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 organize and participate in a Health Fair that addresses both emotional and physical well-being, including responses to peer pressure, stereotyping, and cultural insensitivity.
• Have small groups of students plan and carry out a school or community improvement project. Projects could include grounds clean-up, setting up a club (e.g., newspaper, environment club), or peer helping.
• Encourage students to initiate relationships with people of different ages who are not otherwise connected to the school (e.g., seniors, preschool children). Have them compare the responsibilities that accompany relationships with individuals of different ages.
• Have students choose a favourite TV show that depicts friendships or relationships. Ask them to analyse the dynamics of the relationship between two important characters. Compare the results students bring back.
• Have students identify various individuals who contribute indirectly to their well-being (e.g., custodial staff, business people, nearby residents) and evaluate those contributions. Have groups of students suggest what responsibilities they in turn have toward members of this wider support network.
• Have students conduct research (e.g., by questioning invited guests, conducting a survey) to compile a list of resources supporting mental well-being (including family, school, religious community). As a class, develop criteria for evaluating the various resources. Have students pool their information and create annotations, rating the agencies in terms of their support for young people.

SUGGESTED ASSESSMENT STRATEGIES

• As groups of students propose a plan for school or community improvement projects, have them self-assess their plans by using criteria such as:

• project contributes to school or community well-being
• the implementation plan is appropriate to the situation and resources
• there is sufficient detail to put the plan into action

After students implement their plans, have them evaluate the success of their projects.

• After students have researched community resources that support mental well-being, look for evidence that their annotations are:

• accurate
• defensible
• relevant

  Print Materials

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

  Video

• What Kids Wants to Know About Sex and Growing Up

  Multimedia

• B.C. Life Skills
• Student WorkSafe 7 Module

  BC Ministry of Education Home Page