Wellbeing

We will begin the term with a focus on reviewing the school NORMS. The students will have the opportunity to reflect upon their aspirations and achievements from Term 2 and will work on developing integrity and further resilience. Students will set Term 3 social and emotional goals relating to our school NORMS as well as academic goals.

Resilience, Rights and Respectful Relationships program

This term's focus will be on Topic 7: Gender Norms and Stereotypes.

The activities we will engage with are:

1. My individuality – The many facets of me
2. Exploring gender stereotypes through modern day heroes
3. Rights and responsibilities

The aim of these lessons are to:

• analyse their multifaceted identities
• identify the limiting or harmful effects of some gender norms
• identify the enabling effects of positive gender norms
• develop awareness of the ways that gender stereotypes in media and literature influence gender norms

‘Research shows that children become aware of gender norms and make an effort to fit in with gendered expectations by the time they are in kindergarten. As young children learn about gender, they may also begin to enact sexist values, beliefs and attitudes. They may for example insist that some games are for boys and others are for girls, and actively reject peers from certain games. This means that it is important to build positive gender relationships within these early years. Classroom activities can be used to help children to explore gender identity, challenge stereotypes, and to learn to value and show respect for diversity and difference and learn how to apply these attitudes within respectful gender relationships.’ pg. 60 Resilience, Rights & Respectful Relationships: Levels 3-4.

Further information regarding the importance and details of this topic will be provided within the upcoming fortnightly school newsletter. However, if you are seeking any further information regarding this unit please contact either your class teacher, 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 fair play in the schoolyard. The Grade 3 cohort has played an active role in establishing a shared set of rules and expectations for the games commonly played during recess and lunch, including AFL, soccer, basketball, tag, and four square/handball. The finalised rules have been shared with students and are now displayed in classrooms for easy reference.