Year 1

Year 1 learn about the Zones of Regulation

We are excited to share that our Year 1 students have begun exploring the Zones of Regulation program with the support of Ibu Alexis, our Learning Diversity Coordinator.

The Zones of Regulation provides children with a simple and meaningful way to recognize, understand, and talk about their emotions and levels of energy. Rather than labeling emotions as “good” or “bad,” students learn that all feelings are okay and that we can develop strategies to help us manage how we feel and respond to different situations.

Through age-appropriate discussions, games, and engaging activities, our students have been introduced to the four Zones:

🔵 Blue Zone: The Blue Zone is for feelings when we might be sad, tired, sick, or bored. When students are in the Blue Zone, they may feel low energy or need to rest and recharge.

🟢 Green Zone: The Green Zone is when we feel calm, happy, focused, and ready to learn. This is the ideal zone for school and social activities where students can participate and engage positively.

🟡 Yellow Zone: The Yellow Zone is a warning zone where we feel anxious, frustrated, excited, or a little overwhelmed. Students might feel restless, on edge, or uneasy, but still have some control over their actions. It’s a great time to use strategies to calm down and regain control.

🔴 Red Zone: The Red Zone is for strong emotions like anger, fear, or feeling out of control. When in the Red Zone, students might need help from an adult to calm down safely and regain their composure.

Our Year 1 students are already beginning to put this learning into practice through a daily Zones feelings check-in. This simple routine gives children an opportunity to pause, notice how they are feeling, identify their Zone, and consider what might help them throughout the day.

As students become more familiar with the Zones, they are developing an important emotional vocabulary and learning that they have choices about how they respond to challenging situations. These skills support not only their well-being and self-awareness, but also their ability to build positive relationships, solve problems, and engage successfully in learning.

We look forward to continuing this journey with our Year 1 students as they become increasingly confident in recognizing their emotions, understanding their needs, and choosing strategies that help them feel ready, regulated, and connected.

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Year 1 recently brought our school community to life through the GJS Living Museum, an engaging, inquiry-based learning experience that encouraged students to discover and appreciate the many people who help our school thrive each day.

Throughout this hands-on experience, students explored the diverse roles and responsibilities of members of our school community. From teachers and administrators to cafeteria staff, librarians, gardeners, and other members of our support teams, students interviewed real members of the GJS community to discover how each person contributes to creating a safe, caring, and successful learning environment.

The Living Museum provided students with opportunities to develop a range of important IB Learner Profile attributes and Approaches to Learning (ATL) skills:

As Inquirers, students generated thoughtful questions and gathered information through interviews.

As Communicators, they practiced speaking confidently with adults and sharing their learning with others.

They also demonstrated Open-Mindedness, Caring, and Respect as they listened to different perspectives and developed a deeper appreciation for the work of others.

Through the experience, students strengthened their research, communication, social, and thinking skills. They learned how to gather information from primary sources, identify key details, and use what they discovered to accurately represent the roles of their chosen school community members.

The Living Museum also had a meaningful impact beyond the classroom. It created opportunities for students and staff from across the school to connect, strengthening relationships and building a greater sense of community. By shining a light on the many different roles within GJS, the activity reminded us that every person plays an important part in making our school a safe, welcoming, and successful place to learn.

Most importantly, the Living Museum gave our Year 1 students the opportunity to move beyond simply learning about their community to actively engaging with it. Through curiosity, conversation, and collaboration, they developed a deeper understanding of how we all work together and celebrated the people who make GJS such a special community

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