If you have a Be aware of Sit correctly on the NO HAT, NO PLAY Do not leave the Be hygienic. Use seat problem, USE THE others and use chairs, ottomans or Participate in school grounds once Wash hands with belts HIGH FIVE walking feet on the floor school approved you have arrived at soap after using correctly Use equipment Stay with your Use equipment games and school the toilet safely responsibly and in class/group at all responsibly and in activities Go immediately to Use walking feet the way in which it times the way in which it No play wrestling the Pick Up Zone in all toilet areas was designed to be was designed to be or fighting with your class and Always go the used. used e.g. scissors Stay in the correct teacher if you are toilet with Stay with your Use walking feet areas of play being collected by another student Included class/group at all Keep hands, feet Respect others’ car times and objects to space during Go straight to OSHC No students to yourself. games if attending walk around the Stay with your NO RUNNING ON NO RUNNING ON school by class/group at all THE CONCRETE THE CONCRETE themselves during times PATHS. PATHS Everyone learning time In addition to our school–wide expectations our affective curriculum is informed by the General Capabilities in the Australian Curriculum. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. They complement the key learning outcomes of the Early Years Learning Framework (COAG 2009) – that children have a strong sense of identity and wellbeing, are connected with and contribute to their world, are confident and involved learners and effective communicators. () Personal and social capability, Ethical understanding and Intercultural understanding focus on ways of being, behaving and learning to live with others while Critical and Creative thinking is fundamental in students becoming successful learners. The ACARA learning continuum for each capability describes the knowledge, skills, behaviours and dispositions that students can reasonably be expected to have developed at particular stages of schooling.
Everyone Included safely If you have a problem, USE THE HIGH FIVE Use equipment responsibly and in the way in which it was designed to be used. Stay with your class/group at all times No students to walk around the school by themselves during learning time Be aware of others and use walking feet Stay with your class/group at all times Sit correctly on the chairs, ottomans or on the floor Use equipment responsibly and in the way in which it was designed to be used e.g. scissors Use walking feet Keep hands, feet and objects to yourself. Stay with your class/group at all times NO HAT, NO PLAY Participate in school approved games and activities No play wrestling or fighting Stay in the correct areas of play Respect others’ space during games NO RUNNING ON THE CONCRETE PATHS. Do not leave the school grounds once you have arrived at school Go immediately to the Pick Up Zone with your class and teacher if you are being collected by car Go straight to OSHC if attending NO RUNNING ON THE CONCRETE PATHS Be hygienic. Wash hands with soap after using the toilet Use walking feet in all toilet areas Always go the toilet with another student Use seat belts correctly In addition to our school–wide expectations our affective curriculum is informed by the General Capabilities in the Australian Curriculum. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. They complement the key learning outcomes of the Early Years Learning Framework (COAG 2009) – that children have a strong sense of identity and wellbeing, are connected with and contribute to their world, are confident and involved learners and effective communicators. () Personal and social capability, Ethical understanding and Intercultural understanding focus on ways of being, behaving and learning to live with others while Critical and Creative thinking is fundamental in students becoming successful learners. The ACARA learning continuum for each capability describes the knowledge, skills, behaviours and dispositions that students can reasonably be expected to have developed at particular stages of schooling.