Mind Mastery Program Overview
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Session 1: Who are we!
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Goal: To recognise
feelings and emotions in ourselves and others. |
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Intro:
This group is called Mind Masters, what do you think that means? We are going to learn how to be masters of our own minds! To work well in our group we need: a) group rules (work them out) and b) know each other and a part of that is to know things about each other that are strengths... So, to get to know each other we will play circle ball! Play circle ball: - Have a large softball. Sit students in a circle on floor close together. You start; tell your name and one thing about your family and one thing that is a character strength or something you are good at. “My name is Mrs. S and I have three sons” roll the ball to another person and they say their name and something about their family. They in turn roll the ball on to someone else. Tell the students at the start to try and remember who rolled it to them and what they said because at the end we try to reverse the process e.g. “Your name is Steven and you have two brothers.” |
Resources: Butcher's Paper and felt-tip pens Or Whiteboard and Markers Large, soft ball suitable for inside. |
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Discussion: We all
have feelings! Feelings are good. Ask someone to stand up and ask
them what they would feel if you pinched them. Ask them what that
feeling then tells them to do. Ask someone else what happens when
they haven't had enough to eat or drink. Explain how this shows
that feelings are good because they help us know what is happening
to us and how to react. Some feelings are not so easy to understand and they are called emotions. Ask for some examples of emotions. Explain that they are still helpful for us to understand what is happening and how we should react but we need to understand them more. We have all seen the school behaviour matrix... Give examples of how people might misbehave and how this might be relate to what they are feeling at the time. Explain that this is why we need to control our emotions and in order to that we need to understand them well. For controlling emotions we have some “Zones of Regulation” - explain the zones of regulation. Use some green, red, yellow and blue coloured card stuck on the board and have the children help sort some of the Emotions Cards into the right zones. |
School behaviour matrix on display poster. Zones of Regulation display poster. Green, Red, Blue and Yellow card. Blu-tac. Emotions Cards. |
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Activity: Zones of Regulation Game (In the Gym) Split the class into four teams – Red, Green, Yellow and Blue. You may label them with the coloured ribbon. Split them into corners in the gym or outside. Put all the Emotions cards (at least four cards of each emotion) in the middle of the room, spread out and mixed up. The children are to send one person at a time from their team to run and get one card at a time that belongs with their coloured Zone of Regulation. The fastest Team wins. |
Emotions Cards (at least 4 of each emotion: sad, depressed,
sick, tired, happy, focused, ok, calm, excited, silly, frustrated,
worried, angry, terrified, yelling, elated.) Blue, Red, Yellow and Green Card / ribbons... (optional) |
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Conclusion:
Ask each team to explain their zone of regulation. Explain that for good learning at school we need to be in the green zone and while this won't always be the case we are going to work on helping us to be mind masters who can be in the green zone as much as possible. If there is extra time the children may do prepared photocopied zones of regulation worksheets. |
Photocopied Zones of Regulation Worksheet, enough for each student. |
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How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Describe
their own strengths and achievements and those of others, and
identify how these contribute to personal identities. (VCAA
content descriptor VCHPEP071)
*Explore
actions that help make the classroom a healthy, safe and active
place.
*Identify
rules and fair play when creating and participating in physical
activities. (VCAA
content descriptor VCHPEM087)
Level
3 & 4:
*Describe
strategies to make the classroom and playground healthy, safe and
active spaces. (VCAA
content descriptor VCHPEP095)
*Participate
in outdoor games and activities to examine how participation
promotes a connection between the community, natural and built
environments, and health and wellbeing. (VCAA
content descriptor VCHPEP096)
*Apply
basic rules and scoring systems, and demonstrate fair play when
participating.
(VCAA
content descriptor VCHPEM104)
Level
5:
Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing. (VCAA
content descriptor VCHPEP110)
Demonstrate
ethical behaviour and fair play that aligns with the rules when
participating in a range of physical activities. (VCAA
content descriptor VCHPEM122)
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How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Personal
and Social Capability:
*Extend
their vocabulary through which to recognise and describe emotions
and when, how and with whom it is appropriate to share
emotions (VCAA
content descriptor VCPSCSE008)
*Identify
personal strengths and describe how these strengths are useful in
school or family life(VCAA
content descriptor VCPSCSE009)
*Use
basic skills required for participation in group tasks and respond
to simple questions about their contribution to group tasks (VCAA
content descriptor VCPSCSO014)
*Recognise
that conflict occurs and distinguish between appropriate and
inappropriate ways to deal with conflict (VCAA
content descriptor VCPSCSO015)
Level
3&4:
Personal
and Social Capability:
*Identify
and explore the expression of emotions in social situations and
the impact on self and others(VCAA
content descriptor VCPSCSE016)
*Identify
personal strengths and select personal qualities that could be
further developed(VCAA
content descriptor VCPSCSE017)
Level
5:
Personal
and Social Capability:
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Session 2: What makes feelings/emotions!
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Goal: To understand
the connection between think, feeling and then doing. |
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Intro:
Revise last week: Feelings and Emotions and which Zones of Regulations they belong in. How does this relate to the school behaviour matrix. If teacher uses the Zones go over how this works in the class. |
Resources: Zones of Regulation Poster. |
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Discussion: Explain
how emotions can be related to how we think. Use pictures and ask what the person in the picture might be thinking and therefore how they are feeling. Give an example story: The other day I was playing with my friends and I needed to go to the toilet. I told them what I was doing and asked them to wait for me. When they didn't wait for me I could have thought: “They didn't wait, they don't care about me” Or “Where are they, maybe the teacher told them they had to move on from hanging around outside the toilets.” Write the two options on the board and ask the children to tell you what emotions would be inspired by the two different thoughts. Write down the ideas. Now add the different 'do' scenarios for each different thought. Which ended better? |
Photo Pictures of people showing emotions... Whiteboard and Markers |
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Activity:
Write a choose your own adventure story. In groups of two the children write a story like the one above in which there are two options for thoughts which then show the difference in the feelings and the outcomes. |
Paper and Pens/Pencils |
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Activity: Drama Use different types of music and ask the children to show what the music makes them feel. Were they thinking anything because of the music? If so, what? In groups of 4 act one of the stories they had made up. Ask the children to explain how the thinking affected the feeling and the doing. |
Music player with different types of music. |
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Conclusion:
Reiterate how what we think affects how we feel and what we do. Produce a Poster for the class which shows the Think – Feel – Do Process. |
Think – Feel – Do Poster |
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How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Identify
and practise emotional responses that account for own and others’
feelings (VCAA
content descriptor VCHPEP076)
*Construct
and perform imaginative and original movement sequences in
response to stimuli(VCAA
content descriptor VCHPEM081)
*Use
strategies to work in group situations when participating in
physical activities (VCAA
content descriptor VCHPEM085)
Level
3 & 4:
*Describe
and apply strategies that can be used in situations that make them
feel uncomfortable or unsafe (VCAA
content descriptor VCHPEP090)
*Identify
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP091)
*Describe
factors that can positively influence relationships and personal
wellbeing (VCAA
content descriptor VCHPEP092)
*Apply
innovative and creative thinking in solving movement
challenges (VCAA
content descriptor VCHPEM103)
Level
5:
*Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing(VCAA
content descriptor VCHPEP110)
*Participate
positively in groups and teams by encouraging others and
negotiating roles and responsibilities (VCAA
content descriptor VCHPEM120)
|
|
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How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Literacy:
Create
short imaginative, informative and persuasive texts using growing
knowledge of text structures and language features for familiar
and some less familiar audiences, selecting print and multimodal
elements appropriate to the audience and purpose (VCAA
content descriptor VCELY230)
Level
3&4:
Literacy:
*Create
imaginative texts based on characters, settings and events from
students’ own and other cultures including through the use of
visual features(VCAA
content descriptor VCELT264)
*Create
literary texts by developing storylines, characters and
settings (VCAA
content descriptor VCELT297)
*Create
literary texts that explore students’ own experiences and
imagining (VCAA
content descriptor VCELT298)
Level
5:
Literacy:
*Create
literary texts using realistic and fantasy settings and characters
that draw on the worlds represented in texts students have
experienced(VCAA
content descriptor VCELT328)
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Session 3: Introducing the Head Hassler and Mind Master! Thoughts that are unhelpful |
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Goal: To be able to
recognise when thoughts are unhelpful so we can change the
thoughts and have more positive feelings. |
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Intro:
Revise the last two weeks: Feelings and Emotions and which Zones of Regulation they belong in. What causes our feelings?... - thoughts |
Resources: Zones of Regulation Poster. Think – Feel – Do Poster. |
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Discussion:
Have everyone get out their stories from last week. Today I want to introduce you to two imaginary people! …. The Mind Master and the Head Hassler. Does everyone have their stories from last week. Who can guess what types of thoughts the Mind Master has and what types the Head Hassler has? Explain what the Head Hassler does to us – making us feel sad. The way the Head Hassler does this is to use some favourite words and phrases like “It never works for me” “They did that to annoy me” “It is going to be like this forever”... Write some on the board. What kinds of things would the Mind Master say instead? Write them on the other side of the board. There is one more thing that we need to know about the Head Hassler and the Mind Master. If we start listening to the Head Hassler then he gets bigger and bigger. Ask the children to tell you, one at a time, some things that the Head Hassler might say. With each one blow a balloon up a bit more. Explain that if we listen to him then he gets bigger and bigger and we get sadder and sadder. However, if we listen to the Mind Master and we use the Mind Master to fight the Head Hassler then he gets smaller and smaller. That is why we are working to become Mind Masters ourselves – so we can fight the Head Hassler and we will be happier people. |
Pictures of the Head Hassler and the Mind Master! The stories written in last weeks session. Whiteboard and Markers Balloon |
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Activity: Head Hassler and Mind Master Game This game is a bit like shipwreck. To play a large open area is needed. One side is designated as Head Hassler and the other is designated as Mind Master. The teacher thinks of some Head Hassler and Mind Master phrases and calls one out at a time. The Children need to decide whether it is a Head Hassler or Mind Master phrase and then run to the appropriate designated place. |
Large open area. |
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Activity: paired Mind Master practice. In groups of two the students come up with 5 Mind Master phrases each. Their partner needs to judge whether they have the idea right or if they have said a Head Hassler phrase my mistake. |
Music player with different types of music. |
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Conclusion:
If there is time the students do a worksheet in which they decide whether the phrase is Head Hassler or Mind Master. Or they may play/make a snakes and ladders game incorporating Mind Master and Head Hassler phrases. Ask if we want to have the Mind Master working for us. Reiterate what this means. |
Think – Feel – Do Poster Head Hassler and Mind Master pictures. Mind Master worksheet, enough photocopied for the whole class. |
|
How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Identify
and practise emotional responses that account for own and others’
feelings (VCAA
content descriptor VCHPEP076)
*Explore
actions that help make the classroom a healthy, safe and active
place.
*Identify
rules and fair play when creating and participating in physical
activities. (VCAA
content descriptor VCHPEM087)
Level
3 & 4:
*Participate
in outdoor games and activities to examine how participation
promotes a connection between the community, natural and built
environments, and health and wellbeing. (VCAA
content descriptor VCHPEP096)
*Apply
basic rules and scoring systems, and demonstrate fair play when
participating. (VCAA
content descriptor VCHPEM104)
*Identify
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP091)
*Describe
factors that can positively influence relationships and personal
wellbeing (VCAA
content descriptor VCHPEP092)
*Apply
innovative and creative thinking in solving movement
challenges (VCAA
content descriptor VCHPEM103)
Level
5:
*Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing (VCAA
content descriptor VCHPEP110)
Demonstrate
ethical behaviour and fair play that aligns with the rules when
participating in a range of physical activities. (VCAA
content descriptor VCHPEM122)
Participate
positively in groups and teams by encouraging others and
negotiating roles and responsibilities (VCAA
content descriptor VCHPEM120)
|
|
|
How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Personal
and Social Capability:
*Extend
their vocabulary through which to recognise and describe emotions
and when, how and with whom it is appropriate to share
emotions (VCAA
content descriptor VCPSCSE008)
*Use
basic skills required for participation in group tasks and respond
to simple questions about their contribution to group tasks (VCAA
content descriptor VCPSCSO014)
Literacy:
Create
short imaginative, informative and persuasive texts using growing
knowledge of text structures and language features for familiar
and some less familiar audiences, selecting print and multimodal
elements appropriate to the audience and purpose (VCAA
content descriptor VCELY230)
Level
3&4:
Personal
and Social Capability:
*Identify
and explore the expression of emotions in social situations and
the impact on self and others (VCAA
content descriptor VCPSCSE016)
Literacy:
*Create
imaginative texts based on characters, settings and events from
students’ own and other cultures including through the use of
visual features(VCAA
content descriptor VCELT264)
*Create
literary texts by developing storylines, characters and
settings (VCAA
content descriptor VCELT297)
*Create
literary texts that explore students’ own experiences and
imagining (VCAA
content descriptor VCELT298)
Level
5:
Personal
and Social Capability:
Literacy:
*Create
literary texts using realistic and fantasy settings and characters
that draw on the worlds represented in texts students have
experienced(VCAA
content descriptor VCELT328)
|
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Session 4: Putting the Mind Master to work - Gratitude!
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Goal: To start
practicing Mind Mastery and Gratitude. |
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Intro:
Revise last week: What is the Mind Master's greatest weapon? |
Resources: Mind Master Picture |
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Discussion:
One way of using the Mind Master is to practice Gratitiude. What is Gratitude? Ask the children for ideas of things they can be grateful for. Read a story about gratitude or show the you tube clip of “The Last Stop on Market Street” < https://www.youtube.com/watch?v=n4irkUDbaIA> |
Story about gratitude: eg. “Did I ever tell you how lucky you are?” by Dr. Seuss Or “The Last Stop on Market Street” by Matt de la Pena Or equipment to play a youtube clip. |
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Activity:
Set up a gratitude jar and have everyone write some notes to stick in the jar. |
Big Jar. Paper and Pens/Pencils |
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Activity: Making cards The children write cards to thank people for things they are grateful for. |
Paper, Pens/Pencils, Coloured Pencils, Card, other card
making/decorating things. |
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Conclusion:
Reiterate how being grateful is connected to being a Mind Master. |
|
|
How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Describe
their own strengths and achievements and those of others. (VCAA
content descriptor VCHPEP071)
*Describe
ways to include others to make them feel that they belong (VCAA
content descriptor VCHPEP075)
*Identify
and practise emotional responses that account for own and others’
feelings (VCVAA
content descriptor VCHPEP076)
Level
3 & 4:
*Identify
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP091)
*Describe
factors that can positively influence relationships and personal
wellbeing (VCAA
content descriptor VCHPEP092)
Level
5:
*Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing. (VCAA
content descriptor VCHPEP110)
|
|
|
How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Personal
and Social Capability:
*Extend
their vocabulary through which to recognise and describe emotions
and when, how and with whom it is appropriate to share
emotions (VCAA
content descriptor VCPSCSE008)
*Use
basic skills required for participation in group tasks and respond
to simple questions about their contribution to group tasks (VCAA
content descriptor VCPSCSO014)
Literacy:
*Use
comprehension strategies to build literal and inferred meaning and
begin to analyse texts by drawing on growing knowledge of context,
language and visual features and print and multimodal text
structures (VCAA
content descriptor VCELY222)
Level
3&4:
Personal
and Social Capability:
*Identify
and explore the expression of emotions in social situations and
the impact on self and others (VCAA
content descriptor VCPSCSE016)
Literacy:
*Use
comprehension strategies to build literal and inferred meaning and
begin to evaluate texts by drawing on a growing knowledge of
context, text structures and language features.
(VCAA
content descriptor VCELY257)
*Identify
the point of view in a text and suggest alternative points of view
(VCAA
content descriptor VCELY255)
*Use
comprehension strategies to build literal and inferred meaning to
expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (VCAA
content descriptor VCELY288)
Level
5:
Personal
and Social Capability:
Literacy:
*Show
how ideas and points of view in texts are conveyed through the use
of vocabulary, including idiomatic expressions, objective and
subjective language, and that these can change according to
context (VCAA
content descriptor VCELY317)
*Use
comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (VCAA
content descriptor VCELY319)
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Session 5: Putting the Mind Master to work - Empathy!
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Goal: To start
practicing Mind Mastery and Empathy. |
|
|
Intro:
Revise the last couple of weeks: What are the Mind Master's weapons? |
Resources: Mind Master Picture Gratitude Jar... |
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Discussion:
Another weapon of the Mind Master is to practice Empathy. What is Empathy? |
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Activity: Emotion charades Have the children in pairs, one is to act out an emotion and the other is to guess the emotion. |
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Discussion and Activity:
Read the book: “Have you filled a bucket today?” or watch the youtube clip of it: https://www.youtube.com/watch?v=gSHBgRWyh3I Maybe learn a song about filling buckets using one of the youtube clips below: https://www.youtube.com/watch?v=WaddbqEQ1NE https://www.youtube.com/watch?v=GAkZT_XoQJs https://www.youtube.com/watch?v=0dJ91WdZQPI Ask the children for ideas on how to fill a bucket? Write them on the board. Make Buckets for everybody and have everybody post bucket filling notes to partners (to ensure that no-one misses out designate someone for each person) |
The book: “Have you filled a bucket today?” by Carol McLeod equipment for watching a youtube clip and for learning a song. Whiteboard and Markers Pens/Pencils, coloured pencils, paper Photocopies of buckets for each student which can be cut out. Scissors. |
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Conclusion:
Revise the weapons we now have for the Mind Master: our thoughts, Gratitude and Empathy. |
|
|
How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Identify
and practise emotional responses that account for own and others’
feelings (VCAA
content descriptor VCHPEP076)
*Construct
and perform imaginative and original movement sequences in
response to stimuli(VCAA
content descriptor VCHPEM081)
Level
3 & 4:
*Describe
and apply strategies that can be used in situations that make them
feel uncomfortable or unsafe (VCAA
content descriptor VCHPEP090)
*Identify
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP091)
*Describe
factors that can positively influence relationships and personal
wellbeing (VCAA
content descriptor VCHPEP092)
*Apply
innovative and creative thinking in solving movement
challenges (VCAA
content descriptor VCHPEM103)
Level
5:
Plan
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP108)
Investigate
the role of preventive health in promoting and maintaining health,
safety and wellbeing for individuals and their communities (VCAA
content descriptor VCHPEP112)
Apply
critical and creative thinking processes in order to generate and
assess solutions to movement challenges (VCAA
content descriptor VCHPEM121)
*Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing(VCAA
content descriptor VCHPEP110)
*Participate
positively in groups and teams by encouraging others and
negotiating roles and responsibilities (VCAA
content descriptor VCHPEM120)
|
|
|
How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Personal
and Social Capability:
*Extend
their vocabulary through which to recognise and describe emotions
and when, how and with whom it is appropriate to share emotions
(VCAA
content descriptor VCPSCSE008)
*Use
basic skills required for participation in group tasks and respond
to simple questions about their contribution to group tasks (VCAA
content descriptor VCPSCSO014)
Literacy:
*Use
comprehension strategies to build literal and inferred meaning and
begin to analyse texts by drawing on growing knowledge of context,
language and visual features and print and multimodal text
structures (VCAA
content descriptor VCELY222)
*Write
words and sentences legibly using upper- and lower-case letters
that are applied with growing fluency using an appropriate
pen/pencil grip and body position (VCAA
content descriptor VCELY232)
*Listen
for specific purposes and information, including instructions, and
extend students’ own and others' ideas in discussions through
initiating topics, making positive statements, and voicing
disagreement in an appropriate manner (VCAA
content descriptor VCELY244)
Level
3&4:
Personal
and Social Capability:
*Identify
and explore the expression of emotions in social situations and
the impact on self and others (VCAA
content descriptor VCPSCSE016)
Literacy:
*Create
literary texts that explore students’ own experiences and
imagining (VCAA
content descriptor VCELT298)
*Use
comprehension strategies to build literal and inferred meaning and
begin to evaluate texts by drawing on a growing knowledge of
context, text structures and language features.
(VCAA
content descriptor VCELY257)
*Identify
the point of view in a text and suggest alternative points of view
(VCAA
content descriptor VCELY255)
*Use
comprehension strategies to build literal and inferred meaning to
expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (VCAA
content descriptor VCELY288)
*Listen
to and contribute to conversations and discussions to share
information and ideas and negotiate in collaborative situations
and use interaction skills, including active listening and clear,
coherent communications (VCAA
content descriptor VCELY275)
*Discuss
literary experiences with others, sharing responses and expressing
a point of view (VCAA
content descriptor VCELY306)
*Handwrite
using clearly-formed joined letters, and develop increased fluency
and automaticity
(VCAA
content descriptor VCELY301)
Level
5:
Personal
and Social Capability:
Literacy:
*Create
literary texts using realistic and fantasy settings and characters
that draw on the worlds represented in texts students have
experienced(VCAA
content descriptor VCELT328)
*Use
comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (VCAA
content descriptor VCELY319)
Develop
a handwriting style that is becoming legible, fluent and
automatic (VCAA
content descriptor VCELY331)
|
|
|
Session 6: Putting the Mind Master to work - Mindfulness!
|
|
|---|---|
|
Goal: To start
practicing Mind Mastery and Mindfulness. |
|
|
Intro:
Revise the last couple of weeks: What are the Mind Master's weapons? |
Resources: Mind Master Picture Gratitude Jar... Buckets |
|
Discussion:
Revise some of the Head Hassler's phrases, especially ones to do with things being permanent (time based). What are some of the ways the Mind Master fights those phrases – what thoughts are better? Explain that sometimes we get worried about what has happened in the past and what other people think about us because of that. Sometimes we get worried about the future and what is going to happen. One way to counteract that is with Mindfulness (thinking about and concentrating on the present). |
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Activity: The Five Senses Trick Everyone needs to trace their hands onto paper and write the five senses on each finger. Have everyone silently and slowly think about the five senses. |
Paper, Pens/Pencils Equipment to play calming music. |
|
Activity:
Other Mindfulness activities can be used eg. The smiling mind. |
|
|
Activity: Our hands can be used for other things as well. Trace another hand on paper and each child needs to write five strengths they have in their fingers. |
Paper, Pens/Pencils, coloured pencils. |
|
Conclusion:
Revise the weapons we now have for the Mind Master: our thoughts, Gratitude and Empathy, Mindfulness. |
|
|
How
the topic and grade level connect to the Victorian Curriculum for
Health and Physical Education:
Level
2:
*Describe
their own strengths and achievements and those of others, and
identify how these contribute to personal identities. (VCAA
content descriptor VCHPEP071)
*Explore
actions that help make the classroom a healthy, safe and active
place.
*Identify
and practise emotional responses that account for own and others’
feelings (VCAA
content descriptor VCHPEP076)
Level
3 & 4:
*Describe
strategies to make the classroom and playground healthy, safe and
active spaces. (VCAA
content descriptor VCHPEP095)
*Participate
in outdoor games and activities to examine how participation
promotes a connection
between
the community, natural and built environments, and health and
wellbeing. (VCAA
content descriptor VCHPEP096)
*Describe
and apply strategies that can be used in situations that make them
feel uncomfortable or unsafe (VCAA
content descriptor VCHPEP090)
*Identify
and practise strategies to promote health, safety and
wellbeing (VCAA
content descriptor VCHPEP091)
*Describe
factors that can positively influence relationships and personal
wellbeing (VCAA
content descriptor VCHPEP092)
Level
5:
Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing. (VCAA
content descriptor VCHPEP110)
Demonstrate
ethical behaviour and fair play that aligns with the rules when
participating in a range of physical activities. (VCAA
content descriptor VCHPEM122)
*Examine
the influence of emotional responses on behaviour, relationships
and health and wellbeing(VCAA
content descriptor VCHPEP110)
*Participate
positively in groups and teams by encouraging others and
negotiating roles and responsibilities (VCAA
content descriptor VCHPEM120)
|
|
|
How
the topic and grade level connect to the Victorian Curriculum for
other learning areas and capabilities:
Level
2:
Personal
and Social Capability:
*Extend
their vocabulary through which to recognise and describe emotions
and when, how and with whom it is appropriate to share
emotions (VCAA
content descriptor VCPSCSE008)
*Use
basic skills required for participation in group tasks and respond
to simple questions about their contribution to group tasks (VCAA
content descriptor VCPSCSO014)
Level
3&4:
Personal
and Social Capability:
*Identify
and explore the expression of emotions in social situations and
the impact on self and others (VCAA
content descriptor VCPSCSE016)
Literacy:
*Draw
connections between personal experiences and the worlds of texts,
and share responses with others (VCAA content descriptor VCELT251)
Level
5:
Personal
and Social Capability:
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