMPLETE THE SQUARES
Answers on page 232
Mindful Colouring In
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August – is named after the first emperor of Rome, Augustus, who was also the grand nephew of Caesar. It was previously known as Sextilis, meaning the sixth month. “To avoid criticism, do nothing, say nothing, be nothing.” Elbert Hubbard 168
WELLBEING BUILDER
AUGUST 2024
EXCITING SELF-EXPECTATIONS
Content from Student Planner
This Lesson: WHY: for you to be excited about the school year ahead, and to ensure that you enjoy yourself by meeting a number of self-expectations. HOW: use your strengths to be determined to follow these simple and practical strategies that work. As Michael Jordan once said, “You must expect things of yourself before you can do them.”
Self-Expectation Rate yourself using: Usually
Sometimes
Not Yet
When is a time that you were proud of how you did this?
Practice – building your brain pathways by deliberately practising what you learn. Usually
Sometimes
Not Yet
Self-Belief – valuing and being honest with yourself, and believing that you have what it takes. Usually
Sometimes
Not Yet
Effort – realising that putting in private efforts comes before public achievement. Usually
Sometimes
Not Yet
Fun – enjoying the journey by making new friends and having fun with them. Usually
Sometimes
Not Yet
Feedback – asking for feedback from your teachers on what you need to do to improve.
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Usually
Sometimes
Not Yet
Fail Well – believing that mistakes guide what you need to learn to improve yourself. Usually
Sometimes
Not Yet
Acknowledgement: Anders Ericsson & Tal Ben Shahar “It takes as much energy to wish as it does to plan.” Eleanor Roosevelt 169