End of week 10 and heading towards the end of term. Things continue to feel very different this year with no Fun, Food and Carols, morning tea celebrations look different and other key events being modified to meet current restrictions. However it is still a beautiful time of the year! A time of mixed emotions and change. People are moving on to other ventures and starting to think about the new year. I always like to think of change as an opportunity, a way of embracing something new, learning something different and an exciting time of unknown things to come.
It is a time of celebration and one where many memories are re-lived. The Y6 group are busy preparing for their graduation and talking about their memories of Parkhill, and sharing their excitement as well as their thoughts about next year.
It was just wonderful to see our incoming Foundation students in school this week during move up day.
PARKHILL AWARDS ASSEMBLY:
This year our awards assembly will look a little different. After careful consideration, discussion and consultation with the students in our upper school we have made a few changes. This year we will be awarding the following awards through the school:
Academic Endeavour - one recipient per year level
Academic Excellence - one recipient per year level
LOTE - one recipient from the lower school (F-3) and one recipient from the upper school (4-6)
Visual Arts - one recipient from the lower school (F-3) and one recipient from the upper school (4-6)
Performing Arts - one recipient from the lower school (F-3) and one recipient from the upper school (4-6)
Physical Education - one recipient from the lower school (F-3) and one recipient from the upper school (4-6)
Scientist of the Year - one recipient from the lower school (F-3) and one recipient from the upper school (4-6)
Citizenship Award - Y6 recipients
Young Writers - award recipients
There will also be an honourable mention to our 2020 School Captains.
Note: The awards assembly will be recorded and a link will be sent to recipient families to enjoy.
SOCIAL EMOTIONAL LEARNING:
Emotional literacy (often referred to as emotional intelligence) is our ability to recognise, understand and appropriately express our emotions. It is also the ability to recognise the emotions of others and to respond to them appropriately. Emotional literacy is a key component of both self-awareness and social awareness.
Emotional literacy is a key skill which underpins:
Self-awareness – Being able to identify and recognise your emotions
Self-management – Being able to exert self-control and manage stress and challenge
Social awareness – Being aware of others’ needs and having empathy for others
Relationship skills – Being able to communicate and relate well with others
Responsible decision-making – Being able to problem-solve and accept responsibility
How do we teach emotional literacy?
The Building Resilience Social and Emotional Learning (SEL) lesson materials use a range of individual and group activities to help students to:
Learn to recognise and describe their emotions
Discuss and practise how to express their emotions appropriately
Think about the consequences of expressing emotions inappropriately
Reflect on their own emotional responses to a variety of situations
Learn new ways to manage and regulate their emotions
Practise effective communication skills and learn to moderate their emotional responses when expressing their needs, wants and opinions
What can you do with your children?
Positive and negative emotions
Ask your child to draw the outline of a body and to write the words for some positive and negative emotions around the outside
Encourage them to talk about where in their bodies they might feel the different emotions and add these to the drawing: e.g. nervous-sweaty palms, excited/afraid tension in the tummy, pride-a big smile (this can help your child to recognise their stress signals and encourage them to talk with you about these)
A roller coaster of emotions
In the course of a day we feel a range of emotions. The metaphor of the roller coaster can be used to help children and young people understand emotional intensity and the way experiences can lead to or trigger positive or negative emotions
Drawing a roller coaster diagram showing the high and low points of a day helps children recognise events and situations that lead to varying emotional responses
Draw the roller coaster that represents your own day and share it with your child and then encourage them to try drawing one of their own