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.
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
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