2022 Learning Curve Middle Planner

2022 Middle Learning Curve Planner www.learningcurve.com.au NAME....................................................................................................................................... CLASS.............................

Becoming My Best Self

AS A YOUNG PERSON AND AS A STUDENT To work towards achieving this, requires you to feel that you have a choice in what you do, feel that you have the skills you need, and feel that you are connected to and belong at school.

About Me AS A STUDENT

AS A YOUNG PERSON

To become my best self as a student I will...

To become my best self as a young person I will...

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Challenges that I will need to overcome are...

Challenges that I will need to overcome are...

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Choices that I will need to make to overcome them are...

Choices that I will need to make to overcome them are...

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Who can help me to do this?

Who can help me to do this?

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Character Strengths Weeks There are eight Strengths Weeks spread throughout this planner. They provide you and your class with an opportunity to practise using one of your strengths to build your wellbeing. They are also fun to do at home with your family. There are Wellbeing Award Certificates for each of these weeks. The order of these weeks are: Gratitude, Curiosity, Teamwork, Love of Learning, Kindness, Perseverance, Leadership and Zest.

From the website www.learningcurve.com.au download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks and the Wellbeing Awards Certificates from Individual Resources/Wellbeing Awards.

“What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow 1

PERMAH+: Your Mental and Physical Wellbeing THIS LESSON: The PERMAH+ Learning Intention is for you to understand that PERMAH+ describes your mental and physical wellbeing. PERMAH+ Reflection: how healthy are each of your wellbeing elements and how can you grow them further?

P

Positive emotions + gratitude. Being able to: create positive emotions in yourself, contest negative emotions with self-talk and be grateful for the people and what you have in your life.

How often every day do you create positive emotions on purpose in yourself?

Often

Sometimes

Not much

What can you deliberately do to feel positive emotions?

E

How often every day are you grateful for the little things in your life?

Often

Sometimes

Not much

What people and things are you grateful to have in your life?

Engagement + mindfulness. Being able to: connect with yourself to live with curiosity, notice something different about every day and involve yourself fully in what you love doing.

How often every day do you pay attention to what you need to How often every day do you connect with yourself to notice focus on? different things?

Often

Sometimes

Not much

When have you been so engaged that you lost track of time?

Sometimes

Not much

When have you felt connected to yourself?

Relationships + empathy. Being able to: create and maintain respectful relationships, show that other people matter to you and have empathy for their needs and feelings.

How often every day do you feel connected, protected and respected?

Often

Sometimes

Not much

How often every day do you show empathy for others’ needs and feelings?

Often

Sometimes

Not much

What types of actions create relationships that are respectful? What do you do to show that other people matter to you?

“You’ve always had the power my dear, you just had to learn it for yourself.” Glinda, Wizard of Oz 4

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R

Often

PERMAH+: Your Mental and Physical Wellbeing Your wellbeing is a combination of the six equally important PERMAH+ elements, and no single element on its own indicates how healthy your state of wellbeing is.

M

Meaning + purpose. Being able to: find meaning in something larger than yourself, and start every day with a sense of purpose to make a positive difference to others.

How often every day do you give of yourself to add meaning to your life?

Often

Sometimes

Not much

What is something larger than yourself which has meaning?

A

How often every day do you think about what your sense of purpose is?

Often

Sometimes

Not much

What is your purpose in life which drives your efforts?

Accomplishment + optimism. Being able to: have optimism and hope for the future to motivate you, write down goals as your pathways and deliberately practise to accomplish them.

How often every day do you look at your goals to motivate you How often every day do you reflect on whether your efforts are to practise? good enough?

Often

Sometimes

Not much

What goals you are determined to achieve?

H

Often

Sometimes

Not much

What do you do to deliberately practise to achieve your goals?

Health + strengths. Being able to: look after your health by using your strengths to exercise daily, be positive, sleep well, drink water and eat healthy food.

How often every day do you do the Big Five Check In to be self-aware?

Often

Sometimes

Not much

Which Big Five are going well, and which others not so well?

How often every day do you deliberately use your top strengths?

Often

Sometimes

Not much

What can motivate you to use your strengths to be healthier?

Acknowledgement: Seligman & Peterson

“If you have a strong purpose in life, you don’t have to be pushed. Your passion will drive you there.” Roy T. Bennett 5

Meaning + purpose - Moving Mindsets THIS LESSON: The PERMAH+ Learning Intention: is for you to understand what your mindset is and how it can vary from fixed to growth.

PERMAH+ Reflection: how you can shift your mindset toward growth?

Your mindset is about how much or how little you think you can grow your abilities through making the effort to learn and practise new and more challenging things. There are two extremes, fixed and growth, and for different things your mindset can be different.

Mark where you think your mindset is as a student and as a young person.

WHICH STEP HAVE YOU REACHED TODAY?

YES, I DID IT! I WILL DO IT I CAN DO IT I’LL TRY TO DO IT HOW DO I DO IT I WANT TO DO IT

I CAN’T DO IT I WON’T DO IT

FIXED

GROWTH

Nothing can change, so why try.

What is something that is fixed for you:

Change will happen through doing.

What is something that is growth for you:

FIXED MINDSETS – about proving

GROWTH MINDSETS – about improving

• You believe that learning and practising new things won’t change your brain’s abilities; you avoid challenges.

• You believe that learning and practising new things will grow your brain’s abilities; you welcome challenges.

• Narrow thinking by making the choice to not try things.

• Resilient thinking by choosing to stretch yourself.

• Your focus is on your performance to prove yourself.

• Your focus is on the process to improve yourself.

• You think, hard work + effort = lack of ability

• You think, hard work + effort = growth.

• The king for you is the fear to try, because you don’t want others to see you fail.

• The king for you is the courage to try, because you know failing well will make your best better.

?

?

What is one thing you can start doing to move yourself more towards growth mindsets?

What is one thing you can start doing to adopt even more growth mindsets?

An example of a performance goal follows and then set one for yourself.

When learning in class, I will try the topics that I can do easily, and not try the harder ones.

You: An example of a process goal follows and then set one for yourself.

When learning in class, I will pause to look at which Habits of Mind are the best ways to think for what I’m doing.

You: Write a process goal for each of these: Building Skills: Connecting with others: Something of your choice: Acknowledgement: Dweck, Ericsson, Anderson, Costa, Kellick

“I don’t divide the world into the weak and the strong, the successes and the failures. I divide the world into the learners and the non-learners.” Benjamin Barber 8

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PERFORMANCE AND PROCESS GOALS

Term 1 Goals: your best self as a young person and student THIS LESSON: The PERMAH+ Learning Intention: is for you to write down three goals that you are determined to achieve.

PERMAH+ Reflection: what is a goal for building your skills, a goal for connecting with people and a goal you choose for you?

Writing down goals is a tried and proven way to provide you with reasons to apply yourself well at school. Your goals are both your pathways forward and your anchors when things don’t go your way. Aim to set goals that will stretch your best self. Circle a number where you think you are starting from and where you think you can reach at the end of term for each of your goals.

MY GOALS - MY PATHWAYS AND MY ANCHORS GOAL 1: ABOUT BUILDING MY SKILLS .....................................................................................................................................................................................

Starting Target: Circle where I think I am now on achieving this goal: 1 2 3 4 5 What could be a challenge and which of my strengths will I need to use? ..................................................................................................................................................................................... .....................................................................................................................................................................................

What do I need to learn and who can help me? ..................................................................................................................................................................................... .....................................................................................................................................................................................

At end of Term circle where I think I can reach on this goal:

1

2

3

4

5

GOAL 2: ABOUT CONNECTING WITH OTHERS .....................................................................................................................................................................................

1 2 3 4 5 Starting Target: Circle where I think I am now on achieving this goal: What could be a challenge and which of my strengths will I need to use? ..................................................................................................................................................................................... .....................................................................................................................................................................................

What do I need to learn and who can help me? ..................................................................................................................................................................................... .....................................................................................................................................................................................

At end of Term circle where I think I can reach on this goal:

1

2

3

4

5

GOAL 3: ABOUT SOMETHING OF MY CHOICE .....................................................................................................................................................................................

1 2 3 4 5 Starting Target: Circle where I think I am now on achieving this goal: What could be a challenge and which of my strengths will I need to use? ..................................................................................................................................................................................... .....................................................................................................................................................................................

What do I need to learn and who can help me? ..................................................................................................................................................................................... .....................................................................................................................................................................................

At end of Term circle where I think I can reach on this goal:

1

2

3

4

SIGN OFF ! Me:

Date:

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/

My Parent/Guardian:

Date:

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My Home Room/Form Teacher:

Date:

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5

Acknowledgement: Sheldon & Adams Miller

“Whether you think you can or you can’t, you are right.” Henry Ford 9

RELATIONSHIPS + EMPATHY

PRIORITIES/DUE DATES 21 MONDAY

ACTIVE CONSTRUCTIVE RESPONDING (ACR) WHY: by using ACR when listening and responding to others sharing their good news stories, you will be able to build respectful and trusting relationships with them.

HOW: people know you are interested in listening to them when you make eye contact, smile, don’t interrupt and ask Tell Me More when they begin to run out of words. They will feel that you think they matter and experience the natural highs of serotonin and oxytocin. ACR is the only relationship building type of listening.

22 TUESDAY

Acknowledgement: Gable, Gonzaga & Strachman

DO: when is a time you have practised ACR and tell me more?

23 WEDNESDAY Who are people who use ACR to make you feel that you matter?

24 THURSDAY Which resilience skill could help you?

Curiosity Week 25 FRIDAY

(Curiosity Week worksheet and Curiosity Wellbeing Award are in Individual Resources on www.learningcurve.com.au) Acknowledgement: Seligman & Peterson

What did I achieve?

26 SATURDAY 27 SUNDAY

Wellbeing Tip

Life is an adventure, care, share and dare to be your best self.

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This week enjoy making a positive difference to other peoples’ lives, by creating activities using the strength CURIOSITY, to grow relationships with your family, friends and school community.

March 2022

THINGS TO DO - WEEK: MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Communication/Comments:

Teacher:

Big 5 Check In

Parent/Guardian:

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink water?

Sleep deeply?

27

ACCOMPLISHMENT + OPTIMISM

PRIORITIES/DUE DATES 16 MONDAY

TAKING NOTES WHY: by using a whole brain note taking process, you will strengthen existing and create new brain pathways to learn better.

HOW: rule up your page like the Cornell Note Taking Process on page 137. On the right side, jot down dot points, because your left brain listens to what’s taught. On the left side, draw idea maps, because your right brain looks for connections to what you already know. Every night review all of your notes and ask yourself how can you apply these.

17 TUESDAY

Acknowledgement: Pauk & De Bono

DO: what is one thing you are doing well and one not so well when taking notes?

18 WEDNESDAY What is a thinking tool from the website which could help you to logically connect your ideas?

Which resilience skill could help you?

19 THURSDAY

Wellbeing @ School You may respond to situations in different ways, depending on who they are with.

20 FRIDAY

Alone With friends With famiy With a group of students

Acknowledgement: ACARA 7-8 HPE

How was I brave?

21 SATURDAY 22 SUNDAY

Student Voice Share something awesome about your class and school.

44

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What feelings could you have if you were upset about a problem at school if you were:

May 2022

THINGS TO DO - WEEK: MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Communication/Comments:

Teacher:

Big 5 Check In

Parent/Guardian:

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink water?

Sleep deeply?

45

POSITIVE EMOTIONS + GRATITUDE

PRIORITIES/DUE DATES 14 MONDAY

GRATEFUL FOR ENOUGH WHY: by being grateful for what you have and realising that less is often more, you will be happy in yourself.

HOW: understanding that it is fine to accept good enough and knowing the minimum you need to be satisfied, enables you to become your best self. Avoid comparing yourself to others, especially on social media. Choose what you want for yourself, not what your friends want for you. Start by journaling things you are looking forward to and are grateful Acknowledgement: Schwartz & Boniwell for every day.

15 TUESDAY

DO: when is a time you accepted, “less is more”, and being happy with the outcome?

16 WEDNESDAY What are things that you want but really don’t need?

Which resilience skill could help you?

17 THURSDAY

Mindful Colouring

19 SATURDAY

What was I grateful for?

20 SUNDAY

Character Strength

Use SOCIAL-INTELLIGENCE to do Wellbeing Fitness Challenge - OTHERS MATTER on page 128.

100

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18 FRIDAY

November 2022

THINGS TO DO - WEEK: MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Communication/Comments:

Teacher:

Big 5 Check In

Parent/Guardian:

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink water?

Sleep deeply?

101

Strengths Word Search

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ASSERTIVE

ENDORPHINS

JOMO

PURPOSE

AUTONOMY

ENGAGEMENT

JOY

REALITY

BELIEF

ETHICAL

KINDNESS

RESILIENCE

CHALLENGES

GENEROUS

LEADERSHIP

RESPECTFUL

COMPASSION

GOALS

MEANING

SAVOURING

COMPETENCE

GRATITUDE

MINDFULNESS

SEROTONIN

CONNECTEDNESS

GRIT

MINDSET

SLEEP

COPING

GROWTH

NEURONS

STRENGTHS

CORTISOL

HABITS

OXYTOCIN

TARGETS

DOPAMINE

HELP

PERMAH

TEAMWORK

EMOTIONS

HOPE

PROCRASTINATION

WELLBEING Acknowledgement: MW

“Comfort zones rarely deliver great things.” MW 118

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THIS LESSON: The PERMAH+ Learning Intention is for you to enjoy doing the word search and raise your self-awareness of your character strengths. PERMAH+ Reflection: what is something that you can do every day to deliberately use your strengths?

Character Strengths Weeks: your best self as a young person THIS LESSON: The PERMAH+ Learning Intention is for you to use the nominated character strengths during these weeks to make a positive difference to your and others’ wellbeing. PERMAH+ Reflection: how could you use the strength Kindness to do this? Read page 1 to learn more about Character Strengths weeks.

Acknowledgement: Seligman & Peterson

KINDNESS WEEK There is a Japanese saying which says that one kind word can warm three winters. Being kind to others and to yourself are great ways to live a full and happy life and make a positive difference in the world. Kind acts don’t have to be big. Sometimes a smile or saying hello are enough to be kind to others.

This week make Kindness Walls both in your classroom and at home for your class and your family to write down or draw acts of kindness they received or did for others or themselves, that they are grateful for.

This Week’s Kind Gratitudes: This week write down or draw acts of kindness they did for others or themselves, and ones they are grateful they received.

“Kindness is a language which the deaf can hear and the blind can see.” Mark Twain

Acknowledgement: Seligman & Peterson

“Kindness is a language which the deaf can hear and the blind can see.” Mark Twain 119

Idea Maps: your best self as a student THIS LESSON: The PERMAH+ Learning Intention is for you to learn how to create Idea Maps for your visual memory.

PERMAH+ Reflection: how can you construct an Idea Map for each of your subjects?

Idea Maps are often called Mind Maps or Concept Maps. They: • enable you to create a visual map of what you have learned; most information that you absorb is through your eyes • what you see first leaves a lasting impression • show connections to what you already know • cater for both left and right brain dominant students.

You create them by: • start with a key word, concept about the topic in the centre of the page in a balloon • from the centre create a series of branches with balloons on their ends • put things that are important to you in each balloon • they are your personal interpretations.

• smaller balloons may come off the branches or branches may connect themselves.

Following below is an example of an idea map which connects different revising strategies for different subjects.

MATHS

ENGLISH practise drafting and writing to a time limit write responses to news items use the T.E.E.L. Thinking Tool.

have three equal columns each page of your revision folder in the first column, write a step by step plan of attack for a specific type of problem in the second column, do a worked example that shows each step of the process in column three, write notes, observations in your own words on what is happening always have a blank sheet of paper next to you to record any problems you may have.

USE IDEA MAPS TO

REVISING IDEA MAPS

use colours; they stimulate your brain show ‘the big picture’ on one page to see logical connections are engaging doing activities.

HUMANITIES find key words and phrases and then write paragraphs that expand on them use the T.E.E.L. Thinking Tool construct webs/links that explore and discuss different aspects of the course practise writing introductions and conclusions write brief summaries on content write paragraphs/essays, don’t touch them for two days, then redraft them.

plan activities, assignments, timelines set out methods for solving problems breaking down an issue into achievable bits summarise information into logical groupings for yourself think laterally outside the square.

SCIENCE read through the exercises at the end of the chapter read the chapter, looking for answers to the exercises; you are reading for a purpose re-read the chapter, summarising main points and definitions make a poster of an idea map to place on the wall in your room. vecteezy.com

Acknowledgement: De Bono

“I am always ready to learn, but I do not always like to be taught.” Winston Churchill 142

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write character studies explore themes practise planning essays

Bibliography: your best self as a student PLAGIARISM Plagiarism is using another person’s material for assignments, assessment and presentations without acknowledging them and referencing it in a Bibliography. It is unacceptable and viewed as cheating.

To avoid plagiarism always use “ ” to enclose quotes and reference any material sourced from elsewhere in a bibliography.

Acknowledgement: Girraween HSD

SETTING OUT Immediately after you: quote from a guest speaker or book in a piece of writing OR

take an idea (not actually a quotation) and use it in a piece of writing OR

quote statistics or figures in a piece of writing you should give the following information in brackets before continuing your essay:

a) author’s surname

b) date of publication

c) page

e.g. (Jones 1946, p.6.) or (Smith 2-5-’93, p.7.)

If an author has published more than one article on the same date, the article is identified by a letter after the name of its author in both the bibliography and the acknowledgement of sources in the text.

e.g. (Jones (a) 2-5-’93, p.3.)

This enables anyone reading your essay to check the source of your ideas. However they will only be able to do this properly if you also complete a detailed bibliography with your essay or assignment. Acknowledgements must be able to be cross referenced with your bibliography.

REFERENCING When you acknowledge your sources of material, it enables your teacher to find the sources; this is called referencing. When referencing, begin with the family name of the author, their initial and year published and finish with a fullstop. Commas are used to separate each part of the reference except between the author’s name and date.

A bibliography is a list of all sources used in preparing your essay or assignment. This list must include all books and articles noted in acknowledged sources throughout the piece of writing and should also include any other sources used in your research. The reason for the bibliography is to show the sources of your information and inform interested readers where they may find further information.

SETTING OUT A bibliography is placed at the very end of the essay or assignment on a separate sheet. It lists all sources used alphabetically by:

» Author (surname or name of the organisation)

» Title (if there is no author’s name)

» If sorting by title ignore ‘The’, ‘A’ or ‘An’ and alphabetise using the next word (see the example in the sample bibliography)

A finished Bibliography will look like this: BIBLIOGRAPHY

Andrews, M 1994, Senior Sergeant, 24 June, Kyabram.

Bloggs, J 2002, “Frog”, Microsoft Encarta (cd-rom), Microsoft Corporation, Washington.

Brown, M 1994, Retired, Senior citizen, 23 June, Kyabram.

The Comedic Fall 2003, (motion picture), Pratfall Releases, Englewood, New Jersey.

“Don’t wait. The time will never be just right.” Napoleon Hill 143

Maths Law, Formulae, Symbols CO-ORDINATE GEOMETRY

ALGEBRA AND EXPANDING

y

(a – b)2 = a2 – 2ab + b2 (a + b)2 = a2 + 2ab + b2 (x1, y1)

(o, c)

rise

(x2, y2)

(a – b)(a + b) = a2 – b2

Difference of two squares

FACTORISING x

run

a2 + 2ab + b2 = (a + b)2 a2 – 2ab + b2 = (a – b)2 a2 – b2 = (a + b)(a – b)

EQUATION OF A STRAIGHT LINE y = mx + c

The shape of a quadratic function is called a Parabola. y – intercept

Gradient =

QUADRATIC

rise y –y = 1 2 = tan run x1 – x2

Equation y = ax2 + bx + c y y = x2 9–

DISTANCE BETWEEN POINTS =

(x1 – x2) 2 + (y1 – y2) 2

=

run 2 + rise 2

4–

MIDPOINT BETWEEN POINTS y1 + y2 ) 2

1– –3

* x – intercept, y = 0

–2

–1

x

0

1

* If two straight lines parallel, then m1 = m2 (same gradients) * If two straight lines perpendicular, then m = –l (negative reciprocal) 1

m2 or m1m2 = –l

x – intercepts occur at + b2 – 4ac x = –b

2a 2 solutions or 2 x intercepts b2 – 4ac > 0 b2 – 4ac = 0

l solution or l x intercept

b2 – 4ac < 0

0 solutions or 0 x intercept

b2 – 4ac is called the discriminant.

TRIGONOMETRY

Axis of Symmetry x = –b 2a

Hypotenuse

Opposite

PYTHAGORAS THEOREM

Adjacent

c a

SOHCAHTOA =

tan =

Opposite Hypotenuse Opposite Adjacent

cos =

=

Adjacent Hypotenuse

sin

b c = a + b2 2

2

c = a2 + b2

cos

“To find yourself, think for yourself.” Socrates 144

3

The parabola has a turning point or vertex.

* y – intercept, x = 0

sin

2

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( x1 + x2 , 2

Maths Law, Formulae, Symbols ORDER OF OPERATION – follows this rule: B

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Brackets Exponents Division Multiplication Addition Subtraction

» If there are both multiplications and divisions, work from left to right. » If there are both additions and subtractions, work from left to right.

SYMBOLS EQUALITY AND INEQUALITY SIGNS

..... is equal to

..... is not equal to

..... is less than

..... is greater than

..... is less than or equal to

..... is greater than or equal to

..... is not less than

..... is not greater than

..... is equivalent to

..... is approximately equal to

..... is congruent to

..... is proportional to

..... therefore

..... percentage SET NOTATION

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.....

the set of such that is an element of is not an element of is a subset of is not a subset of the Universal set the null or empty set the intersection of the union of is equivalent to

GEOMETRY

..... pi, approximately 3.142 ..... angle

..... is parallel to

..... is perpendicular to

..... right angle

..... the co-ordinates of a point

..... the interval ST

..... the ray ST

..... the line ST

..... the length of interval ST or

..... the gradient of ST

..... the sum of INDICES

.....

.....

to the power ( )n square root

SETS OF NUMBERS N J J-J+ Q Q’ R R-R+

..... the set of natural numbers ..... the set of integers ..... the sets of negative and positive integers ..... the set of rational numbers ..... the set of irrational numbers ..... the set of real numbers ..... the sets of negative and positive real numbers

INDEX LAWS 1st Law 2nd Law 3rd Law 4th Law 5th Law 6th Law

ax x ay = ax+y ax ÷ ay = ax-y ao = 1 (ax)y = axy (a x b)x = ax x bx a x ax = x b b

ANGLES – – – – – –

Acute Angles, 0˚ to 90˚ Right Angles, 90˚ Obtuse Angles, 90˚ to 180˚ Straight Angles, 180˚ Reflex Angles, 180˚ to 360˚ Revolution, 360˚

PERIMETER is the distance around the outside of a figure.

AREA is in units2 or square units.

Triangle

VOLUME is in units3 or cubic units.

Box A = ½bh units2

h

h w

l

b

V = Lwh units3

Cylinder

Rectangle A = lw units2

w

h

V = r2h units3

l r

Square A = S2 s units2 s

a b

h

V = ⅓ r2h units3

r

Trapezium h

Cone

A = ½ h (a + b) units2

Sphere r

V = 4/3 units3

r3

PARALLEL LINES are shown by arrows on the lines. The line that cuts the parallel lines is called the Transversal.

a b d c e f h g

“Insanity is doing the same thing, over and over again, but expecting different results.” Rita Mae Brown 145