MPC3: Program for Children 3 (7-9 years old)

Dates: 2nd December, 25th February, Time: 9.00am - 4.30pm

Mindfulness programs for children – Syllabus Training

MPC3: Mindfulness Program for Children 3 (7-9 years old) NESA Endorsed.

2-Day training: Part A and Part B (there needs to be at least 2 months between these).

The 3 months between Part A and Part B allow for the development of a daily personal mindfulness practice before the completion of Part B.

Part A

Who is this course for?

This course is suitable for teachers who would like to:

  • teach infant students (7-9 years old) some basic mindfulness techniques,
  • to help the students to develop their own mindfulness daily practice
  • to help the students to recognise how these techniques may be used in a classroom setting or at home.

The pre-requisites for this course are the development of a personal mindfulness practice and full attendance at the 8-session mindfulness-based course – Mindfulness in a Frantic World.

If the participant has completed MBCT or MBSR training – they need to attend the Intermediate Frantic World course which is delivered the day before the MPC3-Part A training, unless they have completed MPC training on a previous course.

Why do this course?

Teachers can learn to teach a comprehensive, progressive mindfulness program to young children so that they can develop their own toolkit of mindfulness skills suited to their age group.

The MPC series of courses has been developed from the MBCT programs for adults which have a strong evidence base. Pilot studies of MPC have shown that most children enjoy the program and learn how to regulate their emotions and appreciate their lives in a positive manner.

During this course teachers:

  • Consider the key features of MPC3 and learn how to train children to use mindfulness techniques within a classroom and school setting
  • Participate in learning how to teach infant students MPC3, which is a 8 week program with short daily mindfulness practices that the pupils can practise for the whole year.
  • Understand how MPC3 can be used alongside the NSW school curriculum.

Part B

Attendance at Part B is at least 3 months later than Part A so the teachers have had time to teach the course to at least one group of children.

Who is this course for?

Those teachers who have already completed the Introduction, Intermediate and MPC3-PartA mindfulness training courses.  These teachers will be willing to discuss how the MPC3 training worked in the classroom and share good classroom practice with each other. They will need to be able to bring a personal diary, MPC3 lesson by lesson evaluation and other material for supervision.

Why do this course?

  • The conclusion of this section of the course will allow for completion of the MPC3 mindfulness training course with the understanding and experience of how to teach a mindfulness-based course to young children.
  • To learn to provide the opportunity for young children to learn a set of mindfulness skills that they can use in their daily lives.
  • To learn some other techniques for fulfilling the focus and linked outcomes, in a range of subject areas including English and Mathematics, in the NSW school curriculum.
  • To learn how to support other mindfulness teachers with peer-led supervision as part of the Good Practice Guidelines.

Details of this course

The main component of the course is to review how the training of infant children to use mindfulness techniques within a classroom and school setting works in practice.

This course will offer the following:

  • Review and evaluation of the infant teaching program which participants will have implemented in the classroom after attending the Mindfulness Program for Children Part A (MPC3-A)
  • Make available the opportunities for the sharing of good practice in the teaching of MPC3.
  • Exploration and encouragement with the supervision of the participants, as they show the material gathered during their first teaching of MPC3.
  • Suggested methods for carrying out peer supervision of the mindfulness teaching in their schools.
  • The teachers will build on their experience of teaching and understanding the contents and progression of the program and how each lesson builds upon the previous lesson in order to develop a coherent training program.


Wenona School,
176 Walker Street,
NSW 2060

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