Wellbeing

In Term 3, the Year 1 Wellbeing curriculum will integrate the Resilience, Rights and Respectful Relationships (RRRR) Program with the Visible Wellbeing Framework. 

 Resilience, Rights and Respectful Relationships (RRRR)

The focus for wellbeing lessons this term from our Resilience, Rights and Respectful Relationships program is Topic 7: Gender Norms and Stereotypes.

The activities we will engage with are:

1. Identity – comparing personal preferences
2. Labels are for jars, not for people
3. What is fair play?
4. Ways to be gender fair

Aims:

Activities within this topic area will assist students to:

• reflect on their identity via a focus on their likes, dislikes and strengths
• develop an awareness of positive and negative gender norms
• challenge negative gender norms 
• develop an appreciation of difference.

Resilience, Rights and Respectful Relationships, Level 1-2, pg. 86.

If you are seeking further information regarding this unit please contact our Wellbeing Learning Specialist, Madeleine Paslis, or Assistant Principal, Amanda Howe.

Visible Wellbeing

In addition to our focus on gender norms and stereotypes, students will be engaging with the Visible Wellbeing unit ‘Habits and Goals’. This unit aims to support positive wellbeing and encourage a healthy outlook on life. Students will learn how to set meaningful goals, recognise unhelpful habits, and develop new, constructive ones.

Positive Classroom Management Strategies (PCMS)

A significant effort has also been made to promote expected behaviours and fair play in the schoolyard. The Year 1 cohort has played an active role in establishing a shared set of rules and expectations for the areas commonly visited during recess and lunch, including the sandpit, the oval, the basketball courts, the middle asphalt area and the front playground. In collaboration with the students, a clear set of expectations has been developed. These expectations have been discussed, refined together, and will be displayed in the shared area outside our classrooms for easy reference. To support understanding and consistency, students will have opportunities to practise these expectations outside at recess and lunchtime and reflect on them during our regular circle time discussions.