SWPBS

House Token & Golden Ticket Update

As you are aware, our school's whole-school reward system, which is used by all staff, consists of House Tokens and Golden Tickets. It has been amazing to see all the staff giving out so many House Tokens and Golden Tickets throughout Term 1.

The current total of House Tokens earned by all WPS students this term currently sits at 5,422. That is a fantastic effort by all students after just 6 weeks in term 1! We will announce the winning team for House Tokens earned in Week 10, followed by the winning House prize.

So far, students across Term 1 have earned a total of 1,460 Golden Tickets. This is a phenomenal effort by all students, as we are only just past the halfway point of the term. Continue earning Golden Tickets, as Whittlesea World is fast approaching in a few weeks' time.

Disability Inclusion

Brain Breaks @ Whittlesea Primary School

We are intentional about supporting students to be ready for learning; not just academically, but emotionally and physically as well. One of the simple yet powerful strategies we use throughout the day is brain breaks.

What are brain breaks?

Brain breaks are short, structured pauses in learning that allow students to reset their bodies and minds. They are not “time off” from learning — they are an important part of learning. Research in child development, including insights from experts such as Dan Siegel, shows that when children feel regulated and calm, the thinking part of the brain is more able to focus, problem-solve and retain new information. When students are overwhelmed, restless, tired or emotionally heightened, it is much harder for them to access their “wise thinking brain.” Brain breaks help students return to a calm, alert state so they can re-engage successfully.

Why do we use brain breaks?

Brain breaks help students to:

Improve focus and concentration
Regulate strong emotions
Release physical restlessness
Reduce stress and frustration
Build self-awareness about what their body and brain need

Ultimately, the goal is simple: to be ready for learning.

Different Breaks for Different Needs

Not all brain breaks look the same — and that’s intentional. Students experience different emotional and physical states throughout the day, so we teach them that different breaks serve different purposes.

Movement breaks: Used when students are restless, fidgety or low in energy. Examples: stretching, star jumps, yoga poses, and quick movement challenges.
Calming breaks: Used when students feel overwhelmed, upset or over-excited.Examples: breathing exercises, guided mindfulness, quiet drawing, listening to soft music.
Grounding or focus breaks: Used when attention is drifting, or students need to refocus.Examples: mindful listening activities, simple pattern games, and short partner check-ins.

By explicitly teaching these options, we empower students to begin recognising:“What state am I in? What does my brain need right now?”

Our Guidelines for Effective Brain Breaks

To ensure brain breaks are helpful and not distracting, we follow clear guidelines:

They are short and purposeful (usually 1–5 minutes).
They are structured and guided, not free play.
They match the energy level needed next (calm before quiet learning, energising before active tasks).
Students transition back to learning with clear expectations.
They are used proactively, not just reactively.
There is always an adult to supervise

When brain breaks are predictable and consistent, students feel safe and supported.

Building Lifelong Skills

Brain breaks are more than a classroom strategy; they are part of teaching children lifelong self-regulation skills. Students are learning to notice their emotional and physical cues and respond in healthy, productive ways. By pausing, resetting and returning to learning with intention, students strengthen their ability to manage themselves, a skill that supports wellbeing, relationships and academic growth. Because when our brains are calm, alert and regulated, we are truly ready to learn.

TheirCare