Institute of Positive Education
The Institute of Positive Education at Geelong Grammar School continues to demonstrate their commitment to Positive Education with the official launch of their Positive Education Enhanced Curriculum (PEEC).
PEEC is a research-based explicit curriculum created to help teachers lead dedicated Positive Education classes where students can learn the evidence-based wellbeing skills that contribute to living a healthy and fulfilling life.
The curriculum is aimed at students from Early Learning (four years of age) through to Year 12, offers over 280 developmentally appropriate lesson plans and has been designed in consultation with developmental psychologists in the field of positive psychology.
Positive Education is where the science of wellbeing meets best practice teaching and learning. Through teaching dedicated Positive Education classes, Geelong Grammar School has shown that wellbeing is a vital focus that benefits all students and is just as important as academic learning.
Research shows that teaching life skills consistently will increase wellbeing and academic achievement in different social, economic, and cultural contexts. PEEC will enrich teachers' foundational understanding of Positive Education so that students can flourish.
The Institute's purpose is to 'place wellbeing at the heart of education.' Justin Robinson, Director of the Institute believes that it is a shared responsibility to teach our young people these skills and knowledge.
'This is a valuable resource for any school that is interested in increasing the wellbeing of their students' he says.
'It seems more important than ever to intentionally teach our young people and prioritise wellbeing to ensure each child has the opportunity to explore, understand and practice these skills.'
PEEC is more than just lesson plans. The curriculum provides teachers with engaging information on key wellbeing domains and easy-to-read research summaries that underpin the curriculum. PEEC also provides teachers with a Developmental Scope and Sequence Framework, glossary of teaching resources, suggested reading lists and printable worksheets/scaffolds. The curriculum is also mapped to a number of existing frameworks including: Social and Emotional Learning outcomes, the International Baccalaureate, the Australian Curriculum and the Early Years Framework.
Teachers know what works best for their students and have the detailed knowledge of their school context. This resource has been designed to allow teachers to have autonomy and flexibility to best meet their students' needs. Lessons have been written to be an all-inclusive resource for educators at all levels as the curriculum has been designed by teachers, for teachers.
PEEC is built on ten years of practice wisdom at Geelong Grammar School and experience in working with over 1000 other schools. The highly anticipated curriculum has captured the interest of schools nationally and internationally with the resource being used by over 100 schools across 21 countries worldwide since its pre-sale period.
The curriculum has been piloted at Geelong Grammar School and Bacchus Marsh Primary School, in Victoria and international partner schools in Hong Kong and Dubai.
'Schools and governments around the world are increasingly recognising the social, emotional, and academic benefits of placing wellbeing science at the heart of education' says David Bott, Associate Director of the Institute who is championing the international expansion of the Institute.
'Our recent work supporting schools in Asia, Africa, Europe, the Americas, and in our direct support of the UAE government in the Middle East has shown that, whilst our cultures and histories are different, wellbeing is a universal human language. PEEC provides a practical, proven, ready-to-go resource, grounded in science and written by a team with decades of practice wisdom.'
/Public Release. This material from the originating organization/author(s) might be of the point-in-time nature, and edited for clarity, style and length. Mirage.News does not take institutional positions or sides, and all views, positions, and conclusions expressed herein are solely those of the author(s).
