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Mindful & Reflective Practice
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Mindful & Reflective Practice
GlobalCore Mindful & Reflective Practice is a strand-based, vertically aligned curriculum designed to nurture emotional literacy, self-awareness, and restorative growth across K–12. It integrates trauma-informed pedagogy, culturally responsive practice, and reflective inquiry to support wholechild development and lifelong well-being.
Strengthening Education Through Mindful & Reflective Practice
GlobalCore affirms that reflection is foundational—not supplemental. This strand cultivates:
EMOTIONAL LITERACY AND SELF-AWARENESS
MINDFULNESS AND REGULATION STRATEGIES
REFLECTIVE THINKING AND PERSONAL GROWTH
COMMUNITY BUILDING AND RESTORATIVE DIALOGUE
INTEGRATED LITERACY THROUGH JOURNALING AND
The curriculum addresses persistent gaps in social-emotional coherence by offering:
- Strand-based vertical alignment across grade bands
- Structured reflection tasks with embedded scaffolds
- Trauma-informed language and inclusive practices
- Integrated journaling, dialogue, and multimodal expression
- Teacher guidance and professional learning tools
What’s Been Updated?
GlobalCore reflects the latest research in neuroscience, trauma-informed education, and whole-child development. Key updates include:
- Strand maps for vertical alignment across five core domains
- Structured reflection sequences that build emotional schema and support transfer
- Integration of mindfulness, empathy, and restorative practice
- Embedded literacy development through writing, speaking, and listening
- Rubric-aligned assessment tools and feedback protocols
- Adaptability for multilingual learners and international standards
How to Use This Guide
Use this guide to evaluate Global Core Mindful & Reflective Practice materials across five domains:
Depth of Knowledge
and Skills
Structured
and Coherent
Inquiry Design
Balanced
Representation
and Multiple
Perspectives
Literacy
Development
Usability and Educator
Support
Each domain includes criteria and indicators aligned to GlobalCore’s strand-based framework and whole-child pedagogy.
Domains of High-Quality Mindful & Reflective Practice Instruction
Depth of Knowledge and Skills
GlobalCore Alignment:
Strands
Indicators
- GCS.MR.RF – Reflection & Feedback
- GCS.HW.MP – Mindful Practice
- GCS.HW.WB – Well-Being & Emotional
Literacy
- Vertical strand maps from Early Years to
Secondary - Emotional literacy embedded in tasks and
outcomes - Integration of self-awareness, regulation, and
growth mindset - Transferable skills across SEL, literacy, and civic
engagement
Structured and Coherent Inquiry Design
GlobalCore Alignment:
- Reflection tasks scaffolded across grade bands
- Compelling prompts tied to strand outcomes
- Schema-building through journaling and dialogue
- Embedded formative assessments and revision cycles
- Inquiry progression aligned to strand codes
- Student-generated questions and peer feedback
- Real-world applications and restorative circles
- Rubric-aligned assessments with metacognitive prompts
Balanced Representation and Multiple Perspectives
GlobalCore Alignment:
- Inclusive narratives across cultures, identities, and emotional experiences
- Emphasis on dignity, agency, and lived wisdom
- Ethical reasoning and empathy-building embedded in strands
- Source evaluation and emotional storytelling tasks
- GCS.GC.SJ – Social Justice & Equity strand (cross-domain)
- Diverse media and multilingual texts
- Structured discourse protocols and restorative dialogue
Literacy Development
GlobalCore Alignment:
Strands
- Integrated writing, speaking, and listening tasks
- Reflective journals and multimodal
expression - Evidence-based storytelling and oral presentation rubrics
- Media literacy and emotional vocabulary
development
Indicators
- GCS.LA.CW – Creative Writing
- GCS.LA.SL – Speaking & Listening
- GCS.DL.DM – Data & Media Fluency
GCS.MR.RF – - Reflection & Feedback
Usability and Educator Support
GlobalCore Alignment:
- Consistent formatting across strands and grade bands
- Embedded teacher guidance and sample student responses
- Professional learning modules for trauma-informed pedagogy and restorative practice
- Adaptable pacing guides and multilingual scaffolds
- Strand maps and sample units for each domain
- Appendix H: Reflection Rubrics & Feedback Tools
- Appendix I: Student Journals & Dialogue Protocols
- Customization options for ministry standards and school contexts
GlobalCore Education Framework Health & Well-Being
Curriculum
Strand Title:Mental Health & Emotional Literacy
Focus Statement:
Learners explore emotions, identity, and mental wellness through reflection, dialogue, and self-care practices. They
build vocabulary, empathy, and resilience to support lifelong well-being.
Grade Band Progression
Grand Brand
Simple Learning Outcomes
Early Years
Express feelings through drawing and guided conversation; reflect on classroom routines.
Primary
Use sentence frames to reflect on learning and emotions; give and receive kind feedback.
Middle
Write structured reflections on challenges and growth; engage in peer dialogue and revision.
Secondary
Analyze personal patterns and choices; lead restorative circles and mentor younger peers.
Inquiry Task Snapshot
Grade Band: Primary
Unit Title: “Growing Together: Learning from Our Feelings”
Compelling Question: How do our feelings help us learn and grow?
Supporting Questions:
- What does it mean to reflect?
- How can we talk about our feelings safely?
- What makes feedback helpful and kind?
Student Task:
Students keep a weeklong reflection journal, responding to daily prompts about their learning, emotions, and interactions. They share one entry with a partner, practice giving kind feedback, and revise their reflection to include new insights. The unit culminates in a “Feelings & Growth” circle where students share one thing they’ve learned about themselves.
Rubric Alignment Summary
Criteria
Performance Level
Emotional Awareness
Proficient
Reflective Thinking
Developing
Feedback & Dialogue
Insightful
Revision & Growth
Proficient
Advocacy & Action
Developing
Peer Feedback Excerpts:
- “I liked how you explained your feelings with a story—it helped me understand you better.”
- “Maybe you could add what helped you feel better after you were sad.”
- “Your reflection was honest and brave—I learned something from it.”
Teacher Commentary:
- “Strong use of feeling words and clear reflection on learning moments. Consider expanding your
revision to show how feedback helped you grow.”
Revision Notes:
- Students added specific examples of emotional regulation strategies.
Reflected on peer feedback and revised their journal to include new vocabulary and deeper insights.
Implementation Notes
- Inquiry task aligns with GCS.MR.RF strand outcomes and supports transfer to real-world emotional
literacy. - Rubric and feedback models available in Appendix H and Appendix I.
- Adaptable for multilingual learners and interdisciplinary integration (e.g., Language Arts, Health & Well-Being, Global Competencies).
Strand Code
Strand Title
Vertical Strand Maps
– Clear progression from Early Years to Secondary across attention, regulation, and sensory awareness
Embedded Practices
– Daily mindfulness routines integrated into classroom culture (e.g., breathing, grounding, movement)
Trauma-Informed Design
– Language and activities support emotional safety, regulation, and choice
Multimodal Access
– Practices include visual, auditory, tactile, and movement-based entry points
Transferable Skills
– Mindfulness strategies applied across academic, social, and personal contexts
Reflection Integration
Relationships & Social Wellness
Cultural Responsiveness
– Journaling, dialogue, and metacognitive prompts embedded in lessons
Assessment & Feedback
– Rubric-aligned tools for self-assessment, peer feedback, and growth reflection
Educator Support
– Sample scripts, pacing guides, and professional learning modules for trauma-informed facilitation