2016 learning curve positive education brochure by Learning Curve

LOVE PRUDENCE WISDOM

GROWTH MINDSETS STRENGTHS AND EMOTIONS SKILLS AND ACHIEVEMENTS MINDFULNESS

EXERCISE AND HEALTH

STUDENT DRIVEN WELLBEING “It is the frequency of positive emotion, not its intensity that builds peoples’ wellbeing.”

ZEST

POSITIVE ENGAGEMENT

WELLBEING

M.A.R.B.L.E.S.

HOPE

VALOUR

CHARACTER STRENGTHS

RELATIONSHIPS AND OPTIMISM

MEANING AND PURPOSE

GRIT

POSITIVE EDUCATION

PROFESSOR BARBARA FREDRICKSON

www.learningcurve.com.au

STUDENT DRIVEN WELLBEING i ti ve B u i ld p o s eek . . . w h c a e g we l l b ei n

SELF-ESTEEM AND SELF-CONFIDENCE

Wellbeing Bank Builder: to strengthen my wellbeing element Strengths and Emotions by developing my self-esteem and self-confidence. A healthy sense of self-esteem and self-confidence is • your belief in your self-worth as a person who matters; • if you can’t believe it, how can anyone else? Two greater builders of self-esteem and self-confidence are: • every night reflect on three positive things which happened today, why they happened and how you can make them happen again • regularly reflect on your greatest achievements. FIDENCE SELF ESTEEM & SELF CON g Balancing everything can be challenging to strengthen my wellbein My Wellbeing Bank: g my Emotions by developin element Strengths and • it is natural to experience self-doubts at times fidence. self-esteem and self-con fidence is • don’t ignore them; draw from your wellbeing bank to A healthy sense of self-esteem and self-con rs; th as a person who matte wor selfour in y elief • your b overcome them using your top five strengths w can anyone else? • if you can’t believe it, ho fidence self-esteem and self-con • use family teamwork to share your Two greater builders of are: hich concerns. ree positive things w • every night reflect on th happened and how you can they why y, toda ed pen hap Warning signs for your self-esteem in make them happen aga greatest achievements. include • regularly reflect on your be challenging can g Balancing everythin • not looking on the bright side of life e self-doubts at times • it is natural to experienc ank to raw from your wellbeing b m; d the nore n’t ig • do • not trying new things your top five overcome them using • blaming others for what you do strengths to share your • use family teamwork • feeling that your best isn’t good enough concerns. self-esteem Warning signs for your • preferring to be alone and not wanting to go out. include ht side of life • not looking on the brig • communicating more electronically than in person. hings

Strengths and Emotion

ACTIONS

What are two things I will start doing to boost my self-esteem and self-confidence? 1.

PRIOR ITIES / DUE DATES

/ GRATITUDE

Mo nday 4

Tues day 5

We dne sday 6

• not trying new t you do • blaming others for what ood n’t g • feeling that your best is enough t. d not wanting to go ou • preferring to be alone an onically than in person. lectr re e mo ating unic • comm

ACTIONS

start doing to boost my What are two things I will fidence? con selfand em este self-

Thu rsday 7

MINDFULNESS ACTIVITY:

MINDFULNESS ACTIVITY

the group – In a group ask one of 11. Tangled whispers student, who then ther ano to sage to whisper a mes the whole has been passed on to passes it on. When it sage? mes the is rent diffe group, how

Frid ay 8

11. Tangled whispers – In a group ask one of the group to whisper a message to another student, who RESILIENCE BUILDER complex emotions, experience intense and could do then passes it on. When it has been passed on to the 11. When you the positive things you as we all do, describe and who do ngths to calm yourself whole group, how different is the message? using your top five stre port?

you could turn to for sup

RESILIENCE BUILDER

WHAT WENT WELL THIS

Sat urd ay 9

WEEK AND WHY?

Sun day 1

1. 2.

11. When you experience intense and complex 3. emotions, as we all do, describe the positive things you could do using your top five strengths to calm yourself 44 and who could you turn to for support?

E ING W E LLB T IP:

WHAT WENT WELL THIS

1. 2. 3.

www.learningcurve.com.au

ear a broad Always be Sunsmart; w ctive clothing. brimmed hat and prote

HABITS OF MIND

SECONDARY

If your first Sticking to a task until it is completed. other ways approach doesn’t work, be able to try to solve the problem. work Being able to see when something doesn’t and why it doesn’t work. Ask yourself the following questions: • in what ways have I been persistent?

Character Strength

Parent Newsletter Article

honesty

In your own words, how would you describe

honesty?

For young people to successfully negotiate of self-esteem and self-confidence.

How does the dictionary describe honesty?

Describe

THINGS TO DO

you have shown this Character a time or times in your life that you believe

and think of two things you have shown this Character Strength In the boxes below describe a time you of your signature family and community member. Also, which will start doing in your roles as a student, Strength? strengths will benefit from this Character

• losing



and why? y hat things can I do to be more careful and accurate in m • w learning? lly • who has impressed me with his/her commitment to carefu checking his/her learning and why?

QUestiOning AnD POsing PrOBLeMs

fill in the Being able to ask the right questions to gaps of what you don’t know. if”, “why Asking questions that begin with “what

meaning Understanding what another person is and through listening to what they are saying is reading what messages their body language another person sending to you. Being able to say what is saying in your own words. we don’t “tune in” to what is 55% of your life is spent listening; often eyes and heart. really being said. Listen with your ears, Ask yourself the following questions: d how? • when have I listened with understanding and empathy an • how have I understood another person’s point of view? pathy • who has impressed me with his/her understanding and em and why?

irrelevant things • being obsessed with unimportant and

do”, “how”? why and Being able to recognise the reasons behind how questions are asked. Ask yourself the following questions: ions? • how does my understanding improve when I ask quest tions? • what things can I do to feel confident to ask more ques s and why? • who has impressed me with his/her thoughtful question

inconsistently • becoming temperamental and thinking continually make their best better

and on social networking excessively. • preferring to be alone more than usual causes assist and coach them to address the above, we need to act immediately to As soon as we begin to notice any of the the right thing” but also “do the thing It’s all about helping them to not only “do to their loss of self-esteem and self-confidence. right”.

APPLYing PAst KnOWLeDge tO neW sitUAtiOns

tHinKing FLeXiBLY

you Being able to change your mind when receive new information. you to Sometimes the information may cause other contradict your opinions and consider options. “your way is Being able to shift in your thinking from is better”. the only way” to “perhaps another way Ask yourself the following questions: my thinking and why? • when have I been flexible in

As a member of the Community

Being able to use experience and knowledge adapt learned for new problems. Being able to what you have learned from a previous experience to a new situation and make connections. r thinking; use Being willing to apply yourself to use experience in you what you learn, linking thinking and learning.

Ask yourself the following questions: and how? • when have I used what I have already learnt in something new • what things can I do to use my experience in new learning

• in what different ways did I think? hy? • who has impressed me with his/her flexible thinking and w

Acknowledgement VIA Institute, www.viacharacter.org

EXPLORING HABITS OF MIND

HABITS OF MIND

Questions to reflect on and answer to build your positive growth

Persisting - describe in your own words what it means to you.

what In what areas have I been persistent? In way have I been persistent? What are the me? most difficult things to being persistent for

AREA OF TOPIC 1

LEARNING JIGSAW

What positive things will you do to make your best better. Who can help you?

What was discovered?

AREA OF TOPIC 2

What was discovered?

AREA OF TOPIC 3

What was discovered?

AREA OF TOPIC 4

What was discovered?

AREA OF TOPIC 5

whisper a message to In a group ask one of the group to it on. When it has been another student, who then passes different is the message? passed on to the whole group, how

area to investigate.

in You will become more confident and adaptable confronts you. your thinking when an issue or problem it as you learn Keep this document saved and add to more about each Habit of Mind.

Managing Impulsitivity - describe in your own words what it means to you.

topic using any Your group can explore the area of the thinking strategy or tool they wish to. their Each group explores their area and shares presentation with the class.

in When have I shown control and not jumped can I to join something and how? What goals set to help me focus myself more?

of Topic Everyone enters the findings in the Area sections. groups to As a class, combine the efforts of the five topic. come up with an overall view point of the

living, learning

Listening with Understanding and what Empathy - describe in your own words it means to you.

7 tangled whispers

What was discovered?

into five areas When a topic is introduced, break it up to explore. allocate an Break up the class into five groups and

enable you to Using this Thinking Tool every week will of how, when build an awareness and understanding the ability to and why to use each Habit of Mind and change your thinking to suit different situations.

dge and

MINDFULNES S ACTIVITY

Thinking Tool

situations? ho has impressed me with his/her using of learnt knowle • w understanding to new areas.

5 Activity – Tangled Mindfulness Whispers

Thinking Tool – Learning Jigsaw

Thinking Tool – Exploring Habits of Mind

This is a work in progress to build your and thinking power.

Home Learningself Hours

Listening WitH UnDerstAnDing AnD eMPAtHY

others for their performance

their assertiveness, presence and ‘shine’

to • not enjoying the challenge of striving

Done

how?

hat goals can I set and things to do to help me focus my • w more? • who has impressed me with his/her self control and why?

• feeling that their best isn’t good enough

As a family member at Home

of Being able to take time to check the accuracy your work; check it again. learning to Taking pride in lifting the quality of your not being the highest level you are capable of and learning prepared to settle for second best to get out of the way. Ask yourself the following questions: prove it • when have I taken the time to proof read my learning to im

make a judgement. you start. Planning ways to solve a problem before Ask yourself the following questions: g and • when have I shown control and not jumped into somethin

• a reluctance to try new things

As a student at School

striVing FOr ACCUrACY

with the Thinking before you answer a question your first thing that comes into your mind; take time. you Considering and understanding ideas before

Some alarm bells include:

• adopting a “victim” mentality of blaming

ink? hat things can I do to think more clearly about how I th • w d why? • who has impressed me with his/her controlled thinking an

MAnAging iMPULsiVitY

they require a healthy positive sense

these thoughts. Being vigilant self-doubt, we need to assist them in managing their While it is perfectly natural for them to experience and then acting to remedy it, will keep signals that their self-esteem is declining and always on the lookout for warning wellbeing in an upward direction.

WEEK

What are two things I will start doing to build this Character Strength

Describe a time/s I used this Character Strength well

the challenges of adolescence and schooling

to focus on in our every action and in our students is something that we need Cultivating resilient habits and growth mindsets a person. a belief in their self-worth and value as every word every day to ensure they develop the in the community about understanding and activities at home, at school and We need to encourage conversations things as a consequence. This will enable and then more importantly doing good importance of feeling good about themselves using positive psychology in all our teaching spirit and confidence. Role modelling and they do positively. them to develop as young citizens with everything approach platform for them to consistently and interactions with students is a sound

Strength.

Ask yourself the following questions: • when have I considered how I was thinking and why?

Ap ri l 2016

Wellbeing Element – Strengths and Control Character Strength – Honesty

what you Being able to know what you know and don’t know. Being able to plan, reflect on and assess your own thinking skills and strategies. what you are Taking time to think why you are doing doing; being aware of your own thoughts.

me? • what are the most difficult things to being persistent for y? • who has impressed me with his/her persistence and wh

WEEK 11 – SELF ESTEEM AND SELF CONFIDENCE

tHinKing ABOUt tHinKing (Metacognition)

Persisting

and When have I listened with understanding with empathy and how? Why have I listened I understanding and empathy? How have understood another person’s point of view?

CLASS TOPIC

Overall, what did we learn?

Thinking Flexibly - describe in your own words what it means to you.

When have I been flexible in my thinking why? In what different ways did I think?

and

“Opportunity is missed by most people because dressed in overalls and looks like work.”

first “The trouble with doing something right the it was.” time is that nobody appreciates how difficult

it is

Thomas Edison

2014 Thinking Tools_Learning Jigsaw.indd

14/08/13 12:54 PM 2014 Thinking Tools_Exploring Habits

14/08/13 12:58 PM

Walt West 1

of Mind 01.indd 1

12 13 14 15

Ch arac te r St re ng th

H ones ty

www.viacharacte 18

r.org

19 20 21 22 23

Rate your wellbeing this week: FAIR to 5 GREAT 1 2 3

S WEEK AND WHY?

Rate FAIR to

GREAT

Honesty

your wel lbeing this wee k: 5

What is one positive thing I will start doing?

www.viacharacter.org

Parent / Guardian: Teacher:

Character Strength

ments:

Communication / Com es (Vic) Pty Ltd

Habits of Mind

Parent Newsletter Article

Character Strength – Honesty

Self-Esteem and Self-Confidence

WEEK 11 ACTIVITIES

What is one posi tive thin

“As is our confidence,

g I will start doing?

m Hazlit.

so is our capacity.” Willia

WELLBEING TIP

Write down the things that provide you with positive stress – being psyched up.

* Sample Middle Years Planner shown www.learningcurve.com.au

MIDDLE YEARS PLANNER Strengths and Emotions THINGS TO DO

PRIORITIES / DUE DATES / GRATITUDE

SELF ESTEEM & SELF CONFIDENCE

Monday 4

My Wellbeing Bank: to strengthen my wellbeing element Strengths and Emotions by developing my self-esteem and self-confidence. A healthy sense of self-esteem and self-confidence is • your belief in your self-worth as a person who matters; • if you can’t believe it, how can anyone else? Two greater builders of self-esteem and self-confidence are: • every night reflect on three positive things which happened today, why they happened and how you can make them happen again • regularly reflect on your greatest achievements. Balancing everything can be challenging • it is natural to experience self-doubts at times • don’t ignore them; draw from your wellbeing bank to overcome them using your top five strengths • use family teamwork to share your concerns. Warning signs for your self-esteem include • not looking on the bright side of life • not trying new things • blaming others for what you do • feeling that your best isn’t good enough • preferring to be alone and not wanting to go out. • communicating more electronically than in person.

April 2016

WEEK

Done



Home Learning Hours

1 2 3 4 5

Tuesday 5

6 7 8 9 10

Wednesday 6

11 12 13

ACTIONS

What are two things I will start doing to boost my self-esteem and self-confidence?

Thursday 7

16 17

18 19

MINDFULNESS ACTIVITY: 11. Tangled whispers – In a group ask one of the group to whisper a message to another student, who then passes it on. When it has been passed on to the whole group, how different is the message?

Friday 8

21 22

RESILIENCE BUILDER

11. When you experience intense and complex emotions, as we all do, describe the positive things you could do using your top five strengths to calm yourself and who do you could turn to for support?

WHAT WENT WELL THIS WEEK AND WHY? 1.

Sunday 10

WE LLB EIN TIP:

3. 44

Always be Sunsmart; wear a broad brimmed hat and protective clothing.

Character Stren gth

Communication / Comments:

Saturday 9

Honesty

www. viach aract

er.org

Parent / Guardian:

Teacher:

Rate your wellbeing this week: 1 2 3 FAIR to 5 GREAT

What is one positive thing I will start doing? 4

“As is our confidence, so is our capacity.” William Hazlit. 45

Planner size: 170mm x 248mm

Features: • Examination techniques • Revision strategies • Mindfulness activities

• Self assessment •C haracter strength activities •M otivation and goal setting tools

• School wide weekly wellbeing builder • Positive reflection activities • Resilience builder Positive Education

Positive Education

CHARACTER STRENGTHS - boosting your Strengths and Control element of wellbeing

MY PERSONAL CHARACTER STRENGTHS - increasing your Meaning and Purpose element of wellbeing To build your wellbeing bank in order to future-proof yourself against life’s challenges and setbacks, it is essential for you to recognise your strengths and understand how you can best use them. Fully engaging yourself to look at life through your signature strengths will enable you to identify positives and what is good about what you are looking at. Living life seeking to identify what is right in what you are experiencing and doing, builds your positive emotions of fulfilment, contention, pride, joy and satisfaction. What are my Signature Strengths (Super powers), what do each of them mean to me and how can I best use them? 1. ....................................................................................................................................................................................... ....................................................................................................................................................................................... 2. ....................................................................................................................................................................................... ....................................................................................................................................................................................... 3. ....................................................................................................................................................................................... ....................................................................................................................................................................................... 4. ....................................................................................................................................................................................... .......................................................................................................................................................................................

Positive Education

What is a character strength I would like to target to build in myself and why? .............................................................................................................................................................................................

Positive Education

............................................................................................................................................................................................. GROWTH MINDSETS - adding to your Strengths and Control element of wellbeing MINDFULNESS - increasing your Strengths and Control element of wellbeing

Reflect on and ponder about the following aspects of your life: When faced with the many challenges and setbacks life presents, people tend to approach them with either “fixed” or Mindfulness is being able to focus your attention and be in control of your mind. Ruth Baer, a world authority on What things in life are important to me and why? “growth” mindsets. Mindfulness, describes it as, “Mindfulness is about waking up, connecting with yourself, and appreciating the fullness of • those with fixed mindsets see challenges and setbacks as too hard to overcome and would rather give up than fail. each moment of life.” ............................................................................................................................................................................................. They haven’t got what it takes to dig deep and lift their efforts; they lack grit. To be mindful you need to be able to: ............................................................................................................................................................................................. • those with growth mindsets persist and increase their efforts to overcome challenges and setbacks. They see achieving Observe: look carefully at your inner self and what is happening to and around you. Focus on watching your thoughts success as continually making their best better by learning new things; they have grit. and feelings coming and going. am I good at and • Grit is the capacity of being able What to lift things your efforts to meet andenjoy? beat what confronts you Describe: use your own words to describe what you see and feel. These things are normal parts of life............................................................................................................................................................................................. and overcoming them by drawing from your wellbeing bank and using your signature Participate: become actively involved moment by moment to what is happening to and around you. Not letting a strengths will develop the elements of your wellbeing and make you happy; it’s about turning can’ts into cans and won’ts ............................................................................................................................................................................................. moment pass you by. into wills. Remember, the right thing to do is nearly always the hard thing to do. Use Grit: maintain your focus by avoiding distractions and sticking to what you know is right.

What do I want more of in my life?

Be Present: clear your mind of everything else and focus on the moment. Reflect and rate myself on the ............................................................................................................................................................................................. Describe a time/s I have done What are two things I will following growth mindsets using each of these things well start doing to build my growth Use Strengths: make healthy and safe choices using your signature strengths and reflect on what has worked in the ............................................................................................................................................................................................. mindsets? past; it will probably work again. Usually

Sometimes

Not Yet

Persist in overcoming something What can I do to get more of what I want? Focus on daily STRENGTH ACTS to build your challenging which really stretches my ............................................................................................................................................................................................. capabilities? ............................................................................................................................................................................................. Rate myself for each STRENGTH ACTS to do every day Usually Sometimes Not Yet of these using What can other people say and do to help and support me to achieve this? to build my mindfulness Usually Sometimes Not Yet ............................................................................................................................................................................................. Say no to something my friends want to do that would be a poor choice? ............................................................................................................................................................................................. S: Adequate Sleep: at least 9 hours CHARACTER STRENGTHS - adding to your Strengths and Control element of wellbeing

Positive Education

Usually

Sometimes

mindfulness

GRATITUDE JOURNAL - to strengthen all your elements of wellbeing When you actively look for good things which happen in your life, no matter how big or small, you are generating positive emotions in yourself such as joy, pride, compassion, hope, gratitude and humour.

To quote Winston Churchill, “you make a living by what you get, but you live by what you give”. through your strong efforts. Face up to and accept challenges rather R: individual Resist risky actions:strengths avoid harmful While we all have our own signature or super powers, to further develop all of the character strengths, than taking the easy way out? .............................................................................................................................................................................................activities it is proactive to focus on a Character Strength each week. ............................................................................................................................................................................................. You will find them in the Character Strengths activity section of the website. Usually Sometimes Not Yet

Research has proven that when you “Hunt the good stuff”, as Positive Psychologist Martin Seligman describes it, you are happier, healthier and look for what is right in what you see rather than what is wrong. Ideally, the best way to do this is to reflect every night on three good things that happened that day, why they happened and what you can do to make them happen again in what it called a Gratitude Journal; this keeps the positives circulating in your mind.

E: Exercise actively: at least one hour ............................................................................................................................................................................................. Every week in the program a Character Strength is nominated for you to learn more about to build this particular Character Strength in yourself. ............................................................................................................................................................................................. Listen to and act on not so positive In your own words, howN:would you describe Balance Nutrition:........................................................................................................................ eat foods which are feedback to make adjustments to what I good for me, especially breakfast “The deeper we dig for answers, the more we uncover new questions.” Ashleigh Brilliant think, say and do? ............................................................................................................................................................................................. 7 G: Gain Mastery: excel at something Usually Sometimes Not Yet .............................................................................................................................................................................................

Usually

Sometimes

Not Yet

Sometimes

Not Yet

How can I make it happen again?

Date: What good thing happened?

In the boxes below describe a time you have shown this Character Strength and think of two things you will start doing in your roles as a student, family and community member. Also, which of your signature strengths will benefit from this Character Strength? T: Timeout: do 15 minutes of relaxation

Describe time/s I used this S: Soak it up: drink at least 2alitres of water

Not Yet

Character Strength well

Acknowledgement Carol Dweck and Angela Duckworth

Why did it happen?

What are two things I will start doing to build this Character Strength

How can I make it happen again?

Acknowledgement: Kimberly Christensen, Gage Riddoch, Julie Eggers Huber As a student at School

“Jaw, Jaw is better than War, War.” Winston Churchill.

“Life is like a mirror; if you face it smiling, it smiles right back” Saying

136 MIDDLE LC Planner 2015 Pgs 127-192.indd 136

Why did it happen?

Have a great sense of personal pride in doing the right thing and doing the thing right? Usually

Date: What good thing happened?

H: Healthy Self-Talk: speak positively to ............................................................................................................................................................................................. myself Describe a time or times in your life that you believe you have shown this Character Strength ............................................. A: Acts of Kindness: make a difference to ............................................................................................................................................................................................. someone’s life

Do I do more than my share in a group activity to ensure it works out successfully? Usually

Following below is a Gratitude Journal to help you get started.

How does the dictionary describe ........................................................................................................................................ T: Take time to laugh: have fun .............................................................................................................................................................................................

Find inspiration in the achievements and successes of others?

Positive Education

What are two things I will start doing to become more mindful?

Not Yetare my dreams/intentions for 2015? When your wellbeing bank is growing, you are striving, What and flourishing. To thriving live a rewarding and full life for yourself and to make a difference to the lives of others, there are personal qualities and T: into Take of myself: look after my body values needfortoyou build yourcare character. Reflect on your greatest achievements and then write yourself a letter about what you will make 2015you deliver

137 23/10/2014 3:15 pm

MIDDLE LC Planner 2015 Pgs 127-192.indd 137

Date: What good thing happened?

23/10/2014 3:15 pm

Why did it happen?

As a family member at Home

How can I make it happen again?

Date: What good thing happened?

As a member of the Community

Why did it happen? How can I make it happen again? Acknowledgement VIA Institute, www.viacharacter.org “Most folks are as happy as they make up their minds to be.” Abraham Lincoln.

“The time is always right to do what is right.” Martin Luther King Jnr.

142 MIDDLE LC Planner 2015 Pgs 127-192.indd 142

www.learningcurve.com.au

143 23/10/2014 3:15 pm

MIDDLE LC Planner 2015 Pgs 127-192.indd 143

23/10/2014 3:15 pm

SENIOR YEARS PLANNER Relationships and Optimism THINGS TO DO

PRIORITIES / DUE DATES / GRATITUDE

GIVING AND RECEIVING FEEDBACK

Monday 15

August 2016

WEEK

Done



My Wellbeing Bank: to boost my wellbeing element Relationships and Optimism through positively giving and receiving feedback.

Home Learning Hours

1 2

You and others matter • developmental, non-judgmental feedback is the best • to strive, thrive and flourish regular feedback is a must • it builds a valuable thing in life, trust. • it develops your Mindfulness and Emotional Intelligence • growth mindsets thrive on feedback • it is at the heart of positive relationships.

3 4 5

Tuesday 16

When giving and receiving feedback • firstly look for what is good about what is happening • use examples to support your points • use sandwich feedback, good stuff before and after not so positive points • listen and speak with your ears, eyes, and heart • others know when your heart is there • discuss “possibles”, then “probables” and finally “preferred” directions.

7 8 9 10

Wednesday 17

When giving feedback • give it as close to the time you are asked • avoid saying what you think he/she wants to hear • always offer a positive alternative to a negative. • use “you” not “we”; it is about them not you.

12 13

ACTIONS

What are two things I will start doing to improve how I give and receive feedback?

Thursday 18

17 18 19

MINDFULNESS ACTIVITY: 30. Swapping hands – use your non-dominant hand to hold the spoon when having your breakfast cereal. When eating dinner swap the knife and fork between your hands. Describe how much you have to concentrate?

Friday 19

21 22

RESILIENCE BUILDER

30. With a friend discuss and describe what you do when an unexpected problem occurs and you don’t know what to do to solve it. What do you do? Look at the Thinking Tools on the website for strategies to organise your thinking; which ones do you like?

WHAT WENT WELL THIS WEEK AND WHY? 1.

Sunday 21

WE LLBE IN TIP:

3. 86

Go snorkelling to enjoy the beauty of our marine life; a good workout also.

Communication / Comments:

Saturday 20

Love

www.viac harac ter.or

Rate your wellbeing this week: 1 2 3 FAIR to 5 GREAT

What is one positive thing I will start doing? 4

“Correction does much, but encouragement does more.” Goethe. 87

Planner size: 196mm x 254mm

Term One Reflections PROGRESS IN MY SUBJECTS

Meaning and Purpose

WHAT ARE MY PERSONAL LEARNING GOALS FOR TERM TWO?

• What went well in each subject?

• Complete “How did I perform last term?” (refer to index).

Achieving what you set out to, your goals

• Is my personal timetable working for me?

• Is what I’m doing going to get me what I want?

• fills you with positive emotions such as joy, pride, satisfaction, gratitude and happiness

• Things I need to focus more on next term and who can help me?

• Am I using my top five strengths to build the elements of my wellbeing?

• will engage you to lift your efforts even more

• For each subject rate myself out of 10 for my attitude and effort.

/10

• will enable you to live the life you want to live.

A team approach that involves you, your parent/s and your teachers works best for everyone; share, care and celebrate. WHO CAN HELP ME?

Goal One: _______________________________________________________________________

What are two things I will start doing? ______________________ _______________________________________________________

_________________________________________________________________________________

_______________________________

_______________________________________________________

_________________________________________________________________________________

_______________________________

Action Plan: Which of my top five strengths do I need to use? ___________________________

_______________________________

_________________________________________________________________________________

_______________________________

What are my Starting Targets?_______________________________________________________

_______________________________

Teacher: ______________________________________________

_______________________________________________________

What are two things I will start doing? ______________________

/10

Reflection: ____________________________________________

_______________________________________________________

Teacher: ______________________________________________

_______________________________________________________

/10

What are two things I will start doing? ______________________

Reflection: ____________________________________________

_______________________________________________________

Teacher: ______________________________________________

_______________________________________________________

Subject: __________________________________________

What are two things I will start doing? ______________________

/10

_________________________________________________________________________________

How will I know that I’m getting there? ________________________________________________

_______________________________ _______________________________

_________________________________________________________________________________

_______________________________

Goal Two: _______________________________________________________________________

_______________________________

_________________________________________________________________________________

_______________________________

Positive Education

_________________________________________________________________________________ GROWTH MINDSETS - adding to your Strengths and Control element of wellbeing

_______________________________

Plan: Which my top five I need to use? ___________________________ _______________________________ When faced with the Action many challenges andofsetbacks life strengths presents, do people tend to approach them with either “fixed” or “growth” mindsets. • those with fixed mindsets see challenges and setbacks as too hard to overcome and would rather give up than fail. _______________________________ They haven’t got what it _________________________________________________________________________________ takes to dig deep and lift their efforts; they lack grit. are my Starting _______________________________ • those with growthWhat mindsets persist andTargets?_______________________________________________________ increase their efforts to overcome challenges and setbacks. They see achieving success as continually making their best better by learning new things; they have grit. _________________________________________________________________________________ _______________________________ • Grit is the capacity of being able to lift your efforts to meet and beat what confronts you

Reflection: ____________________________________________

_______________________________________________________

Teacher: ______________________________________________

_______________________________________________________

These things are normal parts of life and overcoming them by drawing from your wellbeing bank and using your signature strengths will develop _________________________________________________________________________________ _______________________________ the elements of your wellbeing and make you happy; it’s about turning can’ts into cans and won’ts into wills. Remember, the right thing to do is nearly always the hard thing to do.

What are two things I will start doing? ______________________

Reflect and rate myself on the following Describe a time/s I have done each of What are two things I will start doing to _________________________________________________________________________________ _______________________________ growth mindsets and grit needed using these things well build my growth mindsets?

Subject: __________________________________________

/10

Reflection: ____________________________________________

_______________________________________________________

Teacher: ______________________________________________ Subject: __________________________________________

/10

_______________________________________________________

Teacher: ______________________________________________

_______________________________________________________

Teachers Comments: __________________________________

Parent/Carer Comments: _______________________________

_______________________________________________________

Sign Off: ______________________________________________

Mindfulness is being able to focus your attention and be in control of your mind. Ruth Baer, a world authority on Mindfulness, describes it as, “Mindfulness is about waking up, connecting with yourself, and appreciating the fullness of each moment of life.” There are three states of mind: the reasonable mind, the emotional mind and wise mind: Reasonable mind is when you are in automatic school thinking mode. Plenty of reasoning but little or no emotion. Describe a time you were in

_______________________________

Goal Three:______________________________________________________________________

_______________________________

Sometimes Not Yet _________________________________________________________________________________

_______________________________

Action Plan: Which of my top five strengths do I need to use? ___________________________ Persist in overcoming something challenging which really stretches_________________________________________________________________________________ my capabilities?

_______________________________

To be mindful you need to be able to:

What are my Starting Targets?_______________________________________________________

_______________________________

Sometimes Not Yet _________________________________________________________________________________

_______________________________

Observe: look carefully at your inner self and what is happening to and around you. Focus on watching your thoughts and feelings coming and going.

How will I know that I’m getting there? ________________________________________________

_______________________________

Say no to something_________________________________________________________________________________ my friends want to do that would be a poor choice?

_______________________________

Usually

What are two things I will start doing? ______________________

Reflection: ____________________________________________

Positive Education MINDFULNESS - increasing your Strengths and Control element of wellbeing

How will I know that I’m getting there? ________________________________________________

Usually

_______________________________

Reflection: ____________________________________________

Subject: __________________________________________

• Examination techniques • Revision strategies • Mindfulness activities

• Self assessment •C haracter strength activities •M otivation and goal setting tools

• Written specifically for senior students • School wide weekly wellbeing builder • Resilience builder

Subject: __________________________________________

Parent / Guardian:

Teacher:

Features:

Subject: __________________________________________

Character Strength

Emotional mind is when you are in the heart thinking mode. Plenty of feelings controlling your thoughts. Describe a time when you were in this mind ..................................................................................................................................................................................................................... Wise mind is when you are thinking with both reasonable and emotional minds together. Describe a time when you were in this mind ................. ..............................................................................................................................................................................................................................

_______________________________

Reasonable mind + Emotional mind = Wise mind

Describe: use your own words to describe what you see and feel. Participate: become actively involved moment by moment to what is happening to and around you. Not letting a moment pass you by. Use Grit: maintain your focus by avoiding distractions and sticking to what you know is right.

Positive Education

Why did I choose these Goals? _____________________________________________________________________________________

Sometimes

this mind ..............................................................................................................................................................................................................

Not Yet

___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________

Be Present: clear your mind of everything else and focus on the moment. Use Strengths: make healthy and safe choices using your signature strengths and reflect on what has worked in the past; it will probably work again.

Face up to and accept challenges rather than CHARACTER taking the easy way ___________________________________________________________________________________________________________________ out? ___________________________________________________________________________________________________________________

Usually

Sign Off! Me:Not _______________________________________________________________________________ Date: / /2016 Sometimes Yet

Focus on daily STRENGTH ACTS to maximise your wise mind

STRENGTHS - boosting your Strengths and Control element of wellbeing STRENGTH ACTS to do every day to build my mindfulness

Rate myself for each of these using Usually Sometimes Not Yet

To build your wellbeing bank in order to future-proof yourself against life’s challenges and setbacks, it is essential for you to recognise your strengths and understand how you can best use them.

S: Adequate Sleep: at least 9 hours

Fully engaging yourself to look at life through your signature strengths will enable you to identify positives and what is good about what you are looking at. Living life seeking to identify what is right in what you are experiencing and doing, builds your positive emotions of fulfilment, contention, pride, joy and satisfaction.

My Parent/s: _________________________________________________________________________________ Date: / /2016

T: Take care of myself: look after your body ________________________________________________________________ Date: / /2016 Listen to and act on My Home Room/Form Teacher: not so positive feedback to make adjustments to what I think, say and R: Resist risky actions: avoid harmful do? 47 activities Usually

Sometimes

What are my Signature Strengths (Super powers), what do each of them mean to me and how can I best use them? 1. ........................................................................................................................................................................................................................ ........................................................................................................................................................................................................................

E: Exercise actively: at least one hour

Not Yet

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

N: Balance Nutrition: eat foods which are good for me, especially breakfast

Find inspiration in the achievements and successes of others?

G: Gain Mastery: excel at something Usually

Sometimes

Not Yet

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

T: Take time to laugh: have fun Do I do more than my share in a group activity to ensure it works out successfully? Usually

Sometimes

H: Healthy Self-Talk: speak positively to myself

5. ........................................................................................................................................................................................................................ ........................................................................................................................................................................................................................

A: Acts of Kindness: make a difference to someone’s life

Not Yet

What is a character strength I would like to target to build in myself and why?

C: Credits: name 3 things that went well

Have a great sense of personal pride in doing the right thing and doing the thing right?

T: Timeout: do 15 minutes of relaxation Usually

Sometimes

Positive Education MY PERSONAL CHARACTER STRENGTHS - increasing your Meaning and Purpose element of wellbeing

What are two things I will start doing become more mindful?

Not Yet

Reflect on and ponder about the following aspects of your life: What things in life are important to me and why?

S: Soak it up: drink at least 2 litres of water

Acknowledgement: Kimberly Christensen, Gage Riddoch, Julie Eggers Huber

“Jaw, Jaw is better than War, War.” Winston Churchill.

136 SENIOR LC Planner 2015 Pgs 127-192.indd 136

“If I had nine hours to cut down a tree, I would spend six hours sharpening my axe!” Abraham Lincoln.

137 23/10/2014 3:18 SENIOR pm LC Planner 2015 Pgs 127-192.indd 137

What things am I good at and enjoy? .............................................................................................................................................................................................................................. ..............................................................................................................................................................................................................................

23/10/2014 3:18 pm

What do I want more of in my life? .............................................................................................................................................................................................................................. .............................................................................................................................................................................................................................. What can I do to get more of what I want? .............................................................................................................................................................................................................................. .............................................................................................................................................................................................................................. What can other people say and do to help and support me to achieve this? .............................................................................................................................................................................................................................. .............................................................................................................................................................................................................................. What are my dreams/intentions for 2015? When your wellbeing bank is growing, you are striving, thriving and flourishing. Reflect on your greatest achievements and then write yourself a letter about what you will make 2015 deliver for you through your strong efforts. .............................................................................................................................................................................................................................. .............................................................................................................................................................................................................................. ..............................................................................................................................................................................................................................

www.learningcurve.com.au

.............................................................................................................................................................................................................................. “The deeper we dig for answers, the more we uncover new questions.” Ashleigh Brilliant

UPPER PRIMARY YEARS PLANNER Features:

October 2016

Healthy Living

• School wide weekly wellbeing builder

BREAKFAST Wellbeing goal: to boost your wellbeing by eating a healthy breakfast every day. The most important meal of the day is breakfast • your body has been starved while you have been asleep, so it needs to be refuelled for the day ahead • how far would a car go without any fuel? A healthy breakfast can include a variety of foods • cereal, grains or porridge with fresh fruit and a sprinkle of oatmeal • yoghurt, nuts and fresh fruit juice • eggs on toast, with a cooked tomato and a sausage or piece of bacon Benefits of eating breakfast include • it starts your metabolism and fills that empty feeling • it gets your brain moving and assists concentration • you tend to eat less throughout the day

• Positive reflection activities • Vocabulary builder • Weekly wellbeing tip • Self assessment • Character strength activties

BOOKS READ THIS WEEK Title

THINGS TO DO 24 Monday

Pages

HOME LEARNING HOU RS

WEEK

MONDAY 1

TUESDAY

25 Tuesday

WEDNESDAY 4

26 Wednesday THURSDAY

ACTIONS

• Motivation and goal setting tools

What are two things I will start doing to ensure I eat breakfast every day?

FRIDAY

27 Thursday

1. 2.

NUMBER SKILLS

MINDFULNESS ACTIVITY 45. Peeling Petals – Peel the petals off a rose flower one by one, feel their texture and count them. Describe how they felt to touch and how many were there?

1 Common multiple of 8 and 12?

_______

2 Round 48.2 to the nearest ten

_______

3 5L – 1650ml = ? L

_______

4 9 x 30 = 350 – ?

_______

5 $20.50 – $8.40

_______

6 12 ÷ 3 – 4 ÷ 1

_______

DID YOU KNOW THAT?

7 23.7 x 4.6

_______

The Earth’s atmosphere is a blanket of gas containing oxygen, nitrogen and carbon dioxide. When sunlight hits it, white light is broken down into the colours of the rainbow.

8 (3)3

_______

9 45 minutes after 11:30pm?

_______

WHAT WENT WELL THIS WEEK AND WHY? 1. 2.

28 Friday

10 Do a mini table grid

VOCABULARY BUILDER police think thing

looked black white

every always being

WE LLBEING Aim to read about a happy and successful person each month. TIP

Character Stren gth

29 Saturday 30 Sunday

• Mindfulness activities

Emp owe rme nt

www.viacharacter.org

Communication / Comments:

Teacher:

Parent / Guardian:

Rate your wellbeing this week: 1 FAIR to

5 GREAT

What is one positive thing I will start doing? 4

5 31

Planner size: 150mm x 212mm

CUSTOM LAYOUT STUDENT PLANNERS & GENERIC STUDENT PLANNERS Research and Operational Skills MEMORY MEMORY CODING CODING

March 2015

PRIORITIES PRIORITIES // DUE DUE DATES DATES

Wellbeing WellbeingBank: Bank:to topromote promoteyour yourwellbeing wellbeingelement elementEngagement Engagement and andAchievement Achievementthrough throughefficiently efficientlystoring storingwhat whatyou youlearn learnininyour your memory. memory. Coding Codingtechniques techniqueswhich whichuse useboth bothsides sidesof ofyour yourbrain brainare arethe themost most effective effectiveininstoring storingwhat whatyou youlearn learnininaaretrievable retrievablemanner manner •• they theycombine combineboth bothformal formaland andrelational relationallearning learning •• your yourleft leftbrain brainsorts sortsthe thematerial materialininaalogical logicalway way •• your yourright rightbrain brainlooks looksfor forconnections connectionsto towhat whatyou youalready alreadyknow. know. Why Whyto toreview reviewand andcode: code: •• when whenyou youreview reviewyour yournotes noteswithin withinaaday dayof oftaking takingthem themyou you remember remember90%. 90%.IfIfyou youwait waitthree threedays daysthis thisdrops dropsto to30% 30% •• to tolearn learnmore moreread read“Remembering “Rememberingthe theSmarter SmarterWay”. Way”. How Howto toreview reviewand andcode: code: There Thereare areaanumber numberof ofeffective effectiveways waysof ofreviewing reviewingand andcoding coding learning learningininyour yourmemory. memory.Just Justrereading rereadinglearnt learntmaterial materialisisineffective ineffective •• the thebright brightcolours coloursof ofthe theinteractive interactiveThinking ThinkingTools Toolson onthe the website websitestimulate stimulateyour yourbrain brainand andtheir theirvarying varyingstructures structuresprovide provide clear clearpathways pathwaysfor foryour yourthinking thinkingto tofollow follow •• the thereflection reflectionactivity activitybelow belowdescribes describeseach eachof ofthe thefollowing following coding codingtechniques techniquesand andencourages encouragesyou youto toinvestigate investigatethem them •• Thinking ThinkingTools Tools •• Repeating Repeating •• Differing DifferingApproaches Approaches •• Sharing SharingIdeas Ideas •• Routines Routines •• Mnemonics Mnemonicsand andAcronyms Acronyms •• Flash FlashCards Cards •• Group GroupAssociations Associations •• Electronic ElectronicDevices Devices •• Idea IdeaMaps Maps •• Graphic GraphicOrganisers Organisers •• Locus LocusPegs Pegs •• Sticky StickyNotes/Reminders/Posters. Notes/Reminders/Posters. ItItisisessential essentialto toreview reviewand andcode codedaily, daily,weekly, weekly,monthly monthlyand andeach each term. term.

March 2015 THINGS THINGS TO TO DO DO

Monday Monday 22

Home Done Done Home

WEEK WEEK

 

Learning Learning Hours Hours

11 22 33 44 55

Tuesday Tuesday 33

66 77

March 2015

HOMEWORK

EVENTS / BOOKS READ

PARENT / TEACHER COMMUNICATION

Wednesday Wednesday 44

Monday 23 Book read:

12 12

Number of pages:

13 13 14 14 15 15

Tuesday 24

Prep - Yr 6 Assembly

16 16

Book read:

17 17

What Whattwo twothings thingswill willIIstart startdoing doingthis thisweek weekto toimprove improvemy myfocus focus on onmemory memorycoding? coding?

Number of pages:

18 18

1. 1.

Comment:

ACTIONS ACTIONS !!

19 19

Value for Life: Responsibility 25

February 2016

20 20

22. .

Friday Friday 66

Book read:

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characteristic characteristic subsistence subsistence ludicrous ludicrous

Saturday Saturday 77

WHAT WHAT WENT WENT WELL WELL THIS THIS WEEK WEEK AND AND WHY? WHY? 1.1.

Sunday Sunday 88

2. 2.

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3.3.

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21 21

BOOKS READ THIS WEEK:2222

IN CLASS

To learn well you MUST be switched on in class Comment: • be alert • listen clearly, think, then write • have your equipment ready, paper, Thursday 26 Communication Communication//Comments: Comments: pens, rulers • ignore distractions • ask plenty of questions Book read: • watch your teacher’s body language Number of pages: for messages they are sending. Teacher: Teacher: Comment: Parent Parent //Guardian: Guardian: If you don’t understand something • this ask your immediately. Rate Rate your your wellbeing wellbeing this week weekteacher –– 11 FAIR FAIR to to 55 GREAT GREAT 11 Many of your classmates are in the same position but won’t ask Friday 27 because they think it will make them look silly. 35 You will earn both SENIOR SENIORLC LCPlanner Planner2015 2015Pgs Pgs23-126.indd 23-126.indd 37 37 Book read: • your teachers’ and the students’ Moreton Bay College_SENIOR SPECIAL_Diary Pages 2015.indd 35 respect. Number of pages: • your self-esteem will grow even Comment: further.

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30/10/2014 30/10/2014 10:18 10:18am am

Moreton Bay College_SENIOR SPECIAL_Diary Pages 2015.indd 34

4/12/2014 1:59 pm

Saturday 28 Sunday 29

23 23

Title:

Number of pages:

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Wednesday 25

K - Yr 6 Interhouse Cross Country

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WEEK 9

11 11

Comment:

Thursday Thursday 55

TERM 1

10 10

March 2015

Pages:

24 24

Mon

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

25 25

Chara Character cter Streng Strength th

Curi Curiosity osity

Tue

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Wed 22

Thu 27 28/11/2014 28/11/2014 10:39 10:39am am

Fri

4/12/2014 1:59 pm

TEACHER: Comments:

¨ Homework sent home ¨ Notice sent home to be returned ¨ Teacher: Money received

Parent / Guardian:

• Special custom designed student planner layouts and sizes to your requirements.

DID YOU KNOW THAT?

¨ Homework sent back to school

Why do we have a Leap Year every four years? Each Earth year is 365.2564 and the .2564 adds to another day after four years.

¨ Money sent to school ¨ _________________________

WELLBEING TIP:

VOCABULARY BUILDER

Exercise with a friend to motivate each other.

recess jealous benefit

www.learningcurve.com.au

voice fountain depot

creek pioneer farewell

PARENT/GUARDIAN:

THE LEARNING CURVE E-PLANNER AND APP The Learning Curve App is a suite of three Apps for students, teachers and parents. Information is automatically built from your school management or timetabling system.

Thu

The individual student’s timetable is automatically updated from the school’s timetabling software

Parents sign-off completed homework using their own Parent Code

View updated lists of Current, Completed and Signed-Off homework or assignments

Caters for a range of flexible timetable schedules

Sun

Wed

Sat

Tue

Fri

Mon

Students can add their own homework and assignments Highlights where this student should be, based on the current date and time Teachers can set homework for all or part of a class and see who has started or completed their assignments

t Self-Managemen

Skills E

PR IORITIES / DU

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TEACHER PLANNER DAY TO PAGE SECONDARY TERM . . . . . . . . . .

WEEK . . . . . . . . . .

October 2016 PRIORITIES / MEETINGS

DAY . . . . . . . . . .

Done P

Parent – teacher interviews Following is a suggested checklist of items that when completed thoroughly will ensure the successful negotiation of parent/teacher interviews Term by term keep accurate formal records for each child on – learning in other settings – skills/outcomes achieved – assessment of tests, group work, assignments – attendance, attitude, behaviour and effort

• An acceptance that different types of questions require different approaches and strategies to answer them well and an understanding of how to approach each type in each of their subjects. • A proactive attitude to use Thinking Flexibly and Responding with Wonderment and Awe Habits of Mind and the Exploring Habits of Mind and Look, Think, Wonder Thinking Tools to sharpen their thinking, enabling them to be self-managing, self-monitoring and self-adjusting. • A positive growth mindset to adopt the positive behaviours they identified to show the Adaptability Value for Life at school, at home and in the community.

Professional Reading – Preferred Learning Styles The Learning Curve Student Wellbeing Program resources are on the website www.learningcurveplanner.com.au and in the student planners.

MIDDLE PLANNER

Technique Study shipss & Approaches Relation

Relationships Relationships

GIVING AND RECEIVING FEEDBACK PRIORITIES / DUE DATESWellbeing Bank: to boost your wellbeing elementTHINGS TO DO PRIORITIES / DUE DATES WEEK

Relationships

Wellbeing Bank: to strengthen your wellbeing element Engagement and Achievement by effectively prioritising. How often does time disappear and you wonder what you have achieved? This is called Nothing Time • Nothing Time is when you don’t plan what you are going to do and when you will do it • Something Time is when you plan what you are going to do and when you are going to do it. Prioritising is planning your time to convert Nothing Time into Something Time • use the Musts and Option Thinking Tool from the website to complete a detailed list of what you do and when you do them. Musts: • things you are committed to do, no choice, such as family responsibilities, school, and part-time jobs. Options:

• 82 pages of Attendance Records and Notes in rear • Year planner

• things that you have a choice in, such as texting/phone calls, TV/ Videos, computer games, socialising • Facebook/Twitter/ Instagram/Kik • look at them as rewards for good efforts • put them in order of importance.

• Daily checklists • Goal setting plans • Health and wellbeing tips

PRIORITIES / DUE

I must do today:

2. 3.

My options today are: 1. 2. 3.

ACTIONS

What are two things I will start doing to develop my prioritising skills?

• Higher level thinking tools

1. 2.

• Preparation strategies

Meaning and Purpose20 through positively giving and Monday receiving feedback. THINGS DATESThe purpose of feedback is to assist you and others to strive, Monday 20 thrive and flourish • it must be developmental and non-judgemental; not criticism • it may come from parents, teachers and friends; accept it • when you are asked to provide feedback; always provide Tuesdaybuilders 21 positive emotion • avoid saying what you think the other person wants to hear; be honest • be specific and use21 examples if possible to illustrate Tuesday your points; enhances meaning • always offer a positive alternative to a negative. Suggesting something better enables others to develop • give the feedback as close to the time you notice the behaviour as possible • separate the person22 from his/her behaviours; say Wednesday “you” not “we”; the feedback is about them not you • when giving not so positive feedback, balance it by commenting on things that the person does well, Wednesday 22 good stuff before and after! called sandwich feedback, • listen and speak with your ears, your eyes, and your heart; others know when your heart is not there • invite/challenge a response for change • avoid the trap of being patronising and encouraging a “victim” mentality of blaming, justifying and storytelling • discuss “possible” strategies, then “probable” ones Thursday and together develop 23“preferred” directions • developing your Emotional Intelligences will benefit your perspectives • feedback builds probably Thursday 23 the most valuable thing in life, trust.

Done

Monday 10

TO DO PRIORITIES / DUE DATES WEEK

Done

• Exam preparation checklist • Monthly reflection

RESILIENCE BUILDER

Friday

Tuesday 11

Wednesday 12

Wel l Bein g Tip:

Sunday The more colourful the vegetable the better it is for you, 3. particularly orange, green and red

Wel l Bein g Tip:

The more colourful the vegetable the better it is for you, particularly orange, green and red

4 6

5 7

6 8

8 10

9 11

Communication / Comments:

Teacher:

l Bein g

Saturday 15

Parent / Guardian:

Sunday 16

1 2 2015 Parent / Guardian:

13 15

17 19

18 20 19 21 20 22 21 23 22 24 23 25

6 Refle

Charac ter Builder

ction

W 11

Rate your F S Sweek M –T

T 12

Rate your week –

1 W FAIRT 18

FAIR to

22 Parent 23 /24 25 26 Guardian:

GREAT

8 M

91 9

TEACHER PLANNER WEEKLY VIEW PRIMARY & SECONDARY March 2016 TERM . . . . . . . . . .

WEEK . . . . . . . . . .

PRIORITIES / MEETINGS

DAY . . . . . . . . . .

Done

March 2016 PRIORITIES / MEETINGS

Effective teaching and learning strategies

Following are several strategies that will get our classes off to a good start – be punctual and get there before our students – greet them with a hello and a smile using first names – ask them to line up in an orderly fashion – chat positively with them as they enter the classroom – greet the class as a whole and begin with something like, “How is everyone, today we are going to….” – ask whether they encountered any problems with “learning in another setting”(homework) or understanding what was learnt in the previous lesson

– try to “catch” students doing good things early in the class and praise them individually and privately; this will set the tone for the lesson – don’t ignore any behaviour that doesn’t meet expectations – be consistent and adopt the broken record approach – always have spare paper, pens, textas etc. to cover students who don’t have what they require to learn – choose before class the formats you will employ in the lesson such as, in groups, individual, pairs, etc

Don’t work late at night; it’s not productive and effects sleeping patterns.

21 Monday

Done

Try organic foods; they are better for you.

PREPARATION AND FOLLOW-UP

Features:

PREPARATION AND FOLLOW-UP

22 Tuesday

23 Wednesday

24 Thursday

25 Friday

Notes

• Weekly view • 82 pages of Attendance Records and Notes in rear • Student weekly wellbeing builder • Year planner • Daily checklists

26 Saturday

• Goal setting plans • Health and wellbeing tips • Higher level thinking tools • Preparation strategies

27 Sunday

• Exam preparation checklist • Monthly reflection • Positive growth activities

“He who keeps a child in his heart never grows old.” Saying

“It’s sad to grow old, but nice to ripen.” Bridget Bardot july

2014

134

august

2014

135

Teacher Planner size: 210mm x 297mm

www.learningcurve.com.au

Parent / Guardian:

10S GREAT S M 1 T 2 W 3 T 4 F5

toF

Teacher Planner size: 210mm x 297mm

Teacher Planners are designed to run in conjunction with the Student Wellbeing Program.

Charac ter Builder

Reflection

8 Teacher: 9 10

12 14

Builder

16 18

“Anything man can imagine can be made real.” Jules Verne

15 17

Resourcefulness Teacher:

14 16

16 18 17 19 18 20 19 21 20 22 21 23 22 24 23 25 / Comments: Communication 24

A cool down after exercise is as important as a warm up 10 GREAT 1 2M 3T 4W 5 T 6 F 7 S 8 S 9 M10 T S november

down after exercise is as important as a warm up Wel l Bein g A cool 1 FAIR 1 2 3 4 Rate you week – before exercise to 10 GREAT Tip:

11 13

ResourcefuCommunication lness 25/ Comments:

Saturday 15 Sunday 16Charac ter

Wel 1 FAIR Rate you week – before exercise to Tip:

Teacher:

Charac ter Builder

10 12

15 17

Friday 14

14 16

Friday 14

Communication / Comments: Saturday 25 WHAT WENT WELL THIS WEEK AND WHY?

13 15

Thursday 13

3 5

12 14

Thursday 13

Home Learning Hours

11 13

Saturday Sunday 25 26



10 12

Wednesday 12

30. Swapping Hands - use your non-dominant hand to hold the spoon when having your breakfast cereal. When eating dinner swap the knife and fork between your hands. Describe how much do you have to concentrate?

WEEK

7 9

MINDFULNESS ACTIVITY



1 3

Tuesday 11

Friday 24

WHAT WENT WELL THIS WEEK AND WHY?

Done

2 4

An sidet ver que factus, te tatqua renarbit intem rehem seniura me converdio cae con telibulute nontem furbita vivis. Serfice rimullerum sena, qui fat, coerviv ivemoris.

Home Learning Hours

Monday 10

1 August 2015 August 2015

WEEK

THINGS TO DO P

What two things will I start doing this week to improve my focus on giving and receiving feedback?

2. Life’s backpack – think of all the people, places, pets and things that are important to you and why. Then pack you imaginary life backpack and carry it around with you everywhere you go.

Home Learning Hours

THINGSPTO DO

ACTIONS

MINDFULNESS ACTIVITY

• Positive growth activities

October 2015 October 2015

Relationships

PRIORITISING

CLASS

PAGE 90

• Day to a page layout available in 4, 5, 6, 7, 8 or 9 classes

Aim to talk to colleagues several times each week about the core business of learning and teaching; builds morale and understanding.

PREPARATION AND FOLLOW-UP:

SENIOR PLANNER

PAGE 28

Features:

24 Monday

THIS WEEKS FOCUS: TEST / EXAM STRATEGIES Learning Intentions / Goals – at the end of this week students should leave with:

Teacher Planners are designed to run in conjunction with the Student Wellbeing Program.

TEACHER USER MANUALS The Teacher User Manual is a hardbound version of the online wellbeing program. Designed for teachers as a quick reference guide to the program.

Secondary Teacher User Manual 2016 4

CAREER AND TIME MANAGEMENT WEEK

MIDDLE STUDENT PLANNER

PERSONAL TIMETABLE

LEARNING INTENTIONS/GOALS. AT THE END OF THIS LESSON STUDENTS SHOULD LEAVE WITH: • Wellbeing Bank: to boost students’ Character Strength Self-regulation and wellbeing element Meaning and Purpose through developing an effective and owned personal timetable. • An awareness of where their time goes, the ability to manage it, a completed Personal Timetable containing their musts, options and required number of home learning/study sessions and a photocopy of it on the fridge at home. • Actions: What are two things they will start doing for this Wellbeing Builder? • To develop their thinking capabilities through Striving for Accuracy and Taking Responsible Risks Habits of Mind and the Exploring Habits of Mind and Pluses, Minuses, Interesting Thinking Tools. PAGE 30

PERSONAL TIMETABLE

SENIOR STUDENT PLANNER

ACTIVITIES, STRATEGIES & THINKING TOOLS

Education is your pathway to a great future, value it • it is much more than just attending classes • it is about how far you can lift your Wellbeing above the line

CAREER AND TIME MANAGEMENT Year Number of Study Encouraging students to adopt reflective WEEK

Study Sessions cannot be approached spontaneously • they must be scheduled on an organised timetable • failing to plan is planning to fail. Your Personal Timetable should be your life organiser • it is a Personal Contract with yourself • look at the sample study timetable for ideas • using the interactive study timetable from the website, fill in your musts and your most favoured options • now arrange the suggested number of Study Sessions in the times which suit you most • if you borrow time from a Study Session replace it, don’t steal it.

On your Timetable include • revising for 15 minutes in each of your subjects weekly • time for exercise/leisure.

ACTIONS 1.

What two things will I start doing this week to improve my focus on a personal timetable?

“Well done is better than well said.” Benjamin Franklin.

MINDFULNESS ACTIVITY:

12 x 45mins.

14 x 45mins.

15 x 50mins.

Choose from the following lesson

Habits of Mind

NOTES

WEEK

 In threes, ask students to reflect upon what they have learned from Focusing on Home Study and Prioritising, in particular, what ‘something time’ is as opposed to ‘nothing time’. Ask them to brainstorm and write down their thoughts.  Ask four or five threes to share their thoughts with the class.

Ask students to open or use a download of the As a class read the description of the Character Mindfulness Activity #4 - Favourite Song. Strength Self-regulation from either the website or front of the planners. Complete the activity by asking students to focus Students open the Character Strength Selfall of their attention on what they are experiencing, VOCABULARY BUILDER effective regulation and reflect on and record their thoughts feeling, and thinking moment by moment for five studious avaricious familiarity ascertain frolicked symmetrical piteous and future actions. minutes. according “You never find time, you make time.” MW mimicked wrench colloquial Ask a student who has this Character Strength as Discuss as a class for five minutes. one of their signature strengths how they best use this. To extend the activity, ask students www.learningcurve.com.au — 2015 TEACHER USER MANUAL 2015 TEACHER USER MANUAL — www.learningcurve.com.au to share their thoughts with each other.

Features:

features

• Weekly aims and objectives

• Character Builder

• Lesson Components

• Thinking Tools

Professional Reading

Open the Wellbeing Reflection Activity Leadership: Action or Activity 1 from the Wellbeing Toolkit and as a class read the introduction and the suggested Character Strength to ensure students understand how this activity will strengthen this element of their wellbeing.

Helpful Link

 Reflect on the Learning Intentions/Goals to reinforce them.

 Ask them to fit in their options on the timetable where time allows.

http://tinyurl.com/purwkvl

To extend the activity, discuss as a class.

 Encourage students to use their positive mindsets to ensure that they are selfdisciplined in sticking to their timetables for the next three weeks to embed it as a habit.

 Then ask them to fill in when they feel they could best do their home learning/ study sessions and aim to meet the suggested number. Ask the threes to show each other their timetables and discuss similarities and any issues that may have cropped up.

Assessment and Reporting Perspectives

Students complete the activity by reflecting on and recording their thoughts and future actions.

• Weekly Wellbeing Builder

 To build both students’ independence and interdependence, do a whole class Pluses, Minuses, Interesting using an electronic whiteboard on their Home Learning/Study Timetables.

 Individually using either the Blank Study Timetable in their planners or 17 the interactive Study Timetable, ask students to use their Musts and 24/02/2015 10:46 am Options to fill in their Musts. Their options are filled in later.

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Wellbeing Reflection Activity

 Ask students to look at the Sample Study Timetable in their planners to develop an idea of what their own could look like and ask them for any thoughts they may have.

“To master your time is to master your life.” Alan Lakein

2015 TUM_SWB_SECONDARY_BODY.indd 16

Thinking Tools

suggested weekly number of Study Character StrengthThe Mindfulness Activity Sessions for each year level is a follows:

4. Favourite song – in your mind mentally sing your favourite song while at the same time writing out all of the words and describe what they mean to you and how they make you feel.

valour hyphen occasional

14 x 30mins.

so structured, completingtheir a timetable and own personal database of positive thinking sticking to it will build theirbehaviours resilience forto each Habit of Mind. distractions. After living by their timetables for three weeks, they will realise themselves how it is making their lives better.

ACTIONS !

irrigate unwieldy variance

10 x 30mins.

• revisit your Study Timetable every Sunday night; things Thinking Tool to reflect on and record their thoughts This will raise their awareness of what needstudents believe they ‘have change Whilethey many either individually or share them with the class. • ask successful students how they prioritise to do to strengthen the element of theiracts wellbeing, their together’ and don’t need to be • sometimes ‘overtime’ will be necessary. Meaning and Purpose. Save the document to add to every week to build

What are two things I will start doing to create my personal timetable?

VOCABULARY BUILDER

Weekly Wellbeing Builders

Helpful Tips • put a copy on the fridge to include your parents • every Sunday night check that your Personal Timetable is ok for the week ahead.

11/11/2014 11:58 am

PERSONAL TIMETABLE

Sessions/Week

and methodical approaches to their planning will cultivate in them independent and growth mindsets. Personal timetables have the specific purpose of empowering students to take control of what they do and to help them to prioritise and then arrange their time commitments accordingly.

12 20 x 50mins. This encourages students to take greater components to create your lesson ownership of their lives and reflect on A team depending on the time approach allocated.will help students stick their learning progress. Their Personal to their timetable and maintain harmony Timetable is a contract with themselves. It in the home. A good strategy is to place Effective Strategies: actually will provide them with more time a copy on the fridge to encourage a team • don’t study after 11pm; your brain is tired for themselves by reducing “nothing time” • equal time for every subject and start with hardest subjects approach. • spend a one hour revision session per subject on the weekend between their read Personal As a class Striving for Accuracy and Taking Asand a class read the Weekly Wellbeing Builderactivities. Designing • a copy on the fridge will keep your parents informed Timetables will strengthenResponsible students’Risks and discuss the questions Personal Timetable, Wellbeing Bank and Learning supportive  As a class open Pluses, Minuses, • ensure you timetable in exercise and leisure posed. element of Intentions/Goals. Engagement and Achievement Interesting and ensure everyone • spend 20 minutes on Sunday night to prioritise the week LE wellbeing and enable them shine. to open Exploring Habits of MindMETAB Students complete their two Actions. Asktostudents ahead understands how to use it. TI

Student Wellbeing Program

2015 TUM_SWB_SECONDARY_COVER & INSIDE COVER_v4.indd 1

WEEKLY WELLBEING BUILDER PERSONAL TIMETABLE

Wellbeing Bank: to boost your wellbeing element Meaning and Purpose through developing an effective and owned personal timetable.

Suggested number of sessions: Year 7-10 x 30mins, Year 8-14 x 30mins Year 9-12 x 45mins, Year 10-14 x 45mins Year 11-15 x 50mins Year 12/13-20 x 50mins

PAGE 30

PERSONAL TIMETABLE

Wellbeing Bank: to boost your wellbeing element Meaning and Purpose by creating a personal timetable Your Personal Timetable is a contract with yourself • failing to plan is planning to fail • firstly decide when you will do your • musts • options • home learning sessions • look at the sample timetable for ideas • using the timetable from the website to fill in your musts and your favourite options • arrange the suggested number of sessions when it suits you • If it’s hard to fit everything in leave out an option.

WEEK

Habits of Mind – Striving for Accuracy; Taking Responsible Risks Character Strength – Self-regulation Thinking Tools – Exploring Habits of Mind; Pluses, Minuses, Interesting Wellbeing Reflection Activity – Leadership: Action or Activity 1 from Wellbeing Toolkit Mindfulness Activity – Favourite Song from Wellbeing Toolkit

www.learningcurve.com.au — 2015 TEACHER USER MANUAL

2015 TUM_SWB_SECONDARY_BODY.indd 18

2015 TEACHER USER MANUAL — www.learningcurve.com.au

24/02/2015 10:46 2015am TUM_SWB_SECONDARY_BODY.indd 19

19 24/02/2015 10:46 am

Teacher User Manual size: 210mm x 297mm

CUSTOM LAYOUT TEACHER PLANNERS October 2016

Healthy Living BREAKFAST Wellbeing goal: to boost your wellbeing by eating a healthy breakfast every day.

Title of Books

SCHOOL CALENDAR

17 Monday

Read to

Read with

Signature

Day 6

The most important meal of the day is breakfast - your body has been starved while you have been asleep, so it needs to be refuelled for the day ahead - how far would a car go without any fuel? A healthy breakfast can include a variety of foods - cereal, grains or porridge with fresh fruit and a sprinkle of oatmeal - yoghurt, nuts and fresh fruit juice - eggs on toast, with a cooked tomato and a sausage or piece of bacon

November 2016

18 Tuesday

Day 7

Benefits of eating breakfast include - it starts your metabolism and fills that empty feeling - it gets your brain moving and assists concentration - you tend to eat less throughout the day

14 Monday

SCHOOL CALENDAR

COMMENTS / NOTES

PREPARATION AND FOLLOW-UP

Day 6

Year 10 and 11 Examinations (16-20), MHH, D4

19 Wednesday

Day 8

9:00-10:00am 2016 Prep Orientation Program Year 3 Camp (21-23)

ACTIONS !

What two things will I start doing to improve on this week’s focus?

15 Tuesday

20 Thursday

Day 7

Day 9

Year 2 Sleepover, D4

16 Wednesday

“Nothing in life is to be feared. It is only to be understood.” Marie Curie.

Day 8

9:00-11:00am 2016 Prep Orientation Program 7:00pm P&F Meeting, Drawing Room

21 Friday

DID YOU KNOW THAT! Earthquakes, measured on the Richter scale, are caused when the pressure from the centre of the Earth stresses weakness in the Earth’s crust, called fault lines.

17 Thursday

MINDFULNESS ACTIVITY:

RACV Energy Breakthrough Challenge (19-22), Maryborough

My Weekly Learning Reflections:

VOCABULARY BUILDER wage shelves lawyer policy

18 Friday

friction mention furnish digestion

Day 10

8:45am WH Learning Endeavour Assembly, MacLean Hall

Charac ter Streng th

WHAT WENT WELL THIS WEEK AND WHY? 1.

19 Saturday

2. 3.

Well Being Tip:

126

Reflect often and be self managing, self monitoring and self adjusting

20 Sunday

equation faucet heritage violence

Day 9

9:30am-12:30pm ELC 4 Year old to Year 2 Junior Athletics, Lower oval

Character strengths collage – for each of your signature strengths describe two things you could do to make the world a better place.

admire bough career disturb

Weekly Parent/Teacher Comments:

Day 10

7.00pm ‘So You Think You Can Dance’, GJT

Fairness

www. viach aract

Rate your wellbeing this week – 1 FAIR to

GREAT

er.org

5 127

• Special custom designed teacher planner layout to your requirements.

Well Being Tip:

Exercise the brain by doing sudoko, crosswords, chess, games of logic; keeps it agile.

178

PRIORITIES / MEETINGS:

“The doors of opportunity are marked ‘push’.” Saying. 179

www.learningcurve.com.au

STANDALONE ONLINE WELLBEING PROGRAM

www.learningcurve.com.au Wellbeing Program Access Username

Password

www.learningcurve.com.au PRODUCTS Home

> Resources

> Teacher

RESOURCES RESOURCES

Search . . .

> Secondary Student Wellbeing Program

WK 4 Time Management

WK 7 Reviewing Notes WK Notes from 8 Speakers/Teachers

APRIL

WK Prioritising 2

WK Home Study 3 Timetable

MARCH

WK Focusing on 1 Home Study

FEBRUARY

JANUARY

Secondary Student Wellbeing Program Esteem and and WK Self Esteem Confidence 11 Self Confidence

WK Friends, Socialising 12 and Exercise

WK 5 Home Study Area

WK Essays, Drafting 9 and Timelines

WK 13 Teachers

WK 6 Note Taking in Class

WK 10 My Team – Trust

WK 14 Learning in Groups

WK 26 Square Breathing

WK 18 Writing a Report

WK 22 Anger Management

WK Different Types 27 of People

WK 19 Harassment

WK 23 Relax: Stress Control

WK 28 Oral Presentations

WK Revision: The Key 34 Element WK Focus: Countdown 35 to Exams WK 36 Exam Preparation

WK Exam Revision and 37 Past Papers WK 38 Exam Technique WK Exam Anxiety and 39 Sitting Exams

NOVEMBER

WK Falling Behind and 33 Critical Friends

OCTOBER

SEPTEMBER

WK 24 Memory Training

WK 40 Exam Strategies

WK Part-time Jobs 43 and Budgeting

WK 45 My Resume

WK 41 Exam M.A.R.B.L.E.S.

WK 29 Problem Solving WK Giving and Receiving 30 of Feedback WK Volunteering: My 31 Community WK Procrastination/ 32 Decision Making

s te d e r e t n I ua l n n a n in a ou t h t i w t io n p i r se? c a s h c r s ub u er p n n a l p t he w

WK 42 Body Language

WK 44 Holidays

AUGUST

WK Stress Warning 21 Signals

WK SQ3R Study 25 Technique

DECEMBER

WK 17 Research Process

WK 20 Bullying: No Way!

JULY

WK 16 Research Resources

JUNE

MAY

WK Libraries, Networking 15 and the Net

WK Communication and 46 Conversations WK 47 My Mental Health WK Restoring Esteem 48 and Focus

us n o t c a t n Co ai ls. f or de t

The Learning Curve Student Wellbeing Program is based on positive teaching models that assist students in achieving more positive learning outcomes. It provides strategies to build more resilient students whilst developing their character strengths and providing you with the resources to help them. Many of the resources can be completed online and are presented in a way that allows you to either use the full program in sequence or utilise the various components when your timetable allows. Complimentary access to the password protected resources is provided with the purchase of the planners. Alternatively, schools can purchase an annual subscription without the planner purchase. The resources include: • Lesson Components • Habits of Mind Focuses

• Interactive Thinking Tools • Parent Newsletter Articles

• Interactive Character Strength Activities • Interactive Mindfulness Activities

www.learningcurve.com.au

ITIES

WEEK 11 ACTIV

th – Honesty

Character Streng

ents Lesson Compon

led ss Activity – Tang

Mindfulne Whispers

STRENGTHS 11

ACTIV ITY MIND FULN ESS

ENCE

D SELF-CONFID

N SELF-ESTEEM A AND EMOTION

Character Strength

WEEK

honesty

tangled whispers

message to p to whisper a been one of the grou In a group ask it on. When it has who then passes message? different is the another student, whole group, how the to on ed pass

and Interdependently and As a class read Thinking to Continuous Learning Remaining Open s posed. discuss the question of Mind Exploring Habits thoughts Ask students to open on and record their class. Thinking Tool to reflect the or share them with either individually week to build t to add to every Save the documen thinking database of positive their own personal Habit of Mind. behaviours for each

Weekly Wellbeing As a class read the Wellbeing Bank Self-Confidence, Self-Esteem and s/Goals. and Learning Intention their two Actions. Students complete ss of what they need awarene their This will raise their wellbeing, n the element of to do to strengthe Strengths and Control.

Describe a time or

minutes. Discuss as a class

actions. r Strength as has this Characte best Ask a student who strengths how they one of their signature the activity, ask students use this. To extend with each other. to share their thoughts

for five minutes.

Researching the

Reflection Open the Wellbeing Toolkit and from the Wellbeing Pushing Through the suggested introduction and as a class read the understand to ensure students of their Character Strength strengthen this element how this activity will

roh

Acknowledgement

http://tinyurl.com/q2us

2015 TEACHER urve.com.au —

USER MANUAL

Habits of Mind

Article

M AND SELF CONFIDENCE WEEK 11 – SELF ESTEE

answer your Thinking before you into your mind; take first thing that comes time. before you understanding ideas Considering and make a judgement. you start. solve a problem before Planning ways to questions: Ask yourself the following to something and t jumped in shown control and no • when have I self how? o to help me focus my an I set and things to d • what goals c more? r self control and why? ressed me with his/he • who has imp

try • a reluctance to

new things

• adopting a “victim”

mentality of blaming

nce

others for their performa ‘shine’

ness, presence and

• losing their assertive

best • feeling that their

isn’t good enough

with • being obsessed

unimportant and

irrelevant things

inconsistently ental and thinking their best better to continually make challenge of striving • not enjoying the ly. networking excessive usual and on social the causes alone more than them to address • preferring to be assist and coach but also “do the thing act immediately to “do the right thing” above, we need to the of any them to not only to notice It’s all about helping As soon as we begin m and self-confidence. to their loss of self-estee • becoming temperam

ing FLeXiBLY

tHinK

your mind when you Being able to change . receive new information may cause you to Sometimes the information and consider other contradict your opinions options. “your way is in your thinking from Being able to shift another way is better”. the only way” to “perhaps questions: Ask yourself the following why? ible in my thinking and I been flex • when have did I think? why? • in what different ways r flexible thinking and ressed me with his/he • who has imp

right”.

Exploring Thinking Tool – ind M of s bit Ha Thinking Tool

HABITS OF MIND

EXPLORING HABITS OF MIND

in your own words Persisting - describe you. what it means to

enable you to Tool every week will Using this Thinking of how, when and understanding build an awareness the ability to Habit of Mind and and why to use each suit different situations. to change your thinking adaptable in more confident and You will become confronts you. an issue or problem your thinking when it as you learn saved and add to Keep this document Habit of Mind. more about each learning to build your living, progress in This is a work and thinking power.

- describe in your Managing Impulsitivity to you. it means own words what

g and Listening with Understandin what in your own words Empathy - describe it means to you.

on and answer Questions to reflect growth to build your positive

the right Being able to ask don’t know. gaps of what you if”, “why that begin with “what Asking questions do”, “how”? why and the reasons behind Being able to recognise asked. how questions are questions: Ask yourself the following k questions? ding improve when I as • how does my understan ore questions? feel confident to ask m • what things can I do to l questions and why? with his/her thoughtfu • who has impressed me

Thinking Tool

AREA OF TOPIC 1

In what I been persistent? In what areas have What are the way have I been persistent? persistent for me? to being most difficult things

LEARNING JIGSAW

What was discovered?

I will start doing to What are two things and self-confidence? 1.

ACTIONS !

week will I start doing this What two things self confidence? on self esteem and

“As is our confidence,

APPLYing PAst KnOWLeDge tO neW sitUAtiOns

attic hygiene bachelor

quantity pyramid biased

Walt West

2014 Thinking Tools_Exploring

Habits of Mind 01.indd

momentous contemptible gnawed

William Hazlit.

vogue chronological

2015 TEACHER urve.com.au —

USER MANUAL

Thinking Tool –

Ideas Map TM

Thinking Tool TM

AREA OF TOPIC 3

What was discovered?

AREA OF TOPIC 4

What was discovered?

IDEAS MAP

AREA OF TOPIC 5

What was discovered?

which you relate to tart with a key word or idea balloon. • S about the topic in the centre around the centre write the • In the balloons up the topic. different aspets which make why ween balloons write how and • On the lines bet they are connected. ou r balloons with lines should y • Connect smalle think they need to be. sons on the connecting line. • Write your rea oons if you need to. • Add more ball ap is rtant thing is that your Ideas M • The most impo s. totally your view, on-one else

sections.

five groups to the efforts of the As a class, combine of the topic. overall view point come up with an

and with understanding When have I listened with Why have I listened I empathy and how? empathy? How have understanding and view? person’s point of understood another

CLASS TOPIC

Overall, what did

and flexible in my thinking When have I been ways did I think? why? In what different

we learn?

it is by most people because “Opportunity is missed and looks like work.” dressed in overalls

Thomas Edison

first something right the it was.” “The trouble with doing appreciates how difficult time is that nobody

so is our capacity.”

VOCABULARY BUILDERsuccumb

www.learningc

“We are what we repeatedly not an act but a habit.” own - describe in your Thinking Flexibly to you. words what it means

“As is our confidence,

culmination hygiene officious

resemble fascination preservation

Learning

What was discovered?

is the message?

VOCABULARY BUILDER

to improve my focus

William Hazlitt.

to one of the group – In a group ask it on. 11. Tangled whispers who then passes to another student, different whisper a message whole group, how passed on to the When it has been

rience and knowledge Being able to use expe Being able to adapt rience to learned for new problems. from a previous expe what you have learned s. e make connection a new situation and ce in your thinking; us ourself to use experien Being willing to apply y thinking and learning. what you learn, linking questions: and how? Ask yourself the following learnt in something new sed what I have already • when have I u rience in new learning an I do to use my expe • what things c dge and situations? r using of learnt knowle with his/he ressed me • who has imp new areas. understanding to

AREA OF TOPIC 2

so is our capacity.”

: MINDFULNESS ACTIVITY

areas break it up into five When a topic is introduced, to explore. allocate an into five groups and Break up the class area to investigate. using any the area of the topic Your group can explore they wish to. or tool thinking strategy their their area and shares Each group explores the class. presentation with of Topic Area the in findings Everyone enters the

in control and not jumped I can When have I shown and how? What goals to join something myself more? set to help me focus

boost my self-esteem

the line thinking. sometimes it is perfectly of study ever present, With the intensity self doubts: is to butterflies, the key natural to experience it’s natural to have • as the saying goes, line get them flying properly. not using above the signals that you are Lookout for warning positive thinking: try new things for your • a reluctance to of blaming others mentality • adopting a “victim” control thinking ss performance; external of purpose and assertivene • losing your sense best isn’t good enough irrelevant things • feeling that your unimportant and with tly obsessed inconsisten • being ntal and thinking striving and flourishing • becoming temperame challenge of thriving, ting • not enjoying the usual and communica alone more than • preferring to be than in person. electronically rather it with your Team any of these, share Should you notice to assist you • they will have strategies of your greatest achievements poster • put up a colourful things which happened on three positive night every • reflect today.

Thinking Tool – Jigsaw

will you do to make What positive things can help you? your best better. Who

and self-confidence. self esteem and A healthy sense of is your belief: who self confidence and value as a person anyone else? • in your self worth believe it, how can matters; if you can’t learner and thinker to be a successful above • in your capability strengths to ensure • in using your signature

in person.

ACTIONS

SELF CONFIDENCE

wellbeing to strengthen your Wellbeing Bank: and Control through element Strengths your self-esteem purposefully developing

A healthy who matters; self-worth as a person • your belief in your else? it, how can anyone if you can’t believe self-confidence are: of self-esteem and Two greater builders things which happened on three positive make them happen • every night reflect and how you can today, why they happened again achievements on your greatest reflect regularly • can be challenging at times Balancing everything experience self-doubts bank to overcome • it is natural to draw from your wellbeing • don’t ignore them; strengths signature them using your to share your concerns • use family teamwork include your self-esteem Warning signs for bright side of life • not looking on the • not trying new things what you do for others • blaming best isn’t good enough • feeling that your to go out and not wanting • preferring to be electronically than communicating more

AnD QUestiOning LeMs POsing PrOBquestions to fill in the

meaning another person is Understanding what saying and to what they are is through listening their body language reading what messages another person able to say what sending to you. Being words. to what is is saying in your own we don’t “tune in” spent listening; often 55% of your life is eyes and heart. Listen with your ears, really being said. questions: mpathy and how? Ask yourself the following h understanding and e listened wit hen have I nt of view? • w d another person’s poi ding and empathy • how have I understoo with his/her understan ressed me • who has imp and why?

SELF ESTEEM and

CE and SELF CONFIDEN

Strengths wellbeing element to strengthen your and self-confidence. Wellbeing Bank: your self-esteem is and Control by developing and self-confidence sense of self-esteem

time Being able to take it again. your work; check learning to the quality of your not being Taking pride in lifting are capable of and the highest level you get learning for second best to prepared to settle out of the way. questions: prove it Ask yourself the following f read my learning to im taken the time to proo • when have I y and why? eful and accurate in m an I do to be more car • what things c fully learning? r commitment to care ressed me with his/he • who has imp learning and why? checking his/her

Listening WitH UnDerstAnDing AnD eMPAtHY

include:

S AND EMOTION

T PLANNER

ACCUrACY striVing FOr of to check the accuracy

siVitY MAnAging iMPUL a question with the

sense a healthy positive schooling they require adolescence and the challenges of to successfully negotiate and For young people on in our every action self-confidence. we need to focus of self-esteem and is something that mindsets in our students value as a person. habits and growth their self-worth and Cultivating resilient nding the develop a belief in they understa ensure about to day the community every word every nce. This will enable at school and in activities at home, things as a conseque in all our teaching and good tions doing tly gy e conversa importan es and then more using positive psycholo We need to encourag positively. good about themselv and confidence. Role modelling and everything they do importance of feeling with spirit to consistently approach as young citizens platform for them vigilant them to develop students is a sound these thoughts. Being their them in managing and interactions with remedy it, will keep t, we need to assist and then acting to experience self-doub natural for them to self-esteem is declining While it is perfectly signals that their lookout for warning and always on the direction. wellbeing in an upward Some alarm bells

MIDDLE STUDEN

SELF ESTEEM

Control nt – Strengths and Wellbeing Eleme th – Honesty Character Streng

Builder

LESSON THE END OF THIS IONS/GOALS. AT LEARNING INTENT LEAVE WITH: Honesty and STUDENTS SHOULD ’ Character Strength g to strengthen students through purposefully developin • Wellbeing Bank: Strengths and Control wellbeing element dence. self-confi and about themselves m good their self-estee life they need to feel signals when their get the best out of personal warning their • A belief that to of s levels awarenes an that when the intensity and do good things, and an understanding dence. self-esteem is waveringmindfulness to maintain their self-confi their this Wellbeing Builder? rise, so too must will start doing for and are two things they Interdependently • Actions: What es through Thinking and the Exploring thinking capabiliti Habits of Mind • To develop their to Continuous Learning Remaining Open Thinking Tools. Learning Jigsaw Habits of Mind and PAGE 44 T PLANNER SENIOR STUDEN 44 PAGE

WEEK

what Being able to know don’t know. r own ect on and assess you Being able to plan, refl strategies. thinking skills and what you are why you are doing Taking time to think of your own thoughts. doing; being aware questions: Ask yourself the following nd why? d how I was thinking a I considere k? • when have learly about how I thin an I do to think more c d why? • what things c r controlled thinking an ressed me with his/he • who has imp

until Sticking to a task try other ways work, be able to approach doesn’t to solve the problem. doesn’t work when something Being able to see work. and why it doesn’t questions: Ask yourself the following een persistent? • in what ways have I b rsistent for me? cult things to being pe • what are the most diffi e and why? with his/her persistenc • who has impressed me

SECONDARY

t tHinKing ABOUognition) tHinKing (Metac you you know and what

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wellbeing. on and the activity by reflecting Students complete and future actions. recording their thoughts

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WELLBEING JOURNALS

Student Wellbeing Journal

A collection of weekly student driven activities to build their mindfulness, character strengths, elements of wellbeing and growth mindsets. They focus on students self-assessing, setting self-expectations and being grateful for the good things they experience.

YEARS 5 & 6

MINDFULNESS ACTIVITY

Wellbeing Builder

going home Close your eyes and pretend you are travelling home from school. Focus on every turn, every time you must stop and start for the whole way home.

Things I am grateful for and appreciate

SELF-ESTEEM AND SELF-CONFIDENCE Wellbeing goal: is on me being aware of my self-esteem and self-confidence to build my wellbeing

F How did it make me feel?

To enjoy life it is important that you have a healthy sense of self-esteem and self-confidence. • it is your belief in your worth as a person • if you can’t believe, how can anyone else?

F What did I learn about myself?

When experience self-doubts and have butterflies • the key is to act quickly to get them flying properly.

THIS WEEK’S GOALS – what are t wo positive things I want to achieve this week? 1. 2.

Acts of kindness I have given and received

Look out for • not being prepared to try new things • blaming others for your performance • feeling your best isn’t good enough • becoming more grumpy • preferring to be alone and communicating via texting rather than in person.

Which of my strengths will I need to use? » What are three good things that have already happened this week? 1. 2. 3.

LAST WEEK’S GOALS – did I achieve what I set out to do? If yes, what positive emotions did I feel and what body language did I show?

Other things that matter to me

As soon as you notice any of the above, share it with your Team • they will have strategies to build your esteem and confidence.

» If no, describe what new approaches I can try to overcome the challenges and who can help me? »

NAME

MY THOUGHTS ABOUT...

ACTIONS

Character Streng th

Hone sty

What are two things I will start doing to improve on this weeks wellbeing builder?

What does it mean to me?

www.viacharacter.or

Think of a person I know who shows this strength and what does he/she do to show it?

Find a saying which has this strength in it.

What is one thing I will stop doing? 1.

At Home

At School

In the Community

What is one thing I will start doing to show Honesty?

RESILIENCE BUILDER If you were unsure about something your body language could be scratching your head, looking around, frowning a little and crossing your arms. With a friend pick five emotions from the List of Emotions and describe the types of feelings you would have and body language you would show for each of them.

“If it is to be it is up to me.” Saying

“You must expect things of yourself before you can do them.” Michael Jordan

Student Wellbeing Journal

Features:

YEARS 7 & 8

Wellbeing Builder

THIS WEEK’S GOALS

MINDFULNESS ACTIVITY

What are t wo positive things I want to achieve this week?

COMMUNICATION & CONVERSATIONS

MY THOUGHTS ABOUT...

Wellbeing Bank: to develop your wellbeing element Relationships and Optimism by having positive face to face conversations with others.

Things I am grateful for and appreciate

Nearly everything you will achieve in life comes from • working and communicating well with people • building your wellbeing using your signature strengths

signature strength search

Reflect on what you think are the five signature strengths of your best friend or your Mum or your Dad and describe why you think that.

Which of my strengths will I need to use?

F How did it make me feel?

Ü What are three good things that have already happened this week? 1.

F What did I learn about myself?

When having face to face conversations • use eye contact and welcoming body language • be curious by asking, tell me more • listen with your eyes, ears and heart • expect to hear something special and respect it

Much communication today is done using • texting, facebook, emails, instagram, twitter, kik • less value is placed on being with real people

Acts of kindness I have given and received

LAST WEEK’S GOALS

Seek support from parents and teachers if • your relationships are Net based and secretive • you are mixing less in person with friends • you spend a lot of time on the Net and Facebook

SIGNATURE STRENGTH

Did I achieve what I set out to do? If yes, what positive emotions did I feel and what body language did I show?

Use the CARE principle

C – Communication: be open and honest A – Achieve: aim for win-win conversations R – Respect: listen with your eyes, ears and heart E – Expect: give more of yourself to get more back.

NAME

• Resilience Builder • Weekly Goals • Reflection activity

• Mindfulness activities • Wellbeing Builder • Character Strengths

ACTIONS

If no, describe what new approaches I can try to overcome the challenges and who can help me?

What are two things I will start doing to improve on this weeks wellbeing builder?

Other things that matter to me

SIGNATURE STRENGTH

What is one thing I will stop doing?

Character Streng th

Appre ciatio n of Beaut y and Excellence

What does it mean to me?

www.viacharacter.or

Think of a person I know who shows this strength and what does he/she do to show it?

RESILIENCE BUILDER

Find a saying which has this strength in it.

If you were unsure about something your body language could be scratching your head, looking around, frowning a little and crossing your arms. With a friend pick five emotions from the List of Emotions and describe the types of feelings you would have and body language you would show for each of them. “If it is to be it is up to me.” Saying

“You must expect things of yourself before you can do them.” Michael Jordan

www.learningcurve.com.au

MINDFULNESS ACTIVITY BOOK & THINKING TOOLS BOOKS

Mindfulness Activity Book

A collection of activities for students helping them connect with themselves and the moment, watching their thoughts come and go. Mindfulness is more than awareness. It is about accepting and living moment by moment.

MINDFULNESS ACTIVITY

character strengths collage

colour connections

For each of your top five strengths describe two things you could do to make the world a better place.

Name as many objects, things, places, animals or people which are coloured green.

NAME

Features: • 50 varied activities • Student or teacher driven • Activities allow students to be in the present moment and remain focused.

A collection of higher order strategies to extend students’ thinking capacities and to build strong new neural pathways for their thinking to follow. Students’ willingness and capability to think creatively and critically are enhanced by these tools.

Thinking Tools

are different; write these down in the Difference section •

Sara Teasdale

are alike; write these down in the Sameness section

The most important thing is that your Ideas Map is totally your view, on-one elses. •

•

Add more balloons if you need to. •

When comparing two objects, events, situations or topics you will notice things about them that

Write your reasons on the connecting line. •

sameness and difference

Connect smaller balloons with lines should you think they need to be. •

“I make the most of all that comes, and the least of all that goes.”

What are their individual characteristics? How are they different? What characteristics do they share? How are they alike?

and object, event, situation, topic On the lines between balloons write how and why they are connected. •

Thinking Tool

In the balloons around the centre write the different aspets which make up the topic. •

www.learningcurve.com.au

“We are what we repeatedly do. Excellence then is not an act but a habit.”

Start with a key word or idea which you relate to about the topic in the centre balloon. •

• 60 varied activities • Student or teacher driven • For repeated use across Student Wellbeing and core curriculum • Enables students to think with more depth and structure.

9/07/2014 3:01 pm

IDEAS MAP

Features:

Thinking Tool

2014 Thinking Tools_Cover.indd 1

Aristotle

Share your thoughts with a classmate and add to each other’s lists.

difference sameness

object, event, situation, topic

An educational resource for Teachers and Students.

LEARNING CURVE ACTIVITY BOOKS Activity Books encourage students to think about their own wellbeing. Activities are student directed, needing minimal teacher support. They can act as a starting point for teacher directed lessons with class follow up discussions or set as weekly homework tasks. For use in: • Pastoral Care classes • Homeroom • Health and Physical Education • Form Classes • Peer Support • Transition to High School

Do you have the self-confidence that you desire? If so, good for you! If not, make some changes and keep trying.

Activity Book 1

What do you think you could do to improve your self-confidence?

How’s Your Self-Confidence?

A Positive Approach to Increase Resilience and Wellbeing

CAREER AND TIME MANAGEMENT

Setting and achieving goals builds self-understanding and knowledge of who you are. This in turn helps develop good self-confidence. Take this self-confidence test by taking a close look at yourself. Read each statement then circle the number that you think you best fit. Total the circled numbers and check your results in the key below. NEVER

Basically, I am satisfied with myself.

2. I am happy with the way I look.

4. I can accept criticism without getting upset.

5. I keep trying when things don’t go my way.

6. I am glad for others when good things happen. 7. I am willing to seek help if I need it.

8. I enjoy the challenge of trying new things.

9. I feel comfortable meeting new people.

10. I set goals and expectations for myself.

3 3 3 3 3 3 3 3

For each of the following conversations, check the reply you think shows the healthiest self-confidence.

USUALLY

3. I am pleased with my relationships.

People with a healthy self-confidence are usually able to admit their faults without feeling ashamed and celebrate their strengths without putting others down.

OCCASIONALLY

4 4 4 4 4 4 4 4

“Congratulations on winning the 100 metre race today.”

5 5 5 5

q q

5 5

14/01/2015 7:58 am

Activity Book 1_BODY.indd 33

“Yeah, I thrashed them!”

“I heard you aren’t friends with Patrick anymore. How are you feeling?”

15/01/2015 11:06 am

Reviewing Notes

“Quit whining. It looks better on me anyway.”

“So, okay I am asking now, can I borrow it?”

q q

“Couldn’t be better. He wasn’t a good friend anyway.”

“I thought he would probably not be my friend for very long. No one seems to want to be my friend.” “My feelings were hurt, but I am getting over it now.”

Activity Book 1_BODY.indd 35

15/01/2015 11:06 am

Do you use colour? How?

___________________________________________________ ___________________________________________________

Your brain relies on seeing regular patterns to remember and make sense of what you learn. Therefore it is important to review your notes. You remember ¨ 90% of them if you revisit them within 24 hours ¨ Only 30% if you wait 3 days ¨ After a month only 3% to 4%.

CAREER AND TIME MANAGEMENT

“Sorry. You weren’t home, but I should have asked you first.”

35 15/01/2015 11:06 am

___________________________________________________

A Positive Approach to Increase Resilience and Wellbeing

“You’re right, I’m sorry, I think I must be in the next row.”

“Excuse me, but I was here first, why don’t you find another seat.”

34 Activity Book 1_BODY.indd 34

Can you think of any other ways you could review your notes. Share your ideas with your friends.

Activity Book 2

q q

33 Activity Book 1_FRONT & INSIDE FRONT COVER.indd 1

“Oh, I’m sorry! I always stuff things up!”

“I don’t know why I won. I don’t have good form.”

KEY Total Score 41- 50 Your self-confidence is GREAT! 31- 40 You are mostly satisfied with yourself. 21- 30 Your self-confidence is lacking. 10- 20 You need to work on your self-confidence.

Stage 4 (suitable for Years 7 & 8)

“Hey, that’s my shirt. You didn’t ask if you could borrow it.”

q q

“Thanks, it feels good. And you won the hurdles – that’s great.”

TOTAL SCORE _______________

NAME

“Excuse me, but I think you’re in the wrong spot. Could you please check your ticket?”

___________________________________________________ ___________________________________________________

Do you sort your notes into subject areas?

___________________________________________________ It is important to be able to find your review notes easily when you need them. Keeping them organised is the key to good studying. Maths notes

When you review your class notes at home think about your learning preference.

Science notes

English notes

Write any ideas you may have for your own improvement.

What do you do now?

J Draw Mind Maps using colour

Do you transfer your notes to a computer or keep them as hard copy?

Where do you keep your notes?

J Write lists of the main points

J Develop plans of attack for solving maths/science problems

Do you like to highlight key ideas in your notes?

Answer these questions while thinking of your own note reviewing routines.

Highlight what you would like to use or do already.

J Draw flow charts and diagrams to put up on your bedroom wall

Language notes

J Read your notes out loud

J Record them to listen back later What kind of storage do you use?

NAME

69 Activity Book 2_FRONT & INSIDE FRONT COVER.indd 1

15/01/2015 11:47 am

Stage 4 (suitable for Years 7 & 8)

Activity Book 3

Activity Book 2_BODY.indd 69

9:51 8:20 8:1210:15 3:38 5:30 7:23 4.42 Career and Time Management

How important do you think being reliable is?

15/01/2015 11:23 am

Who relies on you?

What do they rely on you for?

Who do you rely on?

What do you rely on them for?

Rate using the numbers (most important) to (least important). Being punctual to school

Keeping secrets

→ Are you reliable? Can others count on you?

Being friendly

Sticking by your friends

A reliable person is someone you can trust.

Always doing your best

Speaking politely

A reliable person is someone you can be confident will keep their word.

Being the best

Getting out of bed on time

A reliable person is someone you can depend on.

Telling good jokes

Doing your homework

A reliable person is someone you can __________________________________________

study techniques and approaches

Activity Book 2_BODY.indd 71

Be honest, be flexible, be available, be supportive.

A reliable person is someone you can __________________________________________

What tips would you give someone on how to be more reliable?

HEADING

A reliable person is someone you can __________________________________________

→ text in here

research and operational skills HEADING

→ Text in here

→ text in here

Heading

71 15/01/2015 11:23 am

→ text in here

Heading

#relationships

Career and Time Management

→ Text in here

Heading

70 Activity Book 2_BODY.indd 70

BEING RELIABLE

A Positive Approach to Increase Resilience and Wellbeing

9:51 8:20 8:1210:15 3:38 5:30 7:23 4.42

15/01/2015 11:23 am

NAME

37 Activity Book 3_FRONT & INSIDE FRONT COVER.indd 1

24/02/2015 2:34 pm

Activity Book 3_BODY.indd 37

15/01/2015 11:40 am

Stage 5 (suitable for Years 9 & 10)

#relationships

Activity Book 4

TEXTING

I’m not invited to tonight’s party. Are you going? I’m so SAD!

HEADING

study techniques and approaches

DO’s

DON’Ts How do you communicate with your friends and family? (email, texting, Snapchat, kik, etc.)

Why do you prefer it?

Can I come over? Mum and dad big fight

Any comments?

Life sucks

49 Activity Book 4_FRONT & INSIDE FRONT COVER.indd 1

Didn’t do well in my English test... Dad won’t be happy!!

15/01/2015 11:40 am

Mobile phone etiquette: Don’t yell; don’t answer it at the table; do reply to a text; are just a few examples of good manners when using a mobile phone. Discuss with your friends and make a list of do’s and don’ts you think there should be when using a phone or texting?

→ text in here

HEADING

→ Text in here

research and operational skills → text in here

Heading

#relationships

Hi, not feeling too good today

What are the negative aspects of mobile phones?

Activity Book 3_BODY.indd 39

Discuss your answers with two friends.

→ text in here

Heading

→ Text in here

Heading

Career and Time Management

9:51 8:20 8:1210:15 3:38 5:30 7:23 4.42

What are the advantages of mobile phones?

39 15/01/2015 11:40 am

When texting it can send mixed messages, especially when someone is upset, confused or just struggling. How would you reply to these text messages to show your friend you care and offer support. Write your reply...

→ If you look around everyone has a mobile phone these days and they are constantly texting and communicating using their phone.

A Positive Approach to Increase Resilience and Wellbeing

NAME

38 Activity Book 3_BODY.indd 38

24/02/2015 2:35 pm

Activity Book 4_BODY.indd 49

Stage 5 (suitable for Years 9 & 10)

31/03/2015 8:04 am

50 Activity Book 4_BODY.indd 50

www.learningcurve.com.au

51 31/03/2015 8:04 am

Activity Book 4_BODY.indd 51

31/03/2015 8:04 am

CUSTOMISE YOUR FRONT COVER Send us you schoo ogo and we des gn he es

St Ursula’s College k Light • Ignite the Pink Light • Ignite the Pink Light • Ignite the Pink Light • Ignite the Pink

Middle School Reflection Journal

2016 Name

k Light • Ignite the Pink Light • Ignite the Pink Light • Ignite the Pink Light • Ignite the Pink

2015

Name:

Years 7–10

2015

House Group

St Ursula's College LC Middle Front Cover final 2015.indd 3

Student Planner

5/12/2014 2:33 pm Moreton Bay College_SENIOR SPECIAL_Front and Rear Covers 2015.indd 1

4/12/2014 1:58 pm

Name Barker College_Middle Cover 2014.indd 1

25/11/2013 10:39 am

Citipointe CC LC Middle Cover 2015.indd 1

3/10/2014 2:07 pm

ADD SCHOOL SPECIFIC PAGES Pages w be quo ed on exac spec fica ons Fu co ou pages a e ava ab e SENIOR SCHOOL DRESS CODE SCHOOL PURPOSE

sCHOOL mAP

• • • • •

CAMPUS TIMES

The purpose of Concord School is to provide a stimulating, safe and challenging learning environment where student achievement is acknowledged and celebrated.

Senior School Boys’ Uniform •

Knee length navy shorts or navy dress trousers with plain leather belt White short or long-sleeved shirt with collar Navy school tie (Predominantly) Black/White lace up joggers with same colour laces or black leather polishable shoes White socks (or black with trousers) Unisex polo shirt with school emblem

Eating time

SCHOOL VALUES The School Values are • respect

• cooperation

• personal best

• happiness

• honesty

All members of the school community are asked to practice these values in their interactions with one another.

Senior School Girls’ Uniform • • • • • •

TERM ONE:

30 January to 28 March (Easter 29/03/2013 to 01/04/2013)

TERM TWO:

15 April to 28 June

TERM THREE:

15 July to 20 September

TERM FOUR:

7 October to 20 December

1st session: 2nd session:

9.00 – 9.50 9.50 – 10.40

RECESS

10.40 – 10.55

10.45 – 11.30

3rd session:

10.55 – 11.45

4th session:

11.45 – 12.35

3rd session

11.30 – 12.15

Eating Time

12.15 – 12.30

LUNCH

12.30 – 1.15

LUNCH

12.35 – 1.20

4th session

1.15 – 2.00

5th session:

1.20 – 2.10

5th session

2 .00 – 2.45

6th session:

2.10 – 3.00

TIMETABLE MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SESSION 1

Navy pullover with school emblem or Fleecy jacket with school emblem Skin coloured stockings (optional) Navy blue plain trousers (optional)

TERM ONE:

29 January to 4 April (Easter 18/04/2014 to 21/04/2014)

TERM TWO:

22 April to 27 June

TERM THREE:

14 July to 19 September

TERM FOUR:

6 October to 19 December

SESSION 2

SESSION 3

IMPORTANT DATES

Boys:

Tuesday Wednesday

30 January

Students commence

• •

Navy pullover with school emblem or Fleecy jacket with school emblem White long-sleeved shirt with collar Navy blue plain trousers (optional)

Monday

25 February

Student non-attendance day

Monday

11 March

Labour day holiday

•

Senior Jersey (Year 12 only)

Thursday

25 April

Anzac day holiday

•

GRIMSHAW CAMPUS 9.00 – 10.15 10.15 – 10.30 10.30 – 10.45

2nd session

TERM DATES FOR 2014

Girls: • •

RECESS

TERM DATES FOR 2013

Navy pleated skirt to be worn with white cotton blouse Navy school tie (Predominantly) Black/White lace up joggers with same colour laces or black leather polishable shoes (flat) White socks or Navy shorts (knee length) Unisex polo shirt with school emblem

Senior School Winter Items •

JUNIOR CAMPUS 1st session

SCHOOL VISION The vision of the school community encompasses a commitment to achieving excellence in education for students with additional learning needs. This is achieved through a curriculum which integrates learning technologies with best practice in teaching and learning.

29 January

Teachers commence

Monday

10 June

Queen’s birthday holiday

Tuesday

11 June

Student non-attendance day

Tuesday

5 November

Melbourne Cup holiday

Monday

18 November

Student non-attendance day

Friday

20 December

School finishes

SESSION 4

SESSION 5

SESSION 6

Caloundra Junior Front Pages 2012.indd 6

14/12/11 11:26 AM

Vermont SC 8-9 Front 2013.indd 4

CONCORD SCHOOL

31/12/12 8:53 AM

Vermont SC 8-9 Front 2013.indd 4

Caloundra Junior Front Pages 2012.indd 6

CONCORD SCHOOL

VERMONT SECONDARY COLLEGE

31/12/12 8:53 AM

14/12/11 11:26 AM

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Teacher Teacher Date Date ........................... ...........................

Caregive Caregiverrof of

IIwish wishto toadvise advise

YELLOW Understan YELLOW d parts, may

Date Date

....

Caregiver (Parent (Parent/ /Caregiver

Teacher RoomTeacher Home HomeRoom

2014 April 2014 2 2 April

Teacher RoomTeacher Home HomeRoom

As AsParent Parent//

Year Year ........................... ...........................

.............................. .............................. ............................................... ............................................... Signature) Signature)

............................................... Signed Signed ...............................................

YELLOW parts, Understand help. may need

that that

Medical MedicalCertificat Certificatee Enclosed Enclosed?? Home HomeRoom Room

NOTE NOTE

........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... .... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ............... ............... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... (Parent (Parent/ /Caregiver ................ Caregiver ................

Yes Yes

Enclosed? Enclosed?

that advisethat to toadvise

IIwish wishto toadvise advise

....

Signature) Signature)

ABSE ABSENTEE NTEE

Dear DearM M ........................... ...........................

ent appointment Dental Dental appointm

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

of of

(Please (Pleaseprint) print)

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NOTE NOTE

........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... .... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ............... ............... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... (Parent (Parent/ /Caregiver ................ Caregiver ................

No No

2 April 2014

Date Date ........................... ...........................

Yes Yes

Teacher Teacher

Date print) Date (Please (Pleaseprint)

Parent As AsParent

Home HomeRoom Room

NOTE ABSENTE ABSENTEEE NOTE

M Dear DearM

Medical MedicalCertificat Certificatee Enclosed Enclosed??

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

............................................... Date Date ...............................................

Teacher RoomTeacher Home HomeRoom

ABSE ABSENTEE NTEE Date Date

Caregive Caregiverrof of

Year Year ........................... ...........................

Signed Signed

Teacher RoomTeacher Home HomeRoom

No No

Dear DearM M ........................... ........................... As AsParent Parent//

that that

Dental appo intme

Caregiver (Parent (Parent/ /Caregiver

No No

Yes Yes

Enclosed? Certificate CertificateEnclosed?

(Please (Pleaseprint) print)

IIwish wishto toadvise advise

Signature) Signature)

Yes Yes

Date Date

Caregive Caregiverrof of ....

.............................. .............................. ............................................... ............................................... Signature) Signature)

............................................... Signed Signed ...............................................

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

Caregiver (Parent (Parent/ /Caregiver

No No

Yes Yes

Enclosed? Enclosed?

As AsParent Parent//

Year Year ........................... ...........................

Date Date ........................... ...........................

........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... .... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ............... ............... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... (Parent (Parent/ /Caregiver ................ Caregiver ................

.............................. .............................. ............................................... ............................................... Signature) Signature)

Fully unders tan learning wel d, l. Fully understand, learning well.

Signed Signed ........................... ...........................

Medical MedicalCertificat Certificatee Enclosed Enclosed?? Home HomeRoom RoomTeacher Teacher

NOTE NOTE

Dear DearM M ........................... ...........................

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

Certificate Medical MedicalCertificate

............................................... ............................................... ............................................... of of ...............................................

............................................... that ............................................... advisethat to toadvise

............................................... Signed Signed ...............................................

(Please (Pleaseprint) print)

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

Caregiver Parent//Caregiver As AsParent

............................................... ............................................... ............................................... of of ...............................................

............................................... that ............................................... advisethat to toadvise

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

ABSE ABSENTEE NTEE

............................................... M ............................................... Dear DearM

GREEN GREEN

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

No No

Date Date ........................... ...........................

that that ........................... ...........................

Date print) Date (Please (Pleaseprint)

IIwish wishto toadvise advise

....

Signature) Signature)

Yes Yes

Teacher Teacher

and, Fully underst . learning well

Caregive Caregiverrof of

Year Year ........................... ...........................

Signed Signed

Medical MedicalCertificat Certificatee Enclosed Enclosed?? Home HomeRoom Room

NOTE ABSENTE ABSENTEEE NOTE

GREEN

NOTE NOTE

Date Date

Dear DearM M ........................... ........................... As AsParent Parent//

that that

........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... .... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ..... ..... ........................... ........................... ............... ............... ........................... ........................... ........................... ........................... ........................... ........................... ........................... ........................... (Parent (Parent/ /Caregiver ................ Caregiver ................

ABSE ABSENTEE NTEE

(Please (Pleaseprint) print)

Caregive Caregiverrof of

Traffic Light Cards

✁

GRIT

PRUDENCE WISDOM

POSITIVE ENGAGEMENT

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WELLBEING

LOVE

ZEST

VALOUR

CHARACTER STRENGTHS

RELATIONSHIPS AND OPTIMISM

MEANING AND PURPOSE

M.A.R.B.L.E.S.

HOPE

MINDFULNESS

EXERCISE AND HEALTH

MELBOURNE

SYDNEY

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