K-6 Wellbeing Leaders PLCTerm 4 2015

Acknowledgement of Country

I would like to acknowledge the

traditional custodians of this

land and pay my respects to

Elders past, present and future,

for they hold the memories, the

traditions, the culture and

hopes of Aboriginal and Torres

Strait Islander Australians.

Outcomes for today

• The Year in Review- reflection on Wellbeing PLC.

• Wellbeing in action- school case study.

• Road safety & SEL• Where to in 2016

Meditation in a moment

• https://www.youtube.com/watch?v=F6eFFCi12v8

The year in review: Wellbeing PLC

Purpose of Wellbeing PLC is to strengthen: – the capacity of wellbeing leaders to lead a

whole school approach to Wellbeing – engagement, consultation and collaboration in

the area of Pastoral Care & Wellbeing, across the primary schools and the CSO Wellbeing team

– support for the school improvement plan (SIP) priorities and professional learning.

Making meaning - How does it all fit together?

Reflection cards

• Choose a card that captures how the year has been for you in your role as Leader of Wellbeing.

Reflection: Leader of Wellbeing

1. What successes have you had?2. What challenges have you had?3. What have been some key learnings from this

year?4. What direction would your school be looking

at taking in 2016?5. What support and PL would you find of value

in 2016?

Via Institute on Character

The free VIA Youth Survey (for ages 10-17) measures strengths, not weaknesses, so you can see what characteristics make children shine.

You can also browse VIA's Educator Resources section for ideas and interventions to give your classroom a culture of character. 

Link between SEL & life success

• Researchers tracked more than 700 children from kindergarten to age 25.

• Found students’ social skills, like cooperation, listening to others and helping classmates, linked to how these children would fare two decades later.

• In some cases, social skills may be a better predictor of future success than academic ones.

• http://www.pbs.org/newshour/bb/kindergarteners-good-social-skills-turn-successful-adults-study-finds/

Attitude is more important than IQ

• https://www.linkedin.com/pulse/why-attitude-more-important-than-iq-dr-travis-bradberr

Importance Intrinsic motivation in young learners• http://positivetimes.com.au/supporting-motiv

ation-in-early-learners-by-dr-helen-street/?utm_source=wysija&utm_medium=email&utm_campaign=March+Email

Boys & girls programs

• Can be found on the DBB Pastoral care website.

• Link to other work in schools e.g. student voice/leadership.

• Involvement of parents crucialThank you to Terrigal for writing the boys program

KidsMatter workshop

• Component 3 (Working with parents & carers) 9am-12pm

• Component 4 (Helping children with mental health difficulties) 12:30-3:30pm

Registration is on the KidsMatter website

Access the website for information, resources and all referral request forms

DBB Pastoral Care & Wellbeing Websitehttp://wellbeing.dbbcso.org/

New look and updated website

Wellbeing in action

• Karen Sullivan- St Kieran’s Manly Vale

SEL and Road Safety

• enhanced knowledge and understanding of:• road safety issues for

Stage 3 students• developing SEL skills

through the Road Safety context

• increased awareness and use of Transport for NSW’s Safety Town website

Diocesan/CSO Road Safety Adviser - Christine Rheinberger

Stage 3 Safety Town Resource

5 to 9 Year Olds

Casualties, 5-9 Years, NSW, 2011-2013 Three Year Average

Motorcyclist1%

Pedal Cyclist5%

Pedestrian21%

Passenger73%

10 to 14 Year Olds

What do we know about stage 3 kids? How do SEL skills influence their behaviour on or near roads?

Emotional changes

Physical changes

Social changesOther changes

Per

What influences their behaviours on or near roads?

Risk-takingPeer influence

Looking after others

Increasing rights and responsibilities

Different modes of transportStriving to be independent

Travelling with others

Varying traffic environments

Social identity development

Impulsiveness

Distractions

Identify the SEL

skills

PDHPE K-6 syllabus content: road safety ES1 S1 S2 S3

Pedestria

n Safe

ty

Hold an adult’s hand

Places to cross safely

Safe crossing procedures

Safe crossing procedures

Using traffic facilities

Rights and responsibilities of a pedestrian

Safe practices near buses

Passenge

r Safe

ty

Use of seatbelts and safety restraints

Safe entry and exit from a vehicle

Use of a seatbelt Safe entry and

exit from a vehicle

Safe passenger behaviour

Responsibility as a passenger

Safety on

wheels

Safe places to play on wheels

Wear a helmet

Safe places to ride

Safety equipment

Using bicycles, skateboards and rollerblades safely

Safety equipment

Types of distractions

Identifying distractions Minimising and

removing distractions

Minimising distractions for the driver

Removing distractions when riding

Key road safety messagese Early Stage 1 & Stage 1 Stage 2 Stage 3

Pedestrian

safety

• Hold a grown up’s hand when you cross the road

• Hold a grown up’s hand when you’re on the footpath

• Hold a grown up’s hand when you’re in a car park

• Use a safe place to cross the road

• Hold an adult’s hand when you cross the road

• Stop! Look! Listen! Think! every time you cross the road

• Use a safe place to cross

the road

Passenger

safety

• Click, clack, front ‘n’ back

• Always buckle up in your seatbelt

• Get in and out of the car on the footpath side

• Wait till the bus has gone and then use a safe place to cross the road

Safety on

wheels

• Always wear a helmet when you ride or skate

• Ride your bike in a safe place away from the road • Ride your bike away from busy roads

Student agency - Meaningful student involvement

How do you involve your stage 3 students in their learning?

Is it?TO students

FOR students

WITH students

Student agency - Involving students

Reference Meaningful Student Involvement: Guide to students as partners in school change, Adam Fletcher (2005)

Current teaching and learning resources

Move Ahead with Street Sense kits

• Teacher handbook with teaching and learning activities for ES1, S1 and S2

• big books• picture packs• games and songs

Safety Town• Information and online

activities for children and families

• S3 teacher handbook • S3 student activities• ES1, S1 and S2 teaching and

learning activities in development

A Safety Town journey & Teachers’ Handbook

https://www.safetytown.com.au/

Safety Town

Public section7 Unlocked Public Activities

• Families have access to information and activities to complete at home

Secure school section7 Locked Activities• For school use only• Teachers and

students log in to access activities

• Teachers’ handbook with additional activities

CSO sample PDH units & revised stage 3 Road Safety Unit can be accessed at http://

pdhpek10.weebly.com/k-6-pdh-sample-units.html

PUBLIC SCHOOLS NSWWWW.SCHOOLS.NSW.EDU.AU

School-based opportunities for student involvement

Road Safety events

•Ride2School Day (19- March 2015)•Walk to School Day (22 May 2015)•NSW Bike Week (15-21 Sept 2015)•UN global road safety week 4-10 May 2015

School community

•School assemblies •Excursions •Special days,•Safety days,•6-7 Transition•Kindergarten orientation•NRMA grants

School programs

•Positive Behaviour for Learning (PBL) •Student Parliament• SRC

Student learning

•Stage presentations•Student competitions/ campaigns

student leadership student voice

authentic learning peer learning

2016 – system wellbeing prioritiesStrengthen whole school approaches to pastoral care and wellbeing with a focus on:

– data collection tools that guide system and school improvement planning– Social and Emotional learning (SEL), inclusive of the Prof Donna Cross NAPSEL

Research project – Key frameworks (eg. Diocesan Pastoral Care & Wellbeing Framework for Learning,

PBL, KidsMatter and Mindmatters)– Building leadership capacity through the Wellbeing Leaders, pastoral care and

counselling networks – Strengthening student agency in school practices– Improving behaviour management practices (school case management, Tier 2

support systems) – Early learning and Transition practices

Note: Parent engagement is a key element in each of the above areas

2016 – Where to Next?Discuss with the leadership team

• Reflections on the role of the Wellbeing Leader? What is working well? Areas for improvement?

• 2016 SIP targets/goals • What data will you use to inform the targets? SIP Action Planning How do you involve the leadership team? How do you share information with staff? Plans for wellbeing promotion (and using the Safety Town resource)? Plans for improving student agency in school practices