Managing my time
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About this resource
Navigating and finding balance with new time constraints through change.
- Understand the scope of school and homework expectations;
- Build student skills related to workload and time management; and
- Build student awareness and confidence in organising their own time and tasks.
At the end of this activity, students will be able to:
- identify changes to workload and learning environments at school and home;
- identify how to communicate and who to communicate to when needed;
- discuss and plan home and school study habits and expectations;
- make decisions related to prioritising; and
- plan ahead for special events that might disrupt their routine.
Students will be able to provide the following evidence:
- Students can explain how they have scheduled their tasks and activities;
- Students can estimate how to navigate and plan their day, including:
- making decisions related to prioritising; and
- planning ahead for special events that might disrupt their routine.
Peer assessment
Students assessing other students’ learning, with a simple rubric or other instructions to guide feedback
Self-assessment
Students assessing their own learning, with a rubric or other instructions for guidance
Teacher observation
Teacher observation of student learning, with a simple rubric, tick-box or other protocol to record observations
Teacher questioning
Guided questioning from a teacher intended to prompt thinking related to the topic
Direct instruction
Explicit teaching of knowledge and skills to students. This could be through a variety of formats – lecture, readings, demonstrations, etc. Often used at the beginning of a unit or module to cover basic knowledge and set pathways for learning.
Inquiry and problem-based learning
Inquiry learning is focused on a question or questions that guide the learning goals for a unit or module. Problem-based learning is focused on a problem or problems that guide the learning goals for a unit or module. Questions and problems may be generated by the teacher, the students, or by teacher and students together.
Work in class independently
Students working by themselves in the classroom, with support from the teacher and available learning materials.
Work in teams or pairs
Student working with other students in the classroom, with support from the teacher and available learning materials. Student groups/pairs can be set by the teacher or formed by students themselves, depending on the needs of the learning task.
Work with family members
This activity involves working with a parent and/or carer, or other responsible adult in the student’s home environment.
- Laptop computer or tablet device
- Smart Board or display TV
Tips for navigating and using the resources
- This site is designed to be like a smorgasbord. You can use as many or as few resources as you like – choose what is relevant for you.
- Resources are presented as 'books' and consist of a series of pages; use the 'prev page' and 'next page' links located at the top of the page to move through the resource.
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- Find resources grouped in collections in the footer, for example: classroom activities, introduction to transition.
- Activities can be adapted according to teachers’ preferences and the needs of their students. Downloadable activities are in Word, PDF or PowerPoint so that you can edit them for your own needs.
Teachers may also consider how they want students to “keep” the activities they do in class, so they have them for reference at a later stage (at their secondary school or for future wellbeing reference).