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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students work in pairs to practise using facial expressions and postures to express particular feelings. Partners try to determine what feeling each is expressing.
• As a class, brainstorm a list of feelings and situations in which those feelings arise (e.g., excitement over the arrival of a new baby). Help students notice the range of emotions and the words used to describe the emotions.
• Ask students to use computer "draw" or "paint" programs to create facial expressions that reflect a variety of feelings. Ask them to identify the feelings depicted.
• Invite students to practise communication skills by using "I" statements to describe feelings and ask for assistance. Practise first as a whole class and then in small groups.
• Ask students to suggest ways they can help improve their school. Then select one project and complete it as a class. When finished, draw attention to how their actions have contributed to school health and safety.
• Have students work in pairs to role-play helping and caring behaviours in various situations.
• Create a list of attributes of friendship. Then have students think of times when they were good friends or when others were good friends to them. Students can then work in small groups to create lists of the ways in which friends help each other.
• Introduce children’s stories in which friends create problems for each other. Have students identify ways in which someone can fail to be a good friend.

SUGGESTED ASSESSMENT STRATEGIES

• During work and play times, observe how students interact with one another and note the extent to which they:

• avoid potentially hazardous situations
• help others to overcome obstacles or problems
• contribute to maintaining a clean environment
• make efforts to be friendly
• show respect for others
• are considerate of the feelings of others

• When discussing the attributes of friendship, note the extent to which students are able to distinguish between positive and negative aspects, give examples of both, and show awareness of the relationship between peer pressure and friendship.

  Print Materials

• Focus on Bullying: A Prevention Program for Elementary School Communities
• HeartSmart Kids (K–3)
• Student WorkSafe 2/3 Module
• Substance Abuse Prevention Primary
• Working It Out: Tools For Everyday Peacemaker

  Multimedia

• B.C. Life Skills
• The C.A.R.E. Kit
• Second Step: A Violence Prevention Curriculum, Primary
• Talking About Touching: Personal Safety for Grades 1-3

  BC Ministry of Education Home Page