SSS Referral Meeting

If your child is experiencing difficulty at school, the class teacher will put in additional adjustments to support. If adjustments have been in place and your child continues to experience difficulty, he/she may be referred to the SSS Referral Team. The SSS Referral Team consists of the Head of Special Education, Guidance Officer, Speech Language Pathologist and the SSS Case Manager. The class teacher will contact you to gather additional information about your child and then attend the SSS Referral Meeting to present your child. At the meeting, the group will decide on outcomes to best support your child’s success and these outcomes will be shared with you.

Personalised Learning Plans

Students with additional needs require adjustments to be successful at school. The class teacher will inform you if your child requires additional support and discuss any adjustments with you. We acknowledge parents as being a child’s first teacher and welcome suggestions around strategies that you find successful in supporting your child. Any adjustments that a student receives are outlined in a Personalised Learning Plan.

NAPLAN

If your child requires reasonable adjustments to support their access to the NAPLAN testing, you will have received a ‘Record of adjustment for disability’ form. Please sign and return as soon as possible as we need these finalised by the 11 March. Thanks for your assistance with this. If your child is in Years 3 or 5, has a disability and you believe adjustments would support their participation, please contact me via email (kcarn10@eq.edu.au) and I will follow up.

Respectful Relationships – Mr Kyle Rankine

We have commenced our Respectful Relationships Education program with some of our classes from Prep to Year 6. These classes will participate in lessons during the first part of the year, with the remaining classes transitioning into the program in the second half of the year. This will provide all children with an opportunity to learn, grow and play together in a respectful manner.

In a primary school context, the Respectful Relationships Education program focuses on helping students develop skills to be independent, confident, and resilient in their relationships with teachers, peers, family and the community. The content of the Respectful Relationships program in primary school covers topics such as emotional awareness, positive communication, how to support others and build friendships. It is designed to support students in building healthy relationships and enhance their wellbeing.

The program does extend into high school, where topics covered are often more complex in nature. These topics are not addressed within our primary school lessons. As you review the table below, you will see that our primary school students will focus on learning about self-management, social awareness, values, responsibility and how they can be their best individual.

Prep

Respect and Trust

• They learn how to respect others, take care of belongings and follow school expectations in a supportive and engaging environment.
• These activities help build positive relationships, cooperation and a sense of responsibility.
• Understanding trust—identifying safe and trusted adults in their world.

Emotional Awareness

• Recognising and naming emotions (happy, sad, angry, scared).
• Identifying emotions in others through stories, pictures, roleplay and when to utilise them in different situations.

Year 1 & 2

Respectful Interactions with Parents/Carers, Peers, and Teachers

• This learning is linked to the school expectations an reinforces respectful interaction between peers, adults and teachers.
• Using kind words, listening when others speak and following instructions politely.

Understanding Personal Boundaries

• Recognising personal space—e.g. Asking before hugging a friend and understanding when someone needs space. Respecting people’s personal bubbles.

Practising Respectful Interaction Strategies

• Examples: using “please” and “thank you,” resolving small disagreements calmly and asking for help politely.

Encouraging and Supporting Others Respectfully

• Celebrating a friend’s success, cheering for a teammate and comforting a peer who is upset.

Year 3 – 6

Conflict Resolution

• Identifying Different Types of Conflict – Disagreements with friends, sibling arguments, classroom, and playground disputes.

• Understanding Conflict Resolution Styles  
• Avoiding – Ignoring the problem or walking away. Useful when the conflict is minor, but not ideal for ongoing issues.
• Compromising – Finding a middle ground where both people give a little to reach an agreement.
• Competing – Wanting to “win” the argument without considering the other person’s feelings (not ideal for friendships).
• Accommodating – Letting the other person have their way to keep the peace. Sometimes okay, but not if it always means ignoring your own needs.
• Collaborating – Working together to find a solution that meets everyone’s needs. This is the goal for respectful conflict resolution.

• Practising Respectful Conflict Resolution Strategies
  • Use "I" Statements – Expressing feelings without blaming.
  • Stay Calm and Listen – Using deep breaths and active listening to understand the other person’s perspective.
  • Finding Solutions Together – Brainstorming ways to solve the problem in a way that works for both people.
  • Seeking Help When Needed – Knowing when to involve an adult for support.