Wellbeing

Amanda Wilson | Assistant Principal

Hampton Primary School is a proud Respectful Relationships school

Respectful Relationships education is part of the Victorian Curriculum and delivered by all Victorian government schools. It supports students to develop the knowledge, attitudes and skills needed for respectful relationships and helps to build respect and equality across the entire school community.

Research tells us that providing respectful relationships education at school can lead to positive impacts on students’ academic outcomes, their mental health, classroom behaviour and relationships.

Our school uses the Department of Education’s evidence-based teaching and learning resources to teach our students about Respectful Relationships from Foundation to Grade 6.

The Resilience, Rights and Respectful Relationships resources have 8 topics that teach students about emotional literacy, personal and cultural strengths, resilience, problem-solving, stress-management, help-seeking, gender norms and stereotypes and positive gender relations.

This term in classrooms we are working on Topic 7 - Gender Norms and Stereotypes, which helps students to learn and consider the influence of gender norms on attitudes, opportunities and behaviour, and to learn about gender equality, inclusion, human rights and the importance of relationships that respect people of all genders.

You can view a sample activity and learning objectives, which have been taken from the respective year level resources below:

Foundation: Thinking about a future me.

• Students will describe some hopes or dreams they have for their future.

• Students will recognise that the hopes and dreams they have for their future are not limited by their gender identity as a boy, girl or a gender-diverse person.

Year One & Two: Ways to be gender fair.

• Students will practise ways to be gender fair.

• Students will practise things people can say if someone tells them they can’t do something just because of their gender.

Year Three & Four: We can challenge gender pressures.

• Students will identify ways that peers can put gender pressure on each other.

• Students will identify ways to show respect for the ways people want to express their gender.

• Students will practise ways to challenge peers when they seek to limit choices because of a person’s gender.

Year Five & Six: Born or made? The intergenerational gender machine

• Students will describe ways that gender norms are passed on through social and cultural practices like clothing, hobbies and sport.

• Students will identify ways gender norms are transmitted through intergenerational cultural practices like the traditions and rituals associated with weddings or celebrations.

• Students will identify gender norms that can have limiting or harmful effects.

If you have any questions about Respectful Relationships education, you can contact Amanda Howe (Wellbeing Assistant Principal) or Madeleine Paslis (Wellbeing Learning Specialist) and visit the Victorian Government’s Respectful Relationships page: https://www.vic.gov.au/respectful-relationships

Maddy Paslis

Learning Specialist - Wellbeing

Stranger Safety: A reminder for our school community

As part of our Resilience, Rights and Respectful Relationships (RRRR) curriculum, we teach age-appropriate personal safety strategies that help students recognise unsafe situations and know how to respond.

For example, students across different year levels explore topics such as:

Identifying safe and unsafe situations (F–2)
Recognising body warning signs and early help-seeking (Years 1–4)
Understanding rights and responsibilities in relationships (Years 3–6)
Developing help-seeking strategies and safety networks (F–6)

These lessons are designed to empower children with confidence and practical skills to look after themselves and others.

We encourage families to have regular, calm conversations at home about what children can do if approached by someone they don’t know, especially when walking to or from school. Key messages include:

Never go anywhere with a stranger, even if they seem friendly or ask for help.
Don’t accept gifts, lollies, or rides from someone you don’t know.
If you feel unsafe, yell “No!” and move quickly to a safe place—like back to school, a trusted adult, or a busy public area.
Always tell a trusted adult about anything that makes you feel uncomfortable or worried
Tips for Parents
Start conversations calmly and without scare, using simple, consistent language.
Role‑play common scenarios (e.g. stranger offers a lift, someone tries to get you into a car).
Introduce “safe strangers”—trusted community members children can approach if they feel unsafe.
Establish a family safety code word so only known caregivers can pick your child up.
Encourage children to trust their instincts and speak up—no secrets, even from people they know.

Resources

https://danielmorcombe.com.au/keeping-kids-safe-resources/

https://crimestoppers.com.au/tips-to-keep-your-child-safe/

https://ccyp.vic.gov.au/resources/for-parents-and-carers/

Chickens

Thank you to the following families for taking such great care of our chickens over the break:

Henry Strachan and Clare

Genie Mattern and mum Sonya

Charlie Saturno and mum Amanda

Harriet and Matilda Joiner and their mum Bec

Ada Gillies and mum Steph

If you have been to visit the chickens, you will see that they have a great, new playground. The aim is to provide enrichment activities for the chickens, and they are still learning how to use the equipment.

Now they are a little older, not all chickens will always lay one egg a day so the number of eggs each day can be quite variable. Egg production also can depend on lots of things including i.e. mood and weather.

It is the season for moulting which is why some of the chickens look they are losing feathers in some places. They are fine and we are keeping a close eye on them as well as giving them protein boosts with scrambled eggs and sunflower seeds weekly which will help their feathers grow back