St. Kilian's Mindful Moment - T3W6

T3W6 - Instruction

Following instructions is a part of everyday life. It is the child’s ability to act on requests by others. Following instructions requires the child to attend to detail in spoken language, to sequence the information in the appropriate steps and to seek clarification if they have trouble remembering or recalling the information.

Acknowledgement of Country

We say an Acknowledgement of Country to show respect to the Aboriginal and Torres Strait Islander peoples—the First Peoples of Australia.

Before our school, houses, or roads were built, Aboriginal and Torres Strait Islander people cared for this land for a very long time.

It’s a way of remembering that we all share the land and that we want to take care of it and each other.

We would like to acknowledge the Jaara people, the traditional custodians of the land on which we are meeting today, we acknowledge ancestors and elders past, present and emerging and commit ourselves to work actively for reconciliation and justice.

All: May we all stand tall, stand firm, grounded in truth, together as one.

Choose your own...

We would like to acknowledge the Traditional Custodians of the land we are on today, the Dja Dja Wurrung people.

We pay our respects to their Elders past, present, and future.

We thank them for ______________________________________.

Today, we promise to ____________________________________.

We are grateful to walk, learn, and play on this ______________________ land.

Here are some examples you might use:

Thanking them for: sharing their knowledge, caring for Country, welcoming us

Promise to: care for the land, learn about culture, treat nature with respect, invite all with open arms, help others who come to this country/land

Describe the land as: special, sacred, strong, beautiful, ancient, peaceful, friendly, open

Junior Acknowledgement of Country

Here is the Land, here is the Sky, here are my friends, and here am I.

We play today on traditional Land, Our First Nation people, we walk hand in hand.

We’d like to say thank you for letting us share the Land that you love. We promise to take care.

Prayer

We pray to talk to God. Just like we speak with our family or friends, prayer is our way of staying connected to God. We might pray to say thank you, to ask for help, to say sorry, or simply to spend time with Him.

Centering

A quiet moment to pause, breathe, and bring our hearts and minds into God’s presence, preparing ourselves to pray with focus, gratitude, and openness.

Take a moment to settle into stillness. Gently close your eyes.

Take a deep breath in… and slowly breathe out.

Again, breathe in deeply, filling your lungs… and exhale, releasing any tension.

As you breathe, imagine God’s love surrounding you—warm, steady, and constant.

Breathe in His peace… and breathe out any worries.
Breathe in His presence… and breathe out distractions.
Breathe in His love… and let go of anything weighing you down.

With each breath, feel yourself resting in His care, knowing you are held, known, and deeply loved.

Now, take one more deep breath in… and as you exhale, gently open your eyes, bringing this peace with you into the rest of your day.

Reflection

A quiet moment to pause, listen, and open our hearts to God, allowing His presence to guide our thoughts, deepen our faith, and inspire us to live with love and kindness.

What does the Bible say about treating others?

The Bible teaches us to treat others with kindness, respect, and compassion. Jesus said, “Love one another as I have loved you” (John 13:34) and “Do to others as you would have them do to you” (Luke 6:31). These powerful messages remind us that bullying has no place in our words or actions.

God created each person with value and dignity. When we bully, exclude, or hurt others, we go against God’s command to love our neighbour and to care for the vulnerable. The Bible calls us to stand up for those in need, speak with kindness, and choose courage over cruelty.

Let’s be people who treat others the way we want to be treated—lifting others up, not tearing them down.

John's Letter About Love

1 John 3:16-20

This scripture reminds us that real love is shown through actions, not just words.

It says that just like Jesus gave His life for us, we should be willing to help others when they need us.

If we see someone in need but do nothing to help, we aren’t truly showing God’s love.

God wants us to have hearts that are kind, honest, and full of love—not just when it's easy, but always.

How can I show love through my actions, not just my words?
- (e.g., by helping a friend, listening to a teacher, sharing with others)
Have I ever seen someone who needed help but wasn’t sure what to do? What might Jesus want me to do in that moment?
How do I know when I’m doing the right thing, even if it’s hard?
What’s one small act of love I can do today to make someone else feel seen and cared for?

Give into Giving:

What are some things the people in the video gave to others? How did these gifts make the other people feel?
Why do you think the people decided to give things away instead of keeping them for themselves?
How did the people who gave things feel after they helped others? Why do you think they felt that way?
What are some ways you can give to others, even if you don't have money or things to give away?
Can you think of a time when someone was generous to you? How did it make you feel, and what did you do afterward?

The Greatest Commandment

John 15:11-13

11 "I have said these things to you so that my joy may be in you, and that your joy may be complete.

12 This is my commandment, that you love one another as I have loved you.

13 No one has greater love than this, to lay down one’s life for one’s friends."

Jesus asks us to love one another—and one way we do that is by listening to the people who care for us. When we follow instructions from our teachers, parents, and leaders, we show respect, kindness, and trust. It helps everyone feel safe and valued.

Jesus asks us to love one another—how can following instructions be a way of showing love at school?
- - (e.g., keeping others safe, respecting teachers, helping our class run smoothly)
When have I followed instructions even when I didn’t feel like it—but knew it was the right thing to do?
Jesus gave His life for His friends—how can I give my time or effort to help others today?
- (e.g., listening the first time, helping a friend, not going where I shouldn’t)
How does following the rules or listening to my teacher help bring joy to others and myself?
- (Think about how it helps us feel safe, included, or trusted)
What does it mean to love “as Jesus loved us”? How can I show that love through my choices each day?

These People's Generosity Will Give You All the Feels:

What are some of the ways people in the video showed kindness and generosity to others?
How did the people receiving help feel, and how can you tell?
Why is it important to help others, even if you don’t know them very well?
What do you think would happen if everyone showed kindness like the people in the video?
Can you think of something small you can do today to help someone or make them feel happy?

Offering

A moment to open our hearts to God, whether in asking for guidance, strength, and help or in giving thanks for His blessings, love, and presence in our lives.

Thanksgiving prompts

Thank You, God, for giving me…
Thank You, God, for helping me…
Thank You, God, for the people who…
Thank You, God, for the beauty of…
Thank You, God, for the lessons I learn when…
Thank You, God, for always…
Thank You, God, for the moments when…
Thank You, God, for the strength to…
Thank You, God, for Your love that…
Thank You, God, for the joy of…

Asking prompts

Please, God, help me to…
Please, God, give me the courage to…
Please, God, guide me when…
Please, God, help me to be more…
Please, God, show me how to…
Please, God, help me to forgive…
Please, God, remind me to…
Please, God, be with me when…
Please, God, give me the wisdom to…
Please, God, teach me to…

Regular prayers

God, please watch over and heal those who are sick, especially…
I am thankful for the love and support of my family and friends, especially…
Lord, help those who are feeling lonely or sad to know they are loved, including…
God, please give strength and courage to people who are facing difficult times, such as…
Thank you for the beauty of creation and the many blessings in my life, like…

Prayer

Hail Mary

Hail Mary,

Full of Grace,

The Lord is with thee.

Blessed art thou among women,

and blessed is the fruit

of thy womb, Jesus.

Holy Mary,

Mother of God,

pray for us sinners now,

and at the hour of our death.

Amen.

A Prayer for the Environment

Dear God,

Thank You for giving me gifts I can use to help others.

Teach me to be a kind and brave leader—

to listen well, to include others, and to do what is right.

Help me to lead like Jesus, with love and care.

Amen.

The Aboriginal Our Father

The Aboriginal Our Father is a version of the traditional Christian Lord’s Prayer expressed through the language, imagery, and spirituality of Aboriginal culture.

The Aboriginal Our Father reminds us that:

God is close – like the land we walk on and the sky above us.
Forgiveness and peace are part of walking together.
We are called to live in respect, balance, and care for one another and the earth.

St. Kilian's School Prayer

Father,

We believe that St Kilian’s School is a great place to learn and have fun.

We trust our school community will continue to welcome new members and will always help

and care for each other.

We thank you for the love and respect of our families, teachers and friends.

With Jesus as our model, may we grow to be the best people we can.

Amen.

PBIS

PBIS Focus - 'Moving Safely'

This week, our Positive Behaviour Blitz at school is all about “Moving Safely.” We are learning the importance of being respectful, responsible, and safe in how we move in our school, inside and outside.

Moving safely means using our bodies, voices, and choices to make sure everyone stays happy, calm, and free from harm when we are walking to a new place — whether that’s inside the classroom, to another learning space, or out in the yard.

One of our most important safety rules is: No running in the junior area.
This includes the spaces outside the Paderborn buildings and near the junior playground. Walking in these areas keeps everyone safe, prevents trips and falls, and makes sure younger students feel comfortable and confident when moving around.

When we move safely, we are showing our school values:

Respectful – We give others space, move quietly, and don’t disturb learning or play.
Responsible – We follow the teacher’s directions, stay with our group, and look after our own safety and the safety of others.
Safe – We walk in the right areas (especially the junior area), keep our hands and feet to ourselves, and move in a way that prevents accidents.

When everyone moves safely, we can enjoy our learning and play without anyone getting hurt.

SKPS Student Movement (Inside the Classroom).pdf

Student Movement (Inside)

This routine is used anytime students need to move around within the classroom (e.g., from mat to table, or into groups).

It keeps the classroom calm and safe, helps everyone know what to do, and stops confusion or rushing.

Movement Inside the Classroom (Short Version)

Ready in Five
Listen for when, what, and who will move
Move silently and safely when told
Stay focused and listen for the next instruction

SKPS Student Movement (Outside the Classroom).pdf

Student Movement (Outside)

This routine is for times when students move out of the classroom (e.g., to specialists, Mass, assembly).

It shows respect to others, keeps everyone together and safe, and helps the class arrive at places calmly and on time.

Movement Outside the Classroom (Short Version)

Ready in Five
Line up in two quiet lines
Stay with the person in front of you
Walk quietly and respectfully
Stop when asked and listen carefully

Reflection Questions

Respectful:

How can we show respect to others while moving inside or outside the classroom?
What does respectful movement look and sound like?
How does being respectful help everyone focus and feel calm during transitions?

Responsible:

What is your responsibility when you hear “Ready in Five”?
How can you make sure you are following the teacher’s instructions during movement time?
What should you do if you notice a friend is not sure where to go or what to do?

Safe:

How can we keep ourselves and others safe when we move as a class?
What could happen if we don’t follow the movement routine properly?
How can you use your body and space to make sure everyone stays safe?

St. Kilian's Routines

SKPS Using Mini Whiteboards.pdf

Using Mini Whiteboards

This routine teaches students how to use their mini whiteboards properly during lessons.

It helps everyone stay focused, answer quickly without shouting, and gives the teacher a fast way to see what everyone understands.

SKPS Ready in Five.docx

Ready in Five

‘Ready in Five’ is a consistent teacher prompt used to gain students' full attention before giving instructions or starting a lesson.

The teacher stands in a central position, counts down from five while scanning the room, and waits for 100% of students to respond and make eye contact. It teaches students to stop, look, and listen, creating a calm and focused transition into learning.

SKPS Classroom Entry.docx

Classroom Entry

The Classroom Entry Routine sets clear expectations for how students enter the room after breaks or transitions.

Students line up in pairs, enter quietly, stand or sit in their spot, and wait with eyes on the teacher before being greeted and seated. It promotes calm, safe, and respectful beginnings to lessons, helping students settle quickly for learning.

SKPS Clasroom Exit.docx

Classroom Exit

The Classroom Exit Routine guides students in leaving the room calmly and respectfully at the end of a lesson or day.

Students pack up quietly, stand behind their desks, respond to the teacher's farewell, and are dismissed row by row. It ensures a smooth and safe transition, reinforcing gratitude, order, and readiness for what comes next.

Following Instructions

What is following directions?

Following instructions is an important ability to practice in everyday life. In a school, following instructions can influence learning and correctly executing skills.

Reflection Questions for after activities

After playing one of the games below during Circle Time, use some or all of these questions to reflect on following instruction during the game and how it relates to following instruction during class time.

Why is it important to follow directions?
What does following directions look like?
What happens if I didn't follow the instructions?
What happens if our class doesn't follow directions?
How can following instruction in this game relate to following instruction during class time?
Where else may I need to use these skills?

Ordering Objects

Materials: Red, Blue, Yellow and Green Crayon

Line up the crayons on the table in front of the student.

Ask them to manipulate the crayons based on your directions.

For one step directions, say simple things like “Move the blue crayon.” “Touch the red crayon.” or ask them to make shapes such as “Make a T using the crayons.”

For two step directions, you might say “Move the green crayon to the front.” “Move the yellow crayon to second place.” “Move the crayon in first place to third place.”

You can get as advanced as you want, saying things like “Move the green crayon to third place and the last crayon to first place.”

Mother, May I?

Here is a game to teach your students how to follow directions and how to ask for permission. Stand at one end of the room and your kids at the other. They take turns asking you questions, such as, “Mother, may I take two leap from jumps?” or “Mother, may I take two giant steps?”

For instance, if your child says, “Mother, may I take three bunny hops toward you?” you can respond with, “No, but you can take 2 bunny hops toward me.” If your child fails to listen, then he can take a few steps back instead. This will help your children learn to ask questions and actually listen to the responses. Whoever reaches your end of the room first, wins.

Instruction Chain

Hand out one 'Instruction Icon' (below) per student. (If doing less, they need to stay in order or it won't work e.g., run in place must be first, spin around must be second, etc.)

The chain doesn't work if people aren't following the instructions.

LEADER BEGINS: Run in place.

After someone runs in place, stand up and jump three times.

After someone jumps three times, stand up and spin around twice.

After someone spins around twice, stand up and stomp your feet.

After someone stomps their feet, stand up and shout your name.

After someone shouts their name, stand up and flap like a chicken.

After someone flaps like a chicken, stand up and bark like a dog.

After someone barks like a dog, stand up and whip your hair back and forth.

After someone whips their hair back and forth, stand up and clap your hands.

After someone claps their hands, stand up and take a bow.

After someone takes a bow, stand up and say “THE END!”

Kid-E-Cats | Following Instructions

They brought new beds, which Dad went to assemble, and the model kit, a pirate ship, which the kittens sealed with.

But, by a coincidence, they lost the instruction! And when they asked Dad to help, it turned out that he also couldn’t compile the beds ...

Following Directions | Brain Games

Host Jason Silva tests our ability to remember despite lots of distractions.

t-s-2547196-listen-and-colour-three-key-words-activity-sheet-english_ver_3.pdf

Listen and Colour 3 Key Words Worksheet

You will need to print this.
Children have to listen to instructions and colour in the corresponding parts of the picture.

au-l-2550104-alien-listen-and-draw_ver_2.pdf

Alien Listen and Draw

Students need to harness their creativity to draw an alien before describing it verbally to others to draw themselves.

Child Safeguarding

At our school, every student has the right to feel safe, respected, included, and supported. You should always be treated fairly and listened to, and if something doesn’t feel right—whether it’s bullying, feeling unsafe, or being worried—you can and should speak up to a trusted adult, because it’s your right. We all share the responsibility to make school a safe place by being kind, respectful, honest, and following school rules. Child Safety Officers and teachers are here to listen and help, and together we can make sure school is a place where everyone belongs and can learn and grow.

1. Your Rights Poster

Every student has the right to feel safe, accepted, valued, heard, and supported.
You can talk to a trusted person if you’re being bullied, feel scared, worried, or sad.
The school has Child Safeguarding Officers trained to listen and help.
The whole community works together to keep children safe and ensure their voices are heard.

2. Speak Up Poster (CCYP)

The Child Safe Standards were created to make sure children are protected in schools, sports clubs, and other organisations.
Adults must be carefully chosen, listen to what makes you feel safe, and act if something is wrong.
You have the right to be safe everywhere—and if you ever don’t feel safe, you can and should tell an adult, and they must help you.

3. Child-Friendly Code of Conduct Poster

You have the right to be safe, respected, treated fairly, and included at school.
You also have responsibilities: be kind, follow rules, be honest, include others, and help make school safe for everyone.
Bullying, harassment, and ignoring teachers’ directions are not okay.
If you feel unsafe, talk to a trusted adult (teacher, parent, carer, or Child Safety Officer).
Consequences happen if rules are broken, but the aim is to make school safe for all.

About Safety and Rights

What does it mean to feel safe at school? Can you share a time you felt safe?
Why do you think it’s important that everyone has the right to be heard and believed?
Who are the trusted adults you could talk to if something didn’t feel right?

About Responsibilities

How can students help make school a kind and respectful place?
What’s one small action you could take to include someone who feels left out?
Why do rules exist, and how do they keep us safe?

About Speaking Up

Sometimes it’s hard to tell an adult if you’re worried. What might make it easier?
Why do you think the posters say “Speak up—it’s your right”?
How can we support each other if a friend is scared to speak up?

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