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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

• Timetabled Respectful Relationships lessons.

• Classroom agreements created at the beginning of the year and revisited at the beginning of each term.

• Enrichment Clubs

• Circle Time

• Restorative Practices

• Buddies Program

• Year 6 Transition Program

• Peer Mediation

• Zones of Regulation (Self emotional regulation)

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Restorative Practice

Restorative Practices:

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. 

 
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Respectful Relationships

What is 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

 
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Zones of Regulation

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.

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Student Voice & Agency

Young people who find their own voice in supportive school environments are more likely to develop confidence, a capacity to act in the world, and a willingness to lead others. By empowering students we enhance student engagement and enrich  participation in the classroom, school and community. We help students to ‘own’ their learning and development by creating a positive climate for learning.

We know our world is changing rapidly. We place an emphasis on capabilities such as critical and creative thinking and problem solving. We also know climate change, new technologies, and world events make our future hard to predict and open to great possibility. Navigating such rapid change requires resilience, adaptability and perseverance.

Our Inquiry approach empowers students to become independent learners and problem solvers. Through our inquiry topics students have the opportunity to exercise voice, choice, develop goals, design their learning opportunities, give feedback and take control of their own learning.

Students have the opportunity to shape their learning environment through the following ways:

  • Developing Essential Learning Agreements with teachers and class mates

  • Taking part in Student Led Conferences

  • Being part of our Student Representative Council

  • Having their say in student surveys and forums

  • Creating learning goals and demonstrating their achievement of these goals.

  • Taking part in whole school community events such as Naidoc Week, Footy Day, Kindness Week and more.

 

Our teachers create safe and inclusive learning environments, built on trust and respect that empowers students to share thoughts, ideas, beliefs and opinions. 

 

Our teachers  listen to and learn from their students and provide consistent opportunities for students to develop a sense of ownership for how and what they learn.