K-6 Wellbeing Leaders PLC Term

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. Using twitter to connect Road safety & SEL Where to in 2016

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 2v8 2v8

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

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. good-social-skills-turn-successful-adults-study-finds/ good-social-skills-turn-successful-adults-study-finds/

Attitude is more important than IQ more-important-than-iq-dr-travis-bradberr more-important-than-iq-dr-travis-bradberr Importance Intrinsic motivation in young learners motivation-in-early-learners-by-dr-helen- street/?utm_source=wysija&utm_medium= &utm_campaign=March+ motivation-in-early-learners-by-dr-helen- street/?utm_source=wysija&utm_medium= &utm_campaign=March+

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 crucial Thank 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 Website 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 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 changes Other changes

Per What influences their behaviours on or near roads? Risk-taking Peer influence Looking after others Increasing rights and responsibilities Different modes of transport Striving 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 ES1S1S2S3 Pedestrian Safety  Hold an adult’s hand  Places to cross safely  Safe crossing procedures  Using traffic facilities  Rights and responsibilities of a pedestrian  Safe practices near buses Passenger Safety  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 messages e Early Stage 1 & Stage 1Stage 2Stage 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 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

Safety Town Public section 7 Unlocked Public Activities Families have access to information and activities to complete at home Secure school section 7 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 sample-units.html sample-units.html

PUBLIC SCHOOLS NSW U 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 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 priorities Strengthen 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