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Riverside Primary School May 2014

Resilience

“To build a culture of resilience amongst our school community” is a goal from our

School Operation Plan, 2014. Teachers have been working hard to develop

their understanding of what resilience looks like and are working towards our

targets of;

The majority of students and staff will use a common language around

resilience

Evidence of learning around resilience will be visible in the school

By the end of term 1 all classes will have unpacked what resilience means at

their grade level

‘Resilience refers to the ability to overcome adversity and obstacles. Resilient learners are

able to persist with problems and have a higher tolerance for not knowing.’

Andrew Fuller

The aim of this newsletter is to;

Share with our parents our school wide

approach to teaching resilience

Give ideas on how parents can support the

building of resilience with their own children

Start a conversation on why building resilience in

children is important

Kinder Goals

To persist at a task

To develop friendship resilience

To understand that you can make mistakes and

making mistakes helps us to learn

Examples of what Resilience looks like

Finishing a challenging task e.g. puzzle, cutting

activity

Finding someone to play with, working with

different people, including people in play

Having a go at writing and a task which is new

to them

Prep Goals

To self-manage their belongings

To independently “have a go” at communicating/

transferring their oral language to their writing

To independently access resources to support their

learning

Examples of what Resilience looks like

Carrying and unpacking their own bags, putting folders in

tub/basket, taking jumper off/on, put belongings in bag/tub

Persisting with tasks, understand that mistakes are ok and

they are a part of learning

Using resources to support learning - number lines,

counters, alphabet charts, word walls

Grade 1 Goals

To independently “have a go” at set tasks

To understand that mistakes are a part of learning

Examples of what Resilience looks like

Responding positively when feedback is given,

re-attempting tasks, using feedback to improve

their work standard

Demonstrating persistence when students are

challenged. They do not stop/give up/avoid but

keep attempting to complete the task to the best

of their ability

Using resources and strategies to support their

learning before seeking help

Grade 2 Goals

To develop persistence with new or challenging

tasks

To accept and act on feedback

Examples of what Resilience looks like

Having a go first before seeking help

Referring to classroom tool boxes for support

e.g. word lists, number charts, reading strategy

Accepting mistakes as part of the learning

process e.g. spelling mistake and using a

checking strategy to move forward

Grade 3 Goals

To show persistence and stay focussed when

faced with challenges

To accept setbacks and disappointments and being

a team player

Examples of what Resilience looks like

Accessing a variety of support resources e.g.

number charts, counters, word walls

Utilising a variety of strategies to solve problems

and deal with challenges e.g. peer support,

looking, listening, modelling, asking relevant

questions

Accepting rules and directions during 3/4 sport,

daily PE, classroom games and activities

Grade 4 Goals

To accept feedback in a positive way and persist to

improve their learning and knowledge

To share opinions, ideas and thinking with class

members in a range of situations

Examples of what Resilience looks like

Making improvements to their writing after

conferencing, persevering with self-editing and

re-drafting their writing

Completing tasks successfully in a range of

groupings, willingly taking leadership/variety of

roles in structured groupings, working as a

positive team member

Grade 5 Goals

To demonstrate persistence when problem solving

To move out of their comfort zone in order to

extend their learning

Examples of what Resilience looks like

Following the problem solving plan and continue

to check and revise – to accept suggestions and

alternatives until success is achieved

Revising, editing and striving to improve, accept

and act upon teacher feedback in all learning areas

Learning from mistakes and using them to improve

(accepting that mistakes help us to grow)

Grade 6 Goals

To be risk takers, resourceful and independ-

ent in familiar and unfamiliar contexts

To accept mistakes as a normal part of the

learning process

Examples of what Resilience looks like

Persevering with a difficult challenge, accepting

mistakes as a part of the learning process,

having multiple attempts or another try after

making mistakes e.g. re-edit/refine checking

work

Accepting feedback and implementing

improvement in work

Solving simple social issues independently/

co-operatively