This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• relate emotional health and well-being to personal productivity and to the workplace
• design, implement, assess, and evaluate a plan to promote personal, school, and community well-being

To view the prescribed learning outcomes for Personal Development (Mental Well-Being) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Review the effects of stress on an individual's emotional health and productivity. Brainstorm with students some potentially stressful situations at school or the workplace. Have students suggest stress-management techniques that can be used to deal with the stress (e.g., exercise, tai chi, laughter, music).
• Form groups and ask each group to outline a "healthy living" profile for a fictitious person (e.g., a mother of young children who works in advertising; a single man who runs an eco-tourism company). The profile could consist of a month-long calendar of daily activities with provision for work, family, leisure, and learning as a lifelong pursuit.
• Invite a guest speaker with training in human resources to talk about wellness and its relation to productivity in the workplace. The topic could include a discussion of the effects of harassment on productivity.
• Have students create posters or collages on the theme of "well-being" and how it affects motivation and productivity. Ask students to describe briefly to the class one way they could use this information to increase their productivity in the future.
• Suggest that students create a computer-generated newsletter including articles, advertising, and advice columns on school and community well-being.
• Ask students to identify aspects of the school that do not contribute to the overall wellness of individuals (e.g., smoking pits, nutritionally poor food in vending machines) and to propose strategies for correcting the problems identified.
• Have students in small groups design and carry out plans to address health issues in ways that promote mental, physical, or social wellness for particular age groups in the community (e.g., a Wellness Week at school). The plans should identify appropriate community resources and partnerships to provide support.

• After students have listened to a guest speaker talk about wellness and its relation to productivity, ask them to represent the key information in diagrams, charts, or other visual representations. Before they begin, discuss criteria such as the following:
  • focusses on two or three key ideas or points
  • includes accurate and relevant details and specific examples for each point
  • makes reciprocal relationship between wellness and productivity clear
• Work with students to develop criteria for the "healthy living" profiles they develop. For example, criteria might include the extent to which the profile shows awareness of the importance of:
  • balance, with provision for work, family, leisure, and learning
  • stress reduction and stress management
  • setting realistic goals and plans
  • tailoring activities to the needs of the individual
• When students develop strategies or plans for improving school or community wellness, look for evidence that they are able to:
  • identify actual or potential risks to mental well-being
  • analyse causes or factors that might be contributing to a lack of well-being
  • recognize barriers or factors that might impede change
  • develop strategies for dealing with both causes or contributing factors and barriers
  • create effective monitoring systems
  • provide for ways of adjusting or revising their plans or strategies as needed
  • determine what success will look like (criteria)

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