Healthy Mind - Happy Me: Book 1 by Teacher Superstore

Title:

Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

HEALTHY mIND - HAPPY ME BOOK 1

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 192 561 100 7 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes Curriculum Focus

4-7 8-9

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Section 1: Self Awareness Teachers' Notes 11-12 Super Hero Strengths 13 Not My Favourite...Yet 14 Wants And Needs 15 Emotions - Label Them 16 My Learning Style 17 Problem Solve 18 Think Outside The Box 19 Three Stars And A Wish 20

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Section 3: Social Awareness Teachers' Notes 35-36 Different Thinkers 37 People Can Help Me 38 Caring And Sharing 39 Friendship Poster 40 Meeting Someone New 41 Worry-Free 42

Section 4: Social Management Teachers' Notes 44-45 Tuning In 46 Magic Manners 47 Actions And Words 48 Let’s Cooperate 49 Think Pair Share 50 Negotiation 51 Leadership Skills 52 Lead The Way 53 Scenario Cards 1 54 Scenario Cards 2 55 Challenge Cards 1 56 Challenge Cards 2 57

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Teachers' Notes 22-23 Crazy Communication 24 Includers 25 Detective Feelings 26 I Got These Feelings Covered 27 Awesome Organisers 28 When Things Get Tricky... 29 Positive Thinking 30 Finding The Words 31 Groovy Goals 32 Challenges 33

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Teachers’ Notes We all want the best for our young people. We want them to make the most of their opportunities. To help them on their journeys into adulthood, they need a variety of different skills. This resource is written to support students develop personal and social capabilities. These capabilities will enhance their interactions with others and their own connections to learning. Students can use the skills that they learn from the activities in this resource to help them overcome challenges and develop creative solutions to social problems they might face.

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Healthy Mind - Happy Me is written for students in Years F-2. It is a flexible resource and you can choose to follow the sections chronologically or use the topic pages in no particular order.

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As well as the student activities in this book you will find:

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• Quirky Quotes – use these as discussion starters with the class. Ask children to explain what they mean, illustrate them or even act them out. Write one on the board daily to function as a thought of the day.

• Boosters – fast activities that boost positivity and help consolidate skills discussed.

This resource is linked to General Capabilities included in the Australian Curriculum and includes some links to the Health and Physical Education learning area. The four sections in this book focus on the four key ideas of the Personal and Social Capability section (General Capabilities):

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In this section, students will develop an understanding of their own emotions and needs. They will begin to recognise their strengths and what influences their emotions. This helps children to know themselves as learners. Helping students to reflect on their learning and identify what has impacted their success or failure is a vital life skill. Self management This section encourages students to develop strategies to regulate their emotions. It helps students to seek solutions to challenges that arise. Learning how to develop organisational skills and strategies to handle different situations is developed in this part of the book.

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Social awareness The activities in this section will help students to learn how to recognise others’ feelings and how to show respect for individual perspectives and emotions in a positive manner. Learning how relationships are impacted by showing initiative and taking responsibility is important. Social management The focus in this section of the book is being able to interact respectfully with a range of people. Learning how to negotiate, cooperate and make decisions in a positive way are the skills covered. 4

Teachers’ Notes When using this resource, it is important to set up conditions in your classroom to allow students to feel safe and secure. Discuss etiquette for respecting each other and only encourage personal disclosure about ideas, or sharing things about children's families, if students feel comfortable to share, and the conditions for good listening are applied. Classroom activities about social and emotional learning can be tricky. It is important to consider the best way to deliver the lesson and know how to find extra support for your students if required (School Guidance Officer or Principal).

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Useful picture books The Dot by Peter H Reynolds How Are You Feeling Today? by Molly Potter Friendship is like a Seesaw by Shona Innes The Playground is like a Jungle by Shona Innes Find further useful literature at: 4www.cbca.org.au

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Useful digital resources Australian Primary Schools Mental Health Initiative4www.kidsmatter.edu.au Australian Parenting website4www.raisingchildren.net.au/ Smart videos for curious minds – useful for inspiration 4www. thekidshouldseethis.com Office of the Children’s eSafety Commissioner 4www.esafety.gov.au Please note that weblinks are not always permanent and you may have to seek alternatives if those listed above are no longer available.

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Further professional reading Melbourne Declaration on Educational Goals for Young Australians Mindsets in the Classroom by Mary Cay Ricci Mindset by Carol Dweck The Ripple Effect by Tony Ryan Emotional Intelligence by Daniel Goleman Empathetic Intelligence by Roslyn Arnold

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Teachers are masters of adaptation. Please feel free to modify tasks and activities provided in this resource to suit your students as you know them best in a school environment. Above all, have fun with the topic! “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou

Teachers' Notes Below are a number of suggested extended activities to complete on the topic of mental happiness. They can be given to fast finishers or used at the start of any class to kick start the lesson or throughout the unit at a time that suits your planning. Class mural: Use magazines to cut out colours/images that the students associate with different emotions.

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or eBo t s r e Class cheer: As a class write a cheer or a song thato you can use to p encourage and motivate Su students to do their best. k

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Project kind: Make a list of activities that students could do to show kindness at school. Cut out the ideas and place them in a jar. Draw one out each day to try. Amazing me interviews: In pairs, ask students to tell each other the things they really have noticed and appreciate about their partner. Use an iPad voice recorder to keep and play back.

© ReadyEdPubl i cat i ons Playlists: Music in the classroom can be used to inspire, relax and •As f o r e vi ew pur p oses on y motivate. ar class compile a playlist of positive songs tol play• while the children work.

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Fast 2: Promote reflection in the classroom. After each activity ask students to identify two things they discovered (one that worked, one that was unexpected). Disaster wall: Create a display of students' work or famous people stories showing failures that led to greater success.

o c . checards at the back of this e Act it out: Use the scenario book to r o t r s Discuss how each practise acting out differents real life u er pscenarios. group solved the problems.

Challenge cards: Use the challenge cards at the back of this book for fast finishers. These cards will encourage children to take learning risks.

Teachers' Notes Use these ideas to help you get students into groups and always keep your class on its toes. Forming pairs

Ice breakers

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Put name tag cards in a hat and draw out.

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Number off 1, 2 to form pairs.

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Write out some words. Cut them in half and hand out the parts. Each student needs to put the word together by finding who has got the other half of the word.

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Students form pairs by finding someone of similar height; with the same shoe size, etc.

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Hand out playing cards. Ask students to find their match (e.g. Queen of Hearts matches Queen of Clubs; Queen of Diamonds matches Queen of Spades, etc.).

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Each student thinks of a positive adjective to describe themselves that starts with their initials (e.g. M.J = marvelous and joyful). Students sort themselves into alphabetical order according to their initials and share their adjectives.

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Name tag swap. Students are given incorrect name tags and need to find correct owners. They introduce themselves. Each student introduces the person whose name tag they had to the whole class.

© ReadyEdPubl i cat i ons Write numbers or letters onto ping pong • Learning names – form a circle. First •throw f othem rr e i e pur p ose s nl y • with balls and up v into thew air for person says ano adjective starting

Forming groups

same letter as their name. Next person does the same after repeating the first person’s name. Continue and see if the last person can name the whole class. Example: I am Super Sam This is Super Sam and I am Magic Max This is Super Sam, Magic Max and I am Groovy Gordon, etc.

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students to catch. Groups are formed according to the balls that are caught (e.g. all the 2s together, all the 3s, all the 6s, all the 7s, etc.). Prepare balls in advance and keep them in a container to use regularly. •

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Ask students to line up according to: number of letters in their first name / number of people who live in their house / number of pets / birthday / tallest to shortest, etc.

Give each student an animal name. Each student closes his/her eyes and makes the animal noise to find the other members of the group.

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Give students coloured stickers. Without talking, students must form groups according to their sticker colours.

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Randomly create groups by telling students: ‘Those who were born in the same month go together’; ‘Those who watched the same TV show last night go together’.

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Form two circles with students facing each other. The teacher stands in the centre and and gives speaking topic, “My greatest wish is… / I really love to… / I will never…”. Each student has 30 seconds to talk about the topic with the student facing them. The outside circle moves one step to the right. Speed interviews begin again.

Curriculum Focus This resource is linked to General Capabilities included in the Australian Curriculum and addresses some links from the Health and Physical Education learning area. General Capabilities help students to have a strong sense of personal worth and to understand themselves and others. This area of the curriculum assists them to explore emotions, relationships, empathy and learn skills to make effective decisions, handle themselves and relate to others. General Capabilities can be woven into all aspects of learning at school and at home.

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For a more detailed overview, go to : http://www.australiancurriculum.edu.au/ generalcapabilities/personal-and-social-capability/introduction/introduction Self awareness

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By the end of Foundation Year students should: By the end of Year 2 students should: Recognise emotions compare their emotional responses with those of their peers

Recognise personal qualities and achievements identify their likes and dislikes, needs and wants, and explore what influences these

Recognise personal qualities and achievements identify and describe personal interests, skills and achievements and explain how these contribute to family and school life

Understand themselves as learners identify their abilities, talents and interests as learners

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Recognise emotions identify a range of emotions and describe situations that may evoke these emotions

themselves as learners ÂŠ ReadyEdUnderstand Publ i cat i ons discuss their strengths and weaknesses as learners and identify some learning strategies Develop reflective practice â&#x20AC;˘ f o r r e v i e w p u r pthem osesonl yâ&#x20AC;˘ to assist reflect on their feelings as learners and how

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Develop reflective practice reflect on what they have learnt about themselves from a range of experiences at home and school

Self management

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their efforts affect skills and achievements

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By the end of Foundation Year students should: By the end of Year 2 students should: Express emotions appropriately express their emotions constructively in interactions with others

Express emotions appropriately describe ways to express emotions to show awareness of the feelings and needs of others

Develop self-discipline and set goals follow class routines to assist learning

Develop self-discipline and set goals set goals in learning and personal organisation by completing tasks within a given time

Work independently and show initiative attempt tasks independently and identify when and from whom help can be sought Become confident, resilient and adaptable identify situations that feel safe or unsafe, approaching new situations with confidence identify their abilities, talents and interests as learners

Work independently and show initiative work independently on routine tasks and experiment with strategies to complete other tasks where appropriate Become confident, resilient and adaptable undertake and persist with short tasks, within the limits of personal safety

Curriculum Focus Social awareness By the end of Foundation Year students should: By the end of Year 2 students should: Appreciate diverse perspectives acknowledge that people hold many points of view Contribute to civil society describe ways they can help at home and school

Contribute to civil society describe how they contribute to their homes, classrooms and local communities, and how others care for and assist them

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Understand relationships explore relationships through play and group experiences

Understand relationships identify ways to care for others, including ways of making and keeping friends

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Appreciate diverse perspectives describe similarities and differences in points of view between themselves and people in their communities

By the end of Foundation Year students should: By the end of Year 2 students should: Communicate effectively identify positive ways to initiate, join and interrupt conversations with adults and peers

Communicate effectively discuss the use of verbal and nonverbal communication skills to respond appropriately to adults and peers

Make decisions identify options when making decisions to meet their needs and the needs of others

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Negotiate and resolve conflict listen to others’ ideas, and recognise that others may see things differently from them

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group activities

Make decisions practise individual and group decision making in situations such as class meetings and when working in pairs and small groups

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Work collaboratively share experiences of cooperation in play and group activities

Negotiate and resolve conflict practise solving simple interpersonal problems, recognising there are many ways to solve conflict

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Develop leadership skills identify ways to take responsibility for familiar tasks at home and school

Develop leadership skills discuss ways in which they can take responsibility for their own actions

Section 1: or eBo st r e p ok u S

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Self Awareness

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teachers' notes

Section 1: Self Awareness At this stage of child development, students are growing in awareness about their own emotions, their needs and their own perspectives. They are learning about their strengths, weaknesses and how to manage success and failure. They are finding out how to spot personal qualities, recognising emotions, what it means to be a learner and how to reflect on their actions.

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Super Hero Strengths - Page 13 Suggested Boosters

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Not My Favourite…Yet - Page 14 Possible ideas

• • • •

Learning how to tie my shoelaces Putting on sunscreen Writing a story Riding a bike

• • • •

Practise with family or friends Take a deep breath and try again Try doing it in a different way Imagine being able to do it

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• My fast five – Using the fingers on one hand, ask students to name 5 talents or skills that they have (these don’t have to be things like ‘playing soccer’. They might be daily skills like ‘great at tidying up’ or ‘great at spotting insects’).

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Wants And Needs - Page 15

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In this materialistic world it is important to keep children grounded. Research shows that by giving excessive materials to children feeds greed. Reminding themselves of needs and wants and being able to tell the difference is an important skill. answers

Needs: water / food / shelter / sunshine

Emotions - Label Them - Page 16 Studies show that labelling emotions is the first step to self-regulation. If children cannot identify their emotions it is almost impossible for them to manage their feelings. Emotion coaching is a term given to the process of labelling emotions for children. Playing Heart to Heart will help to personalise the emotions and therefore better recognise them.

teachers' notes

Section 1: Self Awareness My Learning Style - Page 17 possible activities Visual

Making words starting with M (literacy activity)

Cutting out images from a magazine.

Solving a number problem

Drawing pictures to solve the problem.

Physical

Social

Verbal

Solitary

Using magnetic letters to physically make the words.

Working with a partner to make a list together.

Recording a list of words on an iPad.

Choosing any of the other styles and working alone.

Acting out the problem.

Working with a partner to solve.

Explaining steps to a friend.

Choosing any of the other styles and working alone.

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Problem Solve - Page 18

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Activity

Many experts agree that if children do not have concrete strategies to problem solve they are likely to give up when faced with daily challenges and struggles. This will affect their confidence; achievements and weaken resilience.

Think Outside The Box - Page 19

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Three Stars And A Wish - Page 20 answers

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Match the statements: 1b / 2d / 3a / 4c

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Children in primary school often worry about being different because they think that they will stand out and not 'fit in'. It is important to emphasise that we are all different and that this should be celebrated. Tell them that there are many different ways to solve a problem; make something; achieve the perfect score, etc. Thinking outside the box means that they will be encouraged to demonstrate their own style of thinking and doing and that this is 'normal'.

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Super Hero Strengths Everyone has different strengths. They are part of what makes us who we are. Talents do not have to be big and showy. Being able to speak another language, being helpful or making a great breakfast are just as important as being able to play a sport or singing well.

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helping

being kind

reading

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TTWhat are your super hero strengths? Look at the pictures below. Tick and colour your strengths. Add some more on the back of this sheet.

writing

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sport

getting along with others

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being a great friend

cooking

music

board games

"Today you are you, that is truer than true. There is no one alive who is Youer than you." Dr. Seuss 13

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Not My Favourite…Yet We all have things that we dislike or skills that we haven’t mastered…yet. With willpower and practise it is always possible to make improvements. This doesn’t mean you will ever really like brussel sprouts, but maybe you can learn to appreciate them!

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TTDraw or write three things that aren’t your favourite…yet.

It’s not my favourite…

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TTFill in the table and talk with a friend about how you could work on these not-so favourite things. How I can work on it...

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It does not matter how slow you go, as long as you do not stop – Confucius 14

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Wants And Needs There are some things that we must have in order to survive - these are needs. There are other things that we would really like to have but aren’t essential - these are wants. Knowing how to tell the difference helps us to be thankful for what we have and to focus on what is really important.

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shelter

water

music

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TTTick and colour all of the needs below.

pets

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books

clothing

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mobile phone

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iPad

friends

TTTrace around your own hand on the back of this sheet. Draw or write a want inside each finger. Compare your responses to your classmates'. We all think differently and that is great! "Yesterday is history, tomorrow is a mystery, today is a gift. That’s why we call it the present." Winnie the Pooh 15

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Emotions - Label Them Emotions are the strong feelings that we have day to day. We all have emotions. Recognising emotions helps us to manage our feelings and get along with others.

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overjoyed

sad

excited

happy

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Start

TTPlay this emotions game with a friend. Take turns rolling the dice. When you land on an emotion, give an example of when you have felt this way or how to manage the emotion. The first one to move from heart to heart wins!

Heart to Heart © Read yE dPubl i cat i ons

•f orr evi ew pur posesonl y• happy

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worried

angry

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fearful

worried

tired

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tired

angry

o c . che e r o r st super fearful excited tired relaxed

overjoyed

Finish

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My Learning Style Because we are all individuals we learn best in different ways. TTThink about the maths activities that you do in class. Use numbers to show the ways that you prefer to learn, with 1 being your number one preference.

= visual

listening (e.g. to music or instructions)

using pictures

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or eBo st r e p ok u S aural

verbal

discussing and explaining

using your body and hands

social

working in a group

solitary

working individually

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physical

TTNow try it out! Your teacher has put out an activity in several different learning styles. Have a go and record your observations in the table.

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Learning style

visual

physical

o c . che e r o r st super What I liked...

What I disliked...

social verbal solitary 17

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Problem Solve TTWhen you are faced with a problem that is difficult to solve, a good strategy is to ask for help, rather than sit and struggle to solve the problem on your own. Think of how the people listed below have already helped you solve problems. Draw or jot down how they have done this.

or eBo st r e p ok u S Your teacher Your friend 4

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A family member

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TTWhen we face a problem we should tackle it in the way that suits us best. Look at the problem-solving strategies below.

1. Take a deep breath.

5. Close your eyes then start again.

4. Try it a different way.

8. Think about possible outcomes.

. te o to it. 2. Look at the task again. 6. Take a break,. return c che e r o r stwith a friend. sup7.eCheck 3. Read it out loud. r

TTNow practise! Explain to a partner how you could help yourself in these situations:

Oops! you forgot your lunchbox. 18

Oh dear! You are having trouble with an activity in class.

Student Activit y

Think Outside The Box Be brave and try things a different way. It is a good way to discover something that you didn’t know. Some of the greatest successes have happened by people thinking "outside of the box".

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TTNow turn the page upside down. Turn it into something else.

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TTLook at the squiggle below. Turn it in to something.

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o c . che e TTCan you think of different ways to do these things?r o r st super Ways to celebrate a birthday Ways to show 100 Ways to draw a map of your school

“It is better to know how to learn, than to know.” Dr. Seuss 19

Student Activit y

Three Stars And A Wish Feedback helps us to improve. The most brilliant scientists and inventors rarely get it right first time! They need to keep working on their experiments. We can do that too. TTFeedback is best when it is positive. Match the negative statements with the positive ones that should replace them!

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or eBo st r e p ok use a a. You could u 1. You are mumbling. S computer to type. 2. Your machine didn't work.

b. Try to speak a little louder I can't hear your great idea.

3. Your writing is messy.

c. You are great at drawing. Use some pictures too.

test it some more.

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TTYour mum has spent all summer trying to grow her three fruit trees. Not one tree produced any fruit. What positive feedback can you give to her?

Star 3

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TTNow for a wish! On the back of this sheet write down something you can improve on and how you could achieve your wish. "I haven’t failed. I have just found thousands of ways that won’t work." Thomas Edison 20

Section 2: or eBo st r e p ok u S

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Self Management

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teachers' notes

Section 2: Self Management This section is about helping students to learn how to regulate, manage and monitor their own emotional responses. Learning how to do this independently is a skill that requires goal setting and organisation. Being able to work out what is needed to get a task done is an important life skill. Help your students to understand that these skills can be learnt and can help them to feel more confident and capable. In this section, students will also learn how their self management can help them to constructively interact with others.

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Suggested Booster

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Crazy Communication - Page 24

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Catch your students in the act. When you notice someone demonstrating initiative or working independently, bring it to everyone’s attention and be explicit explaining what they have done to be able to achieve success. It might be something like, “Hey Susie has noticed that the library book stand has fallen over. Thanks for picking it up so others don’t trip” or “I love the way Terry has helped his partner to solve that problem”.

Miscommunication can cause a lot of problems and inconveniences. Learning good communication skills early on in life will help students have a smoother life journey.

Includers - Page 25 Suggested answers

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The excluded child might feel: lonely; shy; afraid; embarrassed; self-conscious; unsure; sad, etc.

What she could do: ask to join in; suggest another game to play with the girls; offer to push the girls; introduce herself; find someone else on their own, etc.

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Includer words (green): Come and join us. /Would you like to sit with us for lunch? / Would you like to help us? /You can have the next turn. / We need another player.

Suggested answers

1. worried/anxious 2. scared/petrified 3. nervous/unsure 4. happy/proud 5. left out 6. loved/kind booster

• Emotion spotter – In pairs, back to back, students take turns saying a nursery rhyme in a voice that expresses an emotion (sad voice, happy voice, cross voice). The other student tries to guess which emotion they are conveying. Students swap over.

teachers' notes

Section 2: Self Management Awesome Organisers - Page 28 Adapt this activity to suit your own classroom routine. Have a class discussion about how you get ready for learning. What are the classroom expectations to help things run smoothly. Make a list of helping jobs that students can do if they are ever between tasks.

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Positive Thinking - Page 30

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Match the thoughts: a. – It’s too hard – I give up! b. – My lunch is tasteless c. – They don’t like me d. – I am worried e. – I want to yell

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Take time to model this to students – once they have got the hang of it, challenge everyone to become a ‘thought changer’. Listen out for comments that could be reframed in a more helpful manner.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Groovy Goals - Page 32 Wear helmet and long pants. Practise balancing. Learn how to use the brakes. Get up, dust off and try again. Try to ride uphill. Ride after school every day. Try a long ride with family.

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1. 2. 3. 4. 5. 6. 7.

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ANSWERS

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Student Activit y

Crazy Communication Communicating well is an important life skill so you can understand others and have your ideas heard. It takes time to master so just keep working on it! TTTick and colour. When we talk to others we should: stare at our feet change the r o e t s Bo subject suddenly r e p ok u ahem! anyway S … use a clear voice

listen to their ideas before replying

think about what you need to say beforehand

get angry when you don’t agree

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look them in the eye

interrupt

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1.Let’s do it together.

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TTHave a look a the pictures below. Match the pictures with suitable responses.

2. Fantastic race! Well done.

3. I will get you a tissue.

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TTChinese Whispers is a communication game. Play it in a group. What did you notice? On the back of this sheet write or draw three observations. 24

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Includers It feels terrible when people don’t include you in an activity. You can learn to be an includer. Look for ways to include others. TTColour the children who are not being included red. Colour the children who could be includers blue.

2 r o e t s Bo r e p ok u S

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TTHow do you think the excluded child feels?

TTWhat do you think the excluded child should do?

_____________________________

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TTColour the includer words in green. Try them out today sometime.

te join us. Come . and

There is no room o for you.

Would you like to help us?

It's a game for two people only.

We need another player.

I already have a partner.

c . c ecan have r Would you likeh to sit You e o stthe next turn. super with us for lunch?r

TTWrite a letter to someone who you think feels a bit left out. You can make them feel great again. 25

Student Activit y

Detective Feelings Feelings are the way we react inside to something. Some are good, some are bad. We have lots of them everyday. Feelings are like waves on the beach. They come and go. You will experience lots of different emotions in any one day. TTHave a look at the images below. What might these people be feeling? Write down your thoughts.

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o c . che e r o TTLook around the classroom. Tally when you observe r sta feeling in someone else. s up er happiness

worry

sadness

Fall seven times, stand up eight – Chinese Proverb 26

anger

Student Activit y

I Got These Feelings Covered Feelings aren’t ever a problem if you learn how to recognise and handle them. There are positive and negative ways of expressing your feelings. TTTick the positive way to handle these feelings.

Feeling sad r o e t s B q yell at others r e q run across a roadp q kick somebody o ok u q smile q accept a hug S q walk away Feeling cross

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Feeling happy

TTFind out how others handle feelings. Survey the class. Add your own idea.

When I feel happy …

Tally

I like to laugh and smile

Total

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When I feel cross …

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Tally

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Total

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When I feel sad …

Tally

Total

I cry and talk to a grown up I try to think of happy things

Student Activit y

Awesome Organisers Being organised just means that you are prepared. It saves you time, helps you to focus and generally makes life easier. It’s ok if you organise yourself differently to your classmates. Everyone is unique. TTHelp these children get organised. Number the steps to show the order in which they should get things done. .

or eBo st r e p Action Step ok Action u S

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Step

help with chores

get out of bed

homework

eat breakfast

travel home

pack bag

play

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clean teeth

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TTTick what you need to do to be organised at school.

use the bathroom during recess

sharpen your pencils everyday

listen to instructions

you have used them

is empty

keep and fill in diary

o c . che e r o r st super put things away after fill drink bottle when it d!

Finishe

finish tasks then I can have free time

wear a watch and check eat my lunch within the the time regularly set time

TTColour what you need to work on the most to be super-organised and make life easy.

Student Activit y

When Things GetTricky… It can be tricky to learn new things but challenges just mean we are facing something new and our brain is working and growing. If work isn’t a little tricky then we aren’t learning. TTRate each learning challenge on the 'brain-o-meter' by colouring the number. Remember - your numbers will be different from your friend's numbers.

or eBo 4 = super hard st r e p ok u tying your shoelaces riding a bike writing stories S Brain -O-meter

2 = easy 3 = slightly difficult

Brain -O-meter

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1 = super easy

Brain -O-meter

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speaking a new language

Brain -O-meter

o c . che e r o r st syoup er TTWrite some words of praise thatu could say to yourself.

It is important to celebrate your success. Praise even the smallest steps that you make.

Student Activit y

Positive Thinking Our brains are always thinking. Sometimes our thoughts are positive and help us to keep going. Sometimes our thoughts are negative and stop us from doing things. TTMatch the negative and positive thoughts. One example has been done for you. Which thoughts are better? Tell your friend why you think this.

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c. I can play with other friends. d. I can tell my worries to my worry doll.

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or eBoe. I will close my eyes st r e p oand count. u k f. I got to go to a S party.

a. I can try again. b. Maybe I could add some sauce.

It's too hard I give up!

My lunch is tasteless.

I am worried.

I want to yell.

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TTWrite down one negative thought in the first cloud then turn it into two positive thoughts in the second and third clouds.

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TTMy Gratitude List! Feeling thankful for things helps us to appreciate what we have. Draw or write all the things you are thankful for on the back of this sheet.

- to + 30

We all have negative thoughts. That’s ok. When they happen – stop, breathe and try to change them into positives.

Student Activit y

Finding The words... When somebody isn't behaving well, it can be hard to find the words to encourage them to stop their behaviour and deal with the situation well. TTCome up with words that one of the children in each picture can say to change the bad behaviour. Write the words in the thought bubbles.

2 r o e t s Bo r e p ok u S

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I'm not playing. You keep winning.

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TTGet into groups and act out the solutions to these problems. Did they work? 31

Student Activit y

Groovy Goals Sometimes to reach our goals, we have to take two steps forward and one step back. But without a plan we won’t ever get there.

what people think it looks like

what it really looks like

1. Practise balancing. 2. Try a long ride with family. 3. Wear helmet and long pants. 4. Ride after school every day. 5. Get up, dust off and try again. 6. Try to ride uphill. 7. Learn how to use the brakes.

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Steps to Success

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Goal: To be able to ride a bike.

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or eBo st r e p ok TTPut the steps in the right order to reach the goal. Use numbers. u S

o c . che e r o r st s up er TTSet your own goals - things you want to achieve this year. I want to …

I want to …

On the back of this sheet write down three steps that you need to take to achieve your personal or learning goal. 32

Student Activit y

Challenges

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TTThink about something you haven’t quite got the hang of YET. Write it at the top of the mountain. Fill in the steps you need to take to achieve it. Cut along the dotted lines and colour in each section to track your progress. This might take some time.

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TTThink about someone who has faced a challenge, someone who is brave or someone who helps you. On the back of this sheet, draw a picture of them. 33

Section 3: or eBo st r e p ok u S

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Social Awareness

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teachers' notes

Section 3: Social Awareness Being able to get along with others helps students learn how to develop positive, safe and respectful relationships. Recognising the feelings of peers and appreciating different points of view is part of learning how to respect each other. Suggested Booster

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Ask students what family traditions they have? Discuss the differences and similarities.

People Can Help Me - Page 38 ANSWERS

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Talk about different world celebrations that occur and why they are important for people.

1. Family (By caring for me, washing my clothes, making food, showing love). 2. Police (By keeping me safe, giving me directions, taking me home). 3. Tuckshop helpers (By serving me food, helping me stay healthy). 4. Lifesaver (By keeping me safe at the beach, teaching me about the surf ). It is important that children understand that they are not alone in this world and that there are lots of different people that children can access, to help them with different problems. There are also lots of people who care for them and whose job it is to keep them safe and healthy.

1. 2. 3. 4.

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Caring And Sharing - Page 39

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Cut round the outside of the chatterbox - along the dotted lines. Colour the circles the labelled colours. Fold in half and then in half again. Open out, turn over so the top is blank and fold each corner into the middle so they meet. 5. Turn over and repeat. 6. Turn over so you can see the circles. 7. Slide your thumb and your finger behind two of the circles and press together so they bend round and touch. 8. Turn over and repeat with the thumb and finger of the other hand for the other two circles. 9. All the circles should now be at the front with centers touching and you are ready to use your chatterbox. 10. To play the game, students should pair up. To start, the person without the chatterbox should choose a colour. The person with the chatterbox should move the chatterbox as they spell out the colour chosen. The game continues until the final fold is opened.

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teachers' notes

Section 3: Social Awareness Friendship Poster - Page 40 Maintaining friends is often one of the most important aspects of a child's life. It is important that they recognise what a good friend is and how friends should make them feel.

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Meeting Someone New - Page 41

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ANSWERS

Step 1: I don’t know anyone. Step 2: Hello, I am Lily. Step 3: Would you like to play on the swings?

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Students will at least once find themselves in situations where they don't know anyone. It is important that they have some strategies to introduce themselves and make friends. Some schools have introduced a 'buddy bench' where students sit if they have no-one to play with.

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All children have worries and they can exacerbate if students do not take steps to assuage them. It is important that children express their worries and deal with them before they build.

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Student Activit y

Different Thinkers We are all unique and have different ideas and points of view. That is lucky really because it would be very dull if everyone was the same. TTStep 1: Survey the class to see how differently we think sometimes.

Survey Question: What is the most important thing to take on holiday?

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or eBo st r e p ok u Student name Answer S

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o c . che e r o r st s uper Student 2: Student 3:

TTStep 2: Go back and ask three of your friends WHY they gave the answer they did. Jot down their responses and share these in a class discussion.

Student 1:

Student Activit y

People Can Help Me TTThere are people all around us who can help us in different ways. Below, write down who each person is and how they can help.

Who:

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How they help:

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Who:

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How they help:

Who:

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Student Activit y

Caring and sharing It is much more fun to share with your friends. Sometimes it is hard to share special things and that is fine. You can keep those things at home. Other things, like food, aren’t always a good idea to share as some people may have special diets or allergies. TTMake a chatterbox. First, fill the inside sections with ways to show caring and sharing. Some have been provided for you. Then, follow your teacher's instructions to complete.

yellow

Do something kind for your teacher

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green

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Hug somebody

blue

o c . che e r o r st super Share something

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Say something positive

red

Student Activit y

Friendship Poster

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TTDesign a poster for a friend. Consider what qualities he/she has. Use images and words. There are some friendship qualities below to help you.

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kind

fun

includes others

honest

wise

reliable

has good ideas

likes the same things

trustworthy

generous

makes me laugh

Student Activit y

Meeting Someone New There are over 7 billion people in the world. That’s a lot of possible new friends out there. TTCut out the pictures below and paste in the correct order to tell the story of a new friendship.

or eBo st r e Thanks for p o k Ben. playing Su

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Would you like to play on the swings?

Yes

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Booster!

Hello, I'm Lilly, what's your name?

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I don't know anyone

o c . che eHello, r o r st I'm Ben. super

Tell the class about a time when you made a new friend. How did you do it? 41

Student Activit y

Worry-Free We all have worries or things that bother us. Making a plan can help us to wave goodbye to our concerns and be worry-free. Step 1: Think of your number one worry. Write it in the first light bulb. Step 2: Think of an idea to help you be worry-free!

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Step 3: Repeat using the second light bulb.

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Fact!

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o c . Experts say that building skills che e r o like grit and perseverance will r st s r u e p help you to overcome life's little struggles and challenges.

Extra!

You might worry about what someone thinks. On the back of this page, write what you want to say to this person to clear up your worry.

Section 4: or eBo st r e p ok u S

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Social Management

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teachers' notes

Section 4: Social Management Being able to get along with a range of people (peers and adults) involves communication skills, conflict resolution skills, ability to collaborate and make decisions. These skills help students to participate in activities with others effectively. Suggested Boosters

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Take the class outside and play some ball games. These are a great way to build team skills quickly as well as giving your class a break from the usual routine (leader ball and tunnel ball are easy to manage).

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Tuning In - Page 46

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Give your class an open challenge and allow them to work in small groups to try and find a solution. It could be building the tallest tower out of newspaper and sticky tape or finding the fastest path to the library.

Mime the Feeling! emotion suggestions: sad / angry / excited / nervous / anxious / panicked / stressed / upset / satisfied / proud / glad / silly / miserable / unlucky / troubled / energetic / shy / jealous / passionate

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Actions And Words - Page 48

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ANSWERS

. tI have had something to eat? / Would you like to come 1 – Could I go aftere o too? c . 2 – Would you like to share of mine? / We could go talk toe our teacher. csome h r o r 3 – Thanks, it’s your turn next. e st super suggested ANSWERS

4 – I could help you fix it.

Negotiation - Page 51 suggested ANSWERS

Problem 1: Are you ok? Do you need some help to go down? There are lots of us waiting for a turn. I'll watch you go down and give you marks out of 10. Problem 2: I am getting tired. Can anyone be up with me to help? Could I please switch with someone else? 44

teachers' notes

Section 4: Social Management Problem 3: It’s been a long time, I would love a go. You can have a go again after me. Can you tell me when you are finished? You are really good on that ride on. Can I try to be as good as you on it?

Lead the Way - Page 53 ANSWERS

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1c / 2e / 3a / 4b / 5d

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As a class brainstorm well-known leaders in the world. Then the children could talk about leaders in their family and friendship circles and give examples of their leadership skills.

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Student Activit y

Tuning In TTIt is important to be aware of others' emotions as well as our own. This helps us to tune in to what our friends are feeling and get along with them. If your friend is sad for example, he/she might want some quiet time or need comforting. Use the emotion key to show how the people might be feeling below. receiving a present

running late for school

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lost

skate boarding

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performing on stage

draw your own

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o c . che upset e r excited o r st relaxed super Emotion Key

scared

Mime the Feeling! 46

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happy

worried

Your teacher will give you an emotion to act out. Your classmates will try to guess what emotion you are showing.

Student Activit y

Magic Manners TTBeing polite helps us to have great relationships with others. Match the words to the situations.

a. Oh no! So sorry for bumping into you. b. No thank you, I am full.

or eBo st r e p o u k 2 S

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c. Please can you pass me the glue? d. They look heavy. Let me help you.

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TTIn pairs discuss some more situations when you could use your magic manners.

Design a badge!

On the back of this sheet, design a badge that celebrates using magic manners. 47

Student Activit y

Actions and Words TTThinking caps on, have a close look at the images. Write down a polite or positive response in the speech bubbles for each.

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Could you take the dog for a walk?

I forgot my lunch.

I knocked my mum's shell collection over.

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Reaction Response Game

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You can go first.

o c . che e r o r st super

Play with a friend. One of you shows an emotion or completes an action and the other responds with positive words. Swap.

Student Activit y

Let's Cooperate When we work together we can solve puzzles faster and dream up creative ideas. TTWork with your partner to complete these challenges. Find the shortest way through the maze.

Design a colourful pattern.

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Create as many little words as you can from the bigger word 'wombat'.

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How many triangles have been used to create the pelican?

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Student Activit y

Think Pair Share TTIn pairs look at the problems. Take turns jotting down your solutions to the problems. Team up with another pair. What are their ideas?

Problem 1

Think

_____________________

_____________________ r o e t s Bo r _____________________ e p ok u S

Another pair's ideas

Pair

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You can't get to sleep at night. The more you try to get to sleep, the harder the task becomes. You begin to get upset.

My ideas

My partner's ideas

_____________________

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Problem 2

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Think

Your mum is in the shower and your dad is at work. There is a knock at the door. What should you do?

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_____________________

My ideas

_____________________

o c . che e r _____________________ o r st super

Another pair's ideas

_____________________

Pair

My partner's ideas

_____________________

Student Activit y

Negotiation TTNegotiation is a big word. It means communicating with someone to solve a problem so that everyone feels happy. Look at some of the things you can do when negotiating, below.

q be fair q be positive q offer ideas q listen to others

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or e st r YouB areo playing chasey, and e p ok'it' for a long you have been u time because you are not fast S enough to get anyone out. What

You want to go down the slide but your friend is at the top and won't move. She is blocking the way. What do you do? What do you say?

do you do? What do you say?

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You are at a friend's party and your friend has been using the ride on for a long time. You really want a turn. He says no. What do you do? What do you say?

Booster!

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Who is a good negotiator in your class? Write this person a kind note. 51

Student Activit y

Leadership Skills TTA good leader is not somebody who is bossy or does all the work. A good leader is not someone who goes first all the time. So what exactly is a leader? Work in pairs to complete the Y chart with words and pictures. You can cut and paste pictures from magazines too.

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A leader does...

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A leader says...

A leader sounds...

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"A leader is someone who knows the way, goes the way and shows the way." John Maxwell 52

Student Activit y

Lead the Way TTWe need leaders in life. Every country has a leader. Schools have leaders. Businesses have leaders. Match the events with the leadership actions.

1. Watching a classmate give a show and tell.

a. Suggesting smallest/ tallest, etc. goes first.

or eB b. Offering to help solve the st r e o problem p ok u S 3. Seeing students fight c. Praise, clap, pat on the over who goes first

4. Seeing a classmate struggle.

back.

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2. Seeing the rubbish bin overflowing.

d. Offering to help pack away.

•f orr evi ew pur posesonl y•

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TTDraw and name three people who have good leadership skills.

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TTWrite two ways that you are going to lead on the back of this sheet. 53

Student Activit y

Scenario Cards 1 TTCut out the cards and in small groups act out and role play the scenarios!

It is your first day at soccer training and you don't know anyone well. What should you do?

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You want to play a different game at lunchtime to your friends. What could you do?

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Your friend is struggling to find her reading book because her locker is very untidy. What could you do?

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You see a student in the playground at lunch sitting alone. What could you say?

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Your friend is arguing with another person you know. How could you help?

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A classmate borrows your special art pencils but doesn't return them. What might you do?

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o c . che e r o r st super A classmate says something You are feeling a bit left unkind about another student to you. What do you say?

out from your friends. What could you do?

Student Activit y

Scenario Cards 2 TTCut out the cards and in small groups act out and role play the scenarios! You have forgotten your lunch and are feeling very hungry. What are the options to help solve this problem?

You are in a group playing a tag game and you see a classmate looking on. What could you do?

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A friend is being unkind to another classmate and teasing him about his hairstyle. What could you do?

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Your little brother is playing with your frisbee and breaks it by mistake. How could you handle the situation?

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You would like to play with some friends on the oval. The game has already started. What could you do?

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You can't find your hat anywhere at school. What could you do?

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o c . che e r o r st super A person at your classroom Your room is very messy and table isn't sure how to do the activity. How could you help?

you can't find your special reading book. What could you do?

mess 55

Student Activit y

Challenge Cards 1 TTCut out the cards and individually or in pairs, complete the challenges.

Use blocks to make the tallest tower you can and balance a pencil case on it.

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Come up with three different uses for an old mobile phone.

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Think of three places in the world where you wouldn't find any human rubbish.

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What if there was no colour yellow in the world? What might the consequences be?

How could we weigh the Sydney Harbour Bridge?

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Think of something your school really needs – come up with a design to solve the problem.

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o c . che e r o t r s s r u e p You have got lost in the Use your dictionary to bush. How might you survive?

find as many words with 7 letters as you can.

Student Activit y

Challenge Cards 2 TTCut out the cards and individually or in pairs, complete the challenges. Come up with as many uses for a marshmallow as you can.

How is your body like a house? What connections can you think of?

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Create a song that explains where milk comes from?

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Imagine if the world had no colours, only black and white. What would it be like? Would there be any consequences?

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What could you invent using a pencil, a piece of paper and some string.

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What are the advantages of being a giraffe? What are the advantages of being a mouse?

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o c . che e r o t r s s r u e p If you were teacher for a You are going camping. day, what do you think is the most important thing for children to learn?

What are the five most important items to take and why?

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