Rights, Resilience and Respectful Relationships:
Stress Management
Rights, Resilience and Respectful Relationships
On Tuesday the 1st of June a Parent Forum regarding Respectful Relationships and the curriculum was delivered to our parent community. This was offered remotely via Webex by our NWMR representatives Brigette Walker and Peta Falau.
As previously mentioned, the Rights, Resilience and Respectful Relationships Curriculum covers eight topics:
- Emotional Literacy
- Personal Strengths
- Positive Coping
- Problem Solving
- Stress Management
- Help Seeking
- Gender and Identity
- Positive Gender Relations
All teachers at CHPS participated in Professional Development at the beginning of the year regarding Topics 1 – 6, and spent the afternoon of Wednesday the 9th of June learning more about teaching the last two (2) topics.
Each fortnight in the Newsletter you will find information regarding lesson activities that could form part of your child’s learning regarding each of the Respectful Relationships topics.
The focus of this fortnight’s information is:
Topic 6 - Stress Management
AIMS:
Activities within this topic area will assist students to:
- Describe the influence that people, situations and events have on their emotions
- Explore strategies to manage physical, social and emotional change
- Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe
- Explain the value of self-discipline and goal setting in helping them to learn and to cope with change and challenge
- Describe personal strengths and identify coping strategies that they can apply
Stress is a normal part of life, especially as children get older. Children who cope better with life’s stressors develop good mental health and wellbeing. Assisting students to recognise their personal signs and symptoms of stress and to develop strategies that will help them to deal with those effectively, will help them cope with challenges in the future. The activities focus on the ways in which self-calming strategies can be used to manage stressful situations.’ fuse.education.vic.gov.au
The following links provide an insight into what an activity at each curriculum level might look like:
- An activity at Foundation may look like THIS
- An activity at Year One or Two may look like: THIS
- An activity at Year Three and Four may look like: THIS
- An activity at Year Five and Six may look like: THIS
Year Four students decided that cuddling a pet or soft toy often reduces their stress levels:
