{"id":466,"date":"2023-11-12T18:59:23","date_gmt":"2023-11-12T18:59:23","guid":{"rendered":"https:\/\/newsletter.aris.edu.gh\/?p=466"},"modified":"2023-11-12T23:02:26","modified_gmt":"2023-11-12T23:02:26","slug":"wellbeing-highlights-nov-dec-23","status":"publish","type":"post","link":"https:\/\/newsletter.aris.edu.gh\/index.php\/2023\/11\/12\/wellbeing-highlights-nov-dec-23\/","title":{"rendered":"WELLBEING HIGHLIGHTS (Nov\/Dec 23)"},"content":{"rendered":"
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The ARIS Personal Wellbeing Model<\/strong><\/h2>\n\n\n\n

Our super engaging curriculum is designed around this model, which seeks to incorporate the ATL skills of Thinking, Communication, Self Management, Research and Social\/ Collaboration. At the end of their time at ARIS, students would have picked up the IB Learner profiles of being Reflective, Caring, Knowledgeable, Open- minded, Balanced and a Risk Taker through the Wellbeing program.<\/p>\n\n\n\n

As part of this academic year\u2019s theme on \u201cDesigning Our Future Together,<\/strong>\u201d the wellbeing department has been actively engaging students, staff, and parents in classroom discussions, workshops, and online training.  Here are summaries of the work we have started this semester.<\/p>\n\n\n\n

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START OF SECOND MODULE: FRIENDSHIPS AND RELATIONSHIPS<\/strong><\/h2>\n\n\n\n

After the mid-term break, all classes in secondary commenced the second module of our wellbeing curriculum: Friendships and Relationships. The topics being discussed include understanding the different dynamics of friendships, learning how to be tolerant and assertive, reviewing the concepts of crushes and establishing healthy relationships with the opposite sex, family members and mentors; navigating social media, cyberbullying and creating appropriate digital identities. This year, we are improving our Wellbeing curriculum by incorporating the Sustainable Development Goals and mirroring the structure of the IB subject-based curriculum. This implies that students will be exposed to projects and content that focuses on the knowledge and application of the SDGs to support mental health and wellbeing. As a result, we introduced the creation of Wellbeing Portfolios for students in MYP1-3 where evidence of their learning journey can be documented. Over the past weeks, we have seen tremendous examples of student agency and creativity as evidence of the modules\u2019 success and we are hopeful that the skills they have acquired will be transferred to other areas in their personal and academic journeys. <\/p>\n\n\n\n

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    Here are some photos of a cross section of students working on different projects for Wellbeing.<\/p>\n\n\n\n

    Image 1: An MYP2 students\u2019 complete portfolio on the module \u2018Me, Myself and I\u2019 <\/p>\n\n\n\n

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    Image2: An MYP1 student\u2019s work on understanding and celebrating his culture and that of his friends. <\/p>\n\n\n\n

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    Image 3: MYP 5 students role-playing on managing unhelpful thoughts.<\/p>\n\n\n\n

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    Image 4: Social skills group for a section of MYP1 boys on building friendships.<\/p>\n\n\n\n

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    Image 5: A student designing a poster on their reflections.<\/p>\n\n\n\n

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    DF MOOD SCREENER\/ UPSTRIVE <\/strong><\/h2>\n\n\n\n

    Our priority is to continuously assess the mental health and wellbeing of our students through the academic year. The Wellbeing Division, as part of its strategy to find innovative methods of supporting student wellbeing, introduced a new tool called Upstrive. Upstrive aids HomeRoom teachers in effectively running Mindfulness in the mornings through;<\/p>\n\n\n\n

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