What do you want 2025 to be for you: Personally? ............................................................................................................................................................................... Professionally? ..........................................................................................................................................................................
What is a choice that you need to make? .................................................................................................................................
All personal, academic and professional growth comes from us making the effort to leave the safety of our comfort zones to tackle challenges. These will stretch and engage us to learn new things to overcome them, which in turn, will create new proactive and elevated comfort zones for us. This ongoing continual process ensures that next year’s best efforts are better than this year’s. When both students and ourselves believe that we are growing our best selves, our levels of engagement and wellbeing soar. The Learning Curve program’s lessons, activities and resources are layered for all thirteen years of schooling; a little bit more sophistication is added each year. They also align with ACARA’s HPE Curriculum for all years of schooling and the Resilience, Rights and Respectful Relationships research for F, 1-2, 3-4, 5-6, 7-8, 9-10 & 11-12 from the Graduate School of Education, University of Melbourne. There are Teacher Lesson Guides to support you in creating a rich learning environment for students to actually do the lessons and activities to experience personal and academic growth. Under the Wellbeing Program tab on the website are the individual year level Teacher guides.
To complement the student planners and journals, we have created a Staff Wellbeing@School Journal for you, and a Wellbeing@Work Journal for parents, to assist the adults in students’ lives to experience personal growth also. Our Learning Curve team provides professional development seminars for teachers, parents and leadership teams on how to best utilise the program to cultivate an optimistic mindset of wellbeing growth in your school community.
All the best, Mick Walsh, The Learning Curve Author
Character Strength Weeks
There are six Strengths Weeks spread throughout this planner. They provide you and your class with opportunities to practise using your strengths to welcome personal and academic challenges to create pathways for growth. They are also fun to do at home with your family. The order of these weeks are: Gratitude, Kindness, Bravery, Honesty, Creativity and Teamwork.
From the website www.learningcurve.com.au download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks and the Wellbeing Awards Certificates from Individual Resources/Wellbeing Awards.
Author, Educator and Speaker
PERMAH+: MY LIVING & LEARNING WELLBEING GROWTH
PERMAH+: My Living & Learning Wellbeing Growth
This Lesson: WHY: for you to understand what each of the PERMAH+ elements of wellbeing are and think of something that you could do to grow them. HOW: each week one of the elements is explored for you to learn more about how you could use it to grow your wellbeing. The six equally important PERMAH+ elements work together as a family and describe your living and learning wellbeing.
POSITIVE EMOTION + gratitude – being able to create positive emotions in yourself and being grateful for the special people and the things that you value in your life.
Describe how by you doing little positive and kind things you could create more positive emotions in yourself every day.
Who are people that are always there for you and that you are grateful to have in your life?
ENGAGEMENT + mindfulness – being able to feel connected to yourself, your teacher and classmates to notice something positive and different about every day.
Describe how you could involve yourself actively in class by connecting more with your teacher and classmates.
How could looking forward to noticing something different about every day help you to become more aware?
RELATIONSHIPS + empathy – being able to build and enjoy respectful relationships and showing empathy for others’ needs and feelings as well as your own.
Describe how showing empathy that you and other people matter could help you to build and enjoy respectful relationships.
How you could show more empathy for other students’, your teachers’ and your own needs and feelings?
Acknowledgement: Seligman & Peterson
PERMAH+: MY LIVING & LEARNING WELLBEING GROWTH
PERMAH+: My Living & Learning Wellbeing Growth
No one of the elements of PERMAH+ on its own can describe your living and learning wellbeing. All six of them contribute to how healthy your wellbeing is, so aim to build each of them to grow your best self.
MEANING + purpose – being able to add meaning to your life by giving and having a purpose that really matters to you and makes the world a better place.
Describe how you could add meaning to your and others’ lives by giving of yourself to be kind.
How could having a sense of purpose to make a positive difference help you to grow your best self?
ACCOMPLISHMENT + optimism – being able to set goals that stretch your abilities to keep you getting better at getting better to grow your best self.
Describe how you could keep growing your best self by writing down three goals each term to aim for.
How could believing that you can keep getting better at getting better grow your living and learning wellbeing?
HEALTH + strengths – being able to use your strengths to have a healthy body, a healthy mind and a healthy outlook on life.
Describe how making the effort to do and record the Big Five well could help you to keep you healthy.
How could using your strengths to stretch yourself on harder tasks lead to living and learning growth?
Acknowledgement: Seligman & Peterson
This content from Learning Curve Student Planner
NUMBER SKILLS
Number Skills
Problem 9
1. If your heart beats on average of 85 beats per minute. How many times has your heart beat: (i) in a year (ii) by age 12 (iii) on your next birthday?
2. Make four 4’s using the operations ( ), x, +, equal 32.
Vocabulary Builder interview led nuisance thread lead policy cruel alert thief
Vocabulary Builder ancestor delicate tourist magnet summary strait axle circle straight This content from Learning Curve Student Planner
SEMESTER ONE – CURRICULUM THEMES
REFLECTIONS / INTENTIONS
SEMESTER TWO – CURRICULUM THEMES
REFLECTIONS / INTENTIONS
APRIL 2025
TERM: WEEK: DAY: PRIORITIES / MEETINGS DONE Wellbeing Growth Challenge What are you looking forward to most this week?
How well does your team celebrate all team accomplishments, no matter how small, to generate positive emotions all round?
List your body signals that alert you to being under stress.
PREPARATION AND FOLLOW-UP:
THIS WEEK PRIORITIES / MEETINGS DONE
HOW DID YOU FEEL THIS WEEK?
WHAT WENT WELL THIS WEEK?
PREPARATION AND FOLLOW-UP:
SUNDAY 1 2 3 4
Buy shoes at the end of the day. Why? This is when your feet are most swollen after a day on them. “Follow the crowd and you will never be followed by a crowd.” Saying
SATURDAY
REFLECTION TIME APRIL 2025
Regular and deep reflection on our professional practice and encouraging honest feedback from critical friends are essential to the ongoing development of learning and teaching in our classes. Be constructive; this is a development exercise, not a judgemental one. Be creative and innovative.
CLASS DID THE CLASS ACHIEVE WHAT YOU WISHED? WHY OR WHY NOT? THINGS TO ACHIEVE/FOLLOW-UP NEXT MONTH
IDEAS BANK / ANY PROFESSIONAL DEVELOPMENT REQUIRED?
Mindfulness Puzzle – in each task move only one matchstick to make equations correct.
Answer page 224
MAY 2025
May – is named after the Roman goddess of spring and growth, Maia. Her father, Atlas, was said to
son, Hermes, was also famous.
“Fools live poor to die rich.” Proverb
WELLBEING GROWTH BUILDER MAY 2025
This content from Learning Curve Student Planner
Respectful Relationships
This Lesson: WHY: for you to learn about what you do to create and maintain respectful relationships. HOW: practise sharing equally, and openly with others to feel:
• Connected – a sense of belonging
• Protected – emotionally and physically safe
• Respected – others value you as a person who matters.
When you enjoy healthy and respectful relationships, feel-good group brain chemicals, called serotonin and oxytocin, are released into your blood stream. Reflect on the following questions:
Reflect on these respectful relationships questions
What is something important to do to have a respectful relationship? What is something that you notice when a person has power over someone in a relationship?
What is something that you do to communicate respectfully in a relationship?
How have mobile phones affected the quality of your respectful relationships?
What is something that you would notice if your friends and you were in an unsafe relationship?
If you found yourself in an unsafe relationship, who could you ask for help from to keep yourself safe?
Acknowledgement: Ericsson, Coyle, Tversky
Acknowledgement: 5-6 RRRR Graduate School of Education, University of Melbourne
Your thoughts and experiences
2026 FORWARD PLANNER
JANUARY FEBRUARY MARCH
“Merit and good breeding will make their way everywhere.” Lord Chesterfield
