2023 Learning Curve Secondary Brochure

2023 SECONDARY BROCHURE 1

WELLBEING PROGRAM / STUDENT PLANNERS

LEARNING CURVE STUDENT PLANNERS The Learning Curve Planners provide a variety of evidence based lessons and activities, which combine to generate frequent positive emotions to build students’ wellbeing. The Planner activities focus on developing all elements of PERMAH and skills of resilience. All supported by our online wellbeing program www.learningcurve.com.au

PRIORITIES / DUE DATES

POSITIVE EMOTIONS + GRATITUDE

23 Monday

JANUARY 2023

THINGS TO DO / WEEK: Monday

POSITIVE EMOTIONS

WHY: by understanding that 40% of your wellbeing is directly influenced by your intentional thoughts, you will be more likely to think about how you can create positive emotions in yourself.

HOW: the ten most enjoyed positive emotions are joy, gratitude, serenity, interest, hope, pride, humour, inspiration, awe and love. Every day, focus your thoughts on doing things to experience one of them. Your feelings will be uplifting. The more you feel them, the healthier will be your state of wellbeing.

Weekly activities: » PERMAH lesson » Big Five Wellbeing Check In » Mindfulness Time » Character Strengths Week » Respectful Relationships » Resilient Me: I am enough » Student Voice » Mindful Colouring in » Wellbeing Challenges and Tips.

Term Goal Setting and academic and wellbeing activities focus students on becoming their best selves.

Content revised each year.

24 Tuesday

Tuesday

25 Wednesday

Wednesday

26 Thursday

Thursday

27 Friday

Friday

28 Saturday

Communication / Comments:

Acknowledgement: Fredrickson & Losada

DO: what is something you can intentionally do to create one of these emotions in yourself and other students? ................................................................................... ................................................................................... ................................................................................... ................................................................................... ................................................................................... ...................................................................................

What character strength can help you with Positive Emotions? See page 6. ....................................................................................

“There is no chance, only choice.” MW

MINDFUL COLOURING IN

Size: 248mm high x 170mm wide.

Layout subject to change.

29 Sunday Teacher:

WHAT MADE ME HAPPY? ...................................................................................... ......................................................................................

YOUR VOICE

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Discuss how the Wellbeing Fitness Challenge – Thinking of Others – can build your wellbeing.

PRIORITIES / DUE DATES

ACCOMPLISHMENT + OPTIMISM

20 Monday

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink water?

Sleep deeply?

FEBRUARY 2023

THINGS TO DO / WEEK: Monday

PRIORITISING 21 Tuesday

Tuesday

22 Wednesday

Wednesday

23 Thursday

Thursday

24 Friday

Friday

25 Saturday

Communication / Comments:

Acknowledgement: Hassed

DO: What are three tasks that you need to prioritise more to get them done on time? ............................................................................................ ............................................................................................ ............................................................................................ ............................................................................................ ............................................................................................ ............................................................................................

What character strength can help you with Prioritising?

See page 8. ............................................................................................

“There is no chance, only choice.” MW

ATTITUDES OF LIFE Attitude of Relationships: valuing and loving those close to you, and reaching out for social connectedness with other people.

Enjoying a thriving state of mind when in the company of friends and family having fun and laughing. When are times you felt that you had this attitude?

Size: 254mm high x 196mm wide.

Layout subject to change.

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THE LEARNING CURVE SENIOR YEARS PLANNER Weekly activities: » PERMAH lesson » Big Five Wellbeing Check In » Respectful Me: I share » Mindfulness Time » Attitudes of Life » Character Strengths Week » Resourceful Me: I adapt » Mindful Colouring in.

Term Goal Setting, study and wellbeing techniques, focus students on challenging their best selves.

Content revised each year.

WHY: by writing down the tasks that you need to do in order of importance in this planner, and then doing them, you will feel in control and avoid anxious thoughts. This is called prioritising.

HOW: use the Musts and Options (page 128) or Thinking Tool on the website to list what you do and when you do them. You have no choice with Musts, such as family responsibilities and school. You have choice with Options, such as social media and socialising.

THE LEARNING CURVE MIDDLE YEARS PLANNER

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26 Sunday Teacher:

WHAT I AM GRATEFUL FOR ................................................................................................. ................................................................................................. .................................................................................................

YOUR VOICE

Discuss how the Strengths Booster, Self-Acceptance Strengths, can develop your strengths (page 126).

Parent / Guardian:

BIG 5

CHECK IN

Feel Positive?

Exercise Daily?

Eat Healthy?

Drink water?

Sleep deeply?

ONLINE WELLBEING PROGRAM www.learningcurve.com.au NER ALL PLAN S E S A H C R PU ACCESS RECEIVE NLINE TO THE O M* R G PRO A

48-week online wellbeing program which works in conjunction with the student planners or available as a standalone program. Weekly interactive lessons and activities include: » PERMAH » Teacher Lesson Guide » Character Strength » Mindfulness Time » Thinking Tool » Respectful Relationships » Habits of Mind » Parent Newsletter article. *Minimum order quantities apply.

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

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WEEKLY WELLBEING BUILDER: FLOW: FULLY ENGAGED / TOTAL ENGAGEMENT

MIDDLE PLANNER

SENIOR PLANNER

WEEK:

PRIORITIES / MEETINGS

DAY:

Staff Wellbeing Keystone Habits – doing comes before becoming Optimism: What are you looking forward to most this week?

Wellbeing Reality: Whether you believe you have choices or not believe you have choices, you are right. Choice creates things. Are you often falling back into a default position of continuing unhealthy rituals, or are you proactively seeking more fulfilling life pathways which lead to personal growth?

Booster: Tell You More: When listening to others, ask them to tell you more about what they are talking about at least three times.

Gratitude: What went well that you are grateful for this week?

PAGE 50

FLOW: FULLY thingsENGAGED to do

WEEK

CLASS

Flow enables you to learn and connect different ideas faster, increase your memory, multiply your creativity and extend your previous bests.

ow enables you to learn nd connect different ideas ster, increase your memory, multiply your creativity and extend our previous bests.

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What are challenges you have which you could turn into flow experiences through lifting your efforts?

What are outdoor activities you you feel flow?

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doing where

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doing where

Last Word – Flow is reserved for those who choose to leave their comfort zones. Do you?

Last Word – choose to engage fully to live fully to enjoy flow.

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DAY TO A PAGE

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INDFULNESS

avourite Relatives. Think of your favourite relatives nd write down what you think their top five character rengths would be, five positive personal descriptors o describe them and the positive emotions they make ou feel.

MINDFULNESS

MINDFULNESS

Favourite Relatives. Think of your favourite relatives and write down what you think their top five character strengths would be, five positive personal descriptors to describe them and the positive emotions they make you feel.

Favourite Relatives. Think of your favourite relatives and write down what you think their top five character strengths would be, five positive personal descriptors to describe them and the positive emotions they make you feel.

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With a classmate discuss – what are three goals you have set for yourself to strive for as a senior student this year? What are two short term targets you have for each of your goals? Why do you think people often call their goals their anchors when things become challenging?

Communication / Comments:

WHAT WENT WELL THIS WEEK?

WHAT WENT WELL THIS WEEK?

WHAT WENT WELL THIS WEEK?

Teacher:

CHARACTER STRENGTH:

Parent / Guardian: Use HUMILITY to do GRATITUDE LETTER on page 132.

TERM: WEEK: “Are smiles a source of joy, or is joy a source ofwww.viacharacter.org smiles.” MW

WELLBEING TIP CHARACTER STRENGTH:

Use HUMILITY to do Always Sunsmart; wear a broad brimmed hat GRATITUDE LETTER on pagebe 132. and protective clothing. www.viacharacter.org 2020 LC Planner Middle copy.indd 50

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2020 LC Planner Senior copy.indd 23

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RESPECTFUL RELATIONSHIPS

RESPECTFUL RELATIONSHIPS With a classmate discuss – what are three ways people could use mobile phones to affect respectful relationships in a positive way? What are three ways which would affect respectful relationships negatively?

ESPECTFUL RELATIONSHIPS

With a classmate discuss – what are three ways eople could use mobile phones to affect respectful lationships in a positive way? What are three ways hich would affect respectful relationships negatively?

2020 LC Teacher Planner DTP © Print & Marketing Services (Vic) Pty Ltd

ast Word – choose to engage fully to live fully to enjoy ow.

» Weekly PERMAH Focus » Daily Teaching and Learning Strategies » Class Planning » Staff Wellbeing » Goal Setting Plans » Health and Wellbeing Tips » Higher Level Thinking Tools » Preparation Approaches » Exam Preparation Checklist » Monthly Reflection » Personal Growth. » Layout available in 4, 5, 6, 7, 8 or 9 classes. » 82 pages of Attendance Records and Notes in rear. » Forward Planning and Daily Checklists.

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Discuss with a classmate – when are times you felt that you experienced flow and were they enjoyable at the time?

Discuss with a classmate – when are times you have experienced flow and were they enjoyable?

iscuss with a classmate – when are times you ave experienced flow and were they enjoyable?

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Acknowledgement: Kotler & Csikszentmihalyi

Acknowledgement: Kotler & Csikszentmihalyi

cknowledgement: Kotler & sikszentmihalyi

JANUARY/FEBRUARY 2020

TOTAL ENGAGEMENT

Wellbeing Reality: through mindfully and fully engaging with a challenge, which really stretches your abilities, you may experience a state called flow. Flow often causes you to lose your sense of time, be totally immersed in the challenge, feel that you are at your best and experience feelings of fulfillment.

Elite performers in any field are usually in a state of flow. The powerful brain chemical, dopamine, is released into your bloodstream, enabling you to feel a natural high. For most people it is an enjoyable state to be in.

Wellbeing Reality: by mindfully engaging yourself in activities, you give yourself opportunities to experience flow, where you are totally connected to what you are doing and lose track of time. You need clear written goals, immediate feedback on your efforts and a challenge which matches or slightly stretches your skills.

Wellbeing Reality: by mindfully engaging yourself in ctivities, you give yourself opportunities to experience ow, where you are totally connected to what you are oing and lose track of time. You need clear written oals, immediate feedback on our efforts and a challenge hich matches or slightly retches your skills.

Designed to support and be used in conjunction with the Learning Curve Wellbeing Program.

Lessons and activities include:

Organise a break for exercise at the same time each day.

ENGAGEMENT + MINDFULNESS

ENGAGEMENT + MINDFULNESS

LOW: FULLY ENGAGED

14/10/19 2:45 pm

DAY:

Staff Wellbeing Keystone Habits – doing comes before becoming HOW DO YOUWhat FEELare THIS Optimism: youWEEK? looking forward to most this week?

Wellbeing Reality: The reality is that most things you worry about never happen. A preoccupation with these shadows has an adverse effect on your wellbeing. For one 2020 LC Planner Senior copy.indd 50 14/10/19 2:45 pm of your worries, think of the best case outcome and then 23 the worst case. The actual outcome will nearly always be in between them. Worth trying?

Booster: Grateful Pics - take a daily photo on your mobile of something you are grateful for to create an album of gratitudes for this week.10:02 am 15/10/19 Gratitude: What went well that you are grateful for this week?

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AUGUST 2023 PRIORITIES / MEETINGS

DONE

AUGUST 2023

PRIORITIES / MEETINGS

THIS WEEK

DONE

HOW DID YOU FEEL THIS WEEK? “Whether you believe you can do a thing or believe you can’t, you are right.” Henry Ford

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WHAT WENT WELL THIS WEEK?

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Visit your older relatives and cherish their wisdom.

Be there for others.

PREPARATION AND FOLLOW-UP:

PREPARATION AND FOLLOW-UP:

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Notes

Size: 297mm high x 210mm wide.

12 Saturday

WEEK TO A VIEW

Add us to your booklist

“Think sideways!” Edward de Bono

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© Print & Marketing Services (Vic) Pty Ltd

13 Sunday

“I don’t need a friend who changes when I change and who nods when I nod; my shadow does that much better.” Plidarch

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TEACHER LESSON GUIDES – LEARNING CURVE PLANNERS

1 TUESDAY

Acknowledgement: Hassed & Rath

DO: when is a time you did all of the Big Five well and how did you feel?

3 THURSDAY

Wellbeing @ School Many people are now choosing electronic leisure activities indoors, rather than going outside to exercise with nature in sunlight and fresh air.

Acknowledgement: ACARA 7-8 HPE

What is a new skill I learnt?

5 SATURDAY 6 SUNDAY

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

When is a time you did all of the Big Five well and how did you feel? Who could you seek help from should you be having problems with any of the Big Five? Which resilience skill could help you? Read and discuss Wellbeing@School with your class and ask them to journal in their planners what they think the effects to people’s mental and physical wellbeing could be by not getting outside to exercise in sunlight and fresh air.

Success Criteria: students will be able to: Explain – why regularly exercising outdoors will benefit their mental and physical wellbeing. Do – aim to exercise outdoors for an hour every day.

HOW: choose to create trusting and grateful relationships with each of your teachers to generate powerful positive emotions for learning.

Use the 3F’s process of Focus, Feedback, Fix It with your teachers to be in a continuous cycle of good, better, best. Avoid the childish trap of blaming them for your own lack of effort and purpose, by thinking they don’t like you.

Acknowledgement: Hassed & Rath

WHY: for students to learn to be aware of when others are genuinely interested in what they are saying and also vice versa.

DO: when is a time you applied yourself diligently with a teacher to master what you were learning?

23 WEDNESDAY

24 THURSDAY

Curiosity Week

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

What did I achieve?

3 TUESDAY

Acknowledgement: Wentzell & Caldwell

Which resilience skill could help you?

25 FRIDAY

Teacher Lesson Guides

27 SUNDAY

What is something that you could do to enhance your relationship with each of your teachers?

5 THURSDAY

Which resilience skill could help you to do this well? (pages 6-7)

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

Strengths Week: Teamwork When is a time you have practised ACR and tell me more? Who are people who use ACR to make you feel that you matter? Which resilience skill could help you? Read and discuss Curiosity Week and download the curiosity sheet from the website for your class to jot down things that they are curious to learn about during this week. Success Criteria: students will be able to: Explain – what body language they would use to show they were interested in what someone was telling them. Do – role play what they would act like and look like What good choices did I make? when listening actively.

Helen Keller once shared, “alone we can do so little; together we can do so much.” What three teams have you been part of that achieved special things because you worked cooperatively together?

6 FRIDAY

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7 SATURDAY

The Learning Curve Senior Planner

26 SATURDAY

4 WEDNESDAY

HOW: Read Active Constructive Responding (ACR) with your class. Explain that interrupting others indicates that they are more interested in listening to their own thoughts and how they will reply than in the story they are listening to. Asking the person speaking to Tell Me More is a positive way to show your interest.

8 SUNDAY

Tip Acknowledgement: Gable, Gonzaga &Study Strachman

PRIORITIES/DUE

HEALTH + STRENGTHS

23 MONDAY

MISSING OUT ON NOTHING

Fabulous First Five Minutes – ask students to journal about something they find awesome about their school.

WHY: is for students to think of proactive things that they can do and say to develop the quality of their relationships with each of their teachers and to show gratitude for their efforts.

HOW: Read Learning Mastery with your class. Explain that the number one influence on them achieving their goals, and thus success in their studies, is the quality of their relationships with their teachers. Share that the more that they can use interested, respectful and cooperative body language when in class, the more that their and their teachers’ mirror neurons will work together to create caring and valued relationships. Add that feelings of connectedness will in turn release serotonin and oxytocin to make their classes really enjoyable places to be. Share that they are the ones who will reap the rich benefits from taking the initiative to show gratitude for their teachers’ efforts.

DO: Read and discuss the following questions and ask your students to journal their thoughts about them in their planners. When is a time you applied yourself diligently with a teacher to master what you were learning? What is something that you could do to enhance your relationship with each of your teachers? What are the possible consequences for those who choose to take responsibility for their schooling by nurturing relationships with their teachers and then those who continually blame their teachers for their own shortcomings? What resilience skill could help you with Learning Mastery (see pages 6&7)? Read and discuss Teamwork Week and download the teamwork sheet from the website for your class to jot down things that they can do to show teamwork during this week. Success Criteria: students will be able to: Explain – how enhancing their relationships with each of their teachers will improve their learning outcomes. Do – openly show gratitude to their teachers in and out of class.

WHY: by understanding that FOMO is an addiction which can result in low moods and anxiety, you will be more likely to avoid being mesmerised by social media.

HOW: reflect on each of your goals and write down how social media is going to contribute to you achieving them. Then, write down any important or valuable information you have learned from social media over the last week. It is highly likely that you didn’t write anything down. By turning off social media you are missing out on nothing meaningful.

DO: when is a time you have forgotten your phone and had a great time?

25 WEDNESDAY

How is social media actually social?

Which resilience skill could help you to do this well? (pages 6-7)

26 THURSDAY

Respectful Me: I share What is an assertive statement you could make to get your message across for: 1. Your friends want you to get in a car to go a party with a driver you don’t trust?

2. Your parents are always telling you to study?

27 FRIDAY

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Acknowledgement: Melbourne Graduate School of Education, University of Melbourne

What was I grateful for?

28 SATURDAY 29 SUNDAY

Study Tip

Acknowledgement: Wentzell & Caldwell

Use the 3F’s for mastery: Focus your attention, Feedback, Fix mistakes.

24 TUESDAY

Acknowledgement: Greenfield & Hassed

Study in 60 minute blocks: 50 minutes fu and 10 minutes recharge time 46

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Wellbeing Tip

Smile more; it boosts self-confidence and builds relationships with others.

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

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Pages 22 & 23 – SELF-BELIEF

PRIORITIES/DUE DATES 7 MONDAY

DO: when is a time that you showed that you believed in yourself?

HOW: Read Self-Belief with your class. Explain that for most people, bad is stronger than good, and that they can contest this negative mind chatter by looking for good things in themselves. Share that every single person on the planet is good at something, and being prepared to try a variety of different activities will enable them to identify their own talents.

9 WEDNESDAY What is something special about you that others don’t know?

10 THURSDAY

Resilient Me: I am enough DESCRIBE, DRAW, DISCUSS OR ROLE PLAY...

Acknowledgement: Reivich & Shatte

What was I grateful for?

11 FRIDAY

12 SATURDAY 13 SUNDAY

© Print & Marketing Services (Vic) Pty Ltd - Middle

Accepted Myself: when are times I valued all of me as a person who matters, both the parts I like, and those that I want to work on to develop?

Pages 28 & 29 – GRATEFUL FOR EFFORT

PRIORITIES/DUE DATES 28 MONDAY

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

When is a time that you showed that you believed in yourself? What is something special about you that others don’t know? Which resilience skill could help you? Read and discuss Resilient Me: I am enough with your class and ask them to journal in their planners when is a time that they valued themselves and things about themselves that they want to develop further. Success Criteria: students will be able to: Explain – what negative self-talk is and how they can contest it. Do – describe their best selves to show their self-belief.

Acknowledgement: Bandura & Rotter

HOW: all learning is a process of applying yourself to deliberately practise new skills and using more intelligent approaches, such as Habits of Mind and Thinking Tools.

Goals are your anchors to keep your mind on the job and to Acknowledgement: Costa & Kellick work hard.

WHY: by accepting that your mind is in charge of what you choose to do, you will listen to what it says is the sensible and respectful thing to do.

HOW: before you are about to do something, practise asking yourself, “will what I’m about to do be fair, safe and legal for all involved and create positive outcomes?” At times, this will mean using your strengths to find the courage to say no to your friends when commencing risk taking activities which could result in serious mental and physical outcomes.

WHY: for students to learn how to use their strengths to ignore “little now” instant pleasures to focus on “big later” effort achievements.

29 TUESDAY

31 THURSDAY Which resilience skill could help you?

Respectful Relationships 1 FRIDAY

What do you do?

Acknowledgement: RRRR, Graduate School of Education, University of Melbourne

How was I curious?

Student Voice

2 SATURDAY 3 SUNDAY

DO: when is a time you listened to what your mind said was right for you to do?

HOW: Read Grateful for Effort with your class. Explain that the most powerful human feelings of fulfilment come from sustaining a long term effort to achieve something they are passionate about. Share that the instant “puffs of dopamine pleasure” that come from social media dings of their phone are not achievements and are distracting them from becoming their best selves.

30 WEDNESDAY What is a goal that you really want to achieve, and what effort will be needed?

What are some differences?

10 TUESDAY

Acknowledgement: Kabat Zinn & Sinek

2023

DO: when is a time you put in a lot of effort to achieve something special and how did you feel?

What is something you can do when others’ expectations in having a respectful relationship is different to yours?

Pages 42 & 43 – SENSIBLE and RESPECTFUL

PRIORITIES/DUE DATES 9 MONDAY

MEANING + PURPOSE

SENSIBLE AND RESPECTFUL

Fabulous First Five Minutes – ask students to think about and write down thoughts that are holding them back from achieving what they want to do.

WHY: by understanding that there is often an over emphasis on achievement and an under emphasis on effort, you will be in a position to focus on what really matters, paying attention, seeking feedback and fixing mistakes.

WHY: for students to use their strengths to adopt positive mindsets that while they might not be perfect, they are all individuals who are well worth believing in and valuing.

8 TUESDAY

Acknowledgement: Bandura & Rotter

Which resilience skill could help you?

MEANING + PURPOSE GRATEFUL FOR EFFORT

Fabulous First Five Minutes – ask students to think about and write down what they notice when they stretch their efforts to try harder learning tasks.

WHY: by believing in yourself as a person who matters, you will feel that you can control most situations in your life without help from others and influence your own future.

11 WEDNESDAY

What social activities do you need to listen to your mind to act sensibly and respectfully?

12 THURSDAY

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

When is a time you put in a big effort to achieve something special and how did you feel? What is a goal that Mindful Colouring you really want to achieve, and what effort will be needed? Which resilience skill could help you? Read and discuss Respectful Relationships with your class and ask them to journal in their planners what they find are differences in expectations that people have for respectful relationships and what they can do about this.

Success Criteria: students will be able to: Explain – the difference in satisfaction and emotions they feel from short and long term achievements. Do – practise ignoring every second notification they receive on their What made me happy? phones.

Which resilience skill could help you to do this well? (pages 6-7)

13 FRIDAY

© Print & Marketing Services (Vic) Pty Ltd - Senior

POSITIVE EMOTIONS + GRATITUDE SELF-BELIEF

HOW: you can build your internal control by focusing on using your strengths in everything you do and practising being grateful everyday. You are one of a kind, so value yourself for who you are. Have confidence in your physical, social, emotional and mental abilities to live a fulfilling life.

14 SATURDAY 15 SUNDAY

POSITIVE EMOTIONS + GRATITUDE

Fabulous First Five Minutes – ask students to journal about a time when they showed caution and prudence.

WHY: is for students to self-assess on how sensibly, ethically and respectfully they are living their lives, and any adjustments that they can make.

HOW: Read Sensible and Respectful with your class. Explain that when they are not tuned into the present and running on autopilot, these are times that when they run the risk of doing or saying something that they may regret later. Share that a way to switch off autopilot and get back in the moment, is to be self-determined to ask themselves often, “will what I’m about to do be fair, safe and legal for all involved and create positive outcomes?” Add that this is a form of positive self-talk will assist them to listen to what their minds tell them is the right thing for them to do. Share that this may also mean finding the courage to stand alone and say no to their friends.

DO: Read and discuss the following questions and ask your students to journal their thoughts about them in their planners. When is a time you listened to what your mind said was right for you to do? What social activities do you need to listen to your mind to act sensibly and respectfully? What are the possible consequences for those who choose to live their lives doing the right thing and doing the thing right and then those who choose not to? What resilience skill could help you with Sensible and Respectful (see pages 6&7)? Look at the Mindful Colouring In and share with your class that because the activity has repetition, pattern and self-control that it will calm and relax them. Ask them to do it for five minutes whenever they feel a little tense or hyped up. Success Criteria: students will be able to: Explain – what are the right things for them to do to be sensible and respectful. Do – start asking themselves those questions before they do risky things.

Study Tip

Acknowledgement: Fredrickson & Sapolsky

WHY: by understanding that self-talk is both a powerful coping strategy and an effective generator of positive emotions, you will be more likely to deliberately practise using it. (see page 133)

31 TUESDAY

Acknowledgement: Ryan & Deci

DO: what is a time you used self-talk to help you to overcome a challenge?

1 WEDNESDAY How could you use self-talk to increase your ratio of positive to negative thoughts?

Which resilience skill could help you to do this well? (pages 6-7)

2 THURSDAY

Attitudes of Life Attitude of Relationships: valuing and loving those close to you, and reaching out for social connectedness with other people. Enjoying a thriving state of mind when in the company of friends and family having fun and laughing. When are times you felt that you had this attitude?

3 FRIDAY

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Acknowledgement: Guy Claxton

Who was I kind to?

4 SATURDAY 5 SUNDAY

Study Tip

Acknowledgement: Kabat Zinn& Sinek

Create colourful idea maps to visually link concepts to stimulate your memory.

PRIORITIES/DUE 30 MONDAY

MASTERING SELF-TALK

HOW: make up I can and I will statements to contest things you struggle with and to spur yourself to stronger efforts. For example, I can plan this essay and I will submit it on time. Or, I can use my strengths and I will enjoy overcoming the challenge. Listen to your self-talk to be in charge of you.

Set yourself a task to achieve in each stu set a recharge fun activity too

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Character Strength

Use SELF-REGULATION to do Strengths Booster - DIAL UP STRENGTHS on page 127.

Share what gives you a sense of purpose to try hard.

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Pages 24 & 25 – MINDFULLY RESILIENT

PRIORITIES/DUE DATES 14 MONDAY

MINDFULLY RESILIENT

Fabulous First Five Minutes – ask students to think about and write down a group in which they feel a sense of belonging and acceptance.

WHY: by developing the skills of resilience in yourself, you will be able to respond well to challenges and setbacks that you have in your life. A lesson about these skills is on pgs 6-7.

HOW: to develop skills to become habits that you do easily and capably requires you to deliberately practise them often.

This practice includes: goal setting, doing wellbeing fitness challenges and strength’s boosters for strengths, doing mindfulness and breathing exercises, using Habits of Mind and thinking tools and being kind.

WHY: for students to learn what they can do themselves to practise the resilience skills to develop each of them as natural habits.

15 TUESDAY

Acknowledgement: Rievich & Shatte

HOW: Read Mindfully Resilient with your class. Explain that resilience is being able to respond well to challenges, setbacks and failures, and that when they can use these seven skills well that they will be resilient. Share that they don’t become resilient by just getting older. They need to pause, think and deliberately practise to achieve this.

DO: when is a time that you responded well to a difficult challenge?

16 WEDNESDAY

What peer group pressure situations do you find hard to say no to?

17 THURSDAY Which resilience skill could help you?

Mindfulness Time POSITIVE EMOTIONS. For each day this week choose a positive emotion that you would like to feel and what you will do to feel it? Think about the body language for each.

18 FRIDAY

Monday Tuesday Wednesday Thursday Friday Acknowledgement: Kabat Zinn & Baer

What good choices did I make?

19 SATURDAY 20 SUNDAY

Provided free of charge with Planners and Journals

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

When is a time that you responded well to a difficult challenge? What peer group pressure situations do you find hard to say no to? Which resilience skill could help you? Read and discuss Mindfulness Time with your class and ask them to journal in their planners what positive emotion they want to feel each day, what they will do to feel it, and the body language they will show. Success Criteria: students will be able to: Explain – the skills which they need to develop in themselves to become resilient. Do – share what they can do to develop two of these skills.

PRIORITIES/DUE DATES ACCOMPLISHMENT 4 MONDAY + OPTIMISM 2022 TLG LC SENIOR Cover.indd 1 TIME UNDERSTANDINGS

WHY: by making the effort to learn how to organise yourself to get done what you need to get done, you will actually save yourself time to do more of what you enjoy doing.

HOW: proven ways to organise your time include: Prioritising – organising what you need to do in the right order, your Musts and Options (page 149).

Visualising – writing everything you need and want to do on a weekly timetable (pages 150-151).

Focusing – paying attention to what you need to pay Acknowledgement: Ericsson & Anderson attention.

5 TUESDAY

DO: what is something you will do right now to get organised?

6 WEDNESDAY

Who is someone who is really organised and how do they do it?

Which resilience skill could help you?

7 THURSDAY

Mindful Colouring

8 FRIDAY

Acknowledgement: Rievich & Shatte

9 SATURDAY

What was I proud of?

Character Strength

10 SUNDAY

Pages 30 & 31 – TIME UNDERSTANDINGS

Pages 44 & 45 – CORNELL NOTES PROCESS

PRIORITIES/DUE DATES

ACCOMPLISHMENT + OPTIMISM 18/10/21 3:41 pm

16 MONDAY

CORNELL NOTES PROCESS

Fabulous First Five Minutes – ask students to think about and write down whether they use technology sensibly or whether they are techno slaves.

WHY: by using the more intelligent Cornell Process when taking notes in class, you will use both sides of your brain to learn and comprehend more effectively (see page 141).

HOW: rule up your page the Cornell way. In the Notes section, use abbreviations and your own words for the main points and don’t write sentences. In the Cues and Questions section, relate the learning to what you already know by drawing flowcharts, diagrams and write down any questions you have. After class and at home, answer your questions.

WHY: for students to learn how to prioritise, plan and organise what they need to do by writing them down in their planners.

17 TUESDAY

Acknowledgement: Wade & Pauk

DO: what could be a benefit to your understanding by using this process?

HOW: Read Time Understandings with your class. Explain that developing prioritising habits which enable them to use their time effectively, is very much reliant on using their planners well. Share that their creating visuals of what they need to do and when they need to do them is a powerful keystone habit to develop.

Doing this will in turn create other good organisational habits.

18 WEDNESDAY

What is the Thinking Tool from the website you could use to relate the learning to what you already know?

19 THURSDAY

DO: read and discuss the following questions and ask students to journal their thoughts in their planners.

What is something you will do right now to get organised? Who is someone who is really organised and how Mindfulness Time do they do it? Which resilience skill could help you? Look at the Mindful Colouring In and share with your class that because the activity has repetition, pattern and self-control that it will calm and relax them. Ask them to do it for five minutes whenever they feel a little tense or hyped up. Success Criteria: students will be able to: Explain – how using their planner to write down what they need to do and when, will build effective time habits in them. Do – practise doing this every day.

Which resilience skill could help you to do this well? (pages 6-7)

Choose one of these resources to explore self-calming and mindfulness activities.

20 FRIDAY

© Print & Marketing Services (Vic) Pty Ltd - Senior

ENGAGEMENT + MINDFULNESS

18/10/21 3:40 pm

www.headspace.org.au

www.calm.com

21 SATURDAY

What did I celebrate?

22 SUNDAY

Acknowledgement: Ericsson & Anderson Study Tip Pre-read before class to get an idea of the topic before it is taught.

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WHY: by being passionate about something you want to achieve and having grit to drive yourself to overcome obstacles along the way, you will be in a good position to accomplish your goals.

HOW: harnessing grit and passion together requires you to selfregulate the intensity of your emotions to stay focused. You need a high level of social connectedness to work cooperatively and collaboratively with others. It takes courage to show grit because it means you don’t give in to short term pleasures and use your strengths to overcome challenges.

8 WEDNESDAY Which emotions do you need to self-regulate when you harness passion and grit?

9 THURSDAY Which resilience skill could help you to do this well? (pages 6-7)

Mindfulness Time Choose one of these resources to explore self-calming and mindfulness activities.

10 FRIDAY

www.au.reachout.com www.smilingmind.com.au

11 SATURDAY

How often did I smile?

12 SUNDAY

Study Tip

Take notes in your own words using abb and symbols to build understand

Acknowledgement: Wade & De Bono

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Acknowledgement: Duckworth & Smith

DO: when is a time you have harnessed passion and grit to achieve something special?

Make someone’s day every day through kind words or actions.

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PRIORITIES/DUE 6 MONDAY

ENGAGEMENT + MINDFULNESS GRIT AND PASSION

Fabulous First Five Minutes – ask students to journal about someone who is very successful, but at the same time, quite humble.

WHY: is for students to practise using the Cornel Notes Process to enhance their brain functioning and learning outcomes.

HOW: Read Cornel Notes Process with your class. Explain that many students only use the dominant side of their brains when taking notes from their teachers in class, thus reducing the efficiency of how well they are storing the learnt material in their brains for retrieval later. Share that the structure of how the page is ruled up and the prompting questions gets their whole brain involved in the process. Add that they can use the interactive Thinking Tools from the website to further improve the way information is stored, such as Connect, Extend, Challenge, Five Es of Learning, Know, What, How, Learnt, Learning Jigsaw and Strengths, Weaknesses, Opportunities, Threats.

DO: Read and discuss the following questions and ask your students to journal their thoughts about them in their planners. What could be a benefit to your understanding by using this process? What is another Thinking Tool from the website you could use to relate the learning to what you already know? What are the possible consequences for those who accept that to store information effectively in their brains that they need to use strategies such as Cornel Process and those who keep doing what they have always done? What resilience skill could help you with Cornel Notes Process (see pages 6&7)? Read and discuss Mindfulness Time, ask your students to try some activities from these websites and journal their thoughts about them in their planners. Success Criteria: students will be able to: Explain – how the Cornel Notes Process uses both sides of their brains to develop their memory and enhance their understanding. Do – visit the website to explore a number of Thinking Tools that they will start using.

Wellbeing Tip

Use PERSPECTIVE to do Wellbeing Fitness Challenge - PHOTO 7 on page 128.

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to learning mastery through working diligently with them, you will move confidently towards achieving your goals.

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

Wellbeing Tip

2022 TLG LC MIDDLE Cover.indd 1

WHY: by understanding that your teachers are your expert pathways

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

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.

Pages 40 & 41 – LEARNING MASTERY

PRIORITIES/DUE DATES 2 MONDAY

RELATIONSHIPS + EMPATHY

LEARNING MASTERY

Fabulous First Five Minutes – ask students to think about and write down a person who impresses them with their sense of purpose.

22 TUESDAY

Acknowledgement: Gable, Gonzaga & Strachman

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2023

Pages 26 & 27 – ACTIVE CONSTRUCTIVE RESPONDING (ACR)

PRIORITIES/DUE DATES 21 MONDAY

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The Learning Curve Middle Planner

4 FRIDAY © Print & Marketing Services (Vic) Pty Ltd - Middle

How do you think these choices could affect their physical and mental wellbeing?

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.

HOW: Read Big Five Check In with your class. Explain that there are no shortcuts to maintaining good health and that each of the Big Five are equally important. To keep their fingers on the pulse, suggest they fill in the daily five activities and then at the end of the week do the Big Five Check In by colouring in how well they did for each one.

2 WEDNESDAY Who could you seek help from should you be having problems with any of the Big Five?

Which resilience skill could help you?

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.

WHY: for students to keep themselves aware of what they should monitor to be happy and healthy young people.

© Print & Marketing Services (Vic) Pty Ltd - Middle

Teacher Lesson Guides

RELATIONSHIPS + EMPATHY ACTIVE CONSTRUCTIVE RESPONDING (ACR)

Fabulous First Five Minutes – ask students to think about and write down what body language they need to practise to be welcoming.

© Print & Marketing Services (Vic) Pty Ltd - Senior

Pages 20 & 21 – BIG FIVE CHECK IN

PRIORITIES/DUE DATES 28 MONDAY

© Print & Marketing Services (Vic) Pty Ltd - Middle

HEALTH + STRENGTHS BIG FIVE CHECK IN WHY: by checking in every week on how well you are looking after the Big Five, you will raise your self-awareness of what you are doing to become your best healthy self.

HOW: set self-expectations for each week on how you will think positively, exercise daily, eat healthy, drink water and sleep for 9 to 10 hours. Then, at the end of each week, check in and colour in to rate how well you met your selfexpectations. Do the Big Five well to become your best self.

© Print & Marketing Services (Vic) Pty Ltd - Middle

Planner Middle copy.indd 50

DONE

PREPARATION AND FOLLOW-UP:

NGAGEMENT + MINDFULNESS

What are outdoor activities you ou feel flow?

PAGE 50

TERM:

DAY TO A PAGE AND WEEK TO A VIEW

APRIL 2023

17 monday

Wellbeing Element: Engagement + mindfulness Mindful Learning Intentions: by mindfully engaging themselves in activities, students give themselves opportunities to experience flow, where they are totally connected to what they are doing and lose track of time.

Character Strength: using Humility to explore Gratitude Letter.

Mindfulness: noticing moments to connect with just who they see in the mirror.

Respectful Relationships: discussing and role modelling what creates healthy relationships.

Habit of Mind: practising Thinking Flexibly using Exploring Habits of Mind Thinking Tool (see website).

Thinking Tool – developing critical and creative thinking abilities using Truth Traffic Lights (see website).

Wellbeing Measurement Tool: Free PERMAH survey at https://permahsurvey.com/ Acknowledgement and thanks: Dr Peggy Kern & Michelle McQuaid

TEACHER PLANNERS

LEARNING CURVE TEACHER PLANNERS

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TEACHER LESSON GUIDES (Downloadable or hard copy versions available) The Teacher Lesson Guides have been created to support teachers in exploring the evidence-based lessons and activities with students, to assist them in cultivating a resilient state of wellbeing. All guides follow a structured step-by-step plan, which is: »F abulous First Five Minutes – a positive priming question » PERMAH Learning Intention – WHY » Explain that – HOW »P ERMAH+ Reflection – DO » S uccess Criteria » PERMAH+ Reinforcement.

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

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One size, or design, doesn’t necessarily fit all. We specialise in designing layouts to suit your requirements. If you have something in mind, we’d love to help you achieve the perfect design for your school. Here are some customised planners that we have produced for schools. We also have a selection of activities and informative tasks for you to select from to make your customised planner exactly what you want. Completely custom books from $14.95ea + gst.

Three Good Things

june2020 2023 April

THIS THISWEEK WEEK/ DIESE WOCHE

Mindful Colouring

NOTES/REMINDERS NOTES/REMINDERS NOTIZEN/ERINNERUNGEN

Lesson Lesson Stunde

Displaying and receiving gratitude can help you enjoy deeper and healthier sleep! It turns out the thoughts you have before bedtime are directly linked to the quality of your slumber. Try writing three things you’re grateful for each day before you go to bed. Use the spaces below to start this journey. If you enjoy this process, and find it beneficial, you could continue the practice.

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Monday 6 5 Monday|Montag

Getridridofofnegative negativethoughts thoughts and and write andand gratitude hashas a long WELLBEING WELLBEING lasting Get write aapositive positivejournal. journal.Focusing Focusingononpositive positivethinking thinking gratitude effect on our overall happiness.

Befreieeffect dich on vonour negativen a long lasting overall Gedanken happiness.und schreibe ein positives Tagebuch.

TIP TIP Die Konzentration auf Positives sowie Dankbarkeit wirkt sich nachhaltig auf unser gesamtes Glück aus.

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RESILIENCEBUILDER BUILDER RESILIENCE While you have your top While you have your top character strengths use your character strengths toto use in in your every thought, word and action, you every thought, word and action, you also the process building also areare in in the process of of building your social capabilities.

With two your social capabilities.

With two friends brainstorm least ten friends brainstorm at at least ten ofof these capabilities that you believe these capabilities that you believe you youto need have for healthy need havetofor healthy wellbeing. wellbeing.

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WIDERSTANDSKRAFT ENTWICKELN .............................................................................

Während du deine wichtigsten Charakterstärken bei allen deinen .............................................................................

Gedanken, Worte und Taten verwendest, bist du auch dabei, deine ............................................................................. sozialen Fähigkeiten aufzubauen. Überlege dir, gemeinsam mit zwei .............................................................................

Freunden, mindestens zehn dieser sozialen Fähigkeiten, die du für ein gesundes Wohlbefinden benötigst. .............................................................................

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WHAT WENT WELL THIS WEEK? WHAT WENT WELL THIS WEEK? Think about three good things that Think about three good things that happened, nono matter how small they happened, matter how small they were, that you were grateful forfor this were, that you were grateful this week.

What diddid you dodo to to make them week.

What you make them happen and how can you make them happen and how can you make them happen again? happen again?

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WAS WAR GUT DIESE WOCHE?

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Denke an drei gute Dinge, die passiert sind - egal wie klein - für die du diese Woche dankbar bist. Was hast du ............................................................................. getan, um diese möglich zu machen und was kannst du tun, damit sie 2......................................................................... immer wieder passieren?

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Select Select a face a face which which shows shows how how youyou feltfelt on on thatthat dayday

HOW DID YOU FEEL TODAY? HOW DID YOU FEEL TODAY?

WIE HAST DU DICH HEUTE GEFÜHLT?

Wähle ein Gesicht, das zeigt, wie du dich an diesem Tag gefühlt hast

HOW DID YOU FEEL TODAY? HOW DID YOU FEEL TODAY?

WIE HAST DU DICH HEUTE GEFÜHLT?

HOW DID YOU FEEL TODAY? HOW DID YOU FEEL TODAY? WIE HAST DU DICH HEUTE GEFÜHLT?

HOW DID YOU FEEL TODAY? HOW DID YOU FEEL TODAY?

HOW DID YOU FEEL TODAY? HOW DID YOU FEEL TODAY?

WIE HAST DU DICH HEUTE GEFÜHLT?

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WIE HAST DU DICH HEUTE GEFÜHLT?

GESS Schülerkalender 2019-20 125 125

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CUSTOMISE YOUR WEEKLY PLANNER TOPICS AND CONTENT. Work with us, combine our wellbeing resources with yours and create a completely customised pathway for a whole school approach.

PERMAH Resilience Builders Mindful Colouring In Sustainable Goals

SUSTAINABLE GOAL

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GOOD HEALTH AND WELLBEING

Why should I care about world health issues?

At least half the world’s population are without essential health care.

What can I do about world health issues as a student?.

Help raise awareness in my community about the importance of good health.

What other strategies can I use?

50

Fabulous First 5 Minutes:

when is a time someone gave of themselves to make your life better?

Character Strengths Mazes Strengths Boosters What Went Well This Week?

July 2023

Things to do Monday 17

Week 2

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Tuesday 18

Respectful Relationships

HOW: your kindness shows them that you care, which releases oxytocin into their systems, while adding a sense of meaning and purpose to your life. Their warm responses indicate that they value you, which releases serotonin into your system to grow your wellbeing. But it takes courage to give of yourself to others because they may not accept your kindness. When this happens open your heart anyway; your wellbeing will benefit.

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Wednesday 19

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When is a time you have felt a sense of meaning and purpose in your life from volunteering to help other people?

Thursday 20

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For someone ........................................................... ................................................................................

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For you ....................................................................

How could the resilience skill, Empathy, help you to do this? (see page 11)

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colours, paint or pastels draw a special2person you love, your pet 1 or a place you would love to be.

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4 WELLBEI NG TIP Try Pilates; great for core strength and very calmi ng.

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Deliberate Practice:

Select a face which shows how you felt this week.

Parent / Guardian:

/hrs

WEDNESDAY

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RESILIENCE MINDFULNESS ACTIVITY

Self-talk

Press Positives

Wellbeing Bank: to add to my Strengths and Emotions through regularly using positive self-talk.

Go through a newspaper or magazine to find three good news stories and describe why they make you feel good and the positive emotions you experience.

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Self-talk falls into three main areas, positive, negative and process. When you start to use negative self-talk, contest it THINGS WEEK immediatelyTO withDO positive self-talk to look for positives and possibles.

With a friend describe five situations when you have MONDAY 30 fallen into the trap of negative self-talk and how you contested it.

WELLBEING BUILDER

Self-talk is talking to yourself inside your head and it can be positive, negative or about processes to follow. Positive selftalk is an effective pathway to cope and is often called green light thinking, because it encourages you to lift your efforts to believe in the power of yet; which is a true growth orientated mindset.

/hrs

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Senior Self-Talk Positive

what things do you need to intentionally and consciously practise to challenge yourself every day?

/m ins

Class Teacher:

Grit is your long-term passion, persistence and self-regulation to achieve something you set out to do and has a greater influence than intelligence and natural talent. Describe times you have shown grit to achieve goals.

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Positive self-talk uses I can and I will statements, e.g. “I can and I will practise difficult things often to grow my abilities.”

/mins

/hrs

Make it more powerful by adding your name, e.g. “I Harry can ... and “I Harry will ... .”

/hrs

Negative self-talk uses I can’t and I won’t statements and is often called red light thinking, which focuses you on looking for what’s wrong and that there is nothing you can do to change things; e.g. “this is too difficult, I’m not smart enough.” Always contest it with positive self-talk.

FRIDAY /mins

SAT / SUN /mins

Big Four Check In: For each of your Big Four, colour in how you did this week.

Gratitude:

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Feel in yourself? Exercise daily?

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Eat healthy?

2 THURSDAY

EWS! GOODDNNEWS! GOO NEWS! GOOD

Process self-talk guides you through a journey; e.g. “after I do this, I’ll do the next step ...”

/hrs

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SELF-IMAGE Positive Messages – creating a list of 10 selfaffirming messages on how I want to be and spend 30 seconds thinking about each one every morning.

My mantras ... develop some of your own mantras in the spaces below.

4 SATURDAY

ACTIONS

Sleep deeply?

WELLBEING FITNESS CHALLENGE 3 FRIDAY

5 SUNDAY

What are two things I will start doing to use positive self-talk to become my best possible self?

what went well that you were grateful for?

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Communication / Comments:

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Parent / Guardian:

William Ross State High School 93 99

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Christchurch GHS NZ Senior Body (A5) 2020.indd 74 Whitby Collegiate_Student Handbook 2020.indd 92

18/2/20 11:54 am 3/12/19 9:46 am

Whitby Collegiate_Student Handbook 2020.indd 93

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

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Respectful Me: I share

What is a simple kind thing that you could every day to add meaning to your life?

THREE THINGS I AM GRATEFUL FOR THIS WEEK

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Listening is often the best form of support when you or others are struggling. Listening and para-phrasing what is said without adding in any thoughts is the key. When is a time you have done this or someone has done this for you?

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“Forgiveness is a virtue of the strong.”

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Acknowledgement: Melbourne Graduate School of Education, University of Melbourne

Circle the aspects of the Kellett Learner Profile you achieved this week.

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DO: what is something you can do to give of yourselves to other students and your teachers?

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Acknowledgement: Frankl & Nakanishi

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Look at the Goals, Targets, Strategies matrix on page 121 or download it from the website. For each of your goals complete the activity. What are three things you need to start doing immediately?

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NOTES FOR THE WEEK

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/mins

GIVING AND MEANING

THE KELLETT LEARNER PROFILE

Done

Due Date

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Meaning + purpose

AUGUST 2023

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what is a challenge that you are determined to overcome this week?

WHY?: by experiencing the special feelings you get when you give of yourself to make other people’s lives better, you will want to do so more often.

Mindfulness Activities Thinking Tools Wellbeing Fitness Challenges Respectful Relationships

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MONDAY

Challenging You:

Habits of Mind Wellbeing Tips Strengths & Virtues Puzzles

14 Monday

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CUSTOM PLANNERS / JOURNALS

BUILD YOUR OWN PLANNER OR JOURNAL

3/12/19 9:46 am

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9 6

SEPTEMBER 2023

WEEK

Due dates, Daily notes, School functions, etc.

ü

STUDENT DIARY

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14 Thursday

16 Saturday

Santa Sophia CC Cover 2020_v3.indd 1

© Print & Marketing Services (Vic) Pty. Ltd. - IBJ Planner

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Name:

» Homework and assignments » Communication/comments » Parent/guardian and Teacher signature » 2023 forward planner » Uniform pass » Out of class permission form » Assessment tasks » Books I have read » Homework timetables » My help contacts.

SEPTEMBER 2023

12 Tuesday

17 Sunday

21/11/19 10:58 am

IBJ PLANNER

Done

Homework & Assignments

11 Monday

DAY TO A PAGE Communication/Comments:

Size: 248mm high x 170mm wide.

Newsletter received:

Teacher’s Signature:

Parent’s/Guardian Signature:

January 2023

JIJ PLANNER

January 2023

PRIORITIES / DUE DATES / THINGS TO DO

WEEK 2

STOCK STUDENT PLANNERS AND JOURNALS

STOCK STUDENT PLANNERS AND JOURNALS

PRIORITIES / DUE DATES / THINGS TO DO

Monday 23

Thursday 26

Tuesday 24

Friday 27

Wednesday 25

Weekend 28/29

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WEEK 2

STUDENT PLANNER

Through education, we inspire and empower our students as they

Walk with Christ

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on their journey of personal excellence.

Student Name:

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25/10/19 1:34 pm

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This week...

February 2023

RESILIENT MINDSET / WHAT WENT WELL

SUBJECTS / HOMEWORK / THINGS TO DO

MONDAY

2023

Done

MONDAY 6

Written from evidence based research to develop the seven skills of resilience to respond well to challenges.

What is something you do to keep yourself thinking positively?

RESILIENT MINDSET PLANNER

TUESDAY

RESILIENT MINDSET PLANNER

TUESDAY 7

Why do some people put up pretend images on social media?

WEDNESDAY

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WEDNESDAY 8

What body language shows that you are feeling calm and relaxed?

THURSDAY

THURSDAY 9

What went well this week that you were grateful for?

FRIDAY 10

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Parent/Caregiver

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Teacher

FRIDAY’S BIG FIVE CHECK IN: This week how well did you ... (from 1 to 5)

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GRE AT

EXERCISE DAILY? IVE ACT OT

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2 3 4 5

ACT IVE

EAT HEALTHY? THY EAL NH

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HEA LTH Y

2 3 4 5

DRINK WATER?

H OUG EN OT

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ENO UG H

2 3 4 5

SLEEP DEEPLY?

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2 3 4 5

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FEEL POSITIVE? AT GRE OT

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SUNDAY

Signatures:

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6/8/20 10:25 am

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POSITIVE EMOTION@SCHOOL

THIS WEEK

Being Self-Determined

Monday | What is a proud achievement? ................................................................................................................................................................................................................................................................................................................................................

WHY: by understanding that being self-determined enables you to feel that you have control over the choices you have in your life at school, you will be likely to choose to be self-determined.

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HOW: to be self-determined at school, three key psychological needs must be met. Competence: the need to feel that you can learn and master different skills in your roles at school. Connection: the need to feel that you belong and matter to others in your school. Autonomy: the need to feel in control of your choices at school and achieving your goals for school. When you experience these three things you are motivated from within (intrinsically) to enjoy and focus on becoming your best self at school.

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Acknowledgement: Ryan & Deci

Tuesday | Who are people you really care for and treasure? ................................................................................................................................................................................................................................................................................................................................................

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Who are people at school you feel a connection with and who else do you want to develop a connection with?

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Wednesday | What are you looking forward to most today? ................................................................................................................................................................................................................................................................................................................................................

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What do you feel in control of in your at school life (autonomy), and what do you want to have more choice in to achieve your goals for school?

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What resilience skills could help you to do this well at school? (see pages 8-9)

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Thursday | What do you feel like after exercising outdoors in the fresh air? ................................................................................................................................................................................................................................................................................................................................................

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“I am not what happened to me, I am what I choose to become.” Carl Gustav Jung

What do I want to achieve this week?

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What are you looking forward to most this week?

What is a way I could use the character strength HONESTY at school?

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ATTITUDES OF SCHOOL Attitude of Trust: showing that you have faith in other people at school to do what they say they will do, and thanking them when they do so. Trust is the glue which enables feelings in our relationship being connected, protected and respected. When is a time/s at school you felt you had this attitude?

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Acknowledgement: Jane Dutton

WELLBEING@SCHOOL JOURNAL

TEACHER AND STAFF WELLBEING@SCHOOL JOURNAL

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DO: what do you need to do to build your competence to learn and master the skills for the roles you have that you need to master?

Created to enable teachers & school staff to be intrinsically motivated to focus on their own wellbeing by journaling their thoughts about the weekly evidence-based activities.

Size: 248mm high x 170mm wide.

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Friday | What are your two favourite positive emotions to experience? ................................................................................................................................................................................................................................................................................................................................................

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© Print & Marketing Services (Vic) Pty. Ltd. - Resilient Mindset Planner

FRIDAY

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Saturday/Sunday | What is something on your bucket list to do? ................................................................................................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................................................................................................

BIG FIVE CHECK IN Colour in how you did this week.

Feel Positive

WELLBEING@SCHOOL JOURNAL

Exercise Daily

Sleep well

Eat Healthy

Drink water 15

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

5

Wellbeing Journals for each year level have been written from age appropriate evidence based research, to enable students to take an informed and active role in developing their own wellbeing and resilience. All Journals have an accompanying Teacher Lesson Guide which has been created to support teachers in exploring the evidence-based lessons and activities with students. They all follow a structured step-by-step plan.

3278_Sacred Heart GC Wellbeing Journal Cover 2022 Size: 171.00x248.00

Cyan Magenta Yellow Black PANTONE 655 C

RELATIONSHIPS + EMPATHY

THIS WEEK’S GOALS:

SOCIAL CONNECTIONS

Monday

YEAR 7 WELLBEING JOURNAL

WHY: by understanding that when you feel a sense of belonging to and acceptance from others, you will experience feel-good brain chemicals, oxytocin and serotonin, which fill you with gratitude and kindness.

Becoming Me as a Young Person and as a Student.

Tuesday

HOW: by showing that other people matter when you talk with them, they will respond by wanting to connect with you. Their mirror neurons will recognise your friendly intentions. The happiest and healthiest people have strong social connections, which reduce anxious thoughts, improve health and boost personal and academic growth.

Acknowledgement: Diener & Biswas-Diener

DO: what are two things you could do to show other people matter to you?

Wednesday

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Ensuring that students understand what makes up their wellbeing and their resilience to respond well to challenges.

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What is an experience with family, friends and others, that filled you with gratitude and kindness?

Thursday

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Who are two people you feel a sense of belonging with?

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Habit of Mind – how could Listening with Understanding and Empathy, help you with Social Connections?

Friday

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“Happiness is the only thing that multiplies when you share it.” Albert Schweitzer

Gratitude Week

Multiple Intelligence

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

Verbal Intelligence: when learning, you prefer and enjoy writing, explaining, discussing, word games, spelling, reading, story-telling and listening. When is a time that you used this intelligence well?

Sat/Sun

Colour in how well you went.

YEAR 7 WELLBEING JOURNAL

Feel positive

Exercise daily

(Gratitude Week worksheet and Gratitude Wellbeing Award are in Individual Resources of www.learningcurve.com.au)

Gratitude:

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What went well that you were grateful for?

Fabulous First 5 Minutes: Creating a Purpose:

Drink water

Feelings and Emotions

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what is a positive emotion that you love feeling and what makes you feel it?

what little positive things are you looking forward to doing and achieving this week?

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Fabulous First 5 Minutes:

Eat healthy

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© Print & Marketing Services (Vic) Pty Ltd

21/12/21 3:24 pm

Sleep well

Word Search

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Sacred Heart GC Wellbeing Journal Cover 2022.indd 1

Size: 248mm high x 170mm wide.

Layout subject to change.

Big Five Check In:

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ambitious breathless distracted glad eager

ignored merry playful relaxed quiet

sorry valued outraged helpful grateful

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anxious determined funny impulsive nice 19

YEAR 8 WELLBEING JOURNAL

Being Aware:

of the Big Four – are you exercising regularly, sleeping deeply, eating healthy and thinking positively to move towards developing the person who you want to become?

when is a time you have shown yourself to be honest?

MONDAY

Looking Forward:

what things are you keen to achieve and experience this week?

/mins

/hrs

/mins

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/mins

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/mins

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Developing Me as a Young Person and as a Student.

TUESDAY

Adopting growth mindsets to set self-expectations to do good to feel good and feel good to do good.

WEDNESDAY

Wellbeing Learning Intention: by knowing that your thoughts and experiences cause your brain to never stop changing, you will be able to grow your brain’s abilities in areas and skills you wish to develop. This is called neuroplasticity. Through making the choice to deliberately practise and repeat these things often, you will strengthen existing and create new brain pathways to enable you to do them easier and faster. Make your plastic brain work to become your best possible self.

Acknowledgement: Pascual-Leone & Dweck

Wellbeing Reflection: What are three skills or areas of your life which you would like to develop?

THURSDAY

Describe, draw, discuss or role play...

Planning and writing down goals to be optimistic about the shape of my year ahead. What are three other things that I could do to add to my resilient self? Writing Goals: Y or N? Why

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FRIDAY

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Mindful Colouring In:

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Big Four Check In: for each of your Big Four, colour in how you did this week.

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What things will you deliberately practise for each of these to grow your brain’s abilities?

MAZE

Enjoy the challenge of making it through!

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Name

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1/9/21 11:23 am

2 3 4 5

Feel in yourself?

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St Andrews Lutheran College Yr9-10 Front Cover 2022.indd 1

Size: 248mm high x 170mm wide.

Layout subject to change.

SAT / SUN

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When have you noticed that when you didn’t practise something that you couldn’t do it properly?

2 3 4 5

Eat healthy?

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Gratitude:

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YOUR PLASTIC BRAIN

Wellbeing Journal

Resilient Me: I am enough

2 3 4 5

Exercise daily?

1

Engagement + mindfulness

2 3 4 5

Sleep deeply?

what went well that you were grateful for?

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How could using the resilience skill, flexibility of thinking, help you to do this? (see pages 6-7) ................................................................................. .................................................................................

“Picture your brain forming new connections as you meet the challenge and learn.” Carol Dweck

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MEANING + PURPOSE

THIS WEEK’S GOALS:

MIND MESSAGES

Monday

YEAR 9 WELLBEING JOURNAL

WHY: by listening to what your mind tells you is the right thing for you to do, you will do what you need to do to become your best self, which can mean saying no to what your friends want to do.

Extending Me as a Young Adult and as a Student.

Tuesday

HOW: before you do something, practise asking yourself, will this be fair, safe, legal and create positive emotions for all involved? And, for every one of your rights there is a responsibility that accompanies it – follow through to meet it.

Acknowledgement: Kabat Zinn & Sinek

DO: when is a time that you said no to your friends because you listened to your mind?

Wednesday

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What is a story you have heard or read about that really made you think about your life?

Tapping into optimism, hope and self-determination for students to accept that it is their choice to grow themselves.

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Thursday

How do you do good to feel good and feel good to do good? .................................................................................................................................................................................

Resilience Skill – how could self-belief help you with Mind Messages? .................................................................................................................................................................................

Friday

“It’s not what happens to you, but what happens in you.” W Mitchell

Respectful Relationships Different people react to stress in different ways. How do you react and in which parts of your body do you mainly feel it?

Sat/Sun

Growth Mindset: I will Control your feelings: by using your strengths to ensure that you are in control of you, not your feelings, and think before you act. When is a time that you have done this well?

Big Five Check In:

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Colour in how well you went.

Feel positive

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BRENTBRIDGE INTERNATIONAL SCHOOL

Gratitude:

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Exercise daily

Sleep well

Eat healthy

Size: 248mm high x 170mm wide.

Layout subject to change.

Drink water

Mindful Colouring

What went well that you were grateful for?

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Acknowledgement: RRRR, Graduate School of Education, University of Melbourne

Fabulous First 5 Minutes: Creating a Purpose: 44

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Acknowledgement: Dweck & Duckworth

when is a time you have been part of a great team or group?

what little positive things are you looking forward to doing and achieving this week?

© Print & Marketing Services (Vic) Pty Ltd

STUDENT WELLBEING JOURNALS

STUDENT WELLBEING JOURNALS

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Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

6

STUDENT WELLBEING JOURNALS

STUDENT WELLBEING JOURNALS The intention is for the Wellbeing Journals to be truly student driven, with students writing down their thoughts about what they are feeling, thinking and experiencing on a daily basis. Written for their specific year levels, all journals share PERMAH; Resilience; Respectful Relationships; Wellbeing@School and Character Strengths.

Fabulous First 5 Minutes:

Parafield Gardens High School

Thriving You:

when is a time you have shown perseverance to push through a

difficult challenge?

YEAR 10 WELLBEING JOURNAL

what little things do you need to do every day to become a thriving and striving you?

MONDAY

Thriving & Striving:

/mins

/hrs

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Thriving Me as a Young Adult and as a Student.

TUESDAY

what are you really looking forward to learning and doing this week?

WEDNESDAY

Respectful Relationships

Health + strengths MIND - BODY CONNECTION Wellbeing Learning Intention: by understanding and accepting the strong connections between your mind and body, you will be more likely to treat each with respect. The obvious ones around exercise, nutrition and sleep are inescapable, yet people ignore these and keep thinking, it won’t happen to me, but guess what, illness strikes. The very best investment that you can make for your future, is ensuring that your mind-body connections are healthy. When you do this, your immune system and optimistic mindset will enable you to shine brightly.

Artwork by Angel Whichello

Wellbeing Journal

FRIDAY

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SAT / SUN

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Acknowledgement: Rath & Hassed

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Wellbeing Reflection: What mind-body connections are you really conscious of, and how can you improve them?

Acknowledgement: Melbourne Graduate School of Education, University of Melbourne

Mindful Colouring In:

Size: 248mm high x 170mm wide.

Layout subject to change.

Big Four Check In: for each of your Big Four, colour in how you did this week.

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15/12/21 11:32 am

Enjoy the challenge of making your way through it!

2 3 4 5

Feel in yourself?

Eat healthy?

Gratitude:

2 3 4 5

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No one else can take responsibility for your mindbody connections; are you?

Exercise daily?

2 3 4 5

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2 3 4 5

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MAZE

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What is the effect on your health when you are feeling really optimistic about life? What about when you feel pessimistic?

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Parafield Gardens HS WBJ Cover 2022.indd 1

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Creating, maintaining and being grateful for respectful relationships through showing empathy, being kind and using their strengths.

THURSDAY

For a role model who you admire and look up to, what are three strengths they use often and what do they do?

Sleep deeply?

what went well that you were grateful for?

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Which of the 8C’s of Self-Leadership could you use? (see pages 10-11) .................................................................................

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ACCOMPLISHMENT + OPTIMISM

THIS WEEK’S GOALS:

GROWTH MINDSET

Monday

YEAR 11 WELLBEING JOURNAL

WHY: by understanding that you grow your brain’s abilities by practising harder new approaches, you will feel courageous through having a growth mindset.

Inspiring Me as a Young Adult and as a Senior Student.

Tuesday

HOW: like resilience, you are not born with a growth mindset. It is developed through your willingness to choose to put in the effort to deliberately practise what you learn, seek feedback on your mistakes and then fix them by learning more intelligent approaches. Practising more difficult tasks means that you will need to accept getting about 30% wrong.

Acknowledgement: Dweck & Ericsson

Wednesday

DO: when is a time you challenged yourself to deliberately practise more difficult tasks? .................................................................................................................................................................................

Developing a sense of autonomy, competence and connectedness to be self-determined and selfmotivated.

When is a time you failed at something and then learned new ways to achieve it? .................................................................................................................................................................................

Thursday

What is something in which you have a strong growth mindset to stretch yourself to improve? .................................................................................................................................................................................

Character Strength – how could judgement help you with Growth Mindset?

Friday

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“Learning isn’t a way of reaching your potential, it’s a way of building it.” Anders Ericsson

STUDENT JOURNAL

Fabulous First 5 Minutes:

what is something you do to show that other people matter?

Sat/Sun

Creating a Purpose:

what little positive things are you looking forward to doing and achieving this week?

Size: 248mm high x 170mm wide.

Layout subject to change.

Big Five Check In: Colour in how well you went.

Feel positive

Exercise daily

Breathing and Stretching

Gratitude:

Assertive language gets your message across firmly and respectfully. To speak this way, say what concerns you, how you feel and what you want to happen. Try it with the following:

Breathing & Balancing. For a slow count of 5.

Standing up straight, put one foot on your opposite leg and balance. Think about balancing while breathing in. Hold for 5. Balance while breathing out. Hold for 5. Swap legs. Repeat 5 times.

What went well that you were grateful for?

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A friend is texting you non-stop.

How did you feel while doing Breathing & Balancing?

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Acknowledgement: RRRR, Graduate School of Education, University of Melbourne

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How many times did you do Breathing & Balancing this week?

Acknowledgement: Gozen

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Fabulous First 5 Minutes:

what are two little things you do every day which make a positive

difference?

Eat healthy

Positive Personal Descriptors

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© Print & Marketing Services (Vic) Pty Ltd

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Sleep well

Word Search

Respectful Relationships You don’t want to join in a risky activity.

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Deliberate Practice:

YEAR 12 WELLBEING JOURNAL

what things do you need to intentionally and consciously practise to challenge yourself every day?

MONDAY

Challenging You:

what is a challenge that you are determined to overcome this week?

Meaning + purpose PURPOSE AND POTENTIAL WHY?: by creating a sense of purpose in your life, you will be more self-determined to do the hard things you need to do to achieve your goals. A person without purpose is like a boat without a rudder, aimless.

YEAR 12 WELLBEING JOURNAL

/m ins

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Challenging Me to create the type of life that I want for myself.

TUESDAY

Wellbeing @ School To build your selfawareness draw an outline of your body and on it write down the warning signs you feel on different parts when you are becoming stressed, anxious or angry?

HOW: a sense of purpose enables you to believe that the many little things you do every day add up to make a positive difference. Prioritising the wellbeing of others as a key purpose in your life, is one of the most effective ways to become the person you want to become. Set your compass.

Using their strengths to create a self-image of what they stand for and how to act, look, sound and feel like as young global citizens.

WEDNESDAY

THURSDAY

FRIDAY

Size: 248mm high x 170mm wide.

Layout subject to change.

Acknowledgement: Goldstein, Rogers & Maslow

DO: what type of person do you wish to become and what is your purpose for getting out of bed every morning?

Name:

Add us to your booklist

Acknowledgement: Ryan, Deci, Seligman, Peterson, Shatte, Rievich, New Economics Foundation, Frankl, Mishra, Fredrickson, Emmons and Bandura.

SAT / SUN

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Mindful Colouring In Big Four Check In: For each of your Big Four, colour in how you did this week.

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What would happen if you stopped doing the little things for others? .................................................................................

Gratitude:

2 3 4 5

2 3 4 5

Feel in yourself? Exercise daily?

2 3 4 5

Eat healthy?

1

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What are things you could do to develop your sense of autonomy, competence and connectedness?

1

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30/11/21 1:38 pm

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Lavalla CC Front Cover Yr12 2022.indd 1

2 3 4 5

Sleep deeply?

what went well that you were grateful for?

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How could the resilience skill, Optimism and Hope, help you to do this? (see page 10) ................................................................................. .................................................................................

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21

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

7

(DOWNLOADABLE OR HARD COPY) The Teacher Lesson Guides have been created to support teachers in exploring the evidence-based lessons and activities with students, to assist them in cultivating a resilient state of wellbeing. All guides follow a structured step-by-step plan, which is: »F abulous First Five Minutes – a positive priming question » PERMAH Learning Intention – WHY » Explain that – HOW »P ERMAH+ Reflection – DO » S uccess Criteria » P ERMAH+ Reinforcement.

TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 7

Creating a Purpose:

PAGES 44&45 – MIND MESSAGES

what is one of your habits that you are proud of?

what little positive things are you looking forward to doing and achieving this week?

Meaning + purpose

Respectful Relationships

MIND MESSAGES

Different people react to stress in different ways. How do you react and in which parts of your body do you mainly feel it?

WHY: by listening to what your mind tells you is the right thing for you to do, you will do what you need to do to become your best self, which can mean saying no to what your friends want to do.

HOW: before you do something, practise asking yourself, will this be fair, safe, legal and create positive emotions for all involved? And, for every one of your rights there is a responsibility that accompanies it – follow through to meet it.

Acknowledgement: Kabat Zinn & Sinek

DO: when is a time that you said no to your friends because you listened to your mind?

Acknowledgement: RRRR, Graduate School of Education, University of Melbourne

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What is a story you have heard or read about that really made you think about your life?

Growth Mindset: I will

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Control your feelings: by using your strengths to ensure that you are in control of you, not your feelings, and think before you act. When is a time that you have done this well?

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Resilience Skill – how could self-belief help you with Mind Messages?

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“It’s not what happens to you, but what happens in you.”

W Mitchell

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Acknowledgement: Dweck & Duckworth

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Fabulous First 5 Minutes:

Fabulous First Five Minutes – ask students to write down one of their habits that they proud of.

WHY: for students to learn to listen to what their mind tells them is right for them to do to live good and meaningful lives.

HOW: read Mind Messages with your class. Explain that when they have choices about what is right or wrong for them to do, listening to and following what their mind tells them makes good sense.

Unfortunately, peer pressure is an influence which often causes young people to do what they know is wrong in order to stay socially connected by being loyal to their group. Add that when they do listen to their minds and say no to their friends, they will earn their respect.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

When is a time that you said no to your friends because you listened to your mind? What is a story you have heard or read about that really made you think about your life? How do you do good to feel good and feel good to do good? Resilience Skill – how could self-belief help you with Mind Messages?

Read and discuss Respectful Relationships with your class and ask them to journal in their journals their thoughts about: Different people react to stress in different ways. How do you react and in which parts of your body do you mainly feel it? Read and discuss Growth Mindset, Control your feelings with your class and ask them to journal in their journals their thoughts about: by using your strengths to ensure that you are in control of you, not your feelings, and think before you act. When is a time that you have done this well?

Success Criteria: students will be able to: Explain – the factors which influence them doing the right thing and doing the thing right. Do – write down three things they could do to live a good life.

Creating a Purpose:

PAGES 50&51 – POSITIVE SELF-TALK

when is a time you were nearly beaten by a challenge but persevered to overcome it?

what little positive things are you looking forward to doing and achieving this week?

Wellbeing at School

Positive Emotions + gratitude

What relationships do you have where some people want to have more power than you?

Is that fair?

POSITIVE SELF-TALK WHY: by understanding that you have the power in yourself to contest negative thoughts through positive self-talk, you will be able to maintain a healthy state of wellbeing.

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What could be done to stop this happening?

HOW: self-talk is I can and I will statements that you create and say over and over to yourself in your head. For example, I can put in more effort to learn new approaches and I will master this subject. Look at the index to see examples that you could use and make up some of your own.

Acknowledgement: Ryan & Deci

DO: what is something you are finding hard to do, that self-talk could help you to achieve?

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Do people who bully others want more power? ............................................................................... ...............................................................................

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What self-talk could help you to do it? ................................................................................. .................................................................................

What self-talk could help you to settle yourself down when upset?

Acknowledgement: ACARA 7-8 HPE

Growth Mindset: I will Use self-talk: by being flexible in how you think to contest negative thoughts through saying I can and I will words to yourself. When is a time that you have done this well?

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Resilience Skill – how could self-control help you with Positive Self-Talk?

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Fabulous First 5 Minutes:

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Acknowledgement: Dweck & Duckworth

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Acknowledgement: Kabat Zinn & Sinek

Provided free of charge with Planners and Journals

Fabulous First Five Minutes – ask students to write down a time they were nearly beaten by a challenge but persevered to overcome it.

WHY: for students to learn how to create and use positive I can and I will self-talk statements as effective coping strategies.

HOW: read Positive Self-Talk with your class. Explain that negative mind chatter can pull down their moods and attitudes if they are not contested. Share that Positive Self-talk is a great way to change their thinking from can’t do to can do. For example, while this is difficult, I can learn it and I will ask for help to do this. Add that it is a good idea to make up five of your own and practise saying them over and over, to be prepared if you need to use them.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

What is something you are finding hard to do, that self-talk could help you to achieve? What self-talk could help you to do it? What self-talk could help you to settle yourself down when upset? Resilience Skill – how could self-control help you with Positive Self-Talk? Read and discuss Wellbeing@School with your class and ask them to journal in their journals their thoughts about: What relationships do you have where some people want to have more power than you? Is that fair? What could be done to stop this happening? Do people who bully others want more power? Read and discuss Growth Mindset, Use self-talk with your class and ask them to journal in their journals their thoughts about: by being flexible in how you think to contest negative thoughts through saying I can and I will words to yourself. When is a time that you have done this well?

Success Criteria: students will be able to: Explain – how positive self-talk can help them to overcome challenges. Do – make up and practise saying self-talk statements.

Acknowledgement: Lyubomirsky, Fredrickson & Branigan

Creating a Purpose:

PAGES 46&47 – TAKING NOTES

what is something you do to show that you believe in yourself?

what little positive things are you looking forward to doing and achieving this week?

Wellbeing at School

Accomplishment + optimism

You may respond to situations in different ways, depending on who you are with. What feelings could you have if you were upset about a problem at school if you were:

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

Alone With friends With family With a group of students

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HOW: rule up your page like Cornell Note Taking Process (see index); right side, jot down dot points, because your left brain listens to what’s taught. On 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 I apply these.

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Acknowledgement: Pauk & De Bono

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

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Acknowledgement: ACARA 7-8 HPE

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Breathing and Stretching

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

Breathing & Reaching. For a slow count of 5.

Stand up straight with your arms by your sides.

Breathe in lifting your arms joining your hands together while standing on your tip toes. Hold for 5. Breathe out while lowering your arms and feet.

Repeat 5 times.

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How did you feel while doing Breathing & Reaching?

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Character Strength – how could perspective help you with Taking Notes?

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How many times did you do Breathing & Reaching this week?

“I do the very best I know how, the very best I can; and I mean to keep doing it to the end.” Abraham Lincoln

Acknowledgement: Gozen

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Fabulous First 5 Minutes:

Fabulous First Five Minutes – ask students to write down something they do to show they believe in themselves.

WHY: for students to learn how to use both sides of their brains when taking notes in class and creating questions to ask.

HOW: read Taking Notes and Cornell Notetaking with your class. Explain that the secret to taking quality notes in class is to use both the left and right sides of their brains, and using the Cornell Process enables this. Share that in class, it will benefit them to be aware of using mirror neurons to show positive intentions and to be on the same wavelength as all of their teachers.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

What is one thing you are doing well and one not so well when taking notes? What is a thinking tool from the website which could help you to logically connect your ideas? How could the Cornell Process help your brain to remember what you learn better? Character Strength – how could perspective help you with Taking Notes? Read and discuss Wellbeing@School with your class and ask them to journal in their journals their thoughts about: You may respond to situations in different ways, depending on who they are with. What feelings could you have if you were upset about a problem at school if you were: Alone, With friends, With family, With a group of students? Read and discuss Breathing & Stretching/ Reaching with your class and ask them to journal in their journals their thoughts about: How did you feel while doing Breathing & Reaching? How many times did you do Breathing & Reaching this week?

Success Criteria: students will be able to: Explain – what they need to do to take high quality notes in class to improve their subject understandings. Do – practise using the Cornell Notetaking process.

Creating a Purpose:

PAGES 52&53 – GRIT

what is something that you need to stop putting off doing?

what little positive things are you looking forward to doing and achieving this week?

Mindfulness Time

Engagement + mindfulness

FORGIVE YOURSELF. What is something you did or said that you were upset with yourself for doing?

GRIT

What do you have to do to forgive yourself and make it right for yourself?

WHY: by understanding that grit is when you add passion and using your strengths to long-term self-control, you will have the motivation to keep going when you think you can’t.

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HOW: write down a goal that you passionately want to achieve and why you are so determined to do so. Then, write down obstacles and challenges that you will have to overcome to get there, and the strategies you will use to do this. Most of all, accept your full range of human emotions.

Acknowledgement: Duckworth & Smith

DO: when is a time you used grit to achieve a goal you were passionate about?

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What are three strengths you need to use to show grit?

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Character Strength – how could bravery help you with Grit?

Acknowledgement: Kabat Zinn & Baer

Character Fitness Challenge GRATITUDE LETTER. Writing a short letter thanking someone who really helped you and then giving it to them. Describe why you are grateful for what this person did. ............................................................................... ............................................................................... ............................................................................... © Print & Marketing Services (Vic) Pty Ltd

Fabulous First 5 Minutes:

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“When the going gets tough, the tough get going.” Joseph Kennedy

Acknowledgement: Seligman & Peterson

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Acknowledgement: Wade & Pauk

Fabulous First Five Minutes – ask students to write down something that they need to stop putting off doing.

WHY: for students to understand that grit is their determination to put in strong efforts to achieve something that they are passionate about.

HOW: read Grit with your class. Explain that developing grit will reward them with more satisfying outcomes in what they really want to achieve. Share that to use grit they will need to learn how to control their emotions and impulses, write down goals that they are passionate about achieving, and deliberately practise to grow their abilities. Add that Grit is reserved for those students who are prepared to use their strengths to the max.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

When is a time you used grit to achieve a goal you were passionate about? What is a long term goal you would like to accomplish and what do you need to do? What are three strengths you need to use to show grit? Character Strength – how could bravery help you with Grit? Read and discuss Mindfulness Time, Forgive Yourself with your class and ask them to journal in their journals their thoughts about: What is something you did or said that you were upset with yourself for doing? What do you have to do to forgive yourself and make it right for yourself? Read and discuss Character Fitness Challenge, Gratitude Letter with your class and ask them to journal in their journals their thoughts about: Writing a short letter thanking someone who really helped you and then giving it to them. Describe why you are grateful for what this person did.

Success Criteria: students will be able to: Explain – what is grit and why using it will benefit their wellbeing.

Do – write down a goal that they are passionate about and how they could use grit to achieve it.

Acknowledgement: Duckworth & Smith

Creating a Purpose:

PAGES 48&49 – BEATING FOMO

what is something that you do to settle yourself down?

what little positive things are you looking forward to doing and achieving this week?

Student Voice

Health + strengths

What are your three favourite places to hang out at school?

BEATING FOMO

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WHY: by understanding that the continuous dings on your phone from social media give you little dopamine hits which are addictive and cause FOMO: Fear Of Missing Out, you will be more prepared to break this unhealthy cycle.

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HOW: find the courage to turn off your phone several times each day, to enable your brain to rewire itself to value and enjoy talking with friends in person. Start reading, cooking, talking with family, playing sport with friends, listening to music, or gardening to overcome FOMO.

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Acknowledgement: Greenfield & Hassed

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DO: what do you enjoy most – in person conversations or social media? Why?

Acknowledgement: Building Social-emotional Resilience, Graduate School of Education, University of Melbourne

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Mindful Maze

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What are benefits and what are drawbacks of turning off your phone several times every day?

Enjoy the challenge of finding your way through it!

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Habit of Mind – how could gathering data through all senses help you Beating FOMO? ................................................................................. .................................................................................

“Good things don’t happen in a hurry.” German Proverb

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Fabulous First 5 Minutes:

Fabulous First Five Minutes – ask students to write down something that they do to settle themselves down.

WHY: for students to use JOMO to focus on doing the simple and boring things in life brilliantly, to help them ignore FOMO. HOW: read Beating FOMO with your class. Explain that it is very easy for them to become addicted to social media and experience FOMO, Fear Of Missing Out, because of little pleasurable dopamine hits that they receive from every ding. Unfortunately, share that this distracts them from focusing on what really matters, becoming their best selves. Ask, how can social media help them to become their best selves.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

What do you enjoy most, in-person conversations or social media? Why? What are benefits and what are drawbacks of turning off your phone several times every day? What is something that you are scared of missing out on? Habit of Mind – how could gathering data through all senses help you with Beating FOMO? Read and discuss student Voice with your class and ask them to journal in their journals their thoughts about: What are your three favourite places to hang out at school? Ask students to focus their attention and have fun finding their way through the maze.

Success Criteria: students will be able to: Explain – the benefits of doing simple things well to ignore FOMO. Do – turn off their phones several times every day for an hour.

Creating a Purpose:

PAGES 54&55 – EMBRACE JOMO

what is something that you are enthusiastic about doing?

what little positive things are you looking forward to doing and achieving this week?

Love of Learning Week

Relationships + empathy EMBRACE JOMO WHY: by having regular breaks from the pretend world of social media, you will experience the uplifting positive emotions which come from JOMO, Joy Of Missing Out. HOW: JOMO enables you to avoid opening others’ best imagined selves, which often causes negative feelings because they don’t match up with what’s happening in reality. Be happy with your best real self and you will be surprised how good you’ll feel without social media, because you can be with family and friends.

Acknowledgement: Losada & Fredrickson

DO: what is a benefit for you of trying JOMO?

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

(Love of Learning Week worksheet and Love of Learning Wellbeing Award are in Individual Resources of www.learningcurve.com.au)

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Habit of Mind – how could thinking about thinking, help you with Embrace JOMO?

Multiple Intelligence Musical Intelligence: when learning, you prefer and enjoy moving with music, singing words, creating sounds, changing moods to music. When is a time that you used this intelligence well? ............................................................................... ............................................................................... ...............................................................................

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“If it is to be it is up to me.” William Johnsen

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Fabulous First 5 Minutes:

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Acknowledgement: Gardner

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Acknowledgement: Hassed & Greenfield

Fabulous First Five Minutes – ask students to write down something that they are enthusiastic about doing.

WHY: for students to find joy in living their lives and not wanting or needing to know about everything on social media.

HOW: read Embrace JOMO with your class. Explain that JOMO enables them to experience the incredible natural highs of serotonin and oxytocin, which come from being with real people in real time, and that they won’t need the social media dopamine hits. Share that constantly comparing themselves to others’ wishful and pretend worlds causes them to feel anxiety and tension. Add that to become their best selves, start with being grateful for who they are.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals.

What is a benefit for you of trying JOMO? When is a time that you were happy that you missed out on something? What is something that you should be happy to miss out on? Habit of Mind – how could thinking about thinking, help you with Embrace JOMO? Read and discuss Love of Learning Week and download the love of learning sheet from the website for your class to jot down things that they would love to learn during this week. Read and discuss Multiple Intelligences, Musical Intelligence with your class and ask them to journal in their journals their thoughts about: when learning, you prefer and enjoy moving with music, singing words, creating sounds, changing moods to music. When is a time that you used this intelligence well?

Success Criteria: students will be able to: Explain – what JOMO is and the possible benefits to their wellbeing of using it. Do – write down a social media post that they would be joyful to miss out on.

Acknowledgement: Losada & Fredrickson

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PAGE 9 – STRENGTHS WHEEL

Strengths Wheel: your best self as a young person This Lesson: The PERMAH+ Learning Intention is for you to fill in your top strengths in the Strengths Wheel and set a goal for using them. PERMAH+ Reflection: what could you do to use each of your top strengths effectively as a young person and as a student?

TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 8

Fill in your top eight strengths in the Strengths Wheel, and next to each of them write one thing you could do to show that strength. For example, for Teamwork you could contribute enthusiastically to groups you are a part of.

The shadow side of a strength is when you overuse, misuse or underuse it. For example, for Social-Intelligence, over analysing every person you meet.

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When is a time that you believe that you used your strengths well, and how did you feel?

This Lesson: The PERMAH+ Learning Intention is for you to identify four trusted adults who you can ask for help about anything. PERMAH+ Reflection: why did you choose each of your trusted champions?

It will benefit your wellbeing to have a number of adults who you really trust to share things with when you have problems that are too big for you to handle on your own, when you feel unsafe or when you are uncertain and would like someone to bounce ideas off. These people are your trusted champions. They believe in you and will never give up on you.

Fabulous First Five Minutes – ask students to write down something they can do for others, to help them believe that they can be depended on, to do what they say they will do.

WHY: is for students to ask four adults who they trust, to be their Trusted Champions, and who they can always turn to for support.

HOW: read Trusted Champions with your class. Explain that it is perfectly normal for them to have problems, worries and concerns and that some of these will be too big for them to handle on their own.

Share that by using the Resilience Skill, Connecting with Others, to use their trusted champions through these situations will see them overcome their issues. Add that knowing that these four people, their Trusted Champions, will never give up on them, and there is nothing which will shock them, students can continue to develop their best selves.

DO: read and discuss the following questions and ask students to journal their thoughts in their journals: Who are your four Trusted Champions? Are there things you should share with them? What self-talk can you practise using to ask them for help? What strengths can you use to ask them to support you? What do the words dare, care and share mean to you? Ask your champions how they became the people they are today. Ask, what resilience skill could help you with Trusted Champions?

Success Criteria: students will be able to: Explain – why they chose each of their champions. wellbeing.

Do – approach the people they chose and ask them to be champions.

Draw a picture of, or stick a photo in, of each of your champions.

Champion One Use your strengths to realise when you need support to seek help from your champions immediately.

The three words of trust: DARE, CARE, SHARE Choose to be strong.

Champion Four

Champion Two

Picture of you or draw yourself

Champion Three Use self-talk to practise saying what you will say to share with your champions.

Acknowledgement: Clifton & Rath

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PAGE 12 – TRUSTED CHAMPIONS

Trusted Champions: your best self as a young person

Fabulous First Five Minutes – ask students to write down two strengths that they and their friends have in common.

WHY: for students to assess how they are currently using their strengths and set targets to aim for.

HOW: read Strengths Wheel with your class. Explain that by putting a copy of their wheel in their learning area at home, it will be a continual reminder to use their strengths. Share that many families all do the surveys and put their Wheels up on the fridge in the kitchen. Also share that it makes good sense for them to share with their families and friends how they use their strengths in their day to day lives.

DO: ask students to fill in their Strengths Wheels, rate how they are using each of their strengths now, set a target on how they would like to be using them, and write one thing they could do for each one. Ask students to journal their thoughts about, When is a time that you believe that you used your strengths well, and how did you feel? Which resilience skill could help you with the Strengths Wheel?

Success Criteria: students will be able to: Explain – how they are currently using their strengths, and targets they have to use them better. Do – start practising using their strengths.

Rate how you currently use each strength using NOW 0 1 2 3 4 5 and how you would like to be using it in a month’s time using TARGET 0 1 2 3 4 5.

4 5 2 3 4 5 1 0 2 3 W 0 1 N O GET R TA

TEACHER LESSON GUIDES

TEACHER LESSON GUIDES – STUDENT WELLBEING JOURNALS

Nothing will shock your champions, because they care for you. They will always listen.

Acknowledgement: Clifton & Rath Acknowledgement: Seligman & Fredrickson

“There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.” Albert Einstein

“Trust yourself, you will start to trust others.” Santosh Kalwar

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PAGE 13 – MINDSET

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: what can you do to shift your mindset towards growth orientated ones?

This Lesson: The Wellbeing Learning Intention is for you to raise your self-awareness of character strengths.

Wellbeing Reflection: why do you think learning and practising the language of character strengths builds your wellbeing?

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People with fixed mindsets tend to set performance goals, aiming for results, to prove their abilities. Whereas, people with growth mindsets tend to set process goals, growing step by step to improve their abilities.

FIXED AND PERMANENT ................> Mark where your mindset is now? ...............> GROWTH ORIENTATED

Fabulous First Five Minutes – ask students to write down what they would say to a friend who achieved something really special.

WHY: for students to practise using the language of strengths to develop their emotional literacy.

HOW: look at the Strengths Word Search with your class. Ask students to look at each of the words in the search and circle the most unusual letter in the word. Explain that by searching for those letters first, they will be able to find the other letters which make up the words much faster.

DO: ask students to have fun doing the Strengths Word Search. Ask them if there are any words that they are unsure of and then explain them. Using accurate strengths language will develop their emotional literacy. Ask, which resilience skill could help you with Strengths Word Search?

Success Criteria: students will be able to: Explain – what the 24 character are and how they could use each of them. Do – look for opportunities to use accurate strengths language.

Y

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Your mindset is your belief about how much or how little you think you can grow your abilities through making the effort to deliberately learn and practise new, more difficult and intelligent things. The two mindset extremes are fixed, your abilities can’t change, and through growth, you can develop your abilities.

PAGE 10 – STRENGTHS WORD SEARCH

Strengths Word Search

T

Acknowledgement: Walsh

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.

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

• your focus is on your performance to prove yourself.

• resilient thinking by choosing to stretch yourself.

• your focus is the process to improve yourself.

• you think, hard work + effort = lack of ability.

• you think, hard work + effort = personal and academic growth.

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

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

Performance Goals

Process Goals

• For example, my goal is to do questions which I know I can do.

• For example, my goal is to stretch myself by tackling harder questions.

• Avoid setting performance goals at the beginning of each term.

• Set three process learning goals at the beginning of each term.

Set a process goal for each of the following areas in your life: EXERCISE and HEALTHY EATING To improve I will ................................................................................................................................................. ..........................................................................................................................................................................

LEARNING and THINKING To improve I will ................................................................................................................................................. ..........................................................................................................................................................................

WELLBEING and HAPPINESS To improve I will ................................................................................................................................................. ..........................................................................................................................................................................

FAMILY and FRIENDS To improve I will ................................................................................................................................................. ..........................................................................................................................................................................

Acknowledgement: Carol Dweck

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

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Acknowledgement: Walsh

“Don’t wish to be anything but what you are and try to be that perfectly.” St Francis de Sales

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Acknowledgement: Seligman & Fredrickson

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Mindset: your best self as a young person and as a student

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Fabulous First Five Minutes – ask students to write down a time that they were proud to be a member of their family.

WHY: for students to understand what affects their mindsets and how process goals can move them towards growth mindsets.

HOW: read Mindset with your class. Explain that their mindsets come from the collection of experiences and influences during their lives so far. Share that they can nudge their mindsets towards growth by believing they can grow their brains’ abilities by learning and trying more intelligent approaches. Add that when they choose to set process goals, which are step by step ones, they will be working towards developing their best selves.

DO: read and discuss the following questions and ask students to journal their thoughts on this page: Do you believe that learning and practising new things will grow your brain’s abilities? How do you welcome challenges? What do you do to think resiliently to stretch yourself? Why do you think that hard work + effort = personal and academic growth? What is one thing you could start doing to adopt even more growth orientated mindsets? With the class, distinguish between what are performance and process goals, and the mindsets they each represent. Ask students to set a process goal for: exercise and healthy eating, learning and thinking, wellbeing and happiness, family and friends.

Success Criteria: students will be able to: Explain – how their mindsets vary between fixed and growth and what they can do to move them positively. Do – suggest what they can take to nudge their mindsets towards growth and set process goals.

Acknowledgement: Carol Dweck

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PAGE 11 – CHARACTER STRENGTHS WEEKS – KINDNESS

Character Strengths Weeks: your best self as a young person This Lesson: The PERMAH+ Learning Intention is for you to enjoy using the strength Kindness to create activities to build relationships. PERMAH+ Reflection: what could you do to use the character strength Kindness to grow relationships at school and at home?

Fabulous First Five Minutes – ask students to write down a story that brings warm feelings to their hearts.

WHY: for students to look for opportunities to use the character strengths and jot down things they did on the sheet.

HOW & DO: Explain that for each of the eight Character Strengths Weeks, they will read and discuss the nominated strength and download the strengths sheet from the website to write down things that they do during the week to use the strength. Kindness Week is shown. Encourage students to ask their families to do these weeks at home by putting the sheet on the fridge; it’s a great family activity. Ask, which resilience skill could help you with Character Strengths Weeks?

Success Criteria: students will be able to: Explain – the good things they did using the strength kindness this week. Do – enthusiastically participate in Character Strengths Weeks to build their and others’ wellbeing.

KINDNESS WEEK to others kind word can warm three winters. Being kind There is a Japanese saying which says that one world. Kind happy life and make a positive difference in the and to yourself are great ways to live a full and or saying hello are enough to be kind to others. acts don’t have to be big. Sometimes a smile family to write classroom and at home for your class and your This week make Kindness Walls both in your grateful for. or did for others or themselves, that they are down or draw acts of kindness they received This Week’s Kind Gratitudes: This week write are grateful they received.

down or draw acts of kindness they did for others

or themselves, and ones they

Acknowledgement: Seligman & Peterson “Kindness is a language which the deaf can

hear and the blind can see.” Mark Twain

Acknowledgement: Seligman & Peterson

“I’ve been searching for ways to heal myself, and I’ve found that kindness is the best way.” – Lady Gaga

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TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 9

TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 10

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TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 11

TEACHER LESSON GUIDE MY WELLBEING JOURNAL YEAR 12

Proudly Australian made. No purchase order cut off dates for 2023. Production time is 6 weeks from finished artwork.

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STUDENT WELLBEING WORKBOOKS A Middle and Senior Years Wellbeing Workbook designed to nurture and prepare students for the world beyond the classroom. Challenging their everyday thinking with the goal of creating a growth mindset.

Broken into five distinct categories to help prepare our students for living and working in the 21st century. #Life Skills

#Study Skills

#Leadership

#21st Century Skills.

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WELLBEING

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#Your Wellbeing

STUDENT WELLBEING WORKBOOKS

Add us to your booklist

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Would

Wouldn’t

Would Use

Wouldn’t Use

Sharing

LIFE SKILLS

Sharing

religious and

Growth Mindsets

Reasons

Wellbeing Bank: to boost my Positive Engagement by having a growth mindset to focus on my efforts.

photos and political views albums

Growth mindsets are understanding that by lifting your efforts to learn new more difficult approaches, you can grow your brain’s abilities to overcome challenges.

birthdate religious and political views

The key strength to having a growth mindset is putting in private efforts that others don’t see.

birthdate full name and

Too many people focus on the end public achievement, never learning about the choices and efforts to reach it.

Personal and academic growth are a result of what you do behind the scenes.

address

STUDY SKILLS

full name and updates address and

wall posts

names of friends

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

email address

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

email address

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

Me as a student

Know how to prepare and study

FOR MIDDLE SCHOOL

Know how to better my best

ME

Know how to manage my time

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Know my strengths and areas to improve on

Me now

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

favourite music, movies, games favourite music, and books movies, games

Know how to contribute to the community

Me as a person

Know how to reflect on my progress

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

Unfortunately, some students prefer to give up and not try, rather than show that they can’t do something.

and books

hobbies and

Know how to think and adapt my thinking

Private efforts could include:

hobbies and interests interests

21ST CENTURY SKILLS

Know my interests and personal values for life

Know how to focus on my dreams and education

Describe a time you have shown a growth mindset.

updates and wall posts names of friends

LEADERSHIP

It is important to develop good habits in your everyday living, in your learning and in your thinking.

To be in a good place as a person and feel in control, it is important to have targets and dreams to aim for.

The most important thing to remember is to be totally honest with the person you see in the mirror every morning.

Get to know yourself and take care of yourself.

WELLBEING BUILDER

Reasons

UsepersonalUse Consider the risks of posting information online. Explain why you would or wouldn’t share this information. photos and albums

MIDDLE YEARS WELLBEING WORKBOOK

JuniorSetting – Goal Setting Goal

Consider the risks of posting personal information online. Explain why you would or wouldn’t share this information.

Know how to learn and remember

Know how to build relationships with others

Know how I feel and fit into the world

• every two weeks set achievable self-expectations such as and then in two weeks, “I will revise my subjects for 15 minutes every weekend.”

emotional status emotional status

Acknowledgement: Carol Dweck

ACTIONS

mobile phone mobile phone number number

What are two things I will start doing to use growth mindsets to lift my private efforts?

1.

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Junior – A Lifestyle Healthy Lifestyle A Healthy | WELLBEING WORKBOOK If you maintain50good food habits and daily– MIDDLE SCHOOL physical activity you will be well on your way to a Collegiate_Student 2020.indd 121 not so healthy liWhitby fe. “Easy to say,Handbook but sometimes GHS NZ Junior Body (A5) 2020.indd 92 easy to Whitby do!”Christchurch Collegiate_Student Handbook 2020.indd 121 Our lifestyles are often very busy, rushing to and from school and work which can make it hard to find time to be physically active. It is often easier to choose quick unhealthy snacks and take-away foods or spend free time watching TV or in front of the computer.

These choices can be dangerous for our health both now and in the future. It is important we stop and think about what kind of lifestyle we want to live and how to follow a healthy lifestyle.

WELLBEING BUILDER

Thriving Through Exercise Wellbeing Bank: to develop my Exercise and Vitality by exercising for at least an hour every day.

You have a simple choice to make as to whether you enjoy a healthy state of physical wellbeing and growth or not.

Making time to exercise for an hour every day, helps you avoid illness, diabetes or obesity.

Adopting a growth mindset towards making active exercise and leisure a priority will keep your mind and body in good shape. Plan how you will exercise, when you will do it, who with and write them on your personal timetable.

The ‘5 ways to a Healthy Lifestyle’ diagram shows images of how to maintain a healthy lifestyle. Explain what each icon is promoting:

Describe how you currently exercise. .............................................................................................. ..............................................................................................

1.________________________________

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_________________________________

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2. ________________________________

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

_________________________________

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2.

How healthy is your lifestyle?

_____________________________________________________________________ 3/12/19 9:47 am _____________________________________________________________________

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_____________________________________________________________________ How could you make your lifestyle healthier? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Write down 2 actions you are going to work on to stay healthy.

WELLBEING WORKBOOK – MIDDLE SCHOOL | 51

SETTING GOALS AND TARGETS To work out your sense of purpose you need time to think about what you want for your future.

There will be things you want to achieve in your life.

Goals are what you want to achieve in your: - personal life - career and education - sport and leisure - other interests.

To help you achieve your goals and develop your sense of purpose, you need to set targets along the way.

Targets give you: - a reason to do the hard things that will help you to succeed and reach your goals - the answers to ‘why am I at school?’

_____________________________________________________________________

PRACTICE It has been proven that deliberate practice creates and then builds faster and stronger brain pathways, especially when learning new and more difficult approaches. Your willingness to practise what you learn every day relies on the two ingredients above, choice and effort. Use them to drive and inspire your determination to become your best possible self.

Sport and leisure

Reflect on how you currently choose to practise for the following using: I make a deliberate effort to practise: five minutes revising every night on what I learnt in class in each of my subjects. smarter note taking to relate what I learnt to what I already know.

Thinking Tools, flowcharts, summaries of main points and key words to review my learning. what I learn to new situations and set up problem solving approaches.

IN THE FUTURE

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Senior – Is Media Social Media Making Happy?

Is Social Making UsUsHappy?

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Cloud Pictures

Social Networking

Go outside and lie on a towel or blanket looking at the sky for three minutes. Look for and describe the different pictures of things you can see in the clouds.

Wellbeing Bank: to add to my Relationships and Optimism through using social networking ethically and sensibly.

Social networking is a wonderful medium of communication when not used excessively and balanced with face-to-face interactions with others.

Unfortunately, this is often not the case with people of your age and the negative impacts on your physical and mental wellbeing can be quite serious.

Well over 60% of young people are now reporting feeling unhappy and exhausted by being permanently switched on and are keen to connect with themselves, to watch their own thoughts coming and going, instead of everyone else’s.

As mentioned earlier, the overuse of social media is spiraling out of control and responsible for widespread youth sleep deprivation through 24/7 connection; invisible and cowardly bullying; restricted personal and academic growth and obsession with a fear of missing out. Which of these affect you?

There are both acceptable and unacceptable ways to use social networking. Describe what you believe both of these could include.

WELLBEING BUILDER

Prioritising daily exercise on your Personal Timetable and sticking to it, will benefit your state of wellbeing considerably.

Describe what you currently do for exercise and leisure.

STUDY SKILLS

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

Regular exercise and leisure activities will enable you to experience feel good brain chemicals called endorphins and improve your fitness, flexibility and body tone. Spending time exercising with family and friends will enable you to enjoy uplifting spirals of positive emotions. It also increases your oxygen intake and endurance and reduces tension and anxiety which enhances your sleeping patterns.

Not Yet

Sometimes

Not Yet

Sometimes

Not Yet

Usually

Sometimes

Not Yet

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SENIOR YEARS WELLBEING WORKBOOK

è So, is social media really making you happy?

There is constant ‘social pressure’ to belong, to be involved and to be part of it 24/7.

Research has shown that 60% of people feel exhausted with this permanently ‘switched on’ lifestyle, with some people even taking breaks from social networks and refusing to use them for a period of time.

è Are you always checking your phone? Are you always updating with your friends what you are doing? Social media has changed how we live our lives.

People are reporting that they feel exhausted from their digital interactions and saying it is making them unhappy.

Why do you think people are starting to say it is making them unhappy?

What are the benefits of social media?

Size: 248mm high x 170mm wide.

FOR SENIOR SCHOOL

è What are the pressures and negative aspects of social media?

How does social media make you feel?

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

LEADERSHIP

How does social media make you feel?

Unacceptable: ........................................................................

Focus your breathing to find calmness.

Social media is unlikely to go away anytime soon as there are more and more smartphones being used and increasingly connecting people. So next time you think about sharing photos, videos and status updates with your ‘friends’, just think… Is your showing off leading them to switch off??

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

Describe what you think are the benefits and drawbacks of being connected 24/7.

Quality exercise and leisure activities can include a brisk walk, run, swim, bike ride, yoga, aerobics, pilates, gym workout, tai chi, zumba, dancing, gymnastics, resistance training, surfing, skateboarding, bushwalking, playing sport, vibrating board and treadmill, washing and polishing the family car.

Reference: http://www.huffingtonpost.co.uk/owen-lee/social-media-addiction-and-unhappiness_b_4113192.html

Would you think of reducing your social media usage?

A few facts about social media • the average social network user has 303 friends on their account but is likely to have meaningful friendships with only 10% of these. This means therefore that the majority of the status updates,

Benefits: .................................................................................

Social media is unlikely to go away anytime soon as there are more and more smartphones usedweand increasingly pictures, videosbeing and comments are exposed to on socialconnecting media is irrelevantpeople. or of little interest.

18-29 year oldsjust have think… an 89% usage So next time you think about sharing photos, videos and status updates with your• ‘friends’, Is your showing off leading them to • Time spent on Facebook top three countries – USA, Australia, Britain switch off??

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

21ST CENTURY SKILLS

• 71% of users access social media from a mobile device

Drawbacks: ............................................................................

Reference: http://www.huffingtonpost.co.uk/owen-lee/social-media-addiction-and-unhappiness_b_4113192.html • There are now over 550 million registered users on Twitter

A few facts about social media -

ACTIONS

•

What are two things I will start doing to use social networking more sensibly so I can have more time to connect with myself?

1.

• • • • • •

1.

WELLBEING FITNESS CHALLENGE

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Senior You and The Moment

2.

MATTER VIDEOS Sharing Happiness – daily make a one or two minute video of something that matters to me and show them to my family and friends.

•

networks through appsfriendships at least once perwith day. only 10% of these. This the average social network user has 303 friends on their account but is likely tosocial have meaningful Ref: http://www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-should-know-in-2014/, means therefore that the majority of the status updates, pictures, videos and http://www.searchenginejournal.com/25-insane-social-media-facts/79645/ comments we are exposed to on social media is irrelevant or of little interest.

18-29 year olds have an 89% usage Time spent on Facebook top three countries – USA, Australia, Britain 71% of users access social media from a mobile device There are now over 550 million registered users on Twitter Twitter was the fastest growing network with a 44% growth from 2012-2013 Users send out 58 million tweets per day, with 9,100 happening every second.

However, there are 222 million Twitters who just watch other people’s tweets 91% of mobile Internet access is for social activities with 73% of smartphone owners accessing social networks through apps at least once per day.

Ref: http://www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-shouldLEARNING TO FLOURISH know-in-2014/, http://www.searchenginejournal.com/25-insane-social-media-facts/79645/

FIVE things I dream about doing one day.

Stand upright imagining there is an invisible wire holding your head, push your shoulders back, breathe deeply lifting your diaphragm and tighten your buttocks for 10 breaths. How did you feel?

Dream Holiday

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These can all be useful techniques either on their own or in combination. However, now all beabout usefulwhy techniques either on their ownwell or inforcombination. now youThese needcan to think certain techniques worked you and whyHowever, others did to think why certain techniques worked well for you and why others did notyou andneed develop yourabout own approach. not and develop your own approach.

What are three things you are going to try next time you need to study before an exam?

What are three things you are going to try next time you need to study before an exam?

Senior – Preparing For An Exam Preparing For An Exam

FIVE FOR ME 16 52 | WELLBEING WORKBOOK – HIGH SCHOOL

MINDFULNESS ACTIVITY 3/12/19 9:44 am

• Twitter was the fastest growing network with a 44% growth from 2012-2013 • Users send out 58 million tweets per day, with 9,100 happening every second. However, there are 222 million Twitters who just watch other people’s tweets • 91% of mobile Internet access is for social activities with 73% of smartphone owners accessing

Would you think of reducing your social media usage?

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

What are two things I will start doing to give myself permission to be human?

1.

WELLBEING WORKBOOK – HIGH SCHOOL 53 | 17

WELLBEING BUILDER

These can all be useful techniques either on their own or in combination. However, now Structured Research Process 18/2/20 11:54 am 3/12/19 9:44 am

you need to think about why certain techniques3.worked well for you and why others did 3. 1. I am often frustrated at exam times.

What are three things you are going to try next time you need to study before an exam?

Using a structured and more intelligent research process will provide patterns for your brain and promote academic growth.

1.

Describe the process you currently use to research.

NOTES

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

WELLBEING FITNESS CHALLENGE

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

MATTER VIDEOS Sharing Happiness – daily make a one or two minute video of something that matters to me and show them to my family and friends.

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

RESILIENCE Maggie is working long hours in her part-time job, training for and playing two sports and finding time to study difficult. She is not sleeping well, not eating healthy and never seems to have time for herself. What can she do?

Memorising essay answers Writing out sample essay answers under timed conditions Using mindmaps or diagrams helped me to remember facts and information Recording important information and playing this over and over again Revising with friends

2. I seem to spend a lot of time revising and not getting good results.

Using colour (coloured highlighters, for example) to help me to summarise and understand key points and to remember facts and information

Remember before 3. I am not sure the if myexam: techniques are the most Reading my notes (without any other activity) Remember before exam: These can all be useful techniques either their or inthe combination.

However, nowyou will not do well. efficient.

• Ifon you areown too tired when you go into the exam, .............................................................................................. you need to think about why certain techniques you you and go why others did you will not do well.

Writing out essay plans from past questions • If youworked are toowell tiredfor when into the exam, • If you are still learning information right up to the last few hours before the exam, you not and develop your own approach. • 4.If Iyou mainly until late. .............................................................................................. areleave still revision learning information right up to the last few hours before the exam, you long periods revising a week before 2.

Spending will NOT remember all of it.it is almost too What are three things you are going to try next timeremember you need toallstudy will NOT of it. before an exam?

• Relaxation is important.

Using memory triggers to help me remember ..............................................................................................

If you ticked one of these, it is time to start thinking about how • have Relaxation is important.

•to improve During revision set preparing make for an sure exam.that you have some rest periods. Short breaks are best –Using key words as the basis for understanding 1. ..............................................................................................

•prepared During revision to make for yourself aimsure for. that you have some rest periods. Short breaks are best – set 3.

Betreats treats for yourself to aim for.

Any other method you have used...

Following is a structured research process: •Most Physical activity, joggingand or dancing, canthey stimulate students use thesuch sameas strategies wonder why don’t your brain into more activity • Physical activity, as jogging orthe dancing, can improve oryou aren’t efficient with their time. Preparation is not juststimulate your brain into more activity Defining: describe the topic and aims when are tryingsuch to remember all information.

Discuss with a group of four the different approaches you have to study. Write a combined list of the different approaches. Cross off the ones about when settingyou a timetable and to arranging your files and information. books on your in your own words and divide the are trying remember all the 2. you don’t think would work for you. Highlight the ones you use. Circle the ideas you would like to try.

•work Relaxation suchabout as yoga, arehave goodrevised for clearing space. Youexercises, need to think how you before; the mind ready for the next investigation into smaller pieces. On • Relaxation exercises, asgood yoga,results?) are good clearing the mind ready for the next study period. analyse what worked well (did such you get andfor what your phone and year planner set time _______________________________________ _______________________________________ _______________________________________ Remember before the exam: period. didn’t study work well (did you get bad results?). targets for data collection, analysis, drafting and•completion finaltired report.when you go into the exam, you will not do well.

If you areoftoo _______________________________________ _______________________________________ _______________________________________ 3. stillfrom Locating: establish resources the information right up to the last few hours before the exam, you • If you are learning internet, books and library and check if will NOT remember all of it. they are up to date. _______________________________________ _______________________________________ _______________________________________ • Relaxation important.

Selecting: identify the most is suitable method of gathering information •andDuring check the accuracy of web revision make suredata. that you have some rest periods. Short breaks are best – set _______________________________________ _______________________________________ _______________________________________ Organising: analyse interpret gathered treatsand for yourself tobefore aiminformation, for.

Remember the exam: looking for bias, inference or hidden messages. Synthesise _______________________________________ _______________________________________ _______________________________________ • Physical suchtoo as tired jogging or dancing, canthe stimulate yourwill brain more activity If you are when you go into exam, you notinto do well. into a coherent unit. •activity, whena you trying to remember all the information.

• Ifare you are learning right up to the last few hours before the exam, you Presenting: prepare draft report and still seek feedbackinformation on _______________________________________ _______________________________________ _______________________________________ it from teachers and family.will UseNOT relevant feedback in your • Relaxation exercises, such as yoga, remember all ofare it. good for clearing the mind ready for the next report. You willstudy be assessed on your conclusions, analysis, period.

These can all be useful techniques either on their own or in combination. However, now you need to think about why certain techniques • Relaxation is important. worked well for you and why others did not and develop your own approach.

• During make sure that you have some rest periods. Short breaks are best – set Evaluating: assess the process andrevision findings to identify stages that require improvement well was the for. treatsand for how yourself to aim topic addressed.

What are three things you are going to try next time you need to study before an exam?

• Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information.

• Relaxation exercises, such as yoga, are good for clearing the mind ready for the next What are two things I will startstudy doingperiod. to improve the

1.

ACTIONS

2.

process I use to research?

3.

1.

1.

Remember before the exam:

2.

2.

What are two things I will start doing to have several comma and full stop moments every day to connect with myself?

WELLBEING WORKBOOK – HIGH SCHOOL | 55

Yes/No

Reducing information into shorter notes helped me to remember facts and information

ü

arguments and interpretations.

ACTIONS

Which of these revision techniques worked well for you and which didn’t?

Writing out my notes again and again helped me to remember facts and information

1.

è Most people feel nervous about sitting exams, it is normal. You may think you won’t know the answer, get caught out with

2. something you didn’t study, or you might fail.

2.How do you feel when you have an exam?

Wellbeing Bank: build my Skills andown Achievement through not to and develop your approach. using a structured research process.

If you could go anywhere for the holiday of your dreams, where would it be, why would it be so special, what things would you do and how would you feel?

Describe how you could do this.

54 | WELLBEING WORKBOOK – HIGH SCHOOL

Not Yet

Sometimes

Usually Usually

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Acceptable: ............................................................................

Full stop moments are five to ten minute stops, when you put your phone on flight mode or turn it off and do things such as, dreaming of places you want to visit, stretching, neck, hip, ankle, arm and shoulder rotations, colouring in shapes, writing yourself a letter about your dreams or sitting on your own enjoying nature.

Sometimes

Usually

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LIFE SKILLS

Comma moments are two minute stops in your day, to do quiet things such as, deep breathing while waiting for the microwave or stretching while waiting for traffic lights to change.

Usually

Acknowledgement: Anders Ericsson & Tal Ben Shahar

Wellbeing Bank: to develop my Exercise and Vitality through exercising daily and enjoying regular leisure activities.

To ensure you are continuing to grow to challenge your best possible self, have at least four timeouts, which are called comma and full stop moments, to connect with yourself.

Not Yet Not Yet

Actions: What are two things I will start doing to make a real effort to learn and think?

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

Exercise and Leisure

At times, do you feel you have to work twice as fast just to stay in the same place? The demands on you to be responsive to your social media network, while at the same time maintaining focus on your studies, can be quite daunting.

Not Yet Not Yet

Sometimes Sometimes

LLBEIN

HIGH SCHO

You and The Moment

Not Yet

Sometimes Sometimes

Usually Usually

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

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Wellbeing Bank: to boost my Exercise and Vitality through stopping at least four times every day to connect with myself.

Sometimes

Usually Usually

1......................................................................................................................................................................................

MINDFULNESS ACTIVITY

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Usually

1......................................................................................................................................................................................

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WELLBEING BUILDER

Not Yet Not Yet

Actions: What are two things I will start doing to deliberately practise what I learn?

WELLBEING BUILDER

48

Reflect on how you currently put in effort for the following using: I make a real effort to: positively grow my brain’s abilities by learning new more difficult learning and thinking approaches? listen, participate actively in class and willingly discuss and share my ideas? not interrupt or distract others and avoid losing concentration when learning and thinking? sit in the first few rows of the classroom to keep my mind on the job?

IN THE FUTURE

FOR THIS YEAR

WELLBEING WORKBOOK – MIDDLE SCHOOL | 17

Wellbeing Workbook_High School Cover.indd 1

Not Yet

Sometimes Sometimes

A thinking trap which many students fall into, is that they get action mixed up with activity. Action is about focusing intently on achieving what you set out to do by putting in your best efforts to make it happen. Activity is about going through the motions, pretending you are trying and letting down the person you see in the mirror every morning.

5

WELLBEING

Not Yet

Sometimes

Usually Usually

EFFORT

ways to a healthy lifestyle

Whitby Collegiate_Student Handbook 2020.indd 46

Not Yet

Sometimes

Usually

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

At school

16 | WELLBEING WORKBOOK – MIDDLE SCHOOL

2.

IN THE FUTURE

FOR THIS YEAR

Christchurch GHS NZ Junior Body (A5) 2020.indd 61

Sometimes

Usually

1......................................................................................................................................................................................

Write a poem or draw a picture/poster/diagram about the importance of a healthy lifestyle.

_________________________________

2.

Usually

Actions: What are two things I will start doing to make good choices?

FOR THIS YEAR

_____________________________________________________________________

1.

ACTIONS

in more intelligent ways using Habits of Mind and Thinking Tools?

5. _______________________________

What are two things I will start doing to adopt a growth mindset to make daily exercise a priority?

Surprise yourself by trying something new.

Reflect on how you currently choose for the following using: I choose to learn: each of my teachers’ style of teaching and expectations of how I participate in class? whether my teachers provide handouts or allow me to record their classes on my phone? how I can learn with my teachers who have to cater for a variety of student strengths, learning styles, multiple intelligences and areas to improve upon?

_________________________________

ACTIONS

Your physical wellbeing relies on you exercising for at least an hour every day. Unfortunately, many people are not making exercise a priority and combined with an unhealthy diet of processed and takeaway foods, are obese and more prone to illness.

The very first choice you make in your life is to choose to choose. Everyone makes both good and not so good choices in what they do, but the main thing is to know the difference and learn from them. As a student, you have plenty of choices that you need to make; it’s about self-awareness.

4. _______________________________

Acknowledgement: Healthline

Senior

CHOICE

PERSONAL - for myself

_________________________________

Exercising with friends and family builds relationships and enables all of you to experience positive emotions, which will relieve tension and anxiety.

WELLBEING BUILDER

How Are Choice, Effort and Practice Connected?

Being successful at school and enjoying the journey have absolutely nothing to do with chance, luck or how smart you think you are. These only rely on the choices you make, the effort you put in and the deliberate practice you do. Reflect on how you make choices, put in effort and commit to practise what you learn.

What are my top 3 goals?

3. _______________________________

There are many exciting and varied ways for you to have a pulse lifting physical workout, which will release feel good brains chemicals, called endorphins, into your bloodstream.

Junior Choice, Effort and Practice

My Purpose

Write down how you keep healthy.

•

If you are too tired when you go into the exam, you will not do well.

•

If you are still learning information right up to the last few hours before the exam, you will NOT remember all of it.

•

Relaxation is important.

Size: 248mm high x 170mm wide.

•

During revision make sure that you have some rest periods. Short breaks are best – set treats for yourself to aim for.

•

Physical activity, such as jogging or dancing, can stimulate your brain into more activity when you are trying to remember all the information.

•

Relaxation exercises, such as yoga, are good for clearing the mind ready for the next study period.

WELLBEING WORKBOOK – HIGH SCHOOL169 | 69

68168 | WELLBEING WORKBOOK – HIGH SCHOOL

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YOUTH WELLBEING SURVEY / LC APP4 E-DIARY

LC APP4 E-DIARY LC APP4 E-DIARY The LC App4 E-Diary is a web portal for students, teachers, administration staff and parents. Teachers and students are able post homework, assignments, meetings and tasks in various areas of the e-diary. Teachers can message students, classes, year levels or parents. Administration staff can post school notices, documents and events. Class lists and timetables can be uploaded to the web portal and school customisation is also available.

LEARNING CURVE YOUTH WELLBEING SURVEY

The Learning Curve has partnered with Resilient Youth Australia to develop and provide an exclusive ‘Learning Curve Wellbeing Survey’.

Resilient Youth Australia is the leader in mental health and wellbeing data for Australia’s youth.

Learning Curve Wellbeing Survey The ‘Learning Curve Wellbeing Survey’ empowers students and educators, delivering powerful insights to create a Connected Protected Respected™ school culture.

For further information regarding the ‘Learning Curve Wellbeing Survey’ please contact your Learning Curve Account Manager or visit www.learningcurve.com.au ©2020. “Connected Protected Respected” is the Registered Trademark of Resilient Youth Australia Pty Ltd. (ABN:19636065711). All Rights Reserved. Used with permission.

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ONLINE STUDENT WELLBEING PROGRAM The Learning Curve Student Wellbeing Program is based on PERMAH 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.

Complimentary access to the password protected resources is provided with the purchase of the planners.

Contact us now for your trial log in.

ACCESS TO GRAM ONLINE PRO FREE IS PROVIDED PURCHASE WHEN YOU PLANNERS HARD COPY ALS. AND JOURN

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ER MINIMUM ORD Y PL AP ES TI TI QUAN

The resources include: » Lesson Components » Interactive Thinking Tools » Interactive Character Strength Activities » Habits of Mind Focuses » Parent Newsletter Articles » Interactive Mindfulness Activities » Resilience Builders » Wellbeing Fitness Challenges » Wellbeing Reflection Activities

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SOAR Values

THE COLLEGE BADGE The Southern Cross in the top right-hand corner is a reminder that Parade is the first Christian Brothers’ School in the Southern Hemisphere.

The Torch in the bottom left-hand corner represents ‘secular’ learning.

The Open Book with Alpha-Omega symbolises ‘Spiritual’ learning.

‘Tenete Traditiones’, Parade’s motto, to hold on to and to build upon the traditions which have made Parade great.

Safety Ownership

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HONESTY LEARNING RESPONSIBILITY ATTITUDE LEADERSHIP

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Manners Kindness Community

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Ya-ran-ga-bee Ya-ran-ga-bee Ya-ran-ga-bee Yunga Tarrawarra Tarrawarra Tarrawarra Munga Valencitee Valentitee Yah-mun-doo Parade, Parade, Purple, Green and Blue Honky Tonk Walla Walla Whah Parade Parade Yah Yah Yah P-A-R-A-D-E Parade!

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Believe Ambition STRENGTHS Perseverance HARD WORK High Expectations GROWTH MINDSET

COLLEGE SONG Old Blue Stone Pile enshrined secure, Through all our days in mem’ry’s core.

The peerless past shall e’re endure, Our pledge hold fast traditions’ store.

Parade thy sons in ev’ry year, May loyal service bring to thee.

And victories hard-won and dear, But not more loyal hearts than we.

We’ll defend the purple, green and blue, We’ll guard thy fame and unafraid.

With hearts and courage high be true, Along the years Parade

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Integrity

Accountable RESPECT

As a long-standing Catholic school for boys in the Edmund Rice tradition, Parade College will be a vibrant learning community offering best practice education and pastoral care to its members to foster fullness of life and holistic growth for all.

Parade College will continue to grow and seek excellence in Education in Faith Teaching and Learning Student Wellbeing Leadership and Management School Community

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Parade’s colours are purple, green and blue.

Purple is in recognition of the Archbishop’s role in bringing the Christian Brothers to Melbourne.

Green represents Ireland, the birthplace of the Order of Christian Brothers.

Blue is for Mary, as the College is dedicated to Our Lady of the Immaculate Conception.

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