Campbell Primary School
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25 Chauvel Street
Campbell ACT 2612
Subscribe: https://campbellps.schoolzineplus.com/subscribe

Email: campbellps@ed.act.edu.au
Phone: 02 6142 3580

Positive Behaviour for Learning

Hi Campbell PS Families!

Last newsletter I told you about PBL and why we are using it here at Campbell Primary School.

This week I am going to break it down and tell you about how we go about promoting our vision for each member of our school community to be a Safe Respectful Learner. 

It all starts with our mascot Stanley the Stag. This is him. 

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He represents what we are trying to achieve. I’m sure many of you have seen big blue posters around our school. Well he is all over them! You may have even seen his cut out in the front office. He loves hanging out with the lovely Dani in the front office!  

On each poster, Stanley outlines what we need to do to ensure we are Safe Respectful Learners. All of our classroom teachers have taken their class on a tour of the school to ensure they are made aware of the different posters which outline the different expectations in different settings. 

Classes were asked to mark off a checklist in the front office so it was clear everyone was aware of how to be a Safe Respectful Learner throughout our school. 

The use of these posters and completing the checklist, is a sure-fire way to ensure all our teachers and students are on the same page. They are using the same language and demonstrating the same expectations throughout our school. There is no room for confusion as it is the same message for all. 

Now I know that our students and staff will try their absolute best to be a Safe Respectful Learner all of the time. But what happens when we are having trouble doing that? It is bound to happen; no one is perfect. 

Well that's where our STEPS process comes in.

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Each classroom teacher and specialist teacher has broken these steps down for their students. This consistency is to once again ensure we are all on the same page. We don’t want our students to be confused by mixed messages.

Now it is natural we may have some students who require further support to better meet their needs.  Modifications will be made for them specifically and detailed in personal behavioural learning plans. These plans will be discussed with parents before put in place. But no matter the adjustments, the same language and expectations will be used. 

We have also created supporting documents for relief teachers, so they too can remain consistent with the Positive Behaviour for Learning expectations. 

So this is how we have a clear and shared vision for our students, school and community. Including a clear and consistent approach to getting students back on track.

But what do we do to acknowledge positive choices?

Tune in next newsletter to find out more.

Or better yet, ask your child/ren about Stags and what happens with them.

Social Emotional Learning as part of our PBL

Week 3 saw the start of our Social Emotional Learning program kick off at Campbell Primary School.

The first topic we are exploring is Emotional Literacy. Emotional literacy can be defined as the ability to understand ourselves and other people. It includes the ability to understand, express and manage our own emotions, build empathy, and to respond appropriately to the emotions of others. Building a large vocabulary for emotions helps to increase emotional literacy and build self-awareness and empathy for others.

Evidence Base

Research shows that students who participate in rigorously designed and well taught social and emotional learning programs demonstrate more positive social behaviour, are less likely to engage in risky and disruptive behaviour, and show improved academic outcomes.

Collaborative learning activities help students to build their social skills. Building a large vocabulary for emotions helps to increase emotional literacy and build self-awareness and empathy for others.

Through the next few weeks, each activity aims to assist students to:

Kindergarten

  • Recognise and identify their own emotions
  • Describe situations that may evoke these emotions.

Year 1 & 2

  • Recognise and identify their own emotions
  • Describe situations that may evoke these emotions
  • Compare their emotional responses with those of their peers.

Year 3 & 4

  • Describe the influence that people, situations and events have on their emotions
  • Investigate how emotional responses vary in depth and strength
  • Understand how to interact positively with others in different situations
  • Examine how success, challenge and failure strengthen personal identities.

Year 5 & 6

  • Explain how emotional responses influence behaviour
  • Explain the influence of emotions on behaviour, learning and relationships
  • Analyse factors that influence their ability to regulate emotions.

Next Newsletter I will discuss some of the activities we have been doing in class and give some ideas of how you can support this at home.