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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Use literature and videos to develop students’ understanding of personal change (e.g., birth, death, separation, loss, puberty). Have students write response journal entries describing their thoughts and feelings on this subject.
• Develop scenarios that deal with issues such as frequent or disproportionate angry responses, eating disorders, smoking or other substance abuse, lifestyle imbalance, inability to follow through on plans, excessive anxiety, and antisocial behaviour. Arrange these in a carousel. Have students suggest possible consequences and ways of dealing with each problem. Debrief by evaluating the coping strategies suggested. Emphasize the possible mental health component of each situation (e.g., some behaviours may indicate depression or suicidal tendencies). Ensure that students identify seeking appropriate professional help as a coping strategy.
• Invite students to use mime to portray non-verbal behaviours that contribute to positive interpersonal communication in various situations (e.g., bumping into someone, interviewing). Discuss their presentations as a class.
• Have students identify and carry out "random acts of kindness" within the school and community (e.g., shovel an elderly neighbour’s sidewalk).
• Discuss and demonstrate ways to resolve conflict without using hurtful words or actions (e.g., using "I" messages, setting limits, cool-off time, brainstorming solutions together, anger management, impulse control). Have students practise these in role play situations. Encourage them to practise these same skills in real situations as well (e.g., as schoolyard monitors, in "Kids Helping Kids" clubs).
• Encourage students to relate their lists of personal attributes, skills, interests, and goals to a sense of uniqueness and individuality. They might write short stories about themselves that highlight these attributes.

SUGGESTED ASSESSMENT STRATEGIES

• As students present their mimes depicting non-verbal behaviours, look for evidence that they are able to use appropriate gestures, facial expressions, and body language to portray feelings and emotions. Ask students to describe how the behaviour depicted would or would not contribute to positive relationships.
• Following activities related to conflict resolution and building positive relationships, have students complete a rating scale ("seldom," "sometimes," "usually," "always") to self-assess the following:

• I empathize with others.
• I demonstrate patience.
• I think about the language I am going to use.
• I recognize more than one point of view.
• I notice how others are feeling.
• I search for a win-win solution.
• I have used what I have learned about conflict to handle other situations appropriately.

  Print Materials

• Focus on Bullying: A Prevention Program for Elementary School Communities
• HeartSmart Kids (4–7)
• Making Decisions Grade 6
• Working It Out: Tools For Everyday Peacemakers

  Video

• The Baseball Card
• The Mural
• The Play

  Multimedia

• B.C. Life Skills
• Student WorkSafe 6 Module

  BC Ministry of Education Home Page