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following and listening to instruction

staying in a line of sight of familiar adults

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Stop, then follow visual, verbal instruction

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Stop, then follow visual, verbal instruction

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Wait

Breathe

Listen

Being mindful

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Hands and feet to self

personal space, body calm/still,

transitioning across school or in the community, walking in the classroom

kind words

Using calming toys for supporting dysregulation

asking for help!

explicit instruction of routines (e.g., scissors locked away, walking in a line or staying with the group, safe use of sharp tools)

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Safe:

·     Hands to self

·     Show me your hands

·     Constructive communication

·     Make good choices  (what do you mean by good choices)

·     Using Choice boards

·     Self regulating responsibly

·     Asking for Help

·     Clear Expectations through visuals, social stories, video models

·     Stop, Walk and Talk

·     Use kind words

·     Stop, Think, Do (Traffic light system)

·     Think (True, Helpful, Inspiring, Necessary and Kind) before you act

·     SELF REGULATION (calming strategies)

COMMUNICATION (using and having access to preferred and appropriate communication)

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respecting personal space , making safe choices, using our bodies parts in a kind/safe way

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respecting personal space , making safe choices, using our bodies parts in a kind/safe way

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Identifying emotions and co/self-regulating at a point in the escalation cycle to prevent unsafe behaviour and teach replacement strategies

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Personal space - hands to yourself, aware were your body ends and some else begins

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Personal space - hands to yourself, aware were your body ends and some else begins

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Open to communication and suggestions from staff

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Open to communication and suggestions from staff

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Acknowledge body language when communicating

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Acknowledge body language when communicating

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Listening with whole body

Personal space - variables, particularly for personal needs

Actions affect others

How we speak to one another

Treating others the way we want to be treated

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Whole Body Listening

Hands to self

Wait Your Turn / Turn Taking

Think before you speak

Stop, Think, Do

Active Listening (Listening to others and to self)

Using kind words

Be on Time

Personal Space

Following instructions

Information sharing

Include peers in play

Respecting other people's property (school property included)

I own my own action/behaviour

Taking responsibility

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PLC 8 - listening and valuing other people rights and opinions with empathy

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PLC 8 - listening and valuing other people rights and opinions with empathy

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circle time - decide on language to greet others e.g. Sri Lankan, 'hello', how are you?, (look at persons nose when eyes are too much) - greeting and listening to one another.

Listening- whole body listening visuals

Wait for your turn - visuals

'How does my body help me learn' - how do we document this and support students e.g. fidget

kind words - bucket filling words, bucket dipping words, how do we fill each others

personal space - one arm distance, 'I need to see your eyes, if I can't you're too close)

classroom expectations - refer back to them

first, then, next visuals

listen to staff (all staff across the whole school). How to teach- lanyards, we don't wear school uniform

respect things- pencils, pens, pay out using classroom money

respecting no and consent.

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I use my body safely.

I communicate safely.

I use school equipment safely.

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I always listen to others using my whole body.

I will always follow instructions.

I communicate respectfully.

I am respectful of school rules.

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Safety:

Need to ensure we have a safe environment.

Language using Stop, triggering for some students. Slow down for some students might work. Some students can still listen even if they haven't completely stopped.

Flip it to, teach the kids how to ensure the environment is safe for each other.

Trying to prevent flight or fight response.

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Respectful:

Knowing what respectful means, how do they show it without knowing the meaning?

Has a different meaning between people

Role play. What does it look like? Examples of being respectful to others and yourself including property

Being aware of your surroundings, being able to wait or use manners to get to places

Get respect by showing respect.

Picking up instantly when someone shows respect, similar to showing kindness from last term.

Keeping to your own space during eating. Packing up your own rubbish rather than expecting others to do it for you.

Using person's name to get attention from

others.

Reflecting on whether an action is something that is liked by the receiver and they would like it done to them.

Explaining that some things are different to the respect needed in different environments

Knowing that some things might be known different at home as respectful.

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communication receptive and expressive

having a go/willingness to try

social skills such as turn taking, waiting

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self regulation ie needing a break, asking for a break/space when heightened

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Students need to be able to recognise when they require help and be able to use their preferred form of communication to ask for help.

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Learning to wait, break, personal space

Engine program (fast or slow)

Personal vs public

Voice volumes

Brave to ask questions

Who to ask for help?

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Students need to have flexibility/resilience as things might not always go to plan but knowing things happen that are out of our control we dont want that to ruin our day/learning

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Safe walking

Staying together

Walking feet

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Knowing who can help me

Working to the best of my ability

Keeping listening ears on

Knowing when to ask help

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ready to learn and communication (visual, verbal, ACC) who do you go to for help, how do you ask for help. when do you go for help

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Follow teacher instructions

Always follow classroom routine

Ask for help

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listening and following instructions such as staying together as a group

stick to the mission

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Stay within a sight of familiar adult

Listening and following to instructions

Consistent and simple language

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Walking as a group

Line up with space

Hands and feet to self

Visuals for the destination where you’re heading

Expectation of where the teacher should be positioned in a line or in the group

Stay where the adults can see you-

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Communication expressive and receptive language

Social skills/awareness

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Students will meet expectations and follow instructions based on their most effective form of communication.

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Hands to self

transitioning voice (quiet but not silent) unless too noisy

eyes and bodies are moving forward (not staring into rooms)

How to speak to others including body language, words and volume

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Being respectful with our bodies when walking around ie. walking/noise level is low/body awareness

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Voice chart

Waiting

Not pushing through a door or gate before someone else

Using kind words

Noise levels on different spaces

Personal space

cleaning up after your self

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Students being aware of who is aware of them within their environment

Environmental awareness

Understanding expectations (across staff and students)

Following instructions

Respect for property

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explicit teaching of the expectations and students understanding the expectations

Not interfering with others

Appropriate eye contact (do not stare at others)

Appropriate language and volume

Respecting personal space

Manners make friends

Respecting the environment that you are in

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Kind words

Respect belongings

Inside voice

Follow the rules

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Personal space

Noise Level (outside, inside, loud, quiet)

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Confidence to try different things

Curiosity in different environments

Openness to try new things

Using social stories to prepare students

Using I wonder's

What will it look like

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Courage and resilience - Power to believe

Demonstrate resilience - Start trying and Keep going

Small steps to achieve big dreams

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Aware of my surroundings

Tuning in

Resilience / perseverance

Problem solving

Confidence

Open to new learning

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Start Trying, keep going

Small steps to achieve big dreams

Aim big start small

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To overcome diversity within the community

To be a successful member of community

Know which community members to ask for help

Know where to go to find help

Using social and functional skills

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Brainstorming:

spatial awareness (environment)

self-awareness (self)

social awareness (others)

curious & engaged

communication with others

confidence

Curious to learn about environment, self and others.

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PLC 7

Learning appropriate rules for specific spaces (i.e. sit down and read at a library, shouting at the AFL, road rules on footpaths, where the class is going in school, noise levels in shops, etc.)

Be aware of our surrounding and people (stranger danger!)

Ideas around adding 'resilience/giving it a go' in the 'We will always' 'Learner' section.

Focusing on what you are doing.

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Follow the plan

Follow directions and instructions

Flexibility

High Resilience Response

How would you teach that?

Social stories

First and Then

Individual Schedules

Classroom Schedules

Community Engagement e.g. excursions and incursions

Pre-teaching the expected behaviour

Video modelling

Explicitly teaching the expected behaviours

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Brainstorming:

Being alone

Feeling safe

Safe environment

Trust, trust in others

Consent

Communication

Advocacy

To advocate for themselves

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What it public and what is private?

Identify those safe people and those private spaces

Knowing who and what belongs in their personal space/that space bubble

Consent and what does that look like for every student

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Understanding what 'private self' is and what a 'private space' is

Acknowledge all my emotions (positive and negative)

I am in charge of my own body (it's OK to say no). Understanding that you can give consent and what levels of touch others can have with us

Using appropriate word for body parts and learning not to feel awkwardness when using those words.

What is OK to talk about with other people vs. keeping it private

Where is safe and where is private.

Knowing 5 safe people

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can you trust?

Who you can express to when you are not safe?

Expressing and identifying safe network.

Abliity to communicate

Are you my safe person?

Identifying when they dont feel safe

No Go Tell

When to say, where to go and what to telll

They need to tell when I am not safe. and Communicate Needs - what, who,where and why

Read the situation and communicate

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Safe people

Safe actions

Appropriate behviours

Social awareness

Self awareness

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Safely taking care of myself

I am the boss of my own body

Being aware of boundaries - body, conversation, locations

Self-aware of knowing where you're at and how to appropriately behave

Use circles of support

Respect

Being aware of each other and showing an understanding

Learner -

Circle of relationships/circle of self

Recognise and knowing their safe people

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Understanding who is the trusted person e.g. who to ask help

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Understanding who is the trusted person e.g. who to ask help

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understanding what information to share

Explicitly teach who are the trusted people e.g. members of the family, the staff etc. using photos

Introducing the modified Circles Program

Social stories to teach expected behaviours of specific spaces

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Brainstorming:

recognise what private is

giving others the space to be private

respecting when they want privacy

Understanding privacy of self and others

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Understanding other people's boundaries can be different, and that no is no.

Understanding personal and social boundaries relevant to the setting

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Respecting the environment

Respecting others during a private conversation and knowing when to walk away

Respecting others private things such as their bags, belongings etc

Respecting others right to privacy

Showing respect for other's private and confidential information

Giving others their personal space when they are in a private area/environment

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Personal space

respectful language

how to teach them time efficiency in the private place?

What is the reason going to toilet?r

disposing rubbish proerply

private place- closing the door

Respect for time, equipment and space.

finding a respectful way and location to disclose the information.

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Respect and awareness of other people’s privacy

Respect and awareness of one’s personal privacy

Keeping public places such as bathrooms and other spaces clean and ready to use by other people

Being mindful of the people surrounding them

Showing respect to the staff helping you

Respecting boundaries and choices

Strategies:

Video modelling

Consistent routines by showing the visual schedules

Explicitly teaching what ‘private’ means and parts of the body that are private

Social stories intended for specific students

Explicitly teaching what clean means and how to clean

Explicitly teaching consistent language use e.g. ‘toilet’

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we know the difference between private and public and the activities that are appropriate in each category

Brain dump

we close the door when we are in the toilet

we can identify our safe people and what we can do with our safe people.

we tap into the Personal and Social Learning resources to teach this

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Kind to myself and others

Respecting other's belongings

understanding and sharing what is appropriate and what is not

Sharing what is safe and unsafe information in a respectful space

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Brainstorming: (what are they learning?)

understanding how to be private

having skills to be private

knowing what privacy is

how to create privacy

how to tell people they need privacy

body awareness

what spaces are public or private

Identify what private means in relation to public and private spaces and body awareness.

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Puberty - when to and when not to touch your private routine.

PErsonal routine /personal care routine and being mindful of other routine based on thier culture also.

toileting, bathing, sex, masturbation, getting dressed - appropriate clothing as a learner.

knowing the different stages of public and private- through different stages of growth development for example when younger, its more acceptable to have an adult assist you in toileting routines, but when a teenager or older, knowing you have the right to say 'no' to personal assistance

As a learner there are activities that are public and private and catergorise private activities as either home, schoolcommunity

what do I need to know when I am or in the community

knowing the public and private should be accross settings

beginning to end - social groups, friends

when older - more wider community

learner -Public and private across all environments and stages of their lifespan

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Recognising the difference between public and private and how this may change throughout their lifespan

Who should you share your private information with which can change

What does their private space look like in school, community, home etc

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We are continuously learning the difference between public and private, in various contexts, with familiar and unfamiliar people, across all stages of our life.

Esafe cyber online safety

appropriate language for audience (volume level)

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Learn what is public and what is private to me

behaviours, conversations, belongings, environment - E.G pool, shops, classroom, outside, online

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Knowing when to use private places

Independence

Knowing how to ask to use private places

Learning to use private places

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Communicate student’s boundaries and needs

(The ability to use visuals and be able to request, being able to label my needs and my boundaries)

Being able to respond to the signals and needs of their body e.g. toilet and learning to respond in an appropriate way

Strategies:

Teaching the intero-reception / interpreting their body cues e.g.” I need to toilet.”

Video Modelling

Consistent routines by following the toileting schedules

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Safe: using equipment appropriately

Respectful: personal space, respecting the rules of the game, being inclusive

Learner: social skills, taking turns & sharing, initiate play, skills around compromising, winning & losing gracefully

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When we are playing - PLC 1

safe: using our body appropriately e..g safe hands, standing up for oneself, following the rules

Respectful - taking turns and sharing during play, sportsmanship, using kind words, waiting patiently

Learner - learning how to regulate during and after play, learning how to pay attention to peer’s turn