Mental Health & Wellbeing
1 Acknowledging Success 1.1 1.3
2 Controllable factors 1.1 1.2 1.3 4.1
3 A meaningful life 1.3 4.1 4.2
4 Emotional awareness 1.1 1.2 1.3 4.1 7.2 7.3
5 Engagement & Accomplishment 1.3
6 Sleep and physical activity 4.2 7.3
7 Time management 7.3
8 Mindfulness 7.3
9 Overcoming Adversity 1.1 1.2 4.1
10 Optimism 1.3 7.3
11 Planning for the future 1.3 4.2
12 Comfortable in your own skin 1.3
13 Stress Management 1.1 1.2 1.3 7.2
14 Support for Self & Others 1.1 1.2 7.2
15 The power of ‘yet’ 1.3 4.1 4.2

Independence
1 Identifying strengths, skills, and strategies 1.1 1.3 5.1 7.3
2 Body image 3.1 3.2 5.1
3 Planning Goals 1.3 4.2
4 Volunteering 1.1 1.3 4.2 6.1 6.2

Flag, Telegraph poles, skipping, CROYDON 1 Acknowledging Success. 1.1  1.3

Personal Strengths/Positive thinking.

EAA, CAA, CZE, CROYDON, L’POOL, FRANCE 2 Controllable factors  1.1  1.2  1.3  4.1  

Assess personal strengths. Evaluate services and resources. Build positive thinking. Demonstrate capacity to build resilience.

PWLS, AC Milan, JAPAN, SHANDONG, SOUTH KOREA 3 A meaningful life 1.3  4.1  4.2

Build positive thinking. Capacity to build resilience. Propose, apply, and evaluate solutions to take action to meaningful lives.

CBT. Flood, Coin, Chaos, Proc, Perf, Members. 4 Emotional awareness 1.1  1.2  1.3  4.1  7.2  7.3

Assess personal strengths and skills changing situations. Critically evaluate services and resources. Build positive thinking, self-belief for self and others. Demonstrate capacity to build resilience. Demonstrate the capacity to seek help for self and others. Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

KINGROO uncertain, ENG autograph empathy. 4 Emotional awareness 1.1  1.2  1.3  4.1  7.2  7.3

Assess personal strengths and skills changing situations. Critically evaluate services and resources. Build positive thinking, self-belief for self and others. Demonstrate capacity to build resilience. Demonstrate the capacity to seek help for self and others. Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

ENGLAND, NZ. 5 Engagement & Accomplishment 1.3

Build positive thinking, self-belief for self and others.

CZE. USSR, USA 6 Sleep and Physical Activity 4.2  7.3

Propose, apply, and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives. Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

DRATSMAN JUVENTUS USSR URUGUAY 7 Time management 7.3

Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

TV / Radio / Presentation 8 Mindfulness   7.3

Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

EPILEPSY. CANADA 9 Overcoming Adversity  1.1  1.2  4.1

Assess personal strengths and skills changing situations. Critically evaluate services and resources. Demonstrate capacity to build resilience.

SELLING HOME 23 YEARS, ISRAEL 10 Optimism   1.3  7.3

Build positive thinking, self-belief for self and others. Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety, and wellbeing of others.

LIFE READY. NESA. LAKE MUNMORA, OLYMPICS 11 Planning for the future 1.3  4.2

Build positive thinking, self-belief for self and others. Propose, apply, and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives.

PWLS, ENGLAND, IDIOT 12 Comfy in your own skin 1.3 Build positive thinking, self-belief for self and others. 

ARGENTINA13 Stress Management   1.1  1.2  1.3  7.2

Assess personal strengths and skills changing situations. Critically evaluate services and resources Build positive thinking, self-belief for self and others. Demonstrate the capacity to seek help for self and others.

EPILEPSY, CANADA, CROATIA 14 Support for Self & Others 1.1  1.2  7.2

Assess personal strengths and skills changing situations. Critically evaluate services and resources. Demonstrate the capacity to seek help for self and others.

CZE CINDRELLA, LIVERPOOL 15 The power of ‘yet’  1.3  4.1  4.2

Build positive thinking, self-belief for self and others. Demonstrate capacity to build resilience. Propose, apply, and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives.

EMOTIONAL RESILIENCE QUOTES 16

• Thoughts are not fact even if accompanied by emotions
• Our mind has been a worry machine for thousands of years.
• The Emotional Mind is more powerful than the Rational Mind
• It’s not your minds job to be happy.
• CBT Cognitive Behavioural T
• ABC Activating Event (trigger/danger), Belief (demands), Consequences (physically, emotionally).
• Stop living in a world of Rating.
• Deal with Failing & being Successful not being a Failure & a Success.
• The Gun Slinger fires adrenaline from the Amygdala. Fight or Flight hormone.
• The emotions associated with stress are uncomfortable, not dangerous. Don’t run.
• Is the spilt milk a splash or a drop?

Argue with you Emotional Mind. Write it down.

CROYDON. SOCCEROO CAPTAIN 1 Identifying strengths, skills, and strategies   1.1  1.3  5.1  7.3

Assess personal strengths and skills changing situations. Build positive thinking, self-belief for self and others. Critically analyse situations, attitudes and behaviours that influence independence, health, safety and wellbeing in different contexts. Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

ENGLAND. TV. PIMPLES, SPAIN octopus influence opinion 2 Body image 3.1  3.2  5.1

Evaluate how contextual factors influence attitudes, values and behaviours. Analyse the positive and negative implications of technology and digital media on self-concept, independence, relationships, and health behaviours. Critically analyse situations, attitudes and behaviours that influence independence, health, safety and wellbeing in different contexts.

URUGUAY 3 Planning Goals 1.3  4.2

Build positive thinking, self-belief for self and others. Propose, apply, and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives.

Radio/TV PWLS AFL EAA AOC 4 Volunteering  1.1  1.3  4.2  6.1  6.2

Assess personal strengths and skills changing situations. Build positive thinking, self-belief for self and others. Propose, apply, and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives. Assess, adapt and apply skills to develop and maintain respectful relationships and successfully participate in education, work and community contexts.

LEADERSHIP RESILIENCE QUOTES. 5   

• Words tell me what you think, actions tell me what you believe.
• Don’t just aspire to be a Leader, aspire to make a difference.
• It’s more that what you learned today, it’s what you can teach tomorrow.
• Goals are important but it’s the Processes & a sense of progress that are key.
• Excellence: “The sum of countless individual skills & activities either learned or stumbled on drilled into habit and consistently and correctly executed together”.
• Talent x Effort = Skill. Skill x Effort = Achievement.
• Know where you’re at:
  • What winning looks like
  • What good at?
  • What do next?
  • How will we know?

LEADERSHIP
Visible leadership to inspire positive school communities.

• Sustain the safety and wellbeing of the whole school community.
• Encourage collaborative partnerships
• Promoting the wellbeing of staff, students, and families.
• Regularly monitor and review school capacity to address the safety and wellbeing of the whole school community
• Stage 3, 5, 6.

INCLUSION
Inclusive and connected school culture.

• All members of the school community are active participants in building a welcoming school culture.
• Value the role and contribution of staff, students, and families
• Build a cohesive and culturally safe school
• Teach, model, and promote values and behaviour
• Foster and maintain positive,
• student–peer, student–teacher, teacher–parent and teacher–teacher relationships
• Engage in professional learning to build Social, Emotional, and Learning outcomes
• to promote staff wellbeing
• Stage 1, 2, 3, 4, 5, 6, Parents

STUDENT VOICE
Authentic student participation

• Students are active participants in their own learning and wellbeing,
• encourage active student participation to foster a sense of connectedness
• Actively engage students using evidence-informed, strengths-based approaches
• Explicitly teach social and emotional skills
• related to personal safety, resilience, help-seeking and protective behaviours
• Collaborate with students
• promote safety and counter-violence, bullying and abuse.
• Stage 4, 5, 6

PARTNERSHIPS
Effective family and community partnerships.

• Proactively build collaborative relationships with families and communities.
• Develop strategies to sustain culturally respectful partnerships.
• Build partnerships with Aboriginal and Torres Strait Islander families and community organisations.
• Build links with community organisations, services, and agencies.
• Regularly monitor and review school capacity to respond.
• Stage 4, 5, 6

SUPPORT
Wellbeing and support for positive behaviour

• School staff, students and families share and cultivate an understanding of wellbeing
• Actively seek the promotion and recognition of positive behaviour
• Embed wellbeing and positive behaviour
• Promote resilience and align with the needs of the school community
• Implement a whole school systemic approach to wellbeing and positive behaviour
• Engage in professional learning
• Critically analyse and evaluate school data
• Teachers

Argentina                    Dealing with Stress. Capability v Expectation. Support

Croydon                      Recognizing strengths. Student voice

Juventus                      Strategies for Setting & achieving Goals. Leadership

Liverpool                    Motivation. The example you set. Leadership

CZE                            Independence through ownership. Student voice

Shandong                    Influence.        Support

USA                            Work Life balance in a fun environment. Inclusion

Kingroo                       Creativity, Uncertainty. Coin Partnership

AC Milan                    Humility, Respect, Honesty & Loyalty. Partnership

Uruguay                      Planning, Organizing, Problem solving, Self-management, Outcomes. Partnership

England/Leader          Technology influencing attitude. Support

England/Autograph    Healthy relationships. Partnership

France                         Rain Inclusion

South Korea                Acceptance, wholistic. Inclusion

New Zealand               Acknowledging Success. Story on the back of a shirt. Inclusion

USSR                         A healthy balanced life, through football, work, family & friends.   Partnership

Japan                           A culture of Respect. Wholistic.    Leadership

Canada                        Resilience/Plan ‘B’, Contentment, Denial, Confusion & Renewal. Support

Epilepsy                      Resilience. Working with adversity.   Leadership

Israel                           Overcoming adversity for the health & safety of others. Support

Croatia                        Searching for support. Leadership

PW Life Skills             The holistic approach. Partnership

Self-talk                      Leadership & Emotional resilience quotes. Leadership

Success/Reward          The achievement of something desired. Skipping. Student voice

CBT quotes.                  Splash or a Drop of milk?………………………… Support

Spain                          Choosing to choose. Influence others Student voice

Activities          Balloons, Skipping, 3 Cones, Blindfold, Forehead, 4’s, Through legs, Snickers, games.

LEADERSHIP

• Juventus                      Strategies for Setting & achieving Goals.  
• Liverpool                    Motivation. The example you set.  
• Japan                           A culture of Respect. Wholistic.     
• Epilepsy                      Resilience. Working with adversity.    
• Croatia                        Searching for support.  
• Self-talk                      Leadership & Emotional resilience quotes.  

INCLUSION

• USA                            Work Life balance in a fun environment.  
• France                         Rain  
• South Korea                Acceptance, wholistic.  
• New Zealand               Acknowledging Success. Story on the back of a shirt.  

STUDENT VOICE

• Croydon                      Recognizing strengths.  
• CZE                            Independence through ownership.  
• Success/Reward          The achievement of something desired. Skipping.  
• Spain                          Choosing to choose. Influence others  

PARTNERSHIP

• Kingroo                       Creativity, Uncertainty. Coin  
• AC Milan                    Humility, Respect, Honesty & Loyalty.  
• Uruguay                      Planning, Organizing, Problem solving, Self-management, Outcomes.  
• England/Autograph    Healthy relationships.
• USSR                          A healthy balanced life, through football, work, family & friends.    
• PW Life Skills             The holistic approach.
   

SUPPORT

• Argentina                    Dealing with Stress. Capability v Expectation.  
• Shandong                    Influence.
• England/Leader          Technology influencing attitude.  
• Canada                        Resilience/Plan ‘B’, Contentment, Denial, Confusion & Renewal.  
• Israel                           Overcoming adversity for the health & safety of others.  
• CBT quotes.                  Splash or a Drop of milk?

LEADERSHIP Juventus, Liverpool, Japan, Epilepsy, Croatia, Self Talk.

• Visible.
• Sustain safety and wellbeing.
• Encourage collaboration.
• Connect staff, students, and families.
• Monitor outcomes.
• Stage 3, 5, 6, Teachers.

INCLUSION USA, France, South Korea, NZ

• Connected.
• All members.
• Value roles and contributions.
• Build cohesiveness.
• Promote positive values and behaviour.
• Foster relationships.
• Engage in professional learning building Social, Emotional, and Learning for teachers.
• Promote staff wellbeing.
• Stage 1, 2, 3, 4, 5, 6, Parents.

STUDENT VOICE Croydon, CZE, Success/Reward, Spain.

• Active participation.
• Foster connectedness.
• Teach social and emotional skills.
• Collaborate.
• Counter violence, bullying and abuse.
• Stage 4, 5, 6

PARTNERSHIPS Kingroo, AC Milan, Uruguay England/autograph, USSR, PWLS.

• Work together on relationships.
• Sustain respectful partnerships.
• Partner with Aboriginal and Torres Strait Islander families.
• Build links.
• Monitor and review.
• Stage 4, 5, 6

SUPPORT Argentina, Shandong, England/media, Canada, Israel, CBT.

• Understanding.
• Seek, promote, and recognize.
• Embed wellbeing.
• Promote resilience.
• Implement Professional Learning.
• Analyse.
• Teachers