Wellbeing

In Term 3, Year 5 students will be focusing on the “Resilience, Rights and Respectful Relationships program Topic 7: Gender and Identity.

The activities we will engage with are:

1. Talking about gender: from inclusive language to inclusive actions

2. Born or made? The intergenerational gender machine

3. Facts about gender and equality of opportunity

4. Media messages, gender policing and peer pressure 

They learn about key issues relating to human rights, identity and focus on the importance of respect within relationships. The activities promote respect for diversity and difference. 

Aims:

‘Activities within this topic will assist students to: challenge stereotypes and critique the influence of gender stereotypes on attitudes and behaviour. To understand the equal value of women and men and how they should have equal opportunities.

• Analyse the impact of peer and adult actions in maintaining or changing contemporary gender norms (For example: Is there such a thing as “boy books”?  Why are some colours considered “girl colours”?).
• Develop an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence (For example: How has the introduction of AFLW affected girls’ opinions of football?)
• Identify the standards and associated actions that underpin respectful gender relations.  (For example: Do we treat boys and girls differently?)

We encourage you to continue these discussions at home, engaging in conversations about what your child has been learning in their Wellbeing sessions.  If you have any concerns about topics raised, please do not hesitate to contact your child’s teacher.

In 2016, Respectful Relationships education became a core component of the Victorian Curriculum from Foundation to Year 12 and is being taught in all Government and Catholic schools and many independent schools. A core element of this initiative is the Resilience, Rights and Respectful Relationships (RRRR) curriculum.  Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.

Further information about Respectful Relationships education can be found at:  https://www.vic.gov.au/respectful-relationships

PCMS – Positive Classroom Management Strategies

In Grade 5, we are continuing to focus on establishing and reinforcing Positive Classroom Management Strategies to support a calm, respectful, and productive learning environment. This includes revisiting routines and expectations such as bringing diaries to school each day with nightly reading recorded and signed by a parent, moving appropriately in and around school buildings, demonstrating respectful behaviour during assemblies, and engaging in positive, respectful dialogue with peers and teachers. These consistent expectations help build responsibility, independence, and a strong sense of community in our classrooms.