CALM (Creativity, Active-Learning and Mindfulness) Program
1.2 Structure teaching programs using research and collegial advice about how students learn.
1.6 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
The Creativity, Active Learning and Mindfulness Program (CALM), is a completely new program to my school in 2016, and I was given the full responsibility of creating and implementing it. Targeted as an outdoor positive education program for students in need, CALM is conducted mainly in a nearby area of accessible bushland, but has grown to include a range of other activities in our local area.
The CALM program has the aim to promote success and build positivity and resilience in students, through problem-solving, creativity, active learning and mindfulness in a natural and peaceful environment. As observed by the Positive Education Schools Association (PESA) "wellbeing is core to educational outcomes" and students with complex needs and disability, including trauma and ASD, can significantly benefit from outdoor positive education programs that focus on enhancing wellbeing. The forest we frequent for this program is also used by many other educational groups and local residents for similar purposes. Through CALM the school looks to build opportunities to work with community partners, such as outdoor nature education and indigenous heritage groups.
Students have been given many opportunities to express their creativity this year in CALM, from designing team games, to creating natural landscape photos and art. Students created a small totem to leave on site as a reminder of their presence, which was made out of responsibly sourced natural materials and thin wire. Our students also explored a photography challenge, requiring students to capture a series of challenging and fun photos of the area (such as photobombing an insect!).
CALM activities often require physical exercise as an active component to their learning. Through hard work in activities such as sports and team games, students have taken part in positive physical and social experiences within this peaceful bush setting. Some of the tasks have included orienteering with walkie-talkies, bike riding along the coast, cooking damper over a campfire and even learning how to cook and clean a BBQ responsibly.
Students have been able to practice critical skills of self-regulation, through regularly listening to the mindfulness program Smiling Mind. As mentioned in other areas of this portfolio, this iPad based program allows students to develop an appreciation of how they are feeling, and improve mental and emotional self-control. Smiling Mind is a mindfulness program endorsed by the Department of Education through the positive education health program Kidsmatter.
With regard to the programming of lesson activities for CALM, I have personally created a year-long program, which has been designed to take into account the specific needs of our somewhat challenging students, currently all potentially volatile boys. In developing this program I sought collegiate advice on these students and what would be compatible with them from several peers, and designed lesson activities with the specific impairments of my students in mind. In completing the excursion paperwork for this program I also considered the legislative and school policy requirement of education outdoors. Generally these boys are all wonderful individuals and just need some time at school that they consider fun out outside of the classroom, and have blossomed this year when given opportunities and responsibilities. I have also adapted my program for two more sensitive students, and have established one on one mentoring programs for them, from which they have significantly benefited.
1.6 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
The Creativity, Active Learning and Mindfulness Program (CALM), is a completely new program to my school in 2016, and I was given the full responsibility of creating and implementing it. Targeted as an outdoor positive education program for students in need, CALM is conducted mainly in a nearby area of accessible bushland, but has grown to include a range of other activities in our local area.
The CALM program has the aim to promote success and build positivity and resilience in students, through problem-solving, creativity, active learning and mindfulness in a natural and peaceful environment. As observed by the Positive Education Schools Association (PESA) "wellbeing is core to educational outcomes" and students with complex needs and disability, including trauma and ASD, can significantly benefit from outdoor positive education programs that focus on enhancing wellbeing. The forest we frequent for this program is also used by many other educational groups and local residents for similar purposes. Through CALM the school looks to build opportunities to work with community partners, such as outdoor nature education and indigenous heritage groups.
Students have been given many opportunities to express their creativity this year in CALM, from designing team games, to creating natural landscape photos and art. Students created a small totem to leave on site as a reminder of their presence, which was made out of responsibly sourced natural materials and thin wire. Our students also explored a photography challenge, requiring students to capture a series of challenging and fun photos of the area (such as photobombing an insect!).
CALM activities often require physical exercise as an active component to their learning. Through hard work in activities such as sports and team games, students have taken part in positive physical and social experiences within this peaceful bush setting. Some of the tasks have included orienteering with walkie-talkies, bike riding along the coast, cooking damper over a campfire and even learning how to cook and clean a BBQ responsibly.
Students have been able to practice critical skills of self-regulation, through regularly listening to the mindfulness program Smiling Mind. As mentioned in other areas of this portfolio, this iPad based program allows students to develop an appreciation of how they are feeling, and improve mental and emotional self-control. Smiling Mind is a mindfulness program endorsed by the Department of Education through the positive education health program Kidsmatter.
With regard to the programming of lesson activities for CALM, I have personally created a year-long program, which has been designed to take into account the specific needs of our somewhat challenging students, currently all potentially volatile boys. In developing this program I sought collegiate advice on these students and what would be compatible with them from several peers, and designed lesson activities with the specific impairments of my students in mind. In completing the excursion paperwork for this program I also considered the legislative and school policy requirement of education outdoors. Generally these boys are all wonderful individuals and just need some time at school that they consider fun out outside of the classroom, and have blossomed this year when given opportunities and responsibilities. I have also adapted my program for two more sensitive students, and have established one on one mentoring programs for them, from which they have significantly benefited.