2019-20 North American Planner_MYP_Sample

USING THE PLANNER 

Weekly ATL Focuses 

• read the skill/strategy 

often over the week 

to absorb it and 

reflect on it. 

Notes 

• use this area for student, 

teacher or parent notes 

• mark tasks in order of 

importance 

• record any task due. 

Things To Do 

• plan the tasks 

you must get 

done that day. 

THINKING SKILLS 

NOTES / PRIORITIES / DUE DATES 

THINGS TO DO : WEEK 

4 MONDAY 

FEBRUARY 2019 

PROBLEM SOLVING 

Using an organized and systematic approach to solving 

problems always gives the best results. 

Mindfulness 

Activities 

• encouraging you 

to connect with 

yourself moment 

by moment 

• gives you an 

increased ability 

to focus and 

concentrate. 

Using the following points will allow you to consider many 

of the possible solutions: 

• write out the problem in your own words, this will help 

you understand exactly what the problem is 

• break down the problem into small parts; look for 

connections between these parts 

• brainstorm possible solution methods and identify the 

strengths and weaknesses of using each one 

• choose the strategy that will provide the best solution 

to the problem, or do you need to use a combination 

of strategies? 

• create a step by step plan to reach your solution 

• which resources are needed and where do you find 

them? 

• how will you format the report? Consider what is the 

most appropriate way to present it? 

• produce a first draft 

• show it to your teacher for feedback 

• your team can also provide feedback. They might have 

a perspective you did not consider. 

When working through your plan 

to solve the problem: 

• use logical, organized steps as 

these will help keep you focused. 

Always start the problem the 

day you receive it. Once you 

have reached a solution, 

check that it meets the 

requirements of the 

problem. 

ACTIONS 

What are two things that I will start doing to improve 

my problem solving? 

1. 

2. 

MINDFULNESS ACTIVITY 

Sounds. For five minutes close your eyes, concentrate 

and listen for ten different sounds. How are each of the 

sounds being made and by whom or what? 

WELLBEING TIP 

Choose fresh fruit and unsalted nuts as snacks. 

SIGNATURES: PARENT/GUARDIAN 

TEACHER 

WHAT WENT WELL THIS WEEK AND WHY? 

1. 

2. 

3. 

© Print & Marketing Services (Vic) Pty Ltd 

5 TUESDAY 

6 WEDNESDAY 

7 THURSDAY 

8 FRIDAY 

9 SATURDAY 

10 SUNDAY 

VALUE FOR LIFE 

Effectiveness 

76 

77 

Wellbeing Tip 

• common sense ideas to 

improve your wellbeing. 

STUDY ESSENTIALS 

Index and Breakup of Focuses 

• when you require a certain skill, look it up in the index 

• they will point you in the right direction. 

Term Goal Setting 

• at the end of each term or semester reflect on your progress to achieving the goals you set for yourself 

• fill in any changes and refocus your energies. 

Study Timetables 

• design your own weekly study timetables (refer to index) 

• at the weekend check that your timetable suits your upcoming week. 

Value Added Extras 

• explore the many extra features that will give you an advantage such as needs of individual learners, 

Emotional Intelligence, Learning Style, Goal Action Plans, Motivation and Guidelines. 

Reflection/Intentions 

• reflect on your progress in each of your subjects and include your parents’ and teachers’ observations 

• reflect on your progress in the reflection area to improve your Personal Bests (PB’s) 

• set your Learning Intentions and ISMART Target. 

What Went Well This Week 

and Why? 

• think about positive things 

that happened and consider 

why they happened. 

Weekly Value Promotes 

Learner Profile Attributes 

• an opportunity to reflect on 

character building life values 

• what will you do to show this 

Value for Life at school and in 

your community? 

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2018/19 Intl Planner_MYP_FRONT.indd 3 25/5/18 3:21 pm

APPROACHES TO LEARNING 

THE FIVE SKILL CATEGORIES 

APPROACHES TO LEARNING (ATL) 

Skills are sets of strategies and techniques that people use to achieve a specific purpose. Through ATL you will develop 

skills that have relevance across the curriculum and help you “learn how to learn”. The five skill categories below are 

important in all aspects of your life: 

• in education 

• in the workplace 

• in the community 

Regularly revisiting these skill categories and reflecting on your progress in developing each of them will assist you in 

achieving what you want from your education and life; twice each term is suggested. Use the scale. 

Not Yet Sometimes Usually Always 

COMMUNICATION SKILLS; How consistently do I 

• communicate through interaction? 

• demonstrate communication through language? 



SOCIAL SKILLS; How consistently do I 

• effectively collaborate with my peers? 

• encourage others to contribute? 

• give and receive meaningful feedback? 




SELF-MANAGEMENT SKILLS; How consistently do I 

• demonstrate organization skills? 

• manage my own state of mind? 

• reflect on my learning process? 




RESEARCH SKILLS; How consistently do I 

• demonstrate information literacy? 

• demonstrate media literacy? 



4 

THINKING SKILLS; How consistently do I 

• think critically? 

• have creative thoughts? 

• transfer skills and knowledge from one discipline or 

subject group to another? 






SELF-MANAGEMENT SKILLS 

GOALS AND INDICATORS 

The future often feels a long time away, but really you 

are creating your future right now. 

What sort of future do you want to have? There will be 

things that you want to achieve in your: 

• personal life 

• education and career 

• sporting and leisure pursuits 

• other areas that you feel are important 

Knowing what you want to achieve and setting 

goals is a fantastic first step. Once you have set your 

goals you then need to develop some strategies and 

indicators to keep you on track. 

They give you a reason to do the hard things that will 

help you to succeed and the answers to “why am I 

doing this?” 

Why will I get where I want to go? 

“Because I know where I want to go and how to 

get there!” 

Without goals to strive for, you just drift along. 

Be positive and think honestly about your life. 

Be sure that the goals you set are yours. 

Consider the advice of your family, teachers and 

peers, but in the end set goals that you believe in. 

If you don’t own your goals you will struggle to 

achieve them. 

How will you get started? 

• set smaller achievable goals that will help you 

achieve your overall long term goals 

• look at “Personal Learning Goals” for ideas 

• don’t waste time, act now. 

STRATEGIES TO ACHIEVE YOUR GOALS 

Once you have set your goals it is useful to: 

• write them down 

• record them in your planner or on your phone 

• put them up in your bedroom 

Review your goals at the beginning of each term 

• goals can shift 

• it keeps you focussed 

• use the goal setting sections for each term 

Your life is busy, so having goals and indicators to aim 

for ensures that you stay focused and achieve what 

you want to achieve 

• use the “Goal Action” Plan to help you. 

Your goals and indicators will cover differing periods 

of time: 

Short Term 

Mid Term 

What do you want to achieve at 

home tonight? This week? 

What do I want to achieve this month 

or this Term? 

Medium Term What do I want to achieve this year? 

Long Term 

What do I want to be doing in three 

years time? 

PERSONAL LEARNING GOALS 

Following is a list of Personal Learning Goals and Indicators that may help you create your goals for each semester. 

Remember, once you have decided on what you want to achieve, it is up to you to develop indicators. These indicators will 

let you know if you are on track to meet your goals. 

Your goals must be ISMART: Inspirational – a way to achieve a personal best, Specific – describe what you want to 

achieve, Measurable – step by step targets to get there, Achievable – believe that you can and will do it, Realistic – aim 

for things that you won’t give up on, Timebound – things that you can achieve in a semester. 

When you can control your thinking, you can control your attitudes, behaviours and efforts. 

To remain committed to your goals, reflect on your progress, subject by subject, each month and have them signed off by 

your parents, homegroup/form teacher and yourself; use the power of your team. 

Remember what TEAM stands for: 

Together Everyone Achieves More 

Use the Goal Action Plan (refer to index) and make a semester summary of your efforts in each subject and how well you 

did achieving your goals. 

5 



MY LEARNING ORGANIZATION AND APPROACH 

1. I will use my planner everyday to write down all learning that I need to finish, set timelines for projects and plan what I do 

Indicator – By the end of week one have read and understood ‘Using the Planner’ and be following the instructions. 

2. I will use the ‘Musts and Options’ (refer to index) to build a timetable that I can follow for everything I do, including 

school, sport, exercise, time with friends, social media and so on. 

Indicator – By the end of week two I will have my first timetable built and be sticking to it. 

3. I will set up an area at home to use everyday for my learning. 

Indicator – By the end of week one have an area set up for learning and be using it. 

4. I will spend time each night revising the key learning from the day, and at the end of the week summarize what I learnt 

this week. 

Indicator – By the end of week two be revising daily and weekly. 

5. I will aim to ask questions in all classes whenever I need further explanation to develop my understanding or if I need 

my understanding clarified. 

Indicator – By the end of week one have asked at least one question in every subject. 

MY ATTITUDE AND LEARNING GOALS 

1. In class I will practise focus and concentration to stay on task, especially when I feel myself becoming distracted. 

Indicator – In each of my subjects, the first time I feel myself becoming distracted I will refocus on the lesson and try to 

connect what is being taught to something I know. 

2. I will aim to set Personal Bests for each of my subjects and apply myself to my learning in order to achieve them. 

Indicator – I will use the strategies of active listening and mutual respect during week one to focus my efforts. 

3. I will take responsibility for growing from being a student, co-managed by my parents and teachers, to a student who 

is self-managed. 

Indicator – From day one be in control of and own my attitudes and behaviours and regularly reflect on my efforts. 

4. Every day I will practise positive thinking in all aspects of my life. 

Indicator – I will approach each day with positivity and surround myself with positive people. 

5. Each day I will make an effort to make someone else’s day, either by a kind word, a helping hand or listening to them 

with my eyes, ears and heart. 

Indicator – Every day for the first two weeks I will write down the action I completed that helped make someone else’s 

day better. 

HABITS OF MIND 

Creating, 

Imagining, 

Innovating 

Thinking 

Interdependently 

Persisting 

Thinking 

About Your 

Thinking 

Managing 

Impulsivity 

Questioning 

and Posing 

Problems 

Finding 

Humour 

Continuous 

Learning 

Applying Past 

Knowledge 

Taking 

Responsible 

Risks 

Listening With 

Understanding 

and Empathy 

Gathering 

Data Through 

All The Senses 

Responding With 

Wonderment 

and Awe 

Striving For 

Accuracy 

Thinking 

Flexibly 

Communicating 

With Clarity 

And Precision 


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GOAL ACTION PLAN 

Following is a step by step Action Plan that will: 

• help you set a clear path to follow 

• help you achieve your goals one by one 

• ensure that you achieve your goals each term or semester. 

The key is to complete an Action Plan for each of your goals. 

Goal – What it is that I want to achieve?______________________________________________________________________ 

________________________________________________________________________________________________________ 

________________________________________________________________________________________________________ 

Indicator – What is a short term goal that I can set to achieve?__________________________________________________ 

________________________________________________________________________________________________________ 

________________________________________________________________________________________________________ 

Purpose – Why do I want this to happen?____________________________________________________________________ 

________________________________________________________________________________________________________ 

________________________________________________________________________________________________________ 

Benefit – What rewards will achieving this goal bring me?_______________________________________________________ 

________________________________________________________________________________________________________ 

________________________________________________________________________________________________________ 

Disadvantage – How will I be affected if I do not achieve this goal?_______________________________________________ 

________________________________________________________________________________________________________ 

________________________________________________________________________________________________________ 

Decision – Is my goal ISMART? (Inspirational, Specific, Measurable, Achievable, Realistic, Timebound) Do I need to 

review it? 

________________________________________________________________________________________________________ 

NEEDS 

From me 

From others 

Information 

What skills do I need?____________________________________________________________________ 

How can I learn these skills?______________________________________________________________ 

What help do I need from others?__________________________________________________________ 

How and when will I approach them?_______________________________________________________ 

What information do I need?______________________________________________________________ 

How and where will I find it?_______________________________________________________________ 

Actions – What do I need to do and in what order? 

WHEN 

1._______________________________________________________________________________________________________ 

2. ______________________________________________________________________________________________________ 

3. ______________________________________________________________________________________________________ 

4. ______________________________________________________________________________________________________ 

5. ______________________________________________________________________________________________________ 

7 



MY PERSONAL LEARNING GOALS 

These goals are not specific to any particular subject, they are goals that I believe will transfer across all of my subject 

areas to help me to: 

• improve my learning outcomes and my Personal Bests 

• enjoy school 

• get the best from my education. 

This is a team approach that involves me, my parent/s, my teachers, and my peers. I will seek their feedback often. 

GOAL ONE:______________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

Action Plan: What skills, attitudes and behaviours do I need to focus on?_______________________________________ 

______________________________________________________________________________________________________ 

What are my Indicators?__________________________________________________________________________________ 

______________________________________________________________________________________________________ 

What are the Indicators I will see along the way to achieving my goal?___________________________________________ 

______________________________________________________________________________________________________ 

GOAL TWO:______________________________________________________________________________________________ 

______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 

GOAL THREE:____________________________________________________________________________________________ 

______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 


______________________________________________________________________________________________________ 

Why did I choose these Goals?_________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

Sign Off! Me: ___________________________________ My Parent/s:___________________________________________ 

Teacher: ______________________________________________________________________ Date: / / 

8 




REFLECTION OF MY PERFORMANCE LAST TERM/YEAR 

Reflecting on your current achievements and how you went about achieving them is a powerful motivator. Reflecting 

at regular intervals will help you understand: 

• what worked well and why? 

• what didn’t work and why? 

• what are my biggest achievements so far? • what am I inspired to achieve next? 

At the end of each month and term spend 15 minutes reflecting on your efforts by: 

• asking your teachers, parents and peers their view about what your key achievements are 

• being honest with yourself about your achievements and (re)setting your goals. 

Rate yourself on each question using A – always B – usually C -sometimes D - not yet 

• set yourself a rating to achieve by the end of the year. 

EFFORT + PERSONAL BESTS = ENJOYMENT + SUCCESS 

Academically 

Focused in class? 

Ignored distractions? 

Completing work to the best of my ability? 

Regularly asked questions to clarify my understandings? 

Asked teachers for out of class support? 

Set goals for study periods and achieve them? 

In control of my emotions? 

Involve myself in co-curricular and extra-curricular clubs and teams? 

Used effective research methods? 

Showed respect for my peers? 

At Home 

Listed all of my after-school commitments? 

Prioritized my after-school commitment list into 'musts' and 'options'? 

Designed my weekly study timetable? 

Given a copy of my study timetable to my parents? 

Discussed my study timetable with my parents so they can help me 

achieve my study goals? 

Have my goals posted somewhere that I will see them every day? 

Designed a revision program for tests and exams? 

Used my family as a support network for school study problems? 

Managed my time so that I do not feel under pressure when studying 

at home? 

Personally and Socially 

Did I make the most of my leisure time? 

Was too much time spent watching TV, playing video games or online? 

Designed and carried out a regular exercise program? 

Ate a well balanced diet? 

Spent quality time with friends? 

Worked a manageable part-time job? 

Balanced my 'musts' and 'options'? 

Avoided time wasters? 

Felt in control of my life? 

Spent time purely relaxing? 

Last 

Year 

Term 

1 

Term 

2 

Term 

3 

Term 

4 

Target 

Rating 

9 



MOTIVATION: MY GUIDELINES 

Having completed a reflection of your performance last term/semester 

• now is the time to identify the changes you need to make in order to improve 

• if you keep doing the same things, you’ll keep getting the same results 

Ask yourself the following questions: 

• have your goals changed? 

• are your efforts building? 

• are there new areas to improve on? • are you focused on your goals? 

• do you need to make changes to your timetable? 

• do you have the right support from your team? 

Develop strategies that help you to focus on the things you can control 

• attitude and state of mind 

• diet and exercise 

• study-life balance. 

Think carefully about the main changes you will need to make in order to improve in the three areas highlighted below. 

Consider how you are going to make these changes and the strategies you will need to implement. 

Things I need to change 

How will I make a change? Who can help me? 

Academically: 

At Home: 

Personally and Socially: 

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MUSTS AND OPTIONS 

Compile a detailed list on a day by day basis for all your “Musts” and “Options”, for example: spending 30 minutes online 

gaming each night may be a must, but spending 1 hour is an option. 

• write in when they are on and how long they take 

• put your Options in order of importance - 1, 2 and so on 

• make sure you fill in 4 Musts and 4 Options for each day 

Once you have completed this table you are in a good position to design your own Study Timetable. 

Having a clear vision of your “big picture” will 

• enable you to develop more ownership of your life - put you in control of YOU 

• enable you to use your time effectively 

• create a study-life balance. 

1 

2 

3 

4 

1 

2 

3 

4 

1 

2 

3 

4 

1 

2 

3 

4 

1 

2 

3 

4 

1 

2 

3 

4 

1 

2 

3 

4 

MUSTS 

MONDAY 

TUESDAY 

WEDNESDAY 

THURSDAY 

FRIDAY 

SATURDAY 

SUNDAY 

OPTIONS 

11 



BLOOM’S TAXONOMY: WHAT ARE THE LEVELS OF THINKING? 

Understanding how you are thinking is essential in order to develop your thinking skills. 

Often you will use different levels of thinking across subjects based on prior learning, confidence and understanding. The 

key is to try to “push” your thinking to climb up through the levels. 

The levels of thinking (Taxonomy) were created by Benjamin Bloom in 1956 and re-interpreted by Lorin Anderson during 

the 1990’s. Anderson’s interpretations were about what you do and how you do it. 

Tick the levels that you believe you are currently at. 

Acknowledgement: Benjamin Bloom, Lorin Anderson 

LEVEL WHAT DOES IT MEAN? COMMAND TERMS 

EVALUATION 

Top Floor 

Make an appraisal by weighing up the strengths 

and limitations. 

Evaluate 

Critique 

Explain 

To what extent 

SYNTHESIS 

Floor 4 

Combine different ideas in order to create new 

understandings. 

Deduce 

Discuss 

Construct 

Justify 

ANALYSIS 

Floor 3 

Break down in order to bring out the essential 

elements or structure. To identify parts and 

relationships, and to interpret information to reach 

conclusions. 

Analyse 

Compare 

Contrast 

Interpret 

APPLICATION 

Floor 2 

Use knowledge and understanding in response 

to a given situation or real circumstances. Use an 

idea, equation, principle, theory or law in relation 

to a given problem or issue. 

Apply 

Describe 

Distinguish 

Outline 

COMPREHENSION 

Floor 1 

Comprehending what the information is saying 

and understanding what it means. Being able to 

define the different parts of the problem and being 

able to see the issue for what it is. 

State 

Define 

Exemplify 

KNOWLEDGE 

Ground Floor 

Being able to remember or recognize knowledge 

from prior learning experiences. 

List 

Label 

Recall 


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When successful and intelligent people are faced with a 

problem or uncertainty they think in certain ways. 

They adapt their thinking to fit the situation. These ways 

are called Habits of Mind and were identified by Art 

Costa and Bena Kallick. To this stage there have been 

16 habits identified. It will benefit you considerably to: 

• know when and how to use each habit 

• know why each habit will help you 

• be prepared to use them. 

Habits of Mind clearly link to the ATL Skills you need 

to be a successful learner.. When you can control your 

thinking, you can control your behaviours, attitudes and 

learning. Rate yourself on your usage now with for 

each of them and set a target to achieve with by the 

end of the year. Rate yourself using the tool below. 

___ Not Yet ___ Sometimes ___ Usually ___ Always 

LISTENING WITH UNDERSTANDING AND EMPATHY 

Learner Profile Attribute: Caring 

ATL Focus: Social Skills 

Understanding what another person is meaning through 

listening to what they are saying and reading what 

messages their body language is sending to you. 55% of 

your life is spent listening; often we don’t “tune in” to what 

is really being said. Ask yourself the following questions: 

• when and how have I listened with understanding and 

empathy? 

• how have I understood another person’s point of view? 

• who has impressed me with his/her understanding 

and empathy and why? 


Goal: I will listen with my eyes, ears and heart and be curious. 

PERSISTING 

Learner Profile Attribute: Risk Takers 

ATL Focus: Self-Management Skills 

Sticking to a task until it is completed. If your first 

approach doesn’t work, be able to try other ways to 

solve the problem. Being able to see when something 

doesn’t work and why it doesn’t work. Ask yourself the 

following questions: 

• in what ways have I been persistent? 

• what are the most difficult things to being persistent 

for me? 

• who has impressed me with his/her persistence and 

why? 


Goal: I will lift my focus and efforts to “stick” to my studies. 

THINKING FLEXIBLY 

Learner Profile Attribute: Open-minded 

ATL Focus: Thinking Skills 

Being able to change your mind when you receive new 

information. Sometimes you receive new information that 

may cause you to reconsider your opinions and have 

you contradict the way you have previously thought. Ask 

yourself the following questions: 

• when have I been flexible in my thinking and why? 

• in what different ways did I think? 

• who has impressed me with his/her flexible thinking 

and why? 


Goal: I will change my thinking and adapt how I learn when I 

need to. 

MANAGING IMPULSIVITY 

Learner Profile Attribute: Thinkers 


Thinking before you answer a question with the first thing 

that comes into your mind. Consider and understand 

ideas before you pass judgement. Ask yourself the 


• when and how have I shown control and not jumped 

into something? 

• what goals can I set and what can I do to help me 

focus myself more? 

• who has impressed me with his/her self control and 

why? 


Goal: I will lift my focus and efforts to “stick” to my studies. 

THINKING ABOUT THINKING (Metacognition) 

Learner Profile Attribute: Reflective 


Understanding what you do know and what you need to 

learn. Being able to plan, reflect on and assess your own 

thinking skills and strategies. Taking time to think about 

thinking. Ask yourself the following questions: 

• when have I considered how I was thinking and why? 

• what things can I do to think more clearly about how I 

think? 

• who has impressed me with his/her controlled thinking 

and why? 


Goal: I will be reflective to take stock of my thinking and progress. 

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STRIVING FOR ACCURACY 


ATL Focus: Research Skills & Communication Skills 

Being able to take time to check the accuracy of your 

work. Lifting the quality of your learning to the highest 

level you are capable of and not settling for second best. 


• when have I taken the time to proof read my learning 

to improve it and why? 

• what things can I do to be more careful and accurate 

in my learning? 

• who has impressed me with his/her commitment to 

carefully checking his/her learning and why? 


Goal: I will always strive to improve my personal bests. 

COMMUNICATING WITH CLARITY AND PRECISION 

Learner Profile Attribute: Communicators 

ATL Focus: Communication Skills 

Being able to communicate your thoughts in accurate 

and clear language, both written and verbal. Being able 

to explain, compare and give evidence using correct 

names and labels; thinking clearly. Ask yourself the 


• when and how have I expressed myself clearly and to 

the point? 

• what things can I do to think and communicate more 

clearly? 

• who has impressed me with his/her clear explanations 

and why? 


Goal: I will use correct words and terms to explain things clearly. 

QUESTIONING AND POSING PROBLEMS 

Learner Profile Attribute: Thinkers 


Being able to ask the right questions to fill in the gaps of 

what you don’t know. Asking questions that begin with 

“what if”, “why do”, “how”? Being able to recognize the 

reasons behind why and how questions are asked. Ask 

yourself the following questions: 

• how does my understanding improve when I ask 

questions? 

• what things can I do to feel confident to ask more 

questions? 

• who has impressed me with his/her thoughtful 

questions and why? 


Goal: I will ask questions to learn the reasons behind the answer. 

GATHERING DATA THROUGH ALL SENSES 

Learner Profile Attribute: Inquirer 

ATL Focus: Research Skills 

Being able to gain a feeling for a situation through taking 

in messages from all of your senses. Being able to form 

mental images through what your senses experience. 

Being able to feel and communicate by considering 

aspects such as colours, sounds, patterns. Ask yourself 

the following questions: 

• when and how have I used my senses in my learning? 

• what are my favourite senses to use and why? 

• who has impressed me with his/her using of his/her 

senses and why? 


Goal: I will use all of my senses to feel and understand things. 

APPLYING PAST KNOWLEDGE TO NEW SITUATIONS 

Learner Profile Attribute: Knowledgeable 


Being able to adapt what you have learned from a previous 

experience to a new situation and make connections. 

Being willing to apply yourself to use experience in your 

thinking; use what you learn, linking thinking and learning. 


• when and how have I used what I have already learnt 

in something new? 

• what things can I do to use my experience in new 

learning situations? 

• who has impressed me with his/her using of learnt 

knowledge and understanding to new areas. 

14 


Goal: I will connect, extend and apply what I learn to new challenges. 

CREATING, IMAGINING, INNOVATING 



Being able and prepared to look at problems and 

situations from many different angles. Being willing 

to take risks with your thinking. Being open to advice 

and seeking feedback to improve your approach and 

thinking. Ask yourself the following questions: 

• when and how have I been creative in my thinking? 

• when and how do I imagine and create things in 

class? 

• who has impressed me with his/her creativity and why? 


Goal: I will strive to learn new ways to learn and to think. 





RESPONDING WITH WONDERMENT AND AWE 

Learner Profile Attribute: Inquirers 

ATL Focus: Self-Management Skills & Thinking Skills 

Having a “can do”, “want to”, and “I enjoy”, attitude to 

the challenge of learning. Enjoying figuring out things for 

yourself. Be curious, enthusiastic and passionate about 

learning, thinking and solving problems. Ask yourself the 


• when have I been excited and surprised by something 

I learnt and why? 

• what do I look forward to learning and doing and why? 

• who has impressed me with his/her excitement and 

passion about learning and why? 


Goal: I will use be passionate correct words and and curious terms about to explain learning. things clearly. 

THINKING INTERDEPENDENTLY 

Learner Profile Attribute: Open-Minded 

ATL Focus: Social Skills & Communication Skills 

Accepting that as human beings we seek to be part 

of groups and teams and draw energy and feedback 

from each other. Together, we have much more thinking 

power than you have when alone; and welcoming it. 

Being able to accept openness and feedback from 

others. Work together and learn together. Ask yourself 

the following questions: 

• what things have I learned when in a group and why? 

• when in a group, what role do I play and why? 

• who has impressed me with his/her willingness to 

share his/her learning with others and why? 


Goal: I will share my thoughts and welcome other ideas. 

TAKING RESPONSIBLE RISKS 



Being prepared to leave your comfort zone and adopt 

an attitude of welcoming a challenge and the unknown. 

Realizing that not taking the risk of a challenge is missing 

an opportunity to improve yourself. Don’t be more afraid 

of a lack of success than a fear of failure. Ask yourself the 


• when and how have I shown a willingness to try new 

things in my learning? 

• what things can I do to challenge my thinking to 

change the ways I learn? 


challenge his/her thinking and try something new? 


Goal: I will leave my comfort zone and extend my efforts in new ways. 

REMAINING OPEN TO CONTINUOUS LEARNING 


ATL Focus: Research Skills & Thinking Skills 

Consider that there could be a better way to do and to 

learn something and investigate it. Seeing problems and 

challenges as opportunities to develop and improve your 

thinking and you. Accepting that you don’t know then 

not being afraid to find out. Ask yourself the following 

questions: 

• when things are going well in my learning what do I 

feel like and why? 

• what are you really keen to learn and do and why? 


want to learn more and more and why? 


Goal: I will aim to learn something new everyday. 

FINDING HUMOUR 

Learner Profile Attribute: Balanced 

ATL Focus: Social Skills & Self-Management Skills 

Being able to appreciate others’ humour helps you to 

be more creative and think at a higher level. Be able to 

laugh at yourself rather than focussing on negatives such 

as others’ weaknesses or differences. Have a sense of 

humour. Ask yourself the following questions: 

• when have I really enjoyed my learning and why? 

• what things can I do to make my learning more fun 

and enjoyable? 

• who has impressed me with his/her enjoyment in his/ 

her learning and having fun in a positive way? 


Goal: I will laugh with people, not at people. 

THE RIGHT THING TO DO IS ALWAYS THE HARD THING TO DO 

Learner Profile Attribute: Principled 


Being able to accept and believe that you “just don’t do 

something”, but you must plan, reflect and think. 

Accepting that in all top performers in any activities, you 

find a higher level of thinking. Having the willingness to 

do the “hard things” and leave behind the everyday easy 

way of thinking; actually use Habits of Mind. Check out 

the following websites on the Habits: 

» www.habitsofmind.org 

» www.instituteforhabitsofmind.com 

Regularly complete the exercise on the next page to 

keep building good habits. 

Acknowledgement: Arthur Costa and Bena Kallick 

Discovering and Exploring, Habits of Mind. 

15 



HABITS OF MIND: WHERE AM I AT? 

How do you know if something has become a habit; it becomes something that you do easily and often. It is second nature 

to you. When working towards building Habits of Mind into what you do everyday, regular reflection will benefit your progress. 

Select the options below that best describe your current progress. As you regularly reflect you will end up having ticks at a 

variety of levels. Always reflect up and celebrate your achievements while thinking about what you need to do next to make 

these Habits, habits. 

WHERE AM 

I AT? 

WHAT I DO NOW 

WHAT I NEED TO DO 

AWARE 

• Do I know all of the Habits of Mind? 

• Do I know what type of thinking each one describes? 

• Do I know why I should think differently in different situations? 

• Do I know the ways in which I think? 

RECOGNIZE 

• Can I see when other people use Habits of Mind? 

• Can I see when I vary my thinking using Habits of Mind? 

• Can I see real life situations where I can use Habits of Mind? 

• Can I see when I’m not thinking in the right way? 

SELECT 

• Do I know which Habits of Mind to use in different situations? 

• Do I know why other people have used a certain Habit of Mind? 

• Can I explain why I used a certain Habit of Mind? 

• Am I confident to select the right Habit to use in each situation? 

USE 

• Am I aware when I use a Habit of Mind? 

• Do I intentionally use Habits of Mind in my learning? 

• Do my teachers encourage me to use Habits of Mind? 

• In class groups do I encourage classmates to use Habits of Mind? 

16 

REFLECT 

• Do I need reminding to use Habits of Mind? 

• Are Habits of Mind benefitting my thinking and learning? 

• When in class am I thinking about my thinking? 




BUILDING UP MY AFFECTIVE SKILLS AND MANAGING MY STATE OF MIND 

Developing good habits will power your efforts to be the very best you can be. Reflect on how well you are building the 

following. 

RESILIENCE 

• “bouncing back” after adversity, mistakes and failures 

• dealing with disappointment and unmet expectations 

• “failing well” 

• dealing with change. 





MINDFULNESS 

• focus and concentration 

• strategies to develop mental focus 

• strategies to overcome distractions 

• being aware of body-mind connection. 





PERSEVERANCE 

• persistence and perseverance 

• delaying gratification. 



EMOTIONAL MANAGEMENT 

• strategies to overcome impulsiveness and anger 

• strategies to prevent and eliminate bullying 

• strategies to reduce stress and anxiety. 




Acknowledgement: Developing MYP Units 

Rate yourself out of 10 for each of the following essentials for life success: 

Rating 

Attitude – strive to be the best you can be ________ 

Awareness – watch my efforts, progress and health ________ 

Attendance – present and in the “learning zone” in both mind and body ________ 

Ability – make the most of my special talents ________ 

MY GOALS: MAKING THEM HAPPEN THIS YEAR 

In the space below, write yourself a short letter on what you want this academic year to be for you. Set clear goals that you 

believe will benefit you. You can use this letter as a reflective tool throughout the year to inspire you to achieve your goals. 

17 


SOCIAL SKILLS 

PEOPLE IN MY LIFE 

To be the very best that you can be you need the support of other people. Nearly everything you will want to achieve in life 

will require you to collaborate with other people; the earlier you start the better. Therefore, it is important to understand how 

you can set up your support TEAM. 

The various members of your TEAM will all be able to support your “needs” and “wants”, but the key is knowing which 

TEAM members are the best for the job; no one person can do it all. 

There are three groups of people always there for you; they are: 

• Family and Friends - their role is to care for and love you, share highs and lows and provide the emotional stability that 

enables you to know yourself and feel that you matter as a person first and foremost. 

• Teachers - their role is to teach you how to learn effectively, how to think critically and creatively and how to study 

strategically, so you can get the most out of your education. 

• Year Level Advisors/Coordinators/Counsellors - their role is to assist you to overcome issues and situations which 

upset you and hinder your progress; you have to play your part and share issues. They can’t read your mind. 

ACTION STOCKTAKE 

Reflect on each of the supports in your life and write down how they influence you. Be honest with yourself. Are there other 

people? 

Family and Friends ............................................................................................................................................................. 

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

Who else could I ask?............................................................................................................................................................ 

Teachers............................................................................................................................................................................... 

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


Year Level Advisors/Coordinators/Counsellors................................................................................................................. 

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


LEARNING: FAMILY AND PEER SUPPORT 

Your parents, siblings and peers often have the skills to: 

• further develop your understandings 

• show you new techniques to use 

• suggest ideas/topics for essays 

• improve your spelling and vocabulary 

• discuss problems you encounter 

• help you set smart and balanced goals. 

Ask your family and peers to: 

• listen to you explaining what you have learnt 

• read your subject books and discuss them with you 

• listen to your topic summaries and give you feedback 

• ask you questions about your subjects so you can check your understandings. 

Always remember that they are trying to help you, don’t mistake their advice for criticism. 

• make the most of their experience, it’s very useful 

• they want to see you be successful and achieve your goals. 

18 





HOME LEARNING SESSIONS 

To maximize your ability to study it is essential to be an 

organized learner. To get the best out of your learning, 

study is required at home daily, including weekends. 

Studying provides you with a challenge to extend 

yourself, follow up on topics that interest you, make new 

connections with what you already know and transfer 

knowledge, skills and attitude across subjects. 

The best way to do this is to break up the time into study 

sessions. The number of sessions you do depends on 

your year level and how well organized your study habits 

are. At the beginning of each week you should create 

a weekly plan of when you will allocate time to all of 

your activities; home learning sessions, sports, friends, 

relaxation etc. 

Each Home Learning Session is 40 minutes in length 

and made up of 30 minutes uninterrupted work followed 

by a 10 minute break. 

To make sure you stick to these times make the most 

of technology; put reminders in your phone of when to 

begin, when to have a break and when to end home 

learning sessions. 

You will find that 30 minutes will 

test your concentration span; 

with practice you will be able 

to increase it. Set appropriate 

and manageable goals. 

If you are tired, break up 

your time into smaller 

pieces. This will help 

you to develop your 

focus and allow you to 

concentrate for longer 

periods over time. 

ACTIONS 


my focus on home learning sessions? 

1. 


2. 

TEACHER 

20 


Friends Strength. Look at the 24 VIA character strengths 

and think about the top strengths you would like your 

friends to have and why. Who are five people you 

know who could have these strengths? They could 

be good friends. 

WELLBEING TIP 

Take a walk in your local park. 


1. 

2. 

3. 


2018/19 Intl Planner_MYP_BODY.indd 20 6/4/18 8:18 am


23 

MONDAY 

JULY 2018 

24 

TUESDAY 

25 

WEDNESDAY 

26 

THURSDAY 

27 

FRIDAY 

28 SATURDAY 

29 

SUNDAY 


Challenge 

21 

2018/19 Intl Planner_MYP_BODY.indd 21 6/4/18 8:18 am



PRIORITIZING 

You will always have activities that require your time. The 

secret is to organize all of them in order of importance. 

This is called prioritizing. 

All of your activities will fall into one of two categories: 

• those you have no choice in, the musts 

• those you have a choice in, the options. 

Write a list of all the activities you have for the upcoming 

week and indicate whether they are musts or options. 

Use the MUST and OPTIONS Thinking Skill (refer to 

index). 

Musts include – Study and home learning, household 

jobs, family commitments, sporting commitments. 

Options include – TV, video games, social media, 

socializing, leisure pursuits. 

Put your options in order of importance, making sure 

that you are prioritizing what is right for you, not what you 

think others want you to do. Remember to include time 

for leisure and relaxation. 

It is up to you to take responsibility for how you choose 

to spend your options time. Remember you can’t do 

everything so be sensible with your options time ensuring 

a good balance of activities. 

Large chunks of time are often lost between your musts. 

If you stay goal oriented the time potentially lost between 

your musts is minimized. 

Strive to avoid distractions. 

Make a list of your main 

distractions and for each 

come up with a strategy 

to help you overcome it. 

Put your MUSTS in your 

planner and keep to your 

schedule. 

ACTIONS 


my focus on prioritizing? 

1. 


2. 

TEACHER 

22 


Effort. Think of a word for each letter of the word EFFORT 

which would describe what effort is for you. 

WELLBEING TIP 

Switch off your phone at meal times. 


1. 

2. 

3. 




30 

MONDAY 

JULY / AUGUST 2018 

31 

TUESDAY 

1 

WEDNESDAY 

2 

THURSDAY 

3 

FRIDAY 

4 SATURDAY 

5 

SUNDAY 


Awareness 

23 




HOME LEARNING TIMETABLE 

Having a Home Learning Timetable will help you 

achieve both your personal and academic potential. 

An efficient home learning timetable will help you to 

understand your learning preferences and develop 

learning strategies that suit them, allowing you to 

achieve your learning goals. 

In your Home Learning Timetable it is essential to 

arrange the musts (which includes your home learning 

sessions) and the options. 

On a blank Home Learning Timetable (refer to index) fill in: 

• the musts (other than your home learning sessions) 

• your home learning sessions 

• your first 3 option choices. 

A suggested number of sessions is: 

Year 7 – 10 sessions x 30mins (ea) 




If you have difficulty fitting everything 

in then you will need to prioritize and 

one of your options will have to go. 

On the other hand, you may find yourself with extra time 

and you will be able to include another option. 

It is important to set aside time for revision in each of 

your subjects; 30 minutes in each subject weekly. When 

revising think about any knowledge, skills or attitudes that 

can transfer across subjects. This will help you connect 

your learning. 

On the weekend check that your Home Learning 

Timetable is suitable for the upcoming week. Put your 

Home Learning Timetable somewhere you will see it 

every day as a visual reminder to help you stick to your 

schedule. Planning your time actually creates more time 

for you, but only if you stick to it. 

ACTIONS 


my use of home learning timetables? 

1. 


2. 

TEACHER 

24 


Acts of Kindness. Think of two or three acts of kindness 

you will do for someone else for each day of the week. 

Could be smiling, saying hello, helping in some way, 

opening the door for them .... 

WELLBEING TIP 

Aim to read about a happy and successful person 

each month. 


1. 

2. 

3. 




6 

MONDAY 

AUGUST 2018 

7 

TUESDAY 

8 

WEDNESDAY 

9 

THURSDAY 

10 

FRIDAY 

11 SATURDAY 

12 

SUNDAY 


Self-discipline 

25 




TIME MANAGEMENT 

We all have 168 hours of time every week to do 

everything we must do and choose to do. 

How often do you feel “time poor”? 

To avoid being “time poor” you have to understand where 

your time goes and do your musts first as they are the 

most important to do. 

The following exercise will help you to understand where 

your time goes. Have fun doing it. 

For three week days list everything you do from when 

you rise to when you go to bed. Break up the day into: 

before school / at school / after school / sleep. 

How much time did you spend: 

• sleeping 

• eating 

• getting ready for school 

• home learning 

• travelling 

• at school 

• sport/exercising 

• leisure/TV/Social networking 

• part-time job 

• other. 

Are there any time wasters that 

stand out? If so, make a list of 

them. Set time management 

goals that will help you 

overcome these time 

wasters. 

By setting time management 

goals you put yourself in 

control and you can begin 

to self-correct. 

Total 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

__________ 

ACTIONS 


my time management? 

1. 


2. 

TEACHER 

26 


My Life. Reflect on how you want your life to be and the 

top five things that you want for yourself, that make you 

excited, and when you want them to happen. 

WELLBEING TIP 

Learn to cook a new recipe. 


1. 

2. 

3. 




13 

MONDAY 


14 

TUESDAY 

15 

WEDNESDAY 

16 

THURSDAY 

17 

FRIDAY 

18 SATURDAY 

19 

SUNDAY 


Understanding 

27 




HOME LEARNING AREA 

To learn effectively at home it is vital to have a special 

place to study. 

Your study space should be a place you feel you can 

concentrate and focus, where you can think without 

distractions. 

Don’t study on your bed, your mind relates bed to sleep. 

Therefore if you try to study in bed your mind will also 

relate study to sleep and you will feel tired as soon as you 

start studying. 

Keep your learning area: 

• colourful; colours stimulate your brain 

• well organized 

• well equipped with pens, rulers, erasers and paper 

• supported when possible with a computer, tablet or 

any other technology that will help your learning. 

Put your home learning goals for the week up in the 

room and mark off goals as you achieve them. This will 

help you celebrate your learning successes and keep you 

motivated. 

When reading for leisure don’t use your learning area, 

keep it exclusively for study and home learning. This 

will help you to separate home learning, a must, from 

options such as reading for leisure. 

Feel good about being organized and in control of your 

learning. 

ACTIONS 


my home learning area? 

1. 


2. 

TEACHER 

28 


Holiday 1. You are going on a holiday to Hawaii, name ten 

articles of clothing you would take and what you would 

need to organize. 

WELLBEING TIP 

Laughter relieves physical tension and stress, 

leaving your body relaxed for up to 45 minutes after. 


1. 

2. 

3. 





MONDAY 


21 

TUESDAY 

22 

WEDNESDAY 

23 

THURSDAY 

24 

FRIDAY 

25 SATURDAY 

26 

SUNDAY 


Efficiency 

29 


COMMUNICATION SKILLS 


NOTE TAKING 

Effectively recording the information you receive is 

vital. As a learner you should get to know your preferred 

modes of information processing, storage and recall. 

Doing this will allow you to develop your own system for 

making effective notes in class and which help you to feel 

organized when it comes time to study. 

When taking notes: 

• always use your own words 

• use headings to group main points to organize 

information logically 

• use key words to trigger important ideas 

• use abbreviations to save time 

• use different colours for different purposes. 

Use the 80/20 Principle: 

• Actively listen 80% 

• Note take and passively listen for 20%. 

Pay special attention to concepts, words and areas your 

teacher emphasizes – these are vital and will probably be 

assessed. 

If your school allows mobile phones in class: 

• get permission from your teacher to record your 

classes 

• play it back at home to fill in any gaps in your notes. 

When note taking be actively involved in the subject. 

Think about how what you are learning connects with 

what you already know and transfers into other subjects. 

Laptops and tablets are useful for 

note taking. Always have a 

back up of your notes on 

your USB or online. 

There are many different 

note taking styles, and it is 

important for you to find the 

method that works for you. 

ACTIONS 


my note taking? 

1. 


2. 

TEACHER 

30 


Leaves. Go outside and pick up as many different types 

of leaves as you can in five minutes. Go back inside and 

describe how each of them feels, how many lines they 

have on them, how they smell and anything else you 

notice about each one. 

WELLBEING TIP 

Aim to drink at least eight glasses of water each day. 


1. 

2. 

3. 



TERM TWO 








GOAL ONE:.......................................................................................................................................................................... 

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

Action Plan: What skills, attitudes and behaviours do I need to focus on?......................................................................... 

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

What are my indicators?................................................................................................................................................... 

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

What are the indicators I will see along the way to achieving my goal?.............................................................................. 

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

GOAL TWO:......................................................................................................................................................................... 

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GOAL THREE:...................................................................................................................................................................... 

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

Why did I choose these goals?......................................................................................................................................... 

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

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

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

Sign off! Me:.........................................................................My Parent/s:........................................................................ 

Teacher:........................................................................................................................................................................... 

127 


TERM TWO REFLECTIONS 

PROGRESS IN MY SUBJECTS 

• Did I make a good start on things that went well in each subject? 

• Is my study timetable working for me? 

• Things I need to focus more on next term and who can help me? 

•_ For each subject rate myself out of 10 for my attitude and effort. 

Subject:............................................................................. 

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Teacher:......................................................................./10 

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Subject:............................................................................. 

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Teacher:......................................................................./10 

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Teacher:......................................................................./10 

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Teacher:......................................................................./10 

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Teacher:......................................................................./10 

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Subject:............................................................................. 

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Teacher Comments:.......................................................... 

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Sign off:............................................................................. 

128 

Teacher:......................................................................./10 

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Parent/Carer Comments:................................................... 

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Sign off:............................................................................. 



TERM THREE 








GOAL ONE:.......................................................................................................................................................................... 

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


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


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

GOAL TWO:......................................................................................................................................................................... 

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


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GOAL THREE:...................................................................................................................................................................... 

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


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Teacher:........................................................................................................................................................................... 

129 


TERM THREE REFLECTIONS 

PROGRESS IN MY SUBJECTS 

• Did I make a good start on things that went well in each subject? 

• Is my study timetable working for me? 

• Things I need to focus more on next term and who can help me? 

•_ For each subject rate myself out of 10 for my attitude and effort. 

Subject:............................................................................. 

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

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

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

Teacher:......................................................................./10 

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Subject:............................................................................. 

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Teacher:......................................................................./10 

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Subject:............................................................................. 

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Teacher:......................................................................./10 

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Subject:............................................................................. 

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Teacher:......................................................................./10 

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Teacher:......................................................................./10 

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Teacher Comments:.......................................................... 

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Sign off:............................................................................. 

130 

Teacher:......................................................................./10 

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Parent/Carer Comments:................................................... 

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Sign off:............................................................................. 



TERM FOUR 








GOAL ONE:.......................................................................................................................................................................... 

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GOAL TWO:......................................................................................................................................................................... 

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GOAL THREE:...................................................................................................................................................................... 

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Teacher:........................................................................................................................................................................... 

131 

2018/19 Intl Planner_MYP_REAR.indd 131 25/5/18 3:23 pm


ASSESSMENT TERMINOLOGY: GLOSSARY OF KEY WORDS 

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students 

are expected to be able to do. A glossary of key words has been developed to help provide a common language and 

consistent meaning. Using the glossary will help you understand what is expected in responses to examinations and 

assessment tasks. 

WORD MEANING WORD MEANING 

account 

analyse 

Account for: state reasons for, report on. Give 

an account of: narrate a series of events or 

transactions 

Identify components and the relationship between 

them; draw out and relate implications 

recount 

summarize 

Retell a series of events 

Express, concisely, the relevant details 

apply Use, utilize, and employ in a particular situation synthesize Putting together various elements to make a whole 

appreciate Make a judgement about the value of Following are some additional words that may be used in 

assessment tasks and examinations: 

assess 

calculate 

Make a judgement of value, quality, outcomes, 

results or size 

Ascertain/determine from given facts, figures or 

information 

analyse 

appraise 

Break into sub-parts, examine critically 

Work out the value of something 

clarify Make clear or plain argue Present reasons for and against 

classify Arrange or include in classes/categories comment on Give an opinion, analyse 

compare Show how things are similar or different compile Make a list 

construct Make; build; put together items or arguments complete Include all the relevant information 

contrast Show how things are different or opposite compose Bring together information to make a new creation 

critically 

(analysis/ 

evaluate) 

Add a degree or level of accuracy, depth, 

knowledge and understanding, logic, questioning, 

reflection and quality to (analyse/evaluation) 

conclude 

Sum up your point of view; form an opinion 

deduce Draw conclusions consider Give an opinion weighing up the relative value of 

information 

define State meaning and identify essential qualities criticize To judge the merits of 

demonstrate Show by example determine Weigh up the relevant information and make a 

decision 

describe Provide characteristics and features elaborate Provide details 

discuss 

distinguish 

evaluate 

Identify issues and provide points for and/or 

against 

Recognize or note/indicate as being distinct or 

different from; to note differences between 

Make a judgement based on criteria; determine 

the value of 

establish 

example 

expand 

Present evidence that proves a point 

Fact showing a general premise 

Provide details 

examine Inquire into extract Obtain meaningful information from something 

explain 

Relate cause and effect; make the relationships 

between things evident; provide why and/or how 

formulate 

Express precisely, weighing up relative value of 

aspects 

extract Choose relevant and/or appropriate details illustrate Make clear by an example 

extrapolate Infer from what is known infer Draw conclusions from 

identify Recognize and name list Write down relevant points 

interpret Draw meaning from persuade Convince others of your viewpoint 

investigate Plan, inquire into and draw conclusions about relate Show how issues are connected 

justify Support an argument or conclusion show Give examples 

outline Sketch in general terms; indicate the main features solve Find an answer 

predict 

propose 

Suggest what may happen based on available 

information 

Put forward (for example a point of view, idea, 

argument, suggestion) for consideration or action 

state 

study 

Clearly express information 

A detailed examination 

recall Present remembered ideas, facts or experiences suggest Offer possible reasons for 

recommend Provide reasons in favour trace Follow from beginning to end 


152 


USEFUL INFORMATION 

MATHEMATICAL LAWS, FORMULAE, SYMBOLS 

CO-ORDINATE GEOMETRY 

(o, c) 

y 

rise 

(x 1 , y 1 ) 

ALGEBRA AND EXPANDING 

(a – b) 2 = a 2 – 2ab + b 2 (a + b) 2 = a 2 + 2ab + b 2 

(a – b)(a + b) = a 2 – b 2 Difference of two squares 

FACTORISING 

a 2 + 2ab + b 2 = (a + b) 2 

(x 2 , y 2 ) 

run 

x 

a 2 – 2ab + b 2 = (a – b) 2 

a 2 – b 2 = (a + b)(a – b) 

EQUATION OF A STRAIGHT LINE 

y = mx + c 

Gradient = rise = y 1 – y 2 

= tan 

run x 1 

– x 2 

y – intercept 

QUADRATIC 

The shape of a quadratic function is called a Parabola. 

Equation y = ax 2 + bx + c 

y 

y = x 2 

9– 

DISTANCE BETWEEN POINTS 

= (x 1 

– x 2 

) 2 + (y 1 

– y 2 

) 2 

4– 

= run 2 + rise 2 

MIDPOINT BETWEEN POINTS 

( x 1 

+ x 2 

, y 1 

+ y 2 

) 

2 2 

* x – intercept, y = 0 

* y – intercept, x = 0 

* If two straight lines parallel, 

then m 1 = m 2 (same gradients) 

* If two straight lines perpendicular, 

then m 1 = –l (negative reciprocal) 

m 2 

or m 1 m 2 = –l 

TRIGONOMETRY 

The parabola has a turning point or vertex. 

x – intercepts occur at 

x = –b + b2 – 4ac 

2a 

b 2 – 4ac > 0 2 solutions or 2 x intercepts 

b 2 – 4ac = 0 

b 2 – 4ac < 0 

1– 

0 

–3 –2 –1 1 2 3 

l solution or l x intercept 

0 solutions or 0 x intercept 

b 2 – 4ac is called the discriminant. 

Axis of Symmetry x = –b 

2a 

x 

Hypotenuse 

Opposite 

PYTHAGORAS THEOREM 

Adjacent 

SOHCAHTOA 

c 

a 

sin = 

Opposite 

Hypotenuse 

cos = 

Adjacent 

Hypotenuse 

b 

tan = 

Opposite sin 

= 

Adjacent cos 

c 2 = a 2 + b 2 

c = a 2 + b 2 

155 




ORDER OF OPERATION follows this rule:– 

B O D M A S 

Brackets Orders Division Multiplication Addition Subraction 

• If there are just additions and subtractions, work from left to right. 

• If there are just multiplications and divisions, work from left to 

right. 

SYMBOLS 

Equality and Inequality Signs 

..... is equal to 

..... is not equal to 

..... is less than 

..... is greater than 

..... is less than or equal to 

..... is greater than or equal to 

..... is not less than 

..... is not greater than 

..... is equivalent to 

..... is approximately equal to 

..... is congruent to 

..... is proportional to 

..... therefore 

..... percentage 

SETS OF NUMBERS 

N ..... the set of natural numbers 

J ..... the set of integers 

J-J+ ..... the sets of negative and positive integers 

Q ..... the set of rational numbers 

Q’ ..... the set of irrational numbers 

R ..... the set of real numbers 

R-R+ ..... the sets of negative and positive real 

numbers 

INDEX LAWS 

1st Law a x x a y = a x+y 

2nd Law a x ÷ a y = a x-y 

3rd Law a o = 1 

4th Law (a x ) y = a xy 

5th Law (a x b) x = a x x b x 

6th Law a x a x 

b = b x 

ANGLES 

– Acute Angles, 0˚ to 90˚ 

– Right Angles, 90˚ 

– Obtuse Angles, 90˚ to 180˚ 

– Straight Angles, 180˚ 

– Reflex Angles, 180˚ to 360˚ 

– Revolution, 360˚ 

SET NOTATION 

..... the set of 

..... such that 

..... is an element of 

..... is not an element of 

..... is a subset of 

..... is not a subset of 

..... the Universal set 

..... the null or empty set 

..... the intersection of 

..... the union of 

..... is equivalent to 

GEOMETRY 

..... pi, approximately 3.142 

..... angle 

..... is parallel to 

..... is perpendicular to 

..... right angle 

..... the co-ordinates of a point 

..... the interval ST 

..... the ray ST 

..... the line ST 

..... the length of interval ST 

or 

..... the gradient of ST 

..... the sum of 

INDICES 

..... to the power ( )n 

..... square root 

PERIMETER is the distance around the outside of a 

figure. 

AREA is in units 2 VOLUME is in units 3 

or square units. 

or cubic units. 

Triangle 

b 

h 

Rectangle 

A = ½ bh 

units 2 

Square 

A = S 2 

s units 2 

s 

Trapezium 

a 

h 

b 

l 

w 

A = lw 

units 2 

A = ½ h (a + b) 

units 2 

PARALLEL LINES are 

shown by arrows on the 

lines. The line that cuts the 

parallel lines is called the 

Transversal. 

Box 

r 

l 

w 

h 

Cylinder 

V = r 2 h 

units 3 

h 

Cone 

h 

r 

Sphere 

r 

V = 1 /3 r 2 h 

units 3 

V = Lwh 

units 3 

V = 4 /3 r 3 

units 3 

a b 

d c 

e f 

h g 


156 




VERTICALLY OPPOSITE ANGLES 

a = c, b = d, e = g, h = f 

ALTERNATE ANGLES 

c = e, d = f 

CORRESPONDING ANGLES 

b = f, c = g, a = e, d = h 

COINTERIOR ANGLES 

c + f = 180˚ d + e = 180˚ 

These angles only apply to parallel lines. 

STANDARD FORM is given by (a number between 

1 & 10) x (Power of 10) Ex. 456.7 = 4.567 x 10 2 

STATISTICS 

Measures of Central Tendency 

Mean, x, is the average. 

Mode is the most common value. 

Median is the middle value when the data is put in order. 

Frequency is how often a value occurs. 

Standard Deviation, SD is the spread around the Mean. 

Range is the difference from the largest to the smallest 

value. 

Boxplots and Interquartile Ranges show the spread of 

data around the Median. 

OTHER POLYGONS 

– Pentagon ............. 5 sides 

– Hexagon . . . . . . . . . . . . . . 6 sides 

– Heptagon ............. 7 sides 

– Octagon .............. 8 sides 

– Nonagon ............. 9 sides 

– Decagon ............ 10 sides 

– the number of degrees in a polygon is given by 

(2n–4) x 90° where n is the number of sides 

THE CIRCLE 

– The Perimeter of a circle is called the 

circumference, C = d or C = 2 r 

– The Area, A, of a circle is A = r 2 

– There are 360 degrees in a circle and 

180 degrees in a semi-circle. 

FACTORS 

Are numbers that multiply together to give a certain 

number e.g. 24 = 24 x 1 = 12 x 2 = 8 x 3 = 6 x 4 

Factors are 1, 2, 3, 4, 6, 8, 12, 24 

MULTIPLES 

Numbers produced when a certain number is multiplied by 

1, 2, 3, 4, 5 e.g. 3, 6, 9, 12, 15 are multiples of 3. 

PRIME NUMBERS 

Numbers that only have themselves and one as factors. 

e.g. The factors of 23 are only 1 and 23, that is, 

23 = 23 x 1 

The first 20 Prime Numbers are 2, 3, 5, 7, 11, 13, 17, 19, 

23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71. 

r 

ALGEBRA 

Letters which represent numbers are called pronumerals. 

e.g. 4a = a + a + a + a = 4 x a 

e.g. ab = a x b 

e.g. 3mn = 3 x m x n 

DISTRIBUTIVE LAW 

expanding brackets a (b + c) = ab + ac 

POSITIVES AND NEGATIVES 

+ x + = + – x – = + + x – = – 

The same pattern exists for ÷ also. 

PERCENTAGES % 

Percentages are all out of 100. 

STATISTICAL GRAPHS 

The main two types of graphs used to show statistical 

results are: 

Pie Chart 

Sector Graph 

Sunflowers 

20% 

Other 

10% 

Wheat 

40% 

Each 1% = 3.6° 

Wool 

30% 

TYPES OF TRIANGLES 

3 sides and angles add up to 180° 

Bar Graphs 

Column or Histograms 

Number of 

Students 

0 10 20 30 40 50 

Mar 

Scalene 

Equilateral 

3 sides different 3 sides equal 

3 angles different 3 angles equal 

Isosceles 

Right-angled 

2 sides equal has a 90° angle 

2 angles equal 

TYPES OF QUADRILATERALS 

4 sides and angles add up to 360° 

Irregular 

4 sides different 

4 angles different 

Kite 

2 pairs of sides equal 

1 pair of angles equal 

Rectangle 

4 right angles 

2 pairs of 

sides equal 

Rhombus 

4 sides equal 

2 pairs of sides 

equal 


15 

10 

5 

Fractions 

Decimals 

x 100 

÷ 100 

Parallelogram 

Opposite sides equal 

and parallel 

2 pairs of angles equal 

Square 

4 right angles 

4 sides equal 

Trapezium 

1 pair of sides 

parallel 

Percentages 

157 



COMMUNICATING THROUGH BODY LANGUAGE 

Not all communication is verbal, in fact a significant amount of communication occurs through non-verbal body language. 

Below is a list of body language actions: 

• Perform each one with a family member or peer 

• Ask them to tell you the ‘message’ your body language was sending them 

• Reflect on the types of body language you use on a daily basis 

Positive body language lets others know that you are interested in what they are saying. 

• you will be rewarded with pleasant responses from others 

• Looking with eyes down when talking to someone 

• Sitting upright on the edge of the chair 

• Yawning when listening to someone 

• Sitting with arms and legs crossed 

• Staring with wide eyes at someone 

• Shrugging your shoulders 

• Looking with a smile and eye contact 

• Leaning against a wall when talking 

• Leaning forward on the chair when talking 

• Arms and hands open when talking to someone 

• Talking gently and softly 

• Listening with a big smile 

• Pacing up and down while talking 

• Pointing at someone while talking 

• Sighing when talking to someone 

• Nodding when listening to someone 

• Slumping in a chair 

• Fiddling with objects when talking 

Write down ten body language actions that show people you are interested in them and what they are saying. 

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

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

3........................................................................................................................................................................................... 

4........................................................................................................................................................................................... 

5........................................................................................................................................................................................... 

6........................................................................................................................................................................................... 

7........................................................................................................................................................................................... 

8........................................................................................................................................................................................... 

9........................................................................................................................................................................................... 

10......................................................................................................................................................................................... 

MY PEER GROUP 

The students you mix with are your Peer Group and are 

important members of your team. 

It is vital for you to have clear ISMART goals to aim for and 

personal rules to live by. 

When you feel pressured by your Peer Group to do 

something 

• have the self-confidence to say ‘no’ 

• stick to your personal rules 

• talk about it with other members of your team; such as 

your family or teachers 

Knowing who you are and living by your personal rules so 

that you can achieve your goals requires self-control and 

self-discipline. 

• be yourself, you don’t need to be anyone else 

• do the things that you want to do, only you can achieve 

your goals 

• ignore peer pressure, your success must come first 

• know that your friends already like and respect you, you 

don’t have to do anything that you don’t want to do 

Sometimes, you will think it is easier to ‘give in’ to peer 

pressure, don’t do this. If you do this you will quickly lose 

the respect of your peers and the respect you have for 

yourself. 

The challenge 

• it’s your life, you direct it 

• be in total control 

• your friends will respect you 

for standing up for what 

you believe is right 

• if they don’t they 

are not true 

friends. 

159 



VALUES FOR LIFE 

Developing positive personal attributes; such as those described in the IB Learner Profile, will help you live a full and 

rewarding life and positively impact on the lives of those around you. 

Each week in the planner there is an attribute printed near the bottom of the right hand page. To build positive personal 

attributes, think about what the attributes mean in your life and complete the form below. 

In your own words, how would you describe (choose an attribute) .................................................................................... 

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

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

How does the dictionary describe it? ................................................................................................................................. 

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

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

In the table below, describe how you could demonstrate this attribute. 

At School At Home In the Community 

How will you incorporate this into your character. Enter your ideas into the boxes below. 

–––––––––––––––––– 

(Choose an attribute) 


160 



PHYSICAL AND MENTAL HEALTH 

When you are 

• well nourished 

• fit, alert and happy 

• relaxed and well rested your mind is sharp and you 

study at your best. 

The secret is to stimulate both the body and the mind; 

they must be in harmony. 

Exercise is vital because it 

• allows both adrenalin and endorphins to be released 

which enhance concentration 

• improves sleeping patterns 

• breaks the study routine and reduces tension 

• improves your body’s ability to function. 

Nutrition is vital because it 

• provides the energy for your body and mind to operate 

effectively 

• fruit, wholegrain bread and cereals are good for you and 

provide you with lots of the nutrients you need 

• have light meals often 

• glucose is beneficial for quality study 

• a nutritious breakfast is essential to quality thinking; 

breakfast is a meal not a snack. 

Relaxation is vital because it 

• encourages positive attitudes 

• maintains a balance between body and mind 

• is a reward for strong study efforts 

• is a timeout from conscious thinking. 

Laughing 

• releases “feel good” brain chemicals called endorphins 

• builds your immune system 

• reduces stress and blood pressure 

• exercises your brain and body 

• inspires positive attitudes to life. 

Avoid excessive coffee. Water is best for your brain; 

at least 2 litres per day will benefit you immensely. 

You require a minimum of 9 hours sleep per night to 

function at your best the next day. Having a routine before 

you go to sleep, such as reading a book, will help you fall 

asleep quicker. 

A well balanced lifestyle 

contributes significantly 

to your progress and 

success. 

HEALTH STOCKTAKE AND GOALS 

Your study performance is determined by your state of health. 

An exercise that will benefit you immensely, is to do a health stocktake and set goals that will enhance your overall health. 

Set weekly health goals to strive for. 

Diet: 

CURRENT 

TARGET 

Exercise: 

Sleeping Patterns: 

Self Esteem: 

Friendships: 

Other: 


162 



MANAGING MY PERSONAL HEALTH 

To cope with the demands of a student lifestyle you must 

make your health a priority. 

Personal health is made up of 

• Physical 

• Emotional 

• Social 

Achieving overall health is reliant on you having good levels 

of physical, emotional and social health. Rate yourself for 

each one using 


Physical health relates to the effective functioning of the 

body. 

Desirable benefits are 

• being able to fight disease with a strong immune system 

• being comfortable with physical activity and engaging in 

it regularly 

• maintaining a good body mass index. 


Emotional health relates to the effective functioning of the 

mind. 


• having good self-esteem and a positive self-image 

• being able to maintain control under stress 

• being a positive thinker 

• possessing the ability to ‘bounce back’ after adversity. 


Social health relates to your effective functioning in 

society. 


• being able to form positive relationships with others from 

a diversity of backgrounds 

• behaving in a socially acceptable manner 

• having self-confidence when in new social situations 

• being able to mix with a number of different peer groups. 


The three parts of health are closely related 

• a shortfall in one will impact on the other two. Strive to 

be healthy in all three. 

SLEEP AND EYES 

The main two senses used to 

gather information are your 

• sight; observing 

• hearing; listening. 

To have these senses at their 

sharpest you must 

• sleep well (at least 9 hours every night) 

• care for your eyes. 

A sound sleeping pattern does wonders for your 

concentration; below are some tips you might want to 

consider: 

• use a neck supporting pillow and firm mattress 

• have a well ventilated room; not too hot 

• don’t eat large meals or have caffeine close to bedtime 

• have a dark, quiet room 

• a bath or shower, a warm drink of milk and reading, all 

promote sleep 

• go to bed when you are tired; being overtired makes 

sleep difficult 

• use relaxation techniques to help you fall asleep 

• growth hormones are released during sleep; a necessary 

part of development. 

Your brain retains very little when you are tired. 

• what you learn is saved in your long term memory during 

REM sleep (Rapid Eye Movement). 

In order to care for your eyes and to ensure you don’t 

strain them 

• have regular breaks from study to rest them; close them 

for a few minutes 

• position your light behind you to reduce glare 

• if your eyes are sore, don’t rub them; it will irritate them 

further 

• when you are choked up with a cold and your eyes are 

tender, close your eyes and put a cool, moist cloth on 

them for a few minutes 

• on bright sunny days wear sunglasses to reduce eye 

fatigue. 

If your eyes remain sore for a few days get them checked, 

you may need glasses. 

Time spent developing a good sleeping pattern and caring 

for your eyes will benefit your study efforts enormously and 

enhance your quality of life. 

163 



TIPS FOR HEALTHY LIVING 

Being healthy gives you the opportunity to: 

• live life to its fullest 

• feel good about yourself on the inside and outside. 

Healthy living relies mainly on finding a balance 

between: 

• how active you are 

• what and how much you eat. 

Too much or too little of either may have a severe 

impact on your health. 

The following tips will be a benefit to you. 

Firstly, eating – your diet: 

• every 3 to 4 hours eat a small nutritious meal. This will 

keep your energy up and maintain blood sugar levels. 

• no single food contains everything you need. Try plenty of different foods, 

you might be surprized how enjoyable you find new tastes. 

• green leafy vegetables benefit your whole body, make these part of your balanced diet 

• garlic, broccoli and sweet potato build your immune system 

• eat fresh foods as often as possible 

• sugar and trans fats are disasters for your body 

• regular meals of grain foods are beneficial, such as bread, cereal, pasta, etc 

• aim to eat a variety of fruits and vegetables several times daily 

• water is an essential part of a healthy balanced diet; drink at least 2 litres daily; 

it satisfies thirst much better than soft drinks and is healthy for your body 

• don’t miss meals; you tend to over eat at the next meal to compensate 

• regular serves of dairy foods are also beneficial such as yoghurt, cheese, milk, etc 

• control your intake of eggs, meat, fish, nuts, to a maximum of two portions per day 

• stay away from high fat and salt snacks, instead have a piece of fruit; the healthy option will keep you fuller for longer 

• occasionally treat yourself with some takeaway food. However, avoid deep fried meals because they are high in fat; 

instead try rice dishes, salads, sushi or rolls with different fillings. 

Secondly, being active – physical activity: 

• this doesn’t just mean being involved in traditional sports such as tennis, netball, soccer, football, etc; 

• it is more about being active. Some suggestions include: 

- organize to jog, walk, ride, skateboard or rollerblade with a friend or family member 

- walk a lap of the school while chatting with friends at lunchtime 

- use stairs more often than elevators 

- help around the house more with mowing, trimming trees, cleaning, dusting, walking the dog, washing the car, etc. 

There are so many opportunities to be active and help your family 

• set yourself strict limits on watching TV shows and surfing the Internet 

• use a pedometer and keep a daily activity log of what you do in your planner; it may prompt you to be more active. 

Finally, healthy living is not about having the perfect body, sporting prowess or strict dieting 

• it is ALL about being active and eating healthy. 


164 



CYBER SAFETY 

You are part of a generation of ‘digital natives’. Technology has globally connected the world and given you the ability to 

communicate with whoever you want to, whenever you want to. 

While this technologically connected world presents fantastic opportunities, it also brings with it dangers that can have a 

significant impact on your life: 

• Facebook, Twitter, ask.fm etc. all have online reporting systems. 

There are some simple ways that you can keep yourself cyber safe, none of which reduce your ability to communicate 

online: 

• always use a private profile to ensure that only your friends can access your postings 

• only accept contacts into your profiles that you have met face to face and trust. Unfortunately people with distasteful 

intentions create fake identities; if you notice someone has a fake profile report them; police are catching more and 

more of these people every day 

• block people who you do not wish to receive messages from 

• don’t share your username and password; you know how so called friends sometimes let you down 

• protect your identity by not disclosing personal details, mobile/home phone numbers, address, sporting clubs, school, 

named photos. You can be traced very easily through Google searches. Once people have your identity they may be 

able to access your bank details and accounts 

• now that Cyber Safety has become one of the biggest issues confronting teenagers today, both parents and teachers 

have been shown the best ways to help you solve any issues that arise 

• don’t become a bully yourself by setting up fake profiles 

• employers Google potential employees, you don’t want pictures or comments you have made to damage your chance 

of getting a job 

• don’t upload videos of yourself doing things you know are wrong; the police track people through the videos they post 

• when online gaming play with people you know and trust, sometimes people troll game lobbies looking to bully other 

players 

• ask your parent/s not to post identifying photos of you on their Facebook site should they have one. They may be 

proud of you, but they are threatening your cyber safety 

• most importantly sit down with your parents and discuss any online bullying that is occurring. Your parents won’t stop 

you going online if they know you are doing the right thing. 

To keep yourself 

Cyber Safe be smart 

• no surnames 

• no school or sporting clubs 

• set your profile to private 

• if you wouldn’t be comfortable 

showing it to your parents, 

don’t post it. 

Acknowledgement: Australian Communications and Media Authority, Victoria Police, Australian Government 

165 



RELAXATION TECHNIQUES 

To effectively reduce stress in your life a planned series of 

relaxation exercises is necessary 

• for the mind 

• for the body. 

There are many options available including 

• walking/running/swimming 

• working out at a gym 

• Yoga and Tai Chi 

• listening to natures noises 

• listening to soothing music. 

The key is to do them regularly. 

It is easier to avoid distress if you 

• maintain a positive attitude towards pressure 

• reduce your caffeine intake 

• exercise daily 

• reward yourself for deserving efforts. 

To clear your mind of worrying thoughts create a list and 

then put it aside. 

If concentrating is still difficult 

• analyse the thoughts and identify the positive side of 

these worrying thoughts 

• think of a place or setting where you would like to be. 

Always remember that the only one in control of you, is 

you. 

Positive Self Talk is essential: 

“I can do it, I will do it!” 

Following are three relaxation techniques that can be done 

at home, try all three. 

Before beginning these exercises it is important 

• to be wearing loosely fitting clothing 

• to be in a warm room without any distractions for about 

25 minutes 

• to be lying on a bed with a pillow under your head 

• to rest your hands on your upper stomach 

• to have no glaring lights or bright sunlight 

• to have read the instructions several times to 

understand them 

• not to expect too much immediately; it takes practice. 

A. FINDING PEACE 

It is beneficial for you to be able to “turn off” and 

temporarily leave the pressures of study behind. 

This method focuses on guiding yourself through a 

sensory fantasy in order to find peace 

• close your eyes and concentrate on your breathing 

• breathe in through your nose and out through your 

mouth 

• focus on a place or a situation where you would feel 

peaceful and completely comfortable 

• imagine the colours, shapes and light shades 

• experience the sounds; believe that you can hear them 

• inhale the fragrances 

• concentrate on catching the mood and tone of the place 

or situation 

• imagine yourself being there 

• slowly leave the fantasy, concentrating on your breathing 

• open your eyes 

• you should feel relaxed and at peace. 

Being in a state of feeling calm will allow you to reset and 

refocus on your studies. 

B. BREATHING 

Relaxing both the body and the mind enhances your 

capacity for quality study. 

This method of relaxation requires you to focus on your 

breathing 

• breathe in slowly through the nose, filling your 

diaphragm first 

• once the diaphragm is full, fill your chest area completely 

without raising your shoulders 

• breathe out slowly through your mouth in the reverse 

order; chest, diaphragm, stomach 

• aim for 10 to 12 breaths per minute 

• empty your mind of all thoughts, concentrating only on 

your breathing 

• discipline your thinking to drive out any other thoughts 

• you will begin to feel very relaxed, and you may fall 

asleep. 

25 minutes is an ideal meditation session 

• any time of day is suitable 

• at night in bed it will help you to sleep. 

Relaxing isn’t easy. 

Persist; the benefits for you are great. 

C. MUSCLE CONTROL 

Muscle tension is not only uncomfortable it causes 

your study sessions to be unenjoyable and therefore less 

effective. 

This method of relaxation focuses on relaxing your 

muscles 

• breathe in slowly through your nose and out through 

your mouth 

• concentrate on tensing all of your toes 

• hold for 10 seconds then relax 

• then do the same for your feet 

• slowly move up your body, tensing and relaxing your 

muscles in turn 

• continue to concentrate on slow rhythmical breathing. 

• by the time you reach your shoulders and neck you 

should be quite relaxed 

• concentrate on tensing all of your face, gritting your 

teeth 

• after you have relaxed your face your whole body 

should be relaxed. 

• 20 minutes is an ideal session. 

Practicing this technique regularly will reduce tension 

in your muscles. 


166 


strengths and emotions 

WHAT ARE CHARACTER STRENGTHS? – boosting my Strengths and Emotions by learning about my character strengths. 

The 24 Character Strengths are positive personal qualities which are developed through your experiences during 

your upbringing. You have your own special mix of them which enable you do what is ethical and right for you. 

Character strengths bring the following six virtues to life: 

Wisdom ... about your learning and thinking 

Justice ... about your fairness for others 

Temperance ... about your emotional control 

Courage ... about your determination and passion 

Transcendence ... about your willingness to help others 

Humanity ... about your valuing of relationships 

Your top five strengths are called your Signature Strengths and your next few are your supporting strengths. 

Discover your strengths by doing the free Youth Survey at www.viacharacter.org 

Before you do the survey predict what your Signature Strengths will be. My predictions are:.................................. 

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

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

VIRTUES 

24 CHARACTER STRENGTHS 

WISDOM 

CREATIVITY 

∙ Originality 

∙ Adaptive 

∙ Ingenuity 

CURIOSITY 

∙ Interest 

∙ Novelty-seeking 

∙ Exploration 

∙ Openness 

JUDGEMENT 

∙ Critical thinking 

∙ Thinking things 

through 

∙ Open-mindedness 

LOVE OF LEARNING 

∙ Mastering new 

skills and topics 

∙ Systematically 

adding to 

knowledge 

PERSPECTIVE 

∙ Wisdom 

∙ Providing wise 

counsel 

∙ Taking the big 

picture view 

COURAGE 

BRAVERY 

∙ Valour 

∙ Not shrinking 

from fear 

∙ Speaking up for 

what is right 

PERSEVERANCE 

∙ Persistence 

∙ Industry 

∙ Finishing what one 

starts 

HONESTY 

∙ Authenticity 

∙ Integrity 

ZEST 

∙ Vitality 

∙ Enthusiasm 

∙ Vigour 

∙ Energy 

∙ Feeling alive 

HUMANITY 

LOVE 

∙ Both loving and 

being loved 

∙ Valuing close 

relations with 

others 

KINDNESS 

∙ Generosity 

∙ Nurturance 

∙ Care & compassion 

∙ Altruism 

∙ “Niceness” 

SOCIAL-INTELLIGENCE 

∙ Aware of the 

motives/feelings 

of self/others 

∙ Knowing what 

makes others tick 

JUSTICE 

TEAMWORK 

∙ Citizenship 

∙ Social 

responsibility 

∙ Loyalty 

FAIRNESS 

∙ Just 

∙ Not letting feelings 

bias decisions 

about others 

LEADERSHIP 

∙ Organising group 

activities 

∙ Encouraging 

a group to get 

things done 

TEMPERANCE 

FORGIVENESS 

∙ Mercy 

∙ Accepting others’ 

shortcomings 

∙ Giving people a 

second chance 

HUMILITY 

∙ Modesty 

∙ Letting one’s 

accomplishments 

speak for 

themselves 

PRUDENCE 

∙ Careful 

∙ Cautious 

∙ Not taking undue 

risks 

SELF-REGULATION 

∙ Self-control 

∙ Disciplined 

∙ Managing 

impulses and 

emotions 

TRANSCENDENCE 

APPRECIATION OF 

BEAUTY & EXCELLENCE 

∙ Awe 

∙ Wonder 

∙ Elevation 

GRATITUDE 

∙ Thankful for the 

good 

∙ Expressing thanks 

∙ Feeling blessed 

HOPE 

∙ Optimism 

∙ Futuremindedness 

∙ Future orientation 

HUMOUR 

∙ Playfulness 

∙ Bringing smiles to 

others 

∙ Lighthearted 

SPIRITUALITY 

∙ Faith 

∙ Purpose 

∙ Meaning 

Acknowledgement and thanks to the VIA Institute. © 2014 VIA Institute. All Rights Reserved. 

“Just as we don’t realise we are breathing, we often don’t realise we are using our character strengths.” Martin Seligman 

4 

MY WJ_9&10.indd 4 

3/1/19 3:14 pm


YOUR TOP STRENGTHS ARE? – building my Strengths and Emotions by using my character strengths. 

Fill in your signature and top supporting strengths in the Character Strengths Wheel below and put it up in your 

bedroom to look at every day. Next to each of them write one thing you could do to show that strength, for 

example, for Judgement, you could make a list of points which contradict your opinion on an issue. 

Rate how you currently use each strength using 0 1 2 3 4 5 6 7 8 9 and how you would like to be using it in a 

month’s time using 0 1 2 3 4 5 6 7 8 9. 

The Shadow side of a strength is when you overuse it, misuse it or underuse it, for example, for Leadership, you 

could overuse it by dominating the decisions your group of friends may want to do. 

STRENGTH 7 

NOW 0 1 2 3 4 5 6 7 8 9 

target 0 1 2 3 4 5 6 7 8 9 

YOUR CHARACTER STRENGTHS WHEEL 

STRENGTH 8 

NOW 0 1 2 3 4 5 6 7 8 9 

target 0 1 2 3 4 5 6 7 8 9 

STRENGTH 1 

NOW 0 1 2 3 4 5 6 7 8 9 

target 0 1 2 3 4 5 6 7 8 9 

NOW 0 1 2 3 4 5 6 7 8 9 

target 0 1 2 3 4 5 6 7 8 9 

STRENGTH 2 

target 0 1 2 3 4 5 6 7 8 9 

NOW 0 1 2 3 4 5 6 7 8 9 

STRENGTH 6 

target 0 1 2 3 4 5 6 7 8 9 

NOW 0 1 2 3 4 5 6 7 8 9 

STRENGTH 3 

target 0 1 2 3 4 5 6 7 8 9 

NOW 0 1 2 3 4 5 6 7 8 9 

STRENGTH 5 

target 0 1 2 3 4 5 6 7 8 9 

NOW 0 1 2 3 4 5 6 7 8 9 

STRENGTH 4 

Describe two times you believe that you used your strengths well and how did you feel? 

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

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

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

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

“Nothing in the world is so powerful as an idea whose time has come.” Victor Hugo 

5 


3/1/19 3:14 pm

Strengths spotting 

Journal any times I see myself or 

others using this week’s strength 

and the actions 

I or they take. 


WHY STRENGTHS’ boosters? – building my Strengths and Emotions through practising using my strengths regularly. 

Just knowing what your top strengths are makes no difference to your wellbeing unless you use them. Becoming 

your best possible self comes from doing more difficult things which challenge your current very best. Making the 

choice to stretch your very best to new levels, will mean you will make mistakes, which you may not like. You can 

then use your strengths to push through these challenging situations to learn new things to fix your mistakes. The 

Strengths Boosters, which you do every second week, give you opportunities to use your strengths in different 

ways to build your wellbeing. 

Learning strengths 

Journal three strengths I could use 

to accept mistakes and correct 

them to grow personally and 

academically. 

Activity one strengths 

Journal 

five activities 

I really enjoy 

doing and the 

two main strengths 

I use when doing 

each of them. 

Strengths thinking 

Every day for two of my strengths, 

I will choose the best Habits of 

Mind ways to think when using 

them. 

Media search 

Every day I will select one of my 

strengths to look for people using 

those strengths 

on the news, in 

newspaper and 

in magazine 

stories. 

Family strengths 

I will ask my family to do the 

VIA strengths survey, put their 

strengths wheels on the fridge 

and talk about how each of us 

use our strengths. 

Self-acceptance 

strengths 

I will select a strength every day 

that I want to build to become 

my best possible self and why I 

chose it. 

Relationship strengths 

I will select five strengths I believe 

people could use to value others 

and build relationships and why I 

think so. 

Hero strengths 

I will study a person in history I 

admire for what they 

have achieved 

and write down 

strengths I 

think they 

used and 

why. 

Struggle strengths 

I will look for stories where people 

have had to dig deep to overcome 

setbacks and challenges and write 

down strengths they used. 

Friends’ strengths 

With a group of friends share your 

strength’s YOUR wheels, CHARACTER identify which 

you have STRENGTHS in common WHEEL and what 

you do to use them. 

STRENGTH 8 

STRENGTH 1 

Movie strengths 

I will watch a movie and journal 

what I think three of the strengths 

of each of the characters in the 

story are and how they 

used them. 

STRENGTH 7 

STRENGTH 2 

STRENGTH 6 

“You have to believe in yourself when no one else does; that makes you a winner right there.” Venus Williams 

STRENGTH 3 

6 

STRENGTH 5 

STRENGTH 4 


3/1/19 3:14 pm


WHY STRENGTHS’ boosters? – building my Strengths and Emotions by practising using my strengths regularly. 

For the weekly character strength, journal three positive things you could do to use it to build your and 

others’ wellbeing and then do them. 

The stages of growth you will go through when learning how to best use your strengths are: 

Not knowing you don’t know how to use them knowing you don’t know how to use them not 

knowing you know how to use them knowing you know how to use them. Where are you at? 

Sporting strengths 

I will think of my favourite sporting 

individual or team and journal what 

I think their strengths are and how 

they use them. 

Working strengths 

I will describe a recent 

challenging situation 

which confronted me 

and the strengths I 

used to overcome 

it and what 

I did. 

Breathing strengths 

Every day for each of the strengths 

in my strength’s wheel I will take a 

deep breath concentrating on how 

I can use it to build my wellbeing. 

Valued strengths 

I will journal what strengths I look 

for in others when choosing to 

make friends with them and why. 

Strengths collage 

I will look for pictures from 

newspapers, magazines or the net 

which remind me of my strengths 

and paste them together to make 

a strengths’ collage. 

Song strengths 

I will listen to three of my favourite 

songs and for each 

of them, write down 

three strengths 

that I can see 

being referred 

to in the 

words. 

Daily Strengths PracticE 

I will journal something I could do 

to use two of my strengths every 

day at home and at school and 

do them. 

Emotional strengths 

I will describe a recent event that 

really upset me and the strengths 

I used or could have used to help 

me become positive 

again and what 

actions I could 

take. 

Strengths stocktake 

I will journal both the positives 

and not so positive things about 

using each of the strengths in my 

strength’s wheel and why. 

Classroom strengths 

I will journal five strengths I could 

use in the classroom to learn 

well with other students and my 

teachers and why. 

Dial-up strengths 

I will journal particular strengths I 

have which I believe I am able to 

dial up further when I face difficult 

challenges. 

Clash strengths 

I will journal strengths from my 

strength’s wheel that at times may 

clash and work against each other 

and how they may do. 

“When you face difficult times, know the challenges are not sent to destroy you. 

They are sent to promote, increase and strengthen you.” Author Unknown 

7 


3/1/19 3:14 pm


WHY WELLBEING FITNESS CHALLENGES? – boosting my Strengths and Emotions by using my 

strengths to tackle the weekly wellbeing fitness challenges. 

Every second week there is a new wellbeing fitness challenge to tackle. Each day, write 

down what you did to meet the challenge, no matter how small you believe your actions 

were. Doing this connects you with yourself and the moment to boost your and others’ 

wellbeing. It is great to look back at what you wrote and relive your special experiences. 

Thinking Of Others 

Positive Vibes – every day sending 

someone a text praising or 

thanking them or 

asking how they 

are travelling. 

Feel Good Menu 

Delicious Feelings – making a list 

of my ten best of best feel good 

activities and choosing to do one 

every day to thrive and flourish. 

Tell Me More 

Interested Listening – when 

listening to others, before I speak I 

will ask them to tell me more about 

what they are talking about at least 

three times. 

Self-Image 

Positive Messages – creating a list 

of 10 self-affirming messages on 

how I want to be and spend 30 

seconds thinking 

about each one 

every morning. 

Others Matter 

Acts of Kindness – looking for at 

least two opportunities to give of 

myself to make others’ lives better 

and recognising when others do 

kind things for me by thanking 

them. 

Thank You 

Aimless Writing 

Opening Floodgates – writing 

anything that comes into my head 

for 10 minutes every morning. 

Gratitude Letter 

Being Thankful – writing a letter 

thanking someone from my heart 

who really helped me and give it 

to them. 

Photo 7 

Gratitude Pics – every day taking a 

photo on my device of something 

I am grateful for to create a 

gratitude album this week. 

Looking Forward 

Positively Focused – starting each 

day by thinking of and journaling 

the three things I am looking 

forward to most. 

Matter Videos 

Sharing Happiness – daily make 

a one or two 

minute video of 

something that 

matters to me 

and show them 

to my family and 

friends. 

Music Magic 

Creating Concerts – 4 times daily, 

spending 5 minutes listening to my 

favourite music as if I were there 

at a concert to give me an energy 

boost. 

Adventure Eat 

Variety Tasting – leaving my 

comfort zone and doing my body 

a favour by having a junk food free 

week and trying new tastes, fruits 

and vegetables; 

I might be 

surprised. 

“You’ve always had the power my dear, you just had to learn it for yourself.” Glinda, Wizard of Oz 

8 


3/1/19 3:14 pm


WHY WELLBEING FITNESS CHALLENGES? – boosting my Strengths and Emotions by using my 

strengths to tackle the weekly wellbeing fitness challenges. 

Neuroscience has shown that with every new experience you have, your brain changes 

and that you can grow your brain’s abilities in all areas of your life. Just as you boost your 

physical fitness by regularly working out, the wellbeing fitness challenges stretch your 

abilities to grow your wellbeing. 

Brain Stretch 

Improving Thinking – improving the 

way I am thinking by intentionally 

using Habits of Mind and a variety 

of thinking tools 

in my learning 

to grow my 

brain’s 

abilities. 

Hidden People 

Invisible Champions – making a 

list of people who selflessly give of 

themselves to support me to have 

a good life and 

then thanking 

them one by 

one. 

Bright And Light 

Being Happy – looking for at 

least two opportunities to lighten 

up, smile, laugh, have fun to 

experience positive emotions and 

feel good brain chemicals. 

Emotions Spotting 

Mindful Feelings – being mindful 

of positive, negative and mixed 

emotions I feel and notice others 

feeling and watching for the 

intensity of emotions rising in 

myself and others. 

What Went Well 

Being Grateful – looking for three 

good things that happened 

that I am grateful for, why they 

happened and 

putting them 

on a gratitude 

board on my 

bedroom wall. 

Discovery Learning 

Being Curious – mindfully focusing 

my attention and energies on 

discovering one 

new thing about 

me, my friends, 

my family, my 

school or my 

community. 

Values Living 

Standing Tall – choosing three 

Positive Personal Descriptors to 

live by and showing them in my 

thinking, words 

and body 

language. 

Life's Treasure 

Appreciation and Love – writing 

down a list of the people and 

things that I treasure in my life and 

reading it every morning and every 

night. 

Even Better 

Positive Stretching – when 

reflecting on good things that 

happened, I will stretch my 

thinking to describe how they 

could have been even better. 

Forgiveness Letter 

Saying Sorry – writing a letter 

to someone I have upset saying 

sorry and asking what I can do to 

make it right for them and giving 

it to them. 

Courage Journal 

Brave Acts – every 

day writing down 

two things I did 

that I believe were 

courageous and 

why I think so. 

Step It Up 

Moving Myself – building up to 

meeting the daily 10,000 step 

challenge and 

journal the 

number of 

steps I take 

each day. 

“What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow 

9 


3/1/19 3:14 pm

MEANING AND PURPOSE 

are you EXTENDING your best possible self? – building my Meaning and Purpose by “doing” to explore my best 

possible self. 

It was once said, “it is insanity to expect 

different results by doing the same things.” 

But you can bring the power of YET alive by 

exploring other ways to look at what you are 

currently doing. Choose to leave your comfort 

zone. 

Describe how you do this now? 

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

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

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

Describe your best possible self that you want 

to extend further and what you hope to discover. 

Read this often. 

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

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

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

TIP: look at Positive Personal Descriptors to select five 

that you want to show for your best possible self. Then 

look at Feelings and Emotions and pick five positive ones 

that you want to experience regularly. 

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

Write yourself a short letter on what you want to 

achieve and become in 2019. 

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

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

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

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

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

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

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

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

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

TIP: read this often to remind you of what you have set 

out to achieve this year. 

Describe the qualities and strengths you like in 

yourself, your friends and in other people. 

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

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

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

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

TIP: we all have mirror neurons which copy the expressions 

and moods of those around us. Often, qualities and 

strengths you like in other people are those you like in 

yourself. The opposite is also true. Always try to look for 

qualities you like in others, no matter how few they may be. 

Then work on building relationships with them through these 

positive qualities. Use positive self-talk to push the negatives 

qualities out of your mind. 

Which of your top strengths will you need to use 

most and why? 

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

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

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

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

TIP: every third week write down an action you will do for 

each of your top strengths. Then when you spot yourself 

doing them, journal it in this journal. 

The Strengths Boosters and Wellbeing Fitness 

Challenges are great opportunities to use your 

strengths to feel positive emotions and build 

your wellbeing. Which Strengths Boosters and 

Wellbeing Fitness Challenges do you enjoy doing 

most? 

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

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

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

TIP: Journal what you did to meet the booster and 

challenge and how you felt. 

Describe an achievement that you are very proud 

of, the strengths you used and the positive 

emotions you felt. 

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

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

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

TIP: Read this often to relive the uplifting feelings you 

experienced. 

Acknowledgement: Sonja Lyubomirsky and Fred Bryant 

“You can be whatever type of person you choose to be. Your habits, your behaviours, your responses, are all your choice.” P.K. Shaw 

10 


3/1/19 3:14 pm

POSITIVE ENGAGEMENT 

wellbeing bank builders are? – boosting my Meaning and Purpose by mindfully enjoying these positive thoughts and 

activities every day. 

By making the effort to do one or more of the activities daily will build your Wellbeing Bank, which you can draw 

on to overcome challenges, setbacks and obstacles. You will feel uplifting positive emotions doing these activities 

which will help you to become your best possible self. 

Taking in and appreciating what you see, hear and feel; enjoying the wonder of your world. 

Actions: What are two things I will start doing?.................................................................................................. 

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

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

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

Showing others matter to you; listening with all of your senses and asking others to tell you more. 


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

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

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

Exercising for an hour to build your mental and physical fitness and reflect on how you use your strengths. 


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

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

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

Living by giving; doing simple acts of kindness and saying warm words to build others' and your wellbeing. 


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

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

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

Learning and trying new things to build your brain’s abilities; leaving your comfort zone by having growth mindsets. 


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

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

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

Writing down three good things that happened; why did they happen and how you can make them happen again. 


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

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

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

Praising positive efforts; recognising and celebrating with others when they have accomplished what they set out to do. 


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

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

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

Acknowledgement: Barbara Fredrickson 

“Everyday is a wonderful opportunity to love, to learn, to care and to celebrate the joy of life.” Saying 

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2014 Thinking Tools_Answer, Reflect, Share.indd 1 11/10/13 9:13 AM 

TM 

STRENGTHS 

AND EMOTIONS 

EMOTIONAL CONTROL 

Wellbeing Bank: boost my Strengths and Emotions 

by understanding how to recognise and control my 

emotions. 

The first two stages in developing your 

social-emotional intelligence are: 

self-regulation – being able to 

control the intensity of your 

emotions 

self-awareness – having your 

finger on the pulse of what is 

happening around you which 

could trigger emotions within you. 

Describe how well these stages are currently 

developed in you. 

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

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

When you have an experience, your eyes send what 

they see directly to your amygdala, which creates 

positive, negative or a mix of emotions. 

When you understand how you respond to different 

emotions in advance, your prefrontal cortex, the 

good decision making part of your brain, will enable 

you to control their intensity. 

Perspective and Social-intelligence are key strengths 

to monitor your emotions. 

To prepare yourself, look at Feelings and Emotions 

(see index) and write down three emotions you could 

feel with each of the following people: 

at home with family 

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

at school with other students and teachers 

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

socially with friends 

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

in with others in sport or leisure activities 

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

in with others in part-time jobs 

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

> Website: Thinking Traps, Wellbeing Builder 

Reflection. 

ACTIONS 

What are two things I will start doing to be 

aware of and in charge of my emotions ? 

1. 

2. 

MIND AND HEART CALMER 

What kind things have you done for other 

people this week? 

STRENGTHS BOOSTER 

STRENGTHS SPOTTING 

Journal any times I see 

myself or others using this 

week’s strength and the 

actions I or they take. 

CHARACTER STRENGTH 

For the strength of SELF-REGULATION, 

describe one thing you could do to: 

Use it well:......................................................... 

Misuse it:........................................................... 

Underuse it:....................................................... 

RESILIENCE BUILDER 

Mental health issues, body image, coping 

with stress and school and study problems are 

the main concerns for young people of your age 

nationally. Rank them in order of importance for 

yourself and explain your reasons. 

THINKING TOOL 

Thinking Tool 

ANSWER, 

REFLECT, 

SHARE 

This Thinking Strategy is designed to organise 

your thinking approaches in order to systematically 

examine and analyse a topic, event or process. It can 

be used individually, in small groups or as a class. 

In the Answer section answer any questions posed 

on a topic, event or process. This will often involve 

group discussion, so it is important to listen with your 

eyes, your ears and your heart to add depth to your 

understanding. 

In the Reflect section note down any issues, 

implications or thoughts you or your group may have 

about it. There are always different points of view 

and ideas to examine before arriving at a thoroughly 

considered answer. 

In the Share and Explore section all individuals or 

groups share their answers and reflections with the 

class. This enables all members of the class to tap 

into the collective intellect of the class. This may well 

lead to extending discussion on the topic, event or 

process further to create new understandings and 

perhaps predictions. 

“A person who never made a mistake never tried 

anything new.” 

Albert Einstein 

ANSWER 

Answer any questions posed. 

SHARE AND EXPLORE 

Share your answers and reflections. 

REFLECT 

Note down any issues, implications or thoughts. 

14 


3/1/19 3:15 pm

GROWTH MINDSET ACTIONS 

To grow my brain’s abilities to become my best 

possible self, what ‘difficult’ things could I do? 

MONDAY 

Date: 

___/___/___ 

What do I still need to learn to do? 

TUESDAY 

Date: 

___/___/___ 



FRIENDS STRENGTHS – look at the 24 VIA 

character strengths and think about the top 

strengths you would like your friends to have and 

why. Who are five people you know who could 

have these strengths? They could be good friends. 

1. 

2. 

3. 

4. 

5. 

WEDNESDAY 

Date: 

___/___/___ 


MINDFUL COLOURING 

THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 


WHAT WENT WELL THIS WEEK? 

Think about three good things that happened, 

no matter how small they were, that you were 

grateful for this week. What did you do to make 

them happen and how can you make them 

happen again? 

HOW DID YOU FEEL THIS WEEK? 

Select a face which shows how you felt this week. 

What are three things you are really looking forward 

to next week? 

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2014 Thinking Tools_CAP Consider All Possibilities.indd 1 19/08/13 11:18 AM 

TM 

POSITIVE 

ENGAGEMENT 

CREATING BRAIN PATHWAYS 

Wellbeing Bank: to add to my Positive Engagement 

by creating and strengthening my brain pathways 

through practice. 

Your brain is an amazing 

organ which rewires itself 

when you have new 

experiences; this is 

called neuroplasticity. 

By learning and trying 

new things, it has been 

proven that you can develop 

your brain’s abilities in all areas 

of your life. 

In Years 7 & 8, you learned that your brain creates 

what are called neural pathways, which enable you 

to learn and do different things. 

When you first try something, it is usually quite 

difficult for you, but the more you do it, the faster 

and stronger these pathways become and the easier 

the activity is to do. 

This is how regular practice creates patterns in your 

brain to develop your abilities and habits. 

Key strengths to use to practise are Love of 

Learning and Perseverance. 

Describe things you regularly practice and how you 

improve as a result. 

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

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

The opposite is also true for your brain. When you 

don’t practise something, your neural pathways 

become slow and weak and forget how to do it. 

Deliberate practice makes the difference for your 

brain. 

> Website: Wellbeing Builder Reflection. 


What are times that you have shown you 

are fair? 

WELLBEING FITNESS CHALLENGE 

THINKING OF OTHERS 

Positive Vibes – every day 

sending someone a text 

praising or thanking them 

or asking how they are 

travelling. 


For the strength of CREATIVITY, describe one 

thing you could do to: 

Use it well:......................................................... 

Misuse it:........................................................... 

Underuse it:....................................................... 


Social and emotional distress increases as 

young people enter their teens. Why do you 

think this happens and what skills do you think 

you need to develop to cope with this situation 

capably? 

THINKING TOOL 

Thinking Tool 

ACTIONS 

What are two things I will start doing to 

develop fast and strong brain pathways 

through practice? 

1. 

2. 

CAP - 

CONSIDER ALL 

POSSIBILITIES 

Many people learn and think more creatively when 

they use visuals to bring their ideas alive. 

• This is a brainstorming strategy using different 

shapes 

• Pick a topic or use the one given to you by your 

teacher 

• Write down anything and everything you think 

about the topic 

• Use the shapes to stimulate your thinking - for 

example, in the square write dull and boring 

things, in the circle write the soft and kind things. 

“The golden rule is that there are no golden rules.” 

George Bernard Shaw 

Topic 

16 


3/1/19 3:15 pm




MONDAY 

Date: 

___/___/___ 


EFFORT – think of a word for each letter of the 

word EFFORT which would describe what effort 

is for you. 


TUESDAY 

Date: 

___/___/___ 


WEDNESDAY 

Date: 

___/___/___ 



THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 







happen again? 




to next week? 

17 


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2014 Thinking Tools_Claim, Question, Support, Decision.indd 1 11/10/13 9:20 AM 

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relationships 

and optimism 

FAMILY AND FRIENDS 

Wellbeing Bank: to strengthen my Relationships 

and Optimism by valuing my relationships with my 

family and friends. 

Feeling loved by your family and showing that you 

love them, generates plenty of positive emotions in 

all of you to build your collective wellbeing. 

This focuses you on looking for what is good in what 

you are doing, which empowers you on striving to 

become your best possible self. 

Ask your family for their support when you need it. 

The most important thing is not to take their advice 

as criticism, because the reality is that they only 

want the very best for you. 

Describe how your family currently supports you. 

…………………………………………………………. 

………………………………………………………….. 

Similarly, happy and close 

relationships with friends, 

creates uplifting feelings of 

being socially connected. 

This boosts your optimism 

and hope for the future. 

It is important not to 

burden your friends with 

your problems, because 

they don’t need the stress 

and don’t have the answers. 

Share your concerns with a trusted adult. 

Describe what you value about your friends. 

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


What are things you find awesome at 

home, at school and in the community? 


LEARNING STRENGTHS 

Journal three strengths I could 

use to accept mistakes and 

correct them to grow personally 

and academically. 


For the strength of LOVE, describe one thing 

you could do to: 

Use it well:......................................................... 

Misuse it:........................................................... 

Underuse it:....................................................... 


From Feelings and Emotions, what are five 

emotions which you think you need to keep 

under control in order to act and learn positively 

and your reasons why. 

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

Key strengths to use and share with your family and 

friends are Gratitude and Love. 

> Website: Wellbeing Builder Reflection. 

THINKING TOOL 

Thinking Tool 

ACTIONS 

What are two things I will start doing to keep 

building positive relationships with my family 

and friends? 

1. 

2. 

CLAIM, 

QUESTION, 

SUPPORT, 

DECISION 

When a claim is made by someone, such as “apples 

are better for you than oranges”, very often you make 

a spontaneous decision about whether it is true or not 

true based on your feelings. 

This thinking strategy enables you to gather evidence 

in support of the claims and questions which need to 

be resolved to establish its truth. 

• In the CLAIM section, write what the claim is. 

• Start the strategy with small group or whole class 

brainstorm on what you and other students know 

and don’t know about the truth of the claim. 

• From the brainstorm in the QUESTIONS section 

write any questions which need to be answered 

about the claim. 

• Investigate the claim by searching for answers to 

your questions. 

• In the DOES SUPPORT column, write evidence 

that supports the claim. The Five Es of Learning is 

an effective strategy for doing this. 

• In the DOES NOT SUPPORT column, write 

evidence that does not support the claim. 

• Reflect on the support you discovered for the 

claim and that against it and make a balanced 

decision. Write it in the DECISION section. 

• As a class, share your decisions and reasons for 

them. 

“Doubt whom you will, but never yourself.” 

CLAIM 

QUESTIONS 

DOES SUPPORT 

DOES NOT SUPPORT 

Christian Nestell Bovée 

DECISION 

18 


3/1/19 3:15 pm




MONDAY 

Date: 

___/___/___ 


ACTS OF KINDNESS – think of two or three acts 

of kindness you will do for someone else for each 

day of the week. Could be smiling, saying hello, 

helping in some way, opening the door for them ... 


TUESDAY 

Date: 

___/___/___ 


WEDNESDAY 

Date: 

___/___/___ 



THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 







happen again? 




to next week? 

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2014 Thinking Tools_Colours, Symbols, Pictures, Animals.indd 1 19/08/13 11:40 AM 

TM 

skills and 

ACHIEVEMENT 

THE PRIORITISING CHALLENGE 

Wellbeing Bank: to build my Skills and Achievement 

by disciplining myself to prioritise and complete what 

I need to do. 

You are heading towards a stage of your schooling 

where you can launch yourself towards becoming 

your best possible self. 

This doesn’t just happen, you have to make it 

happen and key strengths to enable you to do this 

are Curiosity and Bravery. 

Have you seen older students who have missed 

out on many great opportunities because they just 

drifted along? 

Describe how committed you currently are to your 

future. 

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

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

As you have often been told about prioritising, 

completing learning tasks in a logical order is a must 

and it is your responsibility to identify what you need 

to do and when you need to complete it by. 

From Years 7 and 8 you learnt that Musts are things 

you have no choice in doing, whereas, Options are 

things you have a choice in doing. 

Be self-motivated and 

fill in the Musts and 

Options Thinking Tool 

on the website, to 

develop a clear 

picture of what 

you need to do. 

Taking control of 

you, will fill you with 

uplifting positive emotions. 

> Website: Wellbeing Builder 

Reflection. 


Who are people who make a positive 

difference at school and why? 


TELL ME MORE 

Interested Listening – 

when listening to others, 

before I speak I will ask 

them to tell me more about 

what they are talking about at least three times. 


For the strength of PRUDENCE, describe one 


Use it well:......................................................... 

Misuse it:........................................................... 

Underuse it:....................................................... 


Little children’s emotions are very simple, 

such as glad, mad, sad. In your teens, you 

may have more than one emotion happening 

together. From Feelings and Emotions select five 

pairs of emotions which often happen together 

and the situations involved. 

THINKING TOOL 

Thinking Tool 

ACTIONS 

What are two things I will start doing to focus 

myself on prioritising what I need to do? 

1. 

2. 

COLOURS, 

SYMBOLS, 

PICTURES, 

ANIMALS 

After reading chosen material, listening to a talk or 

watching a video, individually, in small groups or as a 

class, identify ideas or aspects that were: 

• Interesting 

• Important 

• Puzzling 

Selecting one idea/aspect at a time, think of: 

• A colour that gives the feel of it and describes the 

mood 

• A symbol such as a line, circle, cross, which 

characterises it 

• A picture such as a bridge, landscape, planet, 

which embraces the whole idea/aspect 

• If the idea/aspect was an animal, what would it 

be? 

Discuss the ideas/aspects of each group or individual 

with the class. 

“Success isn’t a result of spontaneous combustion. 

You must set yourself on fire.” 

Reggie Leach 

COLOUR 

SYMBOL 

PICTURE 

ANIMAL 

Why this colour? 

Why this symbol? 

Why this picture? 

Why this animal? 


MY WJ_9&10.indd 20 

3/1/19 3:15 pm




MONDAY 

Date: 

___/___/___ 


MY LIFE – Reflect on how you want your life 

to be and the top five things that you want for 

yourself, that make you excited and when you 

want them to happen. 


TUESDAY 

Date: 

___/___/___ 


WEDNESDAY 

Date: 

___/___/___ 



THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 







happen again? 




to next week? 

21 


3/1/19 3:15 pm

2014 Thinking Tools_Connect, Extend, Challenge.indd 1 11/10/13 9:21 AM 

TM 

exercise 

and vitality 

BREATHING DEEPLY 

Wellbeing Bank: to increase my Exercise and 

Vitality by learning to self-calm myself by breathing 

deeply. 

Your breath regulates your inner you and gets your 

mind, heart and body working together as one. 

Key strengths which enable this are Prudence and 

Spirituality. 

Being able to focus on breathing slowly and deeply 

enables you, to be in charge of the intensity of your 

emotions and control impulses. 

This connects you with yourself and the present 

moment, to watch your thoughts coming and going. 

In Years 7 & 8 you learned how to use Square 

Breathing to reduce tension to calm yourself quietly. 

Describe how you currently use deep breathing to 

relax. 

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

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

The following is an effective deep breathing method: 

• stand up straight with your 

shoulders open wide 

• imagine an invisible thread 

from the ceiling is holding 

your head upright 

• tighten your buttocks and 

pull in your stomach 

• join your fingers in a circle 

around your mouth 

• as you breathe in deeply 

through your nose make 

your finger circle larger 

• as you breathe out through 

your mouth make your finger 

circle smaller 

• concentrate on doing this for 

five minutes to feel yourself relaxing. 

> Website: Self-Calming Strategies activity sheet, 

Wellbeing Builder Reflection. 

ACTIONS 

What are two things I will start doing 

regularly to practise breathing deeply 

to relax? 

1. 

2. 


What are times you were really creative in 

what you did? 


ACTIVITY ONE STRENGTHS 

Journal five activities I really 

enjoy doing and the two main 

strengths I use when doing 

each of them. 

GRATITUDE WEEK 

This week have fun and make a special 

difference to other peoples’ 

lives by creating activities 

to use the strength 

GRATITUDE to 

grow relationships 

with your family, 

friends and school 

community. 


In your teens, emotions can also strengthen 

to become more intense. With a friend describe 

five situations which can cause your emotions 

to increase in intensity, for example, happy, 

delighted, thrilled. Name another two sets of 

three emotions. 

THINKING TOOL 

Thinking Tool 

CONNECT, 

EXTEND, 

CHALLENGE 

After completing a topic or lesson, individually, in small 

groups or as a whole class, reflect using this tool: 

• Connect - how does what was presented relate 

to what you already know? 

• Extend - how have these new ideas stretched 

your thinking in new directions? 

• Challenge - what do you still have to learn more 

about? What questions do you have? 

• Then in groups of five share your thoughts and 

then report back to the class. 

• Allocate one wall of the classroom for connect, 

another for extend and another for challenge. 

Write thoughts on sticky notes and put them on 

the appropriate wall. 

• Discuss as a class. 

“Who bravely dares must sometimes risk a fall.” 

Tobias G. Smollet 

CONNECT 

EXTEND 

CHALLENGE 

• How are the ideas and information presented? 

• What new ideas have you thought of that have stretched your thinking? 

• What do you still have to get your mind around? 

• How are they connected and related to what you already know? 

• In what new directions has your thinking been pushed? 

• What questions do you need to have answered? 

22 


3/1/19 3:15 pm




MONDAY 

Date: 

___/___/___ 


HOLIDAY 1 – You are going on a holiday to 

Hawaii, name ten articles of clothing you would 

take and what you would need to organise. 


TUESDAY 

Date: 

___/___/___ 


WEDNESDAY 

Date: 

___/___/___ 



THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 







happen again? 




to next week? 

23 


3/1/19 3:15 pm

2014 Thinking Tools_Creative Ripples.indd 1 14/08/13 12:53 PM 

TM 

meaning 

and purpose 

SENSIBLE TIME USAGE 

Wellbeing Bank: to raise my Meaning and Purpose 

by taking ownership of my time to create a Personal 

Timetable. 

As you progress through 

the year levels, how you 

manage your time needs 

to become more effective 

because you require a 

balance between school, 

home and community 

activities. 

The strengths will assist you to do 

this are Judgement and Honesty. 

The four stage method will enable you to achieve 

this. 

Describe how you currently organise your time. 

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

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

The four stages are term, monthly, weekly and 

daily and you record important time targets on your 

forward planner or as reminders in your phone. 

ACTIONS 

What are two things I will start doing to use 

the four stage model to create a personal 

timetable? 

1. 

2. 

Term gives you a general overview for due dates 

for assignments, assessment, exams/tests, 

school and out of school activities. 

Monthly narrows your view of your commitments. 

Use different colours for different subject tasks 

and prioritise the importance of each task, 

Weekly accurately prioritises your time usage 

using Musts and Options to identify what you 

have on. Enter them on your personal timetable. 

Daily mindfully connects you with yourself and the 

moment to every night prepare for the next day’s 

tasks by looking at your weekly stage for items to 

include. 

> Website: Blank Personal Timetable, Wellbeing 

Builder Reflection. 


How would you ask for help if you lost 

your phone and who would you ask? 


OTHERS MATTER 

Acts of Kindness – 

looking for at least 

two opportunities to give of myself to make 

others’ lives better and recognising when others 

do kind things for me by thanking them. 


For the strength of JUDGEMENT, describe one 


Use it well:......................................................... 

Misuse it:........................................................... 

Underuse it:....................................................... 


Describe four sets of three emotions which 

grow in intensity, for example, edgy, agitated, 

frantic. What self-calming strategies do you or 

could you use to slow your emotions becoming 

more intense? 

THINKING TOOL 

Thinking Tool 

CREATIVE 

RIPPLES 

Individually, in small groups or as a class, brainstorm 

a list of everyday objects or things. These could be a 

school, car, pencil, cup, etc. 

Select one to investigate. 

Think about the main purposes of the object and 

enter them in the centre circle. 

Think about the parts that make up the object and 

enter them in the second circle. 

Think about who benefits from the object and in what 

way they benefit. Enter them in the outer circle. 

Rotate through a number of objects and present your 

findings to the class. 

Alternatively, draw a large version of this diagram on 

the board in the classroom, write your thoughts on 

sticky notes and put them in the appropriate circles. 

Discuss these thoughts with the class. 

“What we do flows from who we are.” 

Paul Vitale 

Who benefits and 

how do they benefit? 

What parts make up the 

object? Any special ones? 

What are the main 

purposes of the object? 

Thank You 

24 


3/1/19 3:15 pm




MONDAY 

Date: 

___/___/___ 



LEAVES – Go outside and pick up as many 

different types of leaves as you can in five 

minutes. Go back inside and describe how each 

of them feels, how many lines they have on them, 

how they smell and anything else you notice 

about each one. 

TUESDAY 

Date: 

___/___/___ 


WEDNESDAY 

Date: 

___/___/___ 



THURSDAY 

Date: 

___/___/___ 


FRIDAY 

Date: 

___/___/___ 


WEEKEND 

Date: 

___/___/___ 







happen again? 




to next week? 

25 


3/1/19 3:15 pm

2019-20 North American Planner_MYP_Sample

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