p-6 social skills program

Camberwell South Primary School

Social Skills ProgramPrep –Year 6

Developed 2010

BUILDING SOCIAL RELATIONSHIPS

Creating a Positive School Culture

Camberwell South has ensured a rigorous and consistent emphasis on Student Engagement: a feature reflected in the implementation of the 2009-2012 Strategic Plan and the previous school charter.

Acknowledgement of the importance of qualitative social, academic and emotional development is the core curriculum. Best practice teaching and learning and a holistic belief that all students, given the best possible opportunity, will succeed at school provide the foundations for a broad and inclusive developmental learning program.

Relationship building and the engagement of students in a positive and thriving school culture is supported by:

1. clearly defining and teaching the school’s values, beliefs and expectations2. providing students with the skills and attributes to be pro-active and influential

members of their class, school and local community3. implementing best practice teaching, based on engagement in learning through

inquiry4. establishing, implementing and evaluating school- and system-wide transition

processes to track students’ progress 5. establishing consistent school-wide processes to identify students at risk of

disengagement from learning6. establishing consistent school-wide processes and programs for early intervention

in behaviour

At the commencement of each year Camberwell South students participate in a 2-3 week social development program and teachers use this time to develop a safe, supportive and inclusive learning environment. The confidence of being an active participant in such a learning environment assists all of our students reach their potential both as learners and as friends.

The Prep to Year 6 Social Skills Program provides starting points for all level teams and teachers to address the key learnings and issues specific to the needs of the students they work with. The program is not prescriptive in implementation, however used as a teaching and learning resource to actively promote and maintain a positive school culture. The key concepts are considered essential for learning within each year, however teachers have the flexibility of timing of implementation, based on his/her understanding of the needs of the students.

08Fall

[ T y p e t h e c o m p a n y a d d r e s s ]

BUILDING SOCIAL RELATIONSHIPS 2010PREP

Key Concepts and Skills

Level 1 Habits of Mind Resources for Implementation

Understanding Social Conventions

Identifies the qualities of a friend

Contribute to the development of positive social relationships in a range of contexts, such as interacting with peers, teachers and other adults.

Listening with Empathy and Understanding

Thinking Flexibly

Managing Impulsivity

Applying past knowledge to new situations

Bounce Back

Being Friendly p. 26

Literature ‘The Thing from Somewhere’

Song ‘Smiling is contagious’

Bounce Back

What do children like about other children? p. 208

It’s important to listen well when people talk to you p. 209

Game ‘Chinese Whispers’

Including others p. 210

Role Play

Friendship and Loyalty p. 212

Literature ‘Wombat Devine’

Friendly Kids Friendly Classrooms

Playing Fairly p.35

o Set up a game and video. Reflect on Do’s and develop class protocols

Sharing p. 64 e.g. Activity with limited supplies

Building empathy Demonstrate care for other students by respecting the rights, feelings and efforts of others.


Thinking Flexibly

Bounce Back

Good and bad ways to disagree p. 216

Literature: Rainbow fish and blue whale, Elephant and crocodile


Suggesting and persuading instead of bossing p. 59

Including others and joining in p. 66 and 47 e.g. Role play

Being a good winner and loser p. 37 and 39

Managing conflict Use appropriate language and actions when dealing with conflict

Finding Humour

Persisting


Telling someone to stop annoying you see

p. 80 e.g. video a role play that is set up to show do’s and don’ts


Apply past knowledge to new situations

Ignoring someone who is giving you a hard time p. 82

WORKING IN TEAMS 2010PREP

Key concepts and skills


Working as a team member With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns and sharing, and caring for equipment and resources.

Thinking interdependently

Thinking Flexibly

Working with a partner

o Ask your partner if they would like to go first

o When talking, sit knees to kneeso When looking at something (e.g.

book, drawing), sit side by sideo When sharing work, only one

person’s work is visible (e.g. one person puts their paper behind their back)

o Reflect on result of partner work

Sharing and playing fairly

See ‘Understanding social conventions’ on previous page

Bounce Back

Co-operation

Beat the clock (e.g. packing up) p. 14

Literature: The Bad Tempered Ladybug p. 14

Literature: The Little Red Hen p. 15

Reflecting on the Describe basic skills required Gather Data through all Make puppets for characters in a big book.

Key concepts and skills


contribution to the team to work co-operatively in groups.

senses

Listening with empathy and understanding

Thinking and communicating with clarity and precision

(a small group task or 4 groups complete the same task) Decisions need to be made about who does what so that each character is only made once. During reflection, ideas are shared about how decisions were made.

Bounce Back

Co-operative Activities p.16

List of co-operative skills p.16

Play the game, Red Elbow p.16

BUILDING SOCIAL RELATIONSHIPS 2010 JUNIORS

Key Concepts and Skills Level 2 Habits of Mind Resources for ImplementationUnderstanding Social Conventions

Behave appropriately in a range of social situations such as with peers, older and younger students and adults.

Identify and accept that there are consequences for their actions, both for themselves and for others.


Thinking Flexibly


Applying past knowledge to new situations

Refer to Junior Social Skills Folder: Knowing You and Me section

Within this resource there are a variety of activities you can do, for example:

Buddy activities – Getting to know more about you

Knowing your responsibilities Venn Diagrams

Friendly Kids, Friendly Classrooms

Approaching and Joining In p. 49 Negotiating p. 55 Suggesting and Persuading (Instead

of Bossing) p. 58-59 Including Others p. 66 Listening and Asking Good

Questions p. 70

Building empathy Identify the feelings and needs of other people, and compare these with their own emotional responses.


Thinking Flexibly

Refer to Junior Social Skills Folder: Feelings section


Using STOP, THINK, DO Use Cool, Weak and Aggro Social circles

Key Concepts and Skills Level 2 Habits of Mind Resources for Implementation Cards -bear cards feelings cards

Managing conflict Take appropriate steps to resolve simple conflicts, for example by saying sorry or taking another person’s point of view into consideration.

Finding Humour

Persisting



Refer to Junior Social Skills Folder: Solving Problems section


Using STOP, THINK, DO Use Cool, Weak and Aggro


Dealing with Fights and Arguments p. 57

Suggesting and Persuading (Instead of Bossing) p. 58-59

Restorative practices chat

WORKING IN TEAMS 2010JUNIORS



Working as a team member Work in teams in assigned roles, stay on task, complete structured activities within set timeframes and share resources fairly.

Thinking interdependently

Thinking Flexibly

Refer to Junior Social Skills Folder: Social Skills section


Teamwork Criteria Awesome Worker Goals Role Cards


Playing Fairly p. 34 Being a Good Winner p. 36 Being a Good Loser p. 38 Making Decisions in a

Group p. 60 Respecting Other People’s

Opinions p. 62 Sharing p. 64



Reflecting on the contribution to the team

In response to questions and prompts, describe their contribution to the activities of the team.

Gather Data through all senses


Thinking and communicating with clarity and precision

Refer to Junior Social Skills Folder: Social Skills section


Teamwork Criteria-evaluate your contribution using this

Awesome Worker Goals-evaluate your goals over time.


Being a Good Winner p. 36 Being a Good Loser p. 38

BUILDING SOCIAL RELATIONSHIPS 2010MIDDLES

Key Concepts and Skills Level 3 Habits of Mind Resources for ImplementationUnderstanding Social Conventions

Exhibit appropriate behaviour for maintaining friendships with other people.

Support each other by sharing ideas and materials offering assistance and giving appropriate feedback


Thinking Flexibly

Responding with wonderment and awe

Brainstorm Productions- Incursion

They provide follow up materials to use in the classroom

Bounceback

Friendship p. 187-189-Circle time/books

E.g. My cat Maisie

Emotions-Unit 6

Building empathy Demonstrate respect for each other and acknowledge individual differences


Friendly kids/Friendly classrooms

Respecting other people’s opinions p. 62-63

Standing up for Yourself p. 76-87

Managing conflict Working with others to reduce, avoid and

resolve conflict

Persisting

Thinking Flexibly

Managing

Bullybuster Program-Incursion

See: Bullying a whole school approach

- Amelia Suckling/Carla Temple

- E.g. Lesson 3: Report a bullying incident

Key Concepts and Skills Level 3 Habits of Mind Resources for ImplementationImpulsivity

Finding Humour


p. 81-86

See posters 1-7 Page 151

Friendly kids/Friendly classrooms

Finding solutions to social problems p. 88

Bounceback

Humour-Unit 8

- Humour helps us to cope p. 218

People bouncing back-Unit 3

WORKING IN TEAMS 2010MIDDLES

Key Concepts and Skills Level 3 Habits of Mind Resources for ImplementationWorking as a team member Co-operate with others for an

agreed purposes, taking roles and following guidelines established within the task.

Finding Humour

Thinking Flexibly

Thinking Interdependently

Taking responsible risks

Creating, Imagining and Innovating

Reader’s Theatre

Students are divided into groups. Each group has to read through a script, allocate each other into roles and then practise the roles to perform to the class.

They complete a group and individual evaluation to discuss the success of working in the group.

Friendly Kids, Friendly Classrooms:

Unit 7 ‘Cooperating’

Negotiating Dealing with fights and arguments Suggesting and persuading Decision making as a group Respecting other opinions Sharing and including

Reflecting on the contribution to the team

Describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals


Listening with

For each concept/skill there will always be some element of reflection whether it’s a class discussion in share time or circle time, self- assessment or a more

Key Concepts and Skills Level 3 Habits of Mind Resources for Implementationempathy and understanding

formal organised assessment.

Use of video camera can provide evidence.

Reflecting through use of a variety of organisers

BUILDING SOCIAL RELATIONSHIPS 2010SENIORS

Key concepts and skills Level 4 Habits of Mind Resources for ImplementationUnderstanding Social Conventions Demonstrate, through their

interactions in social situations, respect for a diverse range of people and groups, including peers and community groups.


Thinking Flexibly

Responding with wonderment and awe

Bounce Back

Level 3: Unit 7 ‘Relationships’ p. 152 – 182

Bounce Back: BLM – 1.4 - 1.10

Accepting Diversity: Literature

Boss of the Pool

Building Empathy Accept and display empathy for points of view and feelings of peers and others.


Bounce Back Teachers Resource

p. 133-138

Managing Conflict Describe the impact of bullying.

Identify and use a variety of strategies to manage and resolve conflict.

Persisting

Thinking Flexibly


Finding Humour



Standing up for Yourself p. 76-87

Hands Off – Anti Violence Guide to Developing Positive Relationships

‘Conflict Resolution’ p. 64 – 73

WORKING IN TEAMS 2010SENIORS

Key concepts and skills Level 4 Habits of Mind Resources for Implementation

Working as a team member Work effectively in different teams, take on a variety of roles to complete tasks of varying length and complexity.

Accept responsibility for their roles and tasks.

Works cooperatively to allocate tasks and develop timelines.

Finding Humour

Thinking Flexibly


Taking responsible risks

Creating, Imagining and Innovating


Unit 7 ‘Cooperating’

o Negotiatingo Dealing with fights and

argumentso Suggesting and persuadingo Decision making as a groupo Respecting other opinionso Sharing and including

Bounce Back – Teachers Manual

Cooperative group strategies p. 153-164

Reflecting on the Contribution to the team

Explain the benefits of working in a team.

Provide feedback to others and evaluate their own and the team’s performance.

Thinking InterdependentlyListening with empathy and understanding

Bounce Back – Teachers Handbook p. 159- 162

TEAM – together everyone achieves more.

p-6 social skills program

Documents

engagement of students

year camberwell south

thriving school culture

social conventionsidentifies

learning resource

previous school charter

inclusive learning environment

best practice teaching