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Positive Education

Madeley Primary School facilitates programs for students to provide them with the tools and skills to help maximise their potential to feel positive, exercise our core values and virtues (COURAGE, RESPECT, PERSISTENCE, TOLERANCE, FRIENDLINESS, RESILIENCE, MANNERS and SELF-MOTIVATION) and to live with purpose. Programs incorporated across the school to develop these values are:

Behaviour Education

Madeley Primary School seeks to assist students in becoming self-motivated, life-long learners who display resilience, courage and treat others with respect at all times. Positive behaviour is important for personal and social success. Behaviour that stems from intrinsic motivation is of greater benefit to an individual. Madeley Primary School will provide all students with the opportunity to learn and model positive behaviour that is intrinsically motivated.

Please refer to the school’s Behaviour Education Policy for more details.

Play Is The Way

The school has adopted the philosophy of the Play is the Way ® (PITW) program. PITW provides a practical methodology for teaching social and emotional learning. “Social and emotional learning is a process for helping children and even adults develop the fundamental skills for life effectiveness. These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. They are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices.” (Play is the Way).  Through PITW the school will develop, improve and embed personal and social capabilities within the lives of students. Elements of the program employed by the school include:

  1. Life Raft Sessions – 5 Concepts to Live your Life By: Every teacher will provide explicit instruction to students on skills that will improve their chances of success in learning and life. Instruction will be organised around the ‘5 Concepts to Live your Life By’ which are:

    1. Treat others as you would like them to treat you

    2. Be brave – participate to progress

    3. Pursue your personal best no matter who you work with

    4. Have reasons for the things you say and do

    5. It takes great strength to be sensible

  2. Values & Virtues: There are six values/virtues that will be promoted across the school. Teachers will provide explicit instruction on what the values/virtues look like, sound like and feel like when demonstrated in a person’s life. The program aims to provide students with an opportunity to demonstrate and practise the values until they become a deeply ingrained habit or action (virtue). The values/virtues include – COURAGE, RESPECT, PERSISTENCE, TOLERANCE, FRIENDLINESS, RESILIENCE, MANNERS and SELF-MOTIVATION.

  3. Personal Goal Setting: The ‘5 Concepts to Live By’ and ‘Values/Virtues’ will form the basis for student goal setting. Teachers will provide explicit instruction about how to code switch (i.e. the expected behaviours) when working in specific environments e.g. whole class, small group, inside, outside. The ‘Are you ready’ and ‘cue to begin’ strategy will be employed to assist students to code switch. Students will participate in goal setting on a regular basis in a developmentally appropriate way. Younger students may set weekly goals either as a whole class or as individuals. Older students may set daily personal or group goals. The teacher’s discretion will determine the goal setting process used in classrooms. The teacher will ask students to restate their goal throughout the day and promote a positive class response when a goal is demonstrated/achieved.

  4. Guided Play: Teachers will conduct a daily games program four times per week for no longer than 15 minutes per session. This games session will also be the daily fitness program for students. Teachers can use either the PITW or Bluearth resources. Teachers will make perceptive observations during games that lead students to a greater awareness of personal and social behaviour. The teacher will employ careful questioning and respectful suggestions when leading game refection sessions.

  5. Empowering Reflective Language (Self-Control Checklist): When responding to student behaviour teachers will provide opportunities for student to accept rather than defend their behaviour and use language that promotes student reflection rather than reaction. A common language ‘Self-Control Checklist’ (SCC) will be used as outlined below:

      • Was that the right thing or wrong thing to do?

      • How has your behaviour affected yourself and others?

      • Did you make a weak decision or a strong decision?

      • Was your thinking or your feelings in charge?

      • Are you going to be your own boss or do you need me to be the boss of you?

      • Are you running away from the problem or dealing with it?

      • Am I trying to hurt you or help you?

  6. Reflection-Repair-Restitution (3R): For minor behaviours teachers will conduct a verbal process using the 3R steps. Teachers will keep their own records of any verbal process. A written process using the 3R steps will be used for more serious behaviours (where there is a negative impact on the safety and wellbeing of others or where the positive culture of the school is damaged e.g. bullying, verbal/physical abuse or harassment of students/staff, wilful offence against property, substance/illegal substance misuse.

Bluearth Program
The Bluearth Foundation is a national not-for-profit organisation whose focus is to increase the levels of physical activity amongst Australians, in particular school aged children. Through consultation with leading experts, the Foundation developed the Bluearth Approach, a holistic approach to physical activity and wellbeing. The Approach utilises movement, motivation and learning to support, encourage, enable and challenge active living. It not only teaches children and adults the enjoyment and fun of being physically active, it also draws on their feelings, reactions and thoughts that resulted from their participation and draws key developmental learning back into classroom settings and into their lives.

Sporting Events/Camps/Incursions/Excursions
Each year the school promotes a wide range of sporting opportunities such as a faction athletics and cross-country carnival. We also offer varied incursions and excursions to the whole school as well as individual classes in accordance with teaching and learning programs.

Various lunch time clubs, games and competitions are also an important part of school life for our students. These activities give the students more opportunities to be engaged in a positive manner during break periods.

Students in Year 6 attend a camp in Term 4 each year. This is a highlight of their time at Madeley Primary School.