In Term 2, the Health and Wellbeing team have been focusing on the Butterfly Body Bright Program, which continues to enhance our understanding and spark meaningful conversations about our own bodies and those of others. This program empowers our students to be:

Brave in their bodies, by empowering them to stand up for their own bodies and for others.
Resilient by strengthening their media literacy skills, by helping them to deconstruct and challenge the messages and images they hear and see.
Inclusive of all bodies and knowing that bodies look and function differently … and that is something to celebrate - so that everyone feels like they belong in the world and our school community.
Grateful for their body, focusing on the things it can do and appreciating themselves for their inner qualities and strengths so that they can see their worth and value, beyond their body shape and appearance.
Happy in their bodies by engaging in fun and joyful movement, regularly.
Thoughtful with their eating by helping children to learn to listen to their body cues, be mindful when eating, and to be curious and non-judgemental towards foods. These approaches can help to build a positive relationship with food and eating.

These approaches help build a positive relationship with food and eating, fostering a healthy body image. The program has been well-received by students with reflections highlighting the building up of confidence, resilience, and inclusivity. Overall, the Butterfly Body Bright Program will continue to make a significant impact on our students' health and wellbeing by promoting positive body image and healthy attitudes towards eating and physical activity.

Butterfly Body Bright Reflections:

Grade Prep “You have to be responsible and always be kind. Mostly though, you have to be brave. Body Bright has helped us to be brave and stand up for ourselves.”
Grade 1 “It’s ok to be different and we are all special individuals.”
Grade 2“Body Bright has taught us that we can be brave when someone says negative comments about our body, and we should be grateful for what we have and can do.”
Grade 3 “Our class really enjoys how each letter in the Body Bright Program stands for something important. We’ve learned that it’s okay to be different and that everyone has their own strengths. It also reminds us that there are always strategies we can use to help us in tricky situations."
Grade 4 “Body Bright helps us keep calm, while we work on being good and positive about ourselves and our bodies.”
Grade 5 “In the Body Bright program, we are learning to always be grateful for our bodies. Our bodies are all beautiful in different ways and we should never make rude comments about other people’s bodies or the way they look.”
Grade 6“The Butterfly Body Bright program is teaching us to accept who we are as we are all unique and should be proud in our own bodies.”

Zones of Regulation

Another Wellbeing focus continues to be on the Zones of Regulation check-ins, which have become an integral part of our daily routine. These check-ins are essential for both students and adults, as they help us recognise and manage our emotions effectively.

By regularly identifying our emotional states, we can respond to situations with greater awareness and control. Understanding our own emotions and those of others is crucial, as emotions play a significant role in our daily interactions and are closely linked to our behaviours.

The Zones of Regulation reflections:

Grade Prep “It is really helpful to choose which zone you are in, so then you can figure out what to do to get back to the Green zone. We feel happy and smart in the Green zone.”
Grade 1 “The Zones of Regulation help us change our mood so we’re in a better learning space. They also help to show everyone how we are feeling.”
Grade 2 “The Zones of Regulation helps us understand how others are feeling in our classroom and what we can do to help them move out of a zone.”
Grade 3 "We like how we can reflect on our emotions each morning by using the Zones of Regulation. It helps the teacher understand how we’re feeling and how to support us. It’s a great way to start the day and feel ready for learning."
Grade 4 “When we look at the Zones posters there are lots of useful strategies that help get us back into the Green zone.”
Grade 5“Our Zones of Regulation let us know that it is ok to feel all kinds of emotions and sometimes when we feel these emotions, we can use the strategies we know to help us get back to where we want.”
Grade 6“”The zones have helped us understand our feelings and emotions. We are learning and becoming better at getting out of an uncomfortable emotion. They also show us how others are feeling and what we can do to help them.”

The grades focus for this term are:

Grade Prep

Topic 2: Personal and Cultural Strengths
Topic 3: Positive Coping

Grades 1, 3 and 5 Positive Coping

Grade 2, 4 and 6 Personal, Cultural Strengths

Personal and Cultural Strengths

Students develop a vocabulary to help them recognise and understand strengths and positive qualities in themselves and others. They identify the values and strengths they have learnt from role models within their families and culture to think about how this guidance helps them to treat others with respect. They consider how to draw on these strengths to engage with the challenges and opportunities that life presents.

Positive Coping

Students develop language around coping, critically reflect on their coping strategies and extend their repertoire of positive coping strategies.

School Values

Our School Values of RESPECT, RESILIENCE, RESPONSIBILITY, and LEARNING SUCCESS are fundamental to our identity and aspirations as individuals and as a school community. These values not only guide our actions within the school but also extend to our homes and daily lives. We are committed to continually instilling the importance of these values in our students, fostering a supportive and respectful environment that encourages personal growth and collective success.

Look after yourself and each other!

Edwina, Mavra, Jason and Joe

The Wellbeing Team

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