Plan of Action Design

This document discusses the Plan of Action Design for implementing positive education principles in a Catholic Primary school. It explores the interrelationship between positive education principles and provides teaching and learning strategies that reflect these principles. The document also emphasizes the importance of fostering positive relationships and enhancing student engagement.

Plan of Action Design

Table of Contents
INTRODUCTION...........................................................................................................................3
Rationale for the implementation of plan....................................................................................3
Details of the people, community and students involved...........................................................3
MAIN BODY...................................................................................................................................4
A critical analysis of the way in which the Plan of Action aligns with the principles of positive
education and current research literature. ..................................................................................4
PART B............................................................................................................................................6
Conceptual plan that provides details of the interrelationship between the principles of
positive education. .....................................................................................................................6
Teaching and learning strategies that reflect the principles of positive education.....................9
An evaluation of the way in which the POA encourages positive transformation of individual.
...................................................................................................................................................10
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12

INTRODUCTION
Aim: “To clearly align with the theory and principles of positive psychology and education. A
study on Catholic Primary school in Melbourne's North West Suburbs.”
Positive education is a significant approach associated with the education that is
significant in drawing positive psychology emphasis on the personal motivation and individual
strength in order to promote learning. Positive school teachers mainly focus on using techniques
which helps in the well- being of the individual student (Ciarrochi and et.al. 2016). Developing
tailored goals for each student to effectively to effectively improve learning within them. The
teacher focuses on developing plan and motivating to reach goals. Moreover, customizing the
learning goals at the individual student level is useful in encouraging positive education.
Rationale for the implementation of plan
The researcher of the study will carry out the plan of action to mainly focus on the
principles of positive psychology and education. The plan of action is necessary because this is
the current issue and wide degree of research has to be carried out in order to improve the key
results and outcomes. The researcher of the study will evaluate upon this topic and the bridge the
gaps on subject knowledge by carrying critical analysis related with the topic.
Details of the people, community and students involved
Teachers: In the present study, teachers will play one of the crucial role in imparting
positive education and also significantly analyse the gap related with what people want for
children and what the school teaches.
Students: It will be useful for the students in effectively building up their values and
skills to live a meaningful life and attain key goals of the company.
Catholic Primary school: This school has been selected which helps in imparting
positive education to the student and helps the community in living a healthy and meaningful life
with set values and virtues.
Researchers: They mainly focus on finding the gaps associated with the specific research
topic. It is useful in bridging the knowledge gaps and attain greater professional standards.
Psychologists: They are the one who significantly develop specific theories and standards
which helps in creating inevitable link which improves the result and outcomes. It helps in
attaining goals and live a healthy life.

MAIN BODY
A critical analysis of the way in which the Plan of Action aligns with the principles of positive
education and current research literature.
O’Connor and Cameron, (2017) sought to establish the fact that, positive education tends
to mainly focus on the specific skills which assist students in strengthening the relationship,
enhancing personal resilience, building up of positive emotion, promotion of mindfulness and
encouraging healthy lifestyle. Positive eduction is considered to be as a approach related with the
education which blends the academic learning with the well- being and characteristics of the
student. Positive education has been inspired by the positive psychology principles. However,
positive psychology mainly focuses on societal as well as the individual well- being. It is useful
in accepting mindfulness with no religious connation. Craven and et.al. (2016) argued that,
education is related with the nurturing growth, strength and learning. Positive education is
significant in bringing positive psychology which is associated with the informed mental skills. It
is prominent in bringing positive psychology goal for mental health support and well- being
within the school setting. Positive education is significant to mainly focus upon skills of well-
being and skills of achievement. It encourages and motivates the person with the greater value
and helps in living a meaningful life. It is useful in fostering positive self image and self -esteem.
White, (2016) established the fact that, positive education is one of the significant approach
which helps in blending it with the academic learning. It is useful in preparing the students with
specific life skills associated with optimism, growth mindset, mindfulness and resilience.
Positive education must be complied with the school curriculum which helps in incorporating
well-being and improves the satisfaction of life. The Catholic Primary school must significantly
focus on enhancing the academic achievement and also fostering learning. Complying with the
strength based intervention is relevant to focus on building key significant relationship between
the students and teachers. The action plan of the school is to comply with the school wide
framework which is highly relevant in reducing behavioural problems of the student and also
develop student social skills which is relevant in living meaningful and prosperous life.
O’Connor and Cameron, (2017) sought to establish the fact that, positive school teachers of the
Catholic Primary school mainly focus on using techniques which is relevant for the well- being
of the individual student. Developing tailored goals for each student to effectively to effectively
improve learning within them. The teacher must focus on developing plan and motivating

students to reach goals. The teacher must also focus on customizing the learning goals at the
individual student level in order to encourage positive education. Slemp and et.al. (2017) sought
to establish the fact that, the jigsaw classroom techniques is considered to be prominent where
the students are split into the group which has been based upon the shared set of competencies
and skills. This technique is considered to be prominent in influencing positive psychology. This
is a research based co- operative learning technique in order to defuse inter- group tension and is
significant in the promotion of self- esteem. Craven and et.al. (2016) argued that, PERMA
model is considered to be as the influential and recognized model within the positive
psychology. It mainly includes positive emotions, engagement, positive relationship,
meaningfulness and accomplishment. Enhancing engagement is significant in providing
curriculum differentiation to identify the key area of strength. It is significant in defining the
well- being with greater depth. It mainly comprise of the five facets for the well being of the
individual person. Positive education is referred to as the high degree of prevalence which help
in creating synergy and attaining high degree of professional standards and also improving
varied set of goals. It helps in the development of the skills to improve the skills and attain high
degree of happiness. This leads to improved quality of life and attain better outcomes.
Malczewska-Webb, (2016) sought to establish the fact that, there seems to be high degree of
prevalence associated with depression among the young people. The school must give rise to the
life satisfaction and must also effectively maintain synergy associated with the positive emotion
and learning. Positive psychology leads to improved set of relationship and leads to better social
interaction to live a healthy and prosperous life. Positive psychology leads to increase within the
self- esteem and build a meaningful life. It helps the student to build a life which help them
attain their goals and and live a healthy life. The bounce back program is another relevant
technique which helps in creating positive set of education. This method is useful in examining
the personal coping skills and environmental factors results in building up of the psychological
capital. It is useful in enhancing student self- efficacy and also creating positive set of emotions.
Gabryś-Barker and Gałajda. (2016) established the fact that, positive psychology leads to
improvement within the workplace and also improve the quality of life. It is useful increasing the
experience of client and attain their goal. It is also useful in maintaining positive set of
relationship and nurture sense of gratitude to improve quality of life. Positive psychology is
useful in putting high degree of emphasis on the individual strength and is relevant for the

promotion of learning. This is useful in encouraging healthy lifestyle and maintaining quality of
life.
PART B
Conceptual plan that provides details of the interrelationship between the principles of positive
education.
PROSPER FRAMEWORK
PROSPER
SCHOOL
PATHWAYS
SCHOOL AND
CLASSROOM
PRACTICE
AND
STRUCTURE
DETAILS OF
INTERRELATI
ONSHIP
EXPECTED
OUTCOMES
TIME PERIOD
Encouraging
positivity
The teachers must
focus on teaching
those skills and
values which has
been needed for
positive mindset.
Encouraging
positivity is
useful for the
students in
developing
positive
experience and
positive emotions.
(James and
Walters, 2020)
It helps students
in experiencing
positive emotions
like sense of
belonging,
contentment,
feeling safe,
appreciation,
gratitude,
mindfulness and
ability for
optimistic thought
process.
It will take 1
month to attain
the expected
outcomes.
Building positive
relationship
A school must
focus on creating
supportive and
safe school
culture.
Explicit teaching
It is useful in the
development of
the positive set of
skills and other
pro- social values
which is useful in
For students it is
useful in building
positive set of
relationship
between the
teachers and
It will take 1.5
months to attain
the expected
outcomes.

associated with
the social skills.
Development of
interpersonal
relationship
which is useful in
building
relationships.
underpinning
positive
relationship.
students. For
parents. It helps
in maintaining
positive set of
relationship with
schools and
teachers.
Facilitating
outcomes
Teaching creative
and critical
thinking and other
problem solving
and
acknowledging is
significant in
attaining wide set
of school based
outcomes.
It helps in
building those
skills and attitude
which helps in
facilitating
positive school
based outcomes
i.e., both co-
curricular and
academic.
It is highly
significant in
making complete
progress
associated with
the goal of
student.
It will take 2
months to attain
the expected
outcomes.
Focusing on
strengths
Differentiating
learning task is
effectively based
upon the choices
and needs of the
students.
It helps in the key
attainment of the
goals and
objectives of the
individual person.
It helps all the
members of the
Catholic Primary
school to identify
their key relevant
strengths and find
the best possible
way to apply this
strength.
It will take 1.5
months to attain
the expected
outcomes.
Fostering sense
of purpose
Carrying out
student directed
It is relevant in
the development
It helps in
ensuring that,
It will take 2
months to attain

and student
owned activities.
Peer mentoring
and taking up
leadership roles is
significant for
fostering sense of
purpose.
of sense of
purpose and
meaning to the
life.
what student has
been learning at
the school is
valuable and
tends to feel
connected on
order to
experience
positive set of
emotions. This
way it is useful to
participate in
student directed
and student
owned activities.
the expected
outcomes.
Enhancing
engagement
This can be done
through
implementation
of the effective
and also evidence
informed teaching
strategies.
It is relevant in
providing key set
of opportunities
for the high
student
engagement.
It is significant in
providing
curriculum
differentiation to
identify the key
area of strength.
It will take 2
months to attain
the expected
outcomes.
Teaching
resilience
Developing
explicit teaching
skill for acting
resiliently to act
in academic and
personal context
(Seligman and
Adler, 2018).
It is relevant for
supporting
students to
effectively
develop skills and
attitude which
tends to underpin
resilient
It helps in acting
in a resilient
manner in both
academic as well
as personal
context.
It will take 1.5
months to attain
the expected
outcomes.

behaviour.
Teaching and learning strategies that reflect the principles of positive education.
Positive psychology us considered to be as the study of flourishing, growth, quality of
life, happiness and well- being. This is relevant in maintaining positive engagement, positive
emotion, finding purpose, building relationship, accomplishment and teaching resilience.
Pedagogical approach of teaching is considered to be highly significant in effectively
understanding the key approach to the teaching. It is considered to be as significant theory and
practice of learning.
Collaborate approach to learning is one of the most signifiant learning strategy which
involves group of learners to effectively work together in order to resolve any sort of problem. It
is significant in enhancing the learning process by working together. It is useful in re-framing
the ideas, articulating points and listening to viewpoints of others (What is Positive Education,
and How Can We Apply It? (+PDF), 2020). This is prominent in the development of high degree
of positive thinking among students.
Integrated learning approach of learning helps the learner to effectively master any
situation. This way it is useful in effectively dealing with the situations associated with both
personal and professional life. It is significant in differentiating the matters by relevance and also
applying learning to practical set of situations. It is associated with the learning element and
improve the well- being of the student.
The jigsaw classroom techniques is prominent where the students are split into specific
group which has been based upon the shared set of competencies and skills. This technique helps
in influencing positive psychology. This is a co- operative learning technique which is relevant
in the promotion of self- esteem and live quality life.
PERMA model is considered to be as the influential and recognized model within the
positive psychology. It is significant in defining the well- being with greater depth. It mainly
comprise of the five facets for the well being of the individual person. It mainly includes positive
emotions, engagement, positive relationship, meaningfulness and accomplishment. This model is
useful in providing a comprehensive framework which is useful for understanding the well-
being also helps in enhancing the own sense of authentic well- being and happiness. It is also

significant in improving the quality of relationship and tends to work on building supportive and
positive relationship.
Martin Seligman's theory is considered to be prominent which is useful in cultivating the
meaningful, pleasant and quality of life. It is useful in meeting all the needs and attain high
degree of standards and efficiency.
Well-being theory is significant because it mainly comprises of five main pillars which
mainly includes positive emotions, engagement, positive relationship, meaningfulness and
accomplishment (Seligman and Adler, 2018). This way it helps in the better attainment of the
outcomes and gain high degree of operational efficiency.
An evaluation of the way in which the POA encourages positive transformation of individual.
Action Goal Responsible
Asking students to
effectively indulge in
school based activities.
This way it helps in the better
attainment of the goals and
improving the mental health and
well- being within the Catholic
primary school.
Teacher
Complying with
structure and
strategies.
It helps in reducing behavioural
problems of the student.
Teacher
Complying with the
PERMAH practice.
It is significant in encouraging
positive set of psychology and
attain high degree of
accomplishment. This way it is
useful in living sustained and
authentic well- being
Catholic primary school
The teachers complying with the skills and values which helps in effectively encouraging
positive transformation of the individual (What is Positive Education, and How Can We Apply
It? (+PDF), 2020). This way it helps in the better attainment of the goals and improving the
mental health and well- being within the Catholic primary school.

Asking students to effectively indulge in the activities to live a better and prosperous life.
The action plan of the school is to comply with the school based framework which helps in
reducing behavioural problems of the student (Gabryś-Barker and Gałajda., 2016). It also leads
to the encouragement related with the positive transformational of the individual person and
develop student social skills which is relevant in living meaningful and higher quality life.
Complying with the PERMAH practice is considered to be prominent in encouraging positive
set of psychology and attain high degree of accomplishment. This way it improves higher
professional standards and live life with greater accuracy.
CONCLUSION
From the study it has been concluded that, Positive education is associated with the
education that is significant in drawing positive psychology emphasis on personal motivation and
also build individual strength to promote learning. The key people who are part of this research
are teachers, students, Catholic primary school, researchers and psychologists. Positive
psychology mainly focuses on societal as well as the individual well- being. Positive education
must be complied with the school curriculum and create an action plan to reduce any behavioural
problems. Developing tailored goals for each student to effectively to effectively improve
learning. PERMA model is a recognized model within the positive psychology. It helps in
encouraging positive emotion and learning. Furthermore, PROSPER framework has been
applied. Complying with the PERMAH practice is significant in encouraging positive set of
psychology and attain high degree of accomplishment. Pedagogical approach, Collaborate
approach to learning, Integrated learning approach of learning, The jigsaw classroom techniques,
PERMA model, Martin Seligman's theory and Well-being theory are key teaching and learning
strategies that reflect the principles of positive education.

REFERENCES
Books and Journals
Ciarrochi, J & et.al. (2016). Contextual positive psychology: Policy recommendations for
implementing positive psychology into schools. Frontiers in psychology, 7, 1561.
Craven, R. G. & et.al. (2016). Toward a positive psychology of indigenous thriving and
reciprocal research partnership model. Contemporary Educational Psychology, 47, 32-43.
Gabryś-Barker, D., & Gałajda, D. (Eds.). (2016). Positive psychology perspectives on foreign
language learning and teaching. Switzerland: Springer International Publishing.
James, T., & Walters, V. (2020). How positive is positive psychology in an enabling program?:
Investigating the transformative power of positive psychology for enabling
students. Australian Journal of Adult Learning, 60(2), 170.
Malczewska-Webb, B. (2016). International students in Australia: What makes them happy?
Student data from the positive education perspective. In Positive psychology perspectives
on foreign language learning and teaching (pp. 193-210). Springer, Cham.
O’Connor, M., & Cameron, G. (2017). The Geelong Grammar positive psychology experience.
In Social and emotional learning in Australia and the Asia-Pacific (pp. 353-370). Springer,
Singapore.
Seligman, M. E. P., & Adler, A. (2018). Positive education. Global happiness policy report, 52-
73.
Slemp, G. R & et.al. (2017). Positive education in Australia: Practice, measurement, and future
directions. In Social and emotional learning in Australia and the Asia-Pacific(pp. 101-
122). Springer, Singapore.
White, M. A. (2016). Why won’t it stick? Positive psychology and positive
education. Psychology of Well-being, 6(1), 2.
Online
What is Positive Education, and How Can We Apply It? (+PDF). 2020. [ONLINE]. Available
through< https://positivepsychology.com/what-is-positive-education/>