As well as teaching academic skills, it is part of the core business of schools to promote student resilience, wellbeing and positive social attitudes. One way that schools can achieve this is through the teaching of evidence-based programs that explicitly foster personal and social capabilities. Explicit efforts to provide Social and Emotional Learning (SEL) opportunities is recognised as a key part of this work.
SEL is the process through which children build and effectively apply the knowledge, attitudes and skills necessary to:
At William Ruthven, we use the Department’s Resilience, Rights and Respectful Relationships program to support a whole school approach to social and emotional wellbeing. Please also see: Respectful Relationships: A whole school approach
Social and emotional skills help students develop the resilience to deal with change, challenge and unpredictability. Social and emotional learning is important in the context of data highlighting that Australian young people face a range of stressors and anxieties, and a high incidence of mental health problems. Social and emotional skills are also the foundation of positive relationships, including positive gender relationships, and contribute to social cohesion.The Resilience, Rights and Respectful Relationships program is complemented the Department of Education's Catching On Early: Sexuality education program.
The Resilience, Rights and Respectful Relationships scope and sequence is:
Topic 1: Emotional Literacy
Topic 3: Positive Coping
Topic 5: Stress Management
Topic 7: Gender and Identity
Catching on Early lessons
Topic 2: Personal Strengths
Topic 4: Problem Solving
Topic 6: Help Seeking
Topic 8: Positive Gender Relationships
Catching on Early
Term 4 Catching on Early lessons for each year level are: