Grade 5
Personal Development (Mental Well-Being)

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

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• use appropriate strategies to share and express feelings
• consistently demonstrate behaviours that contribute to a safe school and community
• describe the dynamics of individual and group friendships
• propose ways to be self-reliant

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide scenarios in which Grade 5 students act on their feelings inappropriately (e.g., accusing or blaming others, exaggerating their deficiencies, name-calling, hitting, making unreasonable demands). For each situation have students suggest appropriate alternatives.
• Have students help buddies at lower grade levels create Feelings books describing appropriate ways of expressing feelings.
• Encourage and give students recognition for their participation in school or community service work.
• Ask students to suggest how they can contribute to a safe school environment for those who:

• have physical, sensory, learning, or other disabilities
• feel extremely sad, anxious, or depressed

• Encourage them to act on their ideas.
• As part of group work related to another assignment, have one student record who says and who does what. Use the records to illustrate patterns in group dynamics (e.g., one person dominates; people accept poor ideas to avoid offending friends; people opt out or disrupt the process when their ideas are not adopted). Draw analogies with what sometimes happens among groups of friends.
• Using age-appropriate TV shows, fiction, or current events stories, have students examine the behaviours of characters who are friends. Ask students to identify:

• motives for actions
• changes that occur as a result of the actions

• Have students find examples of self-reliance in current events stories about young people.
• Ask students to track, over time, the ways in which they take care of themselves and demonstrate self-reliance. Have them share their observations with buddies.

SUGGESTED ASSESSMENT STRATEGIES

• After they have completed activities dealing with dynamics of individual and group interactions, have students list in their journals some of their observations about:

  Print Materials

• Focus on Bullying: A Prevention Program for Elementary School Communities
• HeartSmart Kids (4–7)
• Working It Out: Tools For Everyday Peacemakers

  Video

• Sticks and Stones: Let’s Talk About Teasing

  Multimedia

• B.C. Life Skills
• Second Step: A Violence Prevention Curriculum, Grades 4–5
• Student WorkSafe 5 Module

  BC Ministry of Education Home Page