Wellbeing
Keysborough Gardens Primary School
Time is dedicated in each classroom to teach the skills of team work, resolving conflict in a positive manner, learning from your mistakes, helping others, and seeking help when needed.
The following programs and strategies are incorporated into our curriculum to teach social skills and develop resilience.
• Weekly class session of KGPS Kids are Global Kids- focusing on our school values and the IB Learner Profile
• Dogs Connect Program- Buddy, our Wellbeing Dog
• Timetabled Respectful Relationships lessons.
• Classroom agreements created at the beginning of the year and revisited at the beginning of each term.
• Lunchtime Enrichment Clubs (read more)
• Circle Time
• Restorative Practices
• Buddies Program
• Year 6 Transition Program
• Peer Mediation
• Zones of Regulation (Self emotional regulation)
• Student of the Week certificates reinforcing the demonstration of our school values
Restorative Practice
From time-to-time students experience difficulties in class or in the playground. Students are supported to resolve issues as they arise and discuss their concerns under teacher supervision. Students accept the consequences for their decisions and behaviour and when appropriate, make amends to anyone who has been disturbed by their behaviour.
Dogs Connect- Buddy the Wellbeing Dog
We are proud to run the Dogs Connect program in our school. This whole school wellbeing program involves Buddy the wellbeing dog being part of our community.
Buddy is a much loved and important member of our community, who loves being in the classroom and supporting our students. In his time in the role, Buddy has participated in our school colour run, listened to students read, graciously allowed students, staff and families to give him pats, visited school camps and much more.
Respectful Relationships
Respectful Relationships supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches children how to build healthy relationships, resilience and confidence.
Everyone in our community deserves to be respected, valued and treated equally. We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are embedded in our education settings.
Respectful Relationships is about embedding a culture of respect and equality across our entire community, from our classrooms to staffrooms, sporting fields, fetes and social events. This approach leads to positive impacts on student’s academic outcomes, their mental health, classroom behaviour, and relationships between teachers and students.
Together, we can lead the way in saying yes to respect and equality, and creating genuine and lasting change so that every child has the opportunity to achieve their full potential.
In the classroom, children learn problem-solving skills, develop empathy, support their own wellbeing and build healthy relationships with others.
When children build positive relationships with their teachers and peers they feel safer and happier at school, are more resilient and have positive social attitudes. Positive relationships also increase a child’s sense of social connectedness and belonging which can result in better health and academic outcomes.
Further information about Respectful Relationships is available on the Department of Education and Training website: www.education.vic.gov.au/respectfulrelationships
Zones of Regulation
As part of our wellbeing program, we refer to the Zones of Regulation when we are discussing social situations or interactions with each other.
Students regularly use the language of the coloured zones when discussing how they are feeling.
Student Voice & Agency
Our Inquiry approach empowers students to become independent learners and problem solvers in pursuit of our school vision to equip students with the skills and capabilities necessary to thrive in a rapidly changing world. Young people who find their voice and take ownership of their learning in supportive school environments are more likely to develop confidence, a capacity to act in the world, and a willingness to lead others.
The foundation underpinning opportunities for student voice and agency is the safe, inclusive learning environments created by teachers which builds the trust and respect necessary for students to share their thoughts, ideas, beliefs and opinions.
Building on this foundation, students are given consistent opportunities to shape their learning in the following ways:
• Developing Essential Learning Agreements with teachers and peers
• Making choices about what they learn
• Making choices about how they learn or how they show their learning
• Taking part in Student Led Conferences
• Participating in leadership roles and school-based actions
• Having their say in student surveys and forums
• Creating learning goals and demonstrating their achievement of these goals
• Suggesting or designing learning opportunities
• Giving feedback to teachers about their learning experiences