Breathe

Listen

Being mindful

·     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)

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

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

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.

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.

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.

having a go/willingness to try

social skills such as turn taking, waiting

Engine program (fast or slow)

Personal vs public

Voice volumes

Brave to ask questions

Who to ask for help?

Staying together

Walking feet

Working to the best of my ability

Keeping listening ears on

Knowing when to ask help

Always follow classroom routine

Ask for help

stick to the mission

Listening and following to instructions

Consistent and simple language

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-

Social skills/awareness

staying in a line of sight of familiar adults

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

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

Environmental awareness

Understanding expectations (across staff and students)

Following instructions

Respect for property

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

Respect belongings

Inside voice

Follow the rules

Noise Level (outside, inside, loud, quiet)

Curiosity in different environments

Openness to try new things

Using social stories to prepare students

Using I wonder's

What will it look like

Courage and resilience - Power to believe

Demonstrate resilience - Start trying and Keep going

Small steps to achieve big dreams

Tuning in

Resilience / perseverance

Problem solving

Confidence

Open to new learning

Small steps to achieve big dreams

Aim big start small

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

• spatial awareness (environment)

• self-awareness (self)

• social awareness (others)

• curious & engaged

• communication with others

• confidence

Curious to learn about environment, self and others.

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.

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

• Being alone

• Feeling safe

• Safe environment

• Trust, trust in others

• Consent

• Communication

• Advocacy

To advocate for themselves

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

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

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

Safe actions

Appropriate behviours

Social awareness

Self awareness

Respect

• Being aware of each other and showing an understanding

Learner -

• Circle of relationships/circle of self

• Recognise and knowing their safe people

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

• recognise what private is

• giving others the space to be private

• respecting when they want privacy

Understanding privacy of self and others

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

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.

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’

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

• 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.

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

Who should you share your private information with which can change

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

Esafe cyber online safety

appropriate language for audience (volume level)

Independence

Knowing how to ask to use private places

Learning to use private places

(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

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

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