MUHAMMAD ARIFFIN

I developed a Positive Psychology curriculum framework for middle and high schools that is based on the Victorian Curriculum in Australia. This framework is intended to offer students with a complete understanding of positive psychology ideas and practises, and it is aligned with the Victorian Curriculum's educational standards.

This curricular framework was created after a careful examination of the essential components of positive psychology and how they might be effectively integrated into the existing educational framework. It guarantees that the information is appropriate and suitable to the specific educational context in Australia by matching the framework with the Victorian Curriculum.

The framework encompasses various aspects of positive psychology, including but not limited to:

1. Foundations of Positive Psychology: This section covers the fundamental principles and theories underlying positive psychology, providing students with a solid theoretical foundation.

2. Applied Positive Psychology: Here, students are introduced to practical applications of positive psychology in real-life scenarios, such as promoting mental well-being, fostering positive relationships, and enhancing personal resilience.

3. Research and Evidence-Based Practices: Students are exposed to empirical research and evidence-based practices within the field of positive psychology, enabling them to critically evaluate and apply scientific findings to their own lives.

4. Integration with Existing Curriculum: The framework is designed to seamlessly integrate with the existing curriculum structure, ensuring that positive psychology concepts complement and enhance other subject areas.

5. Assessment and Evaluation: A robust assessment and evaluation system is incorporated into the framework to measure students’ understanding and application of positive psychology concepts.
 

I was tasked with creating a literature appreciation programme for middle school students encompassing Year 7, 8, and 9 at one of the international schools I have worked at. The programme ran once a week for one hour. I successfully completed the programme, which covered the three different year levels in Key Stage 3. The components of this literature programme included exploring selected storybooks such as Roald Dahl’s “Matilda” and “The Wonderful Story of Henry Sugar,” as well as Oscar Wilde’s “The Happy Prince.”

 Additionally, the programme involved studying plays by William Shakespeare, including “Romeo and Juliet,” “Macbeth,” and “The Merchant of Venice,” and delving into poetry by declaiming poems of various genres. I independently developed the curriculum for this programme, which I completed within two weeks.