Respectful Relationships

Respectful Relationships (RR) is a whole school Department of Education and Training program which supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence. RR incorporates 8 topics with clear links to the Personal and Social Capabilities and Health curriculums. These topics include; Emotional Literacy, Personal Strengths, Positive Coping, Problem Solving, Help Seeking, Gender and Identity and Positive Gender Relationships.

Zones of Regulation

The Zones of Regulation is a curriculum designed to foster self-regulation and emotional intelligence. Self-regulation is the ability to adjust your levels of alertness/ emotions AND direct how your emotions are revealed behaviourally in a socially adaptive way in order to achieve goals.
The Zones of Regulation program groups all emotions and levels of alertness into four colours:

• BLUE: low state of alertness such as when one feels sad, tired, sick or bored.
• GREEN: optimal state of alertness such as when one feels happy, calm and focused
• YELLOW: heightened state of alertness such as when a person feels frustrated, anxious, excited or silly.
• RED: extremely heightened state of alertness such as when someone is feeling anger, terror, panic or elation

Incorporating the Zones of regulation program within the classroom helps students to: learn new emotions and understand facial expressions, identify and express their own emotions, identify their triggers, identify tools for managing each zone.

SWPBIS

'At BSS we strive to build an inclusive learning environment that supports all students to be their best. We use the SWPBIS framework to teach appropriate behaviours across environments and we encourage all members of our community to embody our values of safety, respect and responsibility'. - BSS SWPBIS purpose statement.
School Wide Positive Behaviour Interventions and Supports (SWPBIS) is an evidence based framework that aims to improve whole school safety and promote positive behaviour. This is achieved through the recognition of positive student behaviour and the introduction of group and individual interventions for students on a referral basis. With clear links to the Personal and Social Capabilities Curriculum, we aim to teach students behavioural and social expectations in the same way we teach academics. This is supported and scaffolded around our school values of Safety, Respect and Responsibility.

Flexible Learning Options (FLO)

FLOs are generally characterised by highly individualised learning structures and plans coupled with a strong focus on providing holistic support for a young person’s engagement and wellbeing.

Students engaging in a FLO may have modified curriculum expectations, with specific, individualised Personal and Social Capabilities Curriculum goals incorporated into their IEP. Eligibility for a FLO is based on risk of student disengagement from the school or the typical classroom environment.