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 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 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
This Week’s Creativity Gratitudes: writedownordrawcreativethingsthatyoudidornoticedothersdoingthatyouweregratefulfor.
MICK WALSH Author, Educator and Speaker
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.
LIVING AND LEARNING GROWTH HABITS
LIVING AND LEARNING GROWTH HABITS
This content from Learning Curve Student Planner
This Lesson: WHY: for you to learn about living and learning habits that will give you the power (agency) to grow your best self personally and academically. HOW: think about and write down something that you could do to develop each of them in yourself.
Habits are things that you do easily and often. They are your automatic ways to do what you do. Following are good habits to develop. Bad habits are also things that you do easily and all of the time; you need to tackle challenges to change them.
Living Growth Habits – your pathways to personal growth
Responsible Habits: taking ownership of what I think, say and do and accepting feedback and consequences for them. Making good decisions based on what my mind and heart tells me is the right thing for me to do.
Share your thoughts about how you adopting responsible habits often could lead to growing yourself personally.
Relationship Growth Habits: valuing others, assisting them to shine and having empathy for their needs and feelings. Having the self-confidence and sense of purpose to stand alone when I know I have to.
Share your thoughts about how you adopting relationship habits often could lead to growing yourself personally.
Reflective Growth Habits: looking at where I am at often, and knowing how to be self-correcting by setting self-expectations. Being curious to learn more about what I am capable of.
Share your thoughts about how you adopting reflective habits often could lead to growing yourself personally.
Learning Growth Habits - your pathways to academic growth
Resilient Habits: challenging myself to create opportunities to grow myself. Having the mental toughness and grit to push through confusion and frustration to overcome setbacks.
Share your thoughts about how you adopting resilient habits often could lead to growing yourself academically.
Resourceful Growth Habits: using Habits of Mind to know what to do when I don’t know what to do. Experimenting, imagining, visualising, creating, evaluating to continually make my best better.
Share your thoughts about how you adopting resourceful habits often could lead to growing yourself academically.
Reliable Growth Habits: confidently learning alone and sharing when learning with others. Acting positively in class and around the school by striving to do the right thing and do the thing right.
Share your thoughts about how you adopting reliable habits often could lead to growing yourself academically.
Acknowledgement: Guy Claxton
“We first make our habits, then our habits make us.” John Dryden
“A loving heart is the truest wisdom.” Charles Dickens.
NUDGING MINDSETS TOWARDS GROWTH
NUDGING MINDSETS TOWARDS GROWTH
This content from Learning Curve Student Planner
This Lesson: WHY: for you to learn that your mindset is about how much you believe that you can change yourself by tackling challenges to grow your brain’s abilities. HOW: your brain rewires itself after every experience you have. You can nudge your mindset towards growth by practising more intelligent and challenging tasks.
Mark where your mindset currently is about your living and learning growth
FIXED > > GROWTH
Can’t grow Can grow
I WILL DO IT YES, I DID IT!
YES, I DID IT!
I WILL DO IT
I CAN DO IT
I CAN DO IT
I’LL TRY TO DO IT
I’LL TRY TO DO IT
HOW DO I DO IT?
HOW DO I DO IT?
I WANT TO DO IT
I WANT TO DO IT
I CAN’T DO IT
I CAN’T DO IT
I WON’T DO IT
I WON’T DO IT
WHICH STEP HAVE YOU REACHED TODAY?
What are some things that you believe you can’t change and are fixed for you?
What are some things that you believe you can change and are growth for you?
Living
Learning
FIXED MINDSETS – about proving yourself
• challenges only show what you can’t do
• not trying new things because it makes no difference
• wanting to prove yourself by avoiding mistakes
• Effort = lack of ability
• king for you is the fear to fail
• set easy comfort zone performance goals
When is a time that you learnt something from a mistake?
GROWTH MINDSETS – about improving yourself
• challenges enable you to create pathways for growth
• trying new things to grow your abilities
• wanting to improve and making mistakes guide your learning
• Effort = personal and academic growth
• king for you is the courage to try
• set challenging step by step process goals.
What is a challenge that stretched your abilities?
Process Goals – enable you to leave your comfort zone to tackle challenges which stretch you and to accept that mistakes guide what you need to learn to grow. An example of a process goal is: I will use the Learning Curve website, thinking tools to unlock problems to find solutions.
Make up a process goal: I will
Performance Goals – keep you in your comfort zone to tackle tasks that you find easy and ensure that you look smart by not making mistakes. An example of a performance goal is: I will focus on doing tasks that I am confident with.
“The most effective way to do it, is to do it.” Amelia Earhart
GOALS, TARGETS, STRATEGIES, OBSTACLES, LEARNING PLAN
GOALS, TARGETS, STRATEGIES, OBSTACLES, LEARNING PLAN
This content from Learning Curve Student Planner
This Lesson: WHY: for you to consider using the following goal setting plan to create a visual pathway of what you will need to do to move towards achieving each of your goals to enable personal and academic growth. HOW: for each of your goals, think about what you need to learn to overcome obstacles, who can help you, and what strengths you will use. Set ISMART goals. Photocopy for each term.
IMEBOUND: can move towards achieving it this Term
EALISTIC: follow processes to make it possible T
CHIEVABLE: believe that I can accomplish it
EASURABLE: step-by-step targets on the way
S PECIFIC: why I want to achieve this M
STRATEGIES: Approaches and Thinking Tools I’m using well.
TARGETS: Being self-determined to monitor my progress and effort.
After 2 weeks: have
I NSPIRATIONAL: fill me with positive emotions
OBSTACLES: Possible challenges and setbacks. TO LEARN AND SUPPORT: Who can help me learn what I need to? Competence: Learning Abilities –I
After 6 weeks: am I moving towards my goals? Strategies that are working for me My support to learn this is
After 2 weeks: have I set up a process to follow? Getting started strategies I used To overcome challenges I need to learn
After 6 weeks: am I moving towards my goals? Strategies that are working for me My support to learn this is
SELF-DETERMINED GOALS: My drive and motivation to challenge my best self.
Acknowledgement: Sheldon & Adams Miller
YOUR LIVING AND LEARNING GOALS TERM ONE
TERM ONE LIVING AND LEARNING GOALS
This content from Learning Curve Student Planner
This Lesson: WHY: for you to set three goals this term, one for improving your learning and thinking skills in class, one for building your respectful relationships, and one for what you want to achieve for yourself. HOW: for each of your goals, think about what you need to learn, who can help you and what strengths will you use. Set goals that are just beyond your current best to stretch yourself, which will cause you to make mistakes, which you can fix by learning new things; this is where your abilities grow. At the end of term complete the reflection for each of your goals.
GOAL
About improving my learning and thinking skills in class. I will
Who can help me to learn what I need to learn?
GOAL
Mark where I am now on achieving this goal: By the end of Term mark where I can reach:
About building my healthy friendships. I will
Who can help me to learn what I need to learn?
GOAL
Mark where I am now on achieving this goal: By the end of Term mark where I can reach:
About what I want to achieve for myself. I will
Who can help me to learn what I need to learn?
Mark where I am now on achieving this goal: By the end of Term mark where I can reach:
“Don’t be pushed around by the fears in your mind. Be led by the dreams in your heart.” Roy T. Bennett
“Attitudes are more important than facts.” Norman Vincent Peale
SEMESTER CURRICULUM PLANS
REFLECTIONS / INTENTIONS
SEMESTER CURRICULUM PLANS
REFLECTIONS / INTENTIONS
“Be
Meaning + purpose: NATURE’S BOOST / CONNECTING WITH NATURE
Fabulous First Five Minutes – ask students when has someone been kind to them this week. WHY: for students to: Middle – understand the numerous benefits of spending time outdoors with nature every day. Senior – assess the benefit to their state of wellbeing of spending time outdoors with family and friends connecting with the beauty of nature. HOW: explain that the vitamin D they receive from sunlight strengthens their bones, energises their memory functioning and reduces anxious feelings. Share that making the choice to go outside to use their senses to take in the natural fragrances, fresh air, variety of noises and beauty and serenity will grow their best selves. DO: ask students to answer the PERMAH+ questions, share what the saying means to them, do the Big Five Check In, the Wellbeing and Academic Growth Tips and the Curiosity brainstorm. Middle – ask students to do the Mindfulness Puzzle activity. Senior – ask students to do the Mindfulness Puzzle activity. Success Criteria: students will be able to: Explain – the positive impact on their wellbeing through enjoying nature every day. Do – Share their favourite place to be in the outdoors and go there often.
MIDDLE PLANNER
MEANING + PURPOSE
NATURE’S BOOST
WHY: by understanding the amazing benefits to your mental and physical health by being outside with nature, your challenge is to make doing it a daily keystone habit.
HOW: when surrounded by nature, you are more alert, less anxious, your memory functioning improves, leading to you getting better at getting better. Vitamin D from sunlight and fresh air do wonders for how well you think and feel. Shift your leisure time from screens to being outdoors enjoying nature’s beauty more to boost your wellbeing.
Acknowledgement: Coley & Kuo
DO: describe how spending more time enjoying nature could give you a boost in energy to make your best keep getting better.
What are some of your favourite outdoor activities?
64
SENIOR PLANNER
MEANING + PURPOSE
Acknowledgement: Coley & Kuo
64
WHY: being outdoors every day taking in nature’s beauty, breathing in fresh air and enjoying a healthy dose of vitamin D from sunlight, will enable you feel peaceful and connected with yourself. Your challenge is to turn off your screens and walk outside.
HOW: find a comfortable and quiet area outside with nature to study several times every week. Meet and socialise with friends in parks, use walking tracks, enjoy swimming, go bushwalking and bike riding to feel fully alive. Nature energises your inner self, while frequent electronic communication and leisure saps your creative abilities.
Acknowledgement: Coley & Kuo
DO: share your thoughts about how making the effort to connect with nature every day could stimulate your personal and academic growth.
What are several of your favourite places to spend time with nature?
“Breathe the air and smell the flowers to shine.” MW
MINDFULNESS PUZZLE
“Look deep into nature, and then you will understand everything better.” Albert Einstein
MINDFULNESS PUZZLE. Find the odd one out.
Accomplishment + optimism: CORNELL NOTES AND REVIEWING / BRAIN PATTERNS
AND REVISING
Fabulous First Five Minutes – ask students what is something they do to show that they believe in themselves. WHY: for students to: Middle –understand how to use both sides of their brains when taking notes and revising to create patterns for their brains. Senior – use the Cornell Notes Process and revise using higher order learning and thinking processes to enhance their academic growth. HOW: explain that being on the same wavelength as their teachers, using their own words and making connections to what they already know, is the best way to take notes. Share that using structures such as the Cornell notetaking process and Thinking Tools, creates patterns for their brains to look for when retrieving information from their memories. DO: ask students to answer the PERMAH+ questions, share what the saying means to them, do the Big Five Check In, the Wellbeing and Academic Growth Tips and the Humility brainstorm. Middle – ask students to do the Resilient Growth Builder activity. Senior – ask students to do the Resilient Me activity. Success Criteria: students will be able to: Explain – how to use Cornell to take high quality notes in class. Do – practise ruling their page like the Cornell process.
Acknowledgement: Wade & Pauk
ACCOMPLISHMENT + OPTIMISM
CORNELL NOTES AND REVIEWING
WHY: by understanding that your brain uses patterns to make sense of things and remember them, your challenge is to take notes using the Cornell Process to create such patterns.
HOW: see page 131 to rule up your page. Write dot points of what your teacher says in your own words on the right, write or draw any questions you have and how they connect to what you already know on the left. For five minutes at night, review your notes to answer your questions.
Acknowledgement: Pauk & Wade
DO: describe how using Cornell to connect what you are learning to what you already know could help you to make your best better.
WHY: understanding that your brain loves looking for patterns to retrieve stored learning, will enable you to use proven processes to take notes and revise in ways to create clear patterns for it. Your challenge is to practise using these processes to take notes in class and to revise.
HOW: Cornell Notes uses both sides of your brain to effectively create patterns for your brain. Rule up your page the Cornell way (page 129), take notes in each of the sections, create questions about the topic and then answer these questions at home to revise.
Acknowledgement: Wade & Pauk
DO: share your thoughts about how using both sides of your brain to create patterns could assist you to grow personally and academically.
What are some patterns you could create for your brain by reading over your notes every night?
What do you do now to take notes in class? Use both sides of your brain?
“Don’t wait. The time will never be just right.” Napoleon Hill
RESILIENT GROWTH BUILDER
Sometimes you may think that you know what someone is thinking about you. Share your thoughts about how you could stop this mind reading.
“I will study and get ready, and perhaps my chance will come.” Abraham Lincoln
RESILIENT ME
You possess your own mix of character strengths. What is a strength which can help you to cope with the demands of study and how? What is a strength that you look for in friends and why?
Acknowledgement: ACARA 7-8 & 9-10
JULY 2025
TERM: WEEK: DAY: PRIORITIES / MEETINGS DONE Wellbeing Growth Challenge What are you looking forward to most this week?
How well do you regularly cut yourself some slack by giving yourself permission to be imperfect and accept this as part of being human?
Try to eat vegan or vegetarian at least twice per week.
PREPARATION AND FOLLOW-UP:
28 29 30
“If you can dream it, you can do it.” Walt Disney
THIS WEEK
HOW DID YOU FEEL THIS WEEK?
WHAT WENT WELL THIS WEEK?
PREPARATION AND FOLLOW-UP:
THURSDAY
JULY / AUGUST
PRIORITIES / MEETINGS DONE
31 1 2 3
Don’t work late at night; it’s not productive and affects sleeping patterns. “If you can walk you can dance; if you can talk you can sing.” Zulu Proverb
FRIDAY NOTES
SATURDAY
SUNDAY
REFLECTION TIME JULY 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?
WELLBEING GROWTH BUILDER AUGUST 2025
This content from Learning Curve Student Planner
PURPOSE AND SELF-DETERMINATION WORD SEARCH
Purpose and Self-Determination Word Search
This Lesson: WHY: for you to become comfortable and confident using more accurate language to describe your sense of purpose, self-determination, and all round wellbeing. HOW: for each word, choose the most uncommon letter in it, and look for it in the word search. When you find the letter, look for the other letters in the word around it.
