Embedded Files
Session 1
Session 1
Learning Intention: We are learning to work together with a partner.
Learning Intention: We are learning to work together with a partner.
Success Criteria: I can use teamwork strategies to balance an object with another person.
Success Criteria: I can use teamwork strategies to balance an object with another person.
MINI LESSON: Explain that the game they are about to play will test their skills of partnership. They will work in pairs to balance a pen with lid/straw/chopstick in between the hands ofthe partners as they move around the room. Place the students in pairs and provide them with the equipment.
INDEPENDENT: Students practise moving around the room balancing their straw/ pencil in between fingers or on palm with their partner.
REFLECTION: Seat the students in a circle and ask:
• How did you help each other to succeed in this game?
(E.g. watched each other, communicated to ask to go
slower or faster)
• What did you do to improve your skills during the game?
• When do you use these same skills in the playground?
The classroom?
Session 2
Session 2
Learning Intention: We are learning to identify ways to be kind to others.
Learning Intention: We are learning to identify ways to be kind to others.
Success Criteria:
Success Criteria:
- I know what kindness means.
- I have a drawn a picture of kindness.
MINI: Ask students to think about the different friendship acts
they saw in the previous role play. Invite them to close
their eyes and remember a time when they were friendly
to another child or to someone in their family. (If they
can’t remember one, they can use their imagination
to help them think of one that they can do very soon.)
Ask them to open their eyes and share their memory
(or intention) with a person next to them. Ask some
students to share their partner’s memories with the class.
INDEPENDENT: Once the sharing is done, ask students to choose a
friendship act they have done and to draw a picture of it.
Assist students to make a caption or short story to go with
their picture.
3 Assist students to make a caption or short story to go
with their picture. Share these pictures and stories in
circle time.
REFLECTION:Arrange a ‘gallery walk’. The students form two parallel
lines, facing each other, holding their picture. Walk along
the gallery and point to a picture, and ask the person
holding that picture to explain it. Choose several pictures.
Proud-Cloud-Display-Pack-Proud-Cloud-Template_ver_2.pdfSession 3
Session 3
Learning Intention: We are learning to understand what proud means.
Learning Intention: We are learning to understand what proud means.
Success Criteria:
Success Criteria:
- I can write 4 things I am proud of about myself.
MINI LESS: Introduce the emotion of feeling proud. Ask students what makes you feel proud? If able to access Wellbeing book relating to this.
Jordi’s father asked her what happened at school that day. She told him that she had done something that made her feel very proud...What do you think she did?
INDEPENDENT: Students complete the “I am proud” sheet and write what they’re proud of.
Session 4
Session 4
Learning Intention: We are learning to identify our strengths.
Learning Intention: We are learning to identify our strengths.
Success Criteria:
Success Criteria:
- I can explain one of my own strengths
- I can work in a team.
MINI: Introduce the students to the Strengths cards, reading the
words, interpreting the pictures, and asking for examples
of the way someone can show this strength in class, in the
playground, or at home.
Explain that their task will be to show what one of the
strengths looks like in a small role play. Use a trio of
volunteers to create a demonstration example.
INDEPENDENT: Arrange for students to work in trios, and allocate the
strengths cards, giving each group one of the locations
– class, playground or home – as the setting in which
to show their strength in action. Arrange for the groups
to show their role plays and have the class guess the
strengths. (Take photographs of each of the role plays
to preserve the work.) After guessing, invite the players
to explain their choices.
Students to draw a picture of themselves with their strengths.
REFLECTION: Build a strengths display from the pictures and
photographs.
Session 5
Session 5
Learning Intention: We are learning how to show respect and what it means.
Learning Intention: We are learning how to show respect and what it means.
Success Criteria:
Success Criteria:
- I can show respect to my teacher.
- I can follow and listen to instructions.
MINI: Begin with a Circle Time discussion using the prompt ‘Why do we listen to instructions?’
INDEPENDENT: Play follow direction type games such as Simon Says, Treasure Hunts, Chinese Whispers.
After playing a game, have a discussion about the importance of listening to messages and information and how the games relate to listening to classroom instructions.
Watch the role plays and discuss the content and themes with the class.
Discuss the success of the lesson, who achieved more, how did it feel to.
REFLECTION: Children to complete an exit slip as they leave the room. Exit Slip prompts :
What was important?
What will you do next time?
What can we (teachers and parents) do to help you?
feel-good-chatterboxes-chatterbox-template.pdfSession 6
Session 6
Learning Intention: We are learning to be kind for Bully No Way Day!
Learning Intention: We are learning to be kind for Bully No Way Day!
Success Criteria: I can show kindness.
Success Criteria: I can show kindness.
Explain to students about Bully No Way Day! Briefly touch on Bullying that it is repetitive behaviour not a once off. This year the focus for Bully No Way Day! is about being kind to others.
Show Kid President video
Unpack what the word kindness means. create a brainstorm on the board. How can we be kind to those around us.
What is kind vs unkind?
Complete kindness activity of creating a kindness chatterbox. Students in their chatterbox write some acts of kindness, e.g give a hug, give a compliment push someone's chair in, say good job etc. (Watch video on how to make if needed).
EXTRA: When needed can do yoga, mindfulness colouring etc for wellbeing.
Paper-People-Sheet_ver_1.pdfSession 7
Session 7
Learning Intention: We are learning to understand what diversity means for Harmony Day.
Learning Intention: We are learning to understand what diversity means for Harmony Day.
Success Criteria: I can explain how I am different.
Success Criteria: I can explain how I am different.
Listen to the video about Harmony Day then watch I'm Australian too. Unpack what it is and what happened in the story. What does it mean to be diverse/different?
Independent: Student complete and decorate the Paper People Chain. Put up as a display.
Reflection: Students share what makes them difference and overall what makes them the same!
Session 8
Session 8
Learning Intention: We are learning to do a self portrait.
Learning Intention: We are learning to do a self portrait.
Success Criteria:
Success Criteria:
- I can create a self portrait unique to me.
Mini: Introduce/model- students to create a self portrait using coloured paper, pipe cleaners ect..
Independent: Students to create a self-portrait of themselves using, paper, pipe cleaners and other materials.
Reflection: Gallery walk of portraits
Session 9
Session 9
Learning Intention: We are learning to say what our personal strengths are.
Learning Intention: We are learning to say what our personal strengths are.
Success Criteria:
Success Criteria:
- I can list 4 personal strengths of mine.
Mini: Student watch the read aloud clip ‘I am Perfectly Designed’.
Teacher unpacks that students will come up with 4 strengths. As a class create a list of strengths.
Independent: Students to identify 4 personal strengths and use 4 small slips of paper to write their strength on to add to their self portraits.
Reflection: Display portraits in classroom.
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