Ready To Learn
Vision Statement
‘Every Child’s Success is Everyone’s Responsibility’– creating passionate and inspired learners to Year 12 and beyond. At Parap Primary School every student has the opportunity to experience success within a warm and welcoming classroom and school environment that values diversity, inclusion, and participation. Every staff member ensures that students are provided with the support appropriate to their individual academic, social, emotional, physical and sensory needs with the aim for all students to be ‘Ready to Learn’.
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Student wellbeing underpins the culture of teaching and learning at our school with a strong emphasis on personal and social capabilities. The Australian Curriculum is implemented through innovative learning opportunities which empower students to develop critical and creative thinking skills and become real life problem solvers.
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We believe that every child is capable of developing the skills to be successful global citizens when supported through strong school, family and community partnerships.
“Fitting in is about assessing a situation and becoming who you need to be to be accepted. Belonging, on the other hand, doesn't require us to change who we are; it requires us to be who we are.” Brené Brown.
Zones of Regulation
A SOCIAL EMOTIONAL LEARNING FRAMEWORK & PATHWAY TO REGULATION
“The Zones is a systematic, cognitive-behavioral approach used to teach us how to regulate our feelings, energy and sensory needs in order to meet the demands of the situation around us and be successful socially”.
CREATED BY LEAH KUYPERS, M.A. ED, OTR/L
The Zones of Regulation® is a framework and easy-to-use curriculum for teaching students strategies for emotional and sensory self-management. Rooted in cognitive behaviour therapy, The Zones of Regulation approach uses four colours to help student identify how they are feeling in the moment given their emotions and level of alertness as well as guide them to strategies to support regulation. By understanding how to notice their body’s signals, detect triggers, read social context and consider how their behaviour impacts those around them, students learn improved motional control, sensory regulation, self-awareness, and problem solving abilities.
Talk To Your Brain
Talk to your Brain is a program designed by teachers, for teachers, to engage young learners in a journey of self-discovery. Addressing vital topics to enhance the Emotional Intelligence of our small humans to assist them in understanding the value they bring to the world. The program provides daily micro lessons to assist teachers in developing and nurturing a Growth Mindset in children.
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Aligned with the Australian Curriculum Personal and Social Capabilities, Talk to your Brain consists of four modules designed to be easily implemented over four school terms for Preschool to Year 6.
Paired with the “Hello Brain?” children’s picture book, these resources form part of our whole school approach to enabling students to regulate their emotions, develop empathy for others, foster a sense of belonging and inclusion for all, and become self-directed in their learning.
What is Self-Talk?
Our thoughts are our self-talk. The language of our children's self-talk can either support their learning, or make learning almost impossible. Our words have power!
Why do our young people need Emotional Intelligence & Growth Mindset?
Learning, Self-esteem, Anxiety, Friendships, Social interactions, Self-belief and Learning (yes, learning is listed twice - it is that important!) are all massively impacted by our self-talk and our ability to understand and manage our emotions.
At Parap Primary School, we believe that students must have the knowledge, understanding, strategies, skills, tools and language required to navigate their emotions and sensory needs in order for them to be ready to learn.
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For more information, click here.
Berry Street Education Model
The Berry Street Education Model (BSEM) provides strategies for teaching and learning that enables teachers to increase engagement of students with complex, unmet learning needs and to successfully improve all students’ self-regulation, relationships, wellbeing, growth and academic achievement. Our pedagogical strategies incorporate trauma-informed teaching, positive education, and wellbeing practices.
The five domains of the Berry Street Education Model correspond with child-development capacities that each student must grow in order to be ‘ready to learn’. When considering how to best meet the needs of students, we focus on building self-regulatory ability, relational capacity and then nurture wellbeing and willingness to engage in learning.
Body - Increasing students’ capacity for physical and emotional regulation of the stress response, de-escalation and focus.
Relationship - Nurturing on-task learning through relational classroom management strategies.
Stamina - Creating a culture of academic persistence by nurturing resilience, emotional intelligence and a growth mindset.
Engagement - Motivating students with strategies that increase their willingness to learn.
Character - Harnessing a values and character strengths approach for learning and future pathways.
BSEM’s unique approach is informed by the last 25 years of trauma-informed practice, positive psychology, and the science of learning research.
