Personal, social and community health
- Being healthy, safe and active -
- Communicating and interacting for health and wellbeing-
YEAR LEVEL DESCRIPTION- In Year 4, students learn about specific strategies, including decision-making, to promote personal, social and emotional health and wellbeing. As they continue to build relationships, they develop an understanding of the importance of collaboration, valuing differences, respect and empathy. Students develop strategies for managing the physical, emotional and social changes and transitions they may experience as they grow older. They investigate strategies for seeking, giving or denying permission in a range of situations.
Identify strategies to remain safe in uncomfortable or unsafe situations at home and at school
Recognise warning signs and be alert and aware of unsafe situations
Use assertive behaviour and language to speak up for themselves and others
Apply strategies to identify and manage emotions before reacting
Use strategies to cope with adverse situations and the demands of others
Show respect and empathy and value differences in relationships
Use a 1–5 Emotion Scale (with specific emotions attached to each score) to track their own feelings twice a day, across 10 school days
Collect, manage and present their feelings data using digital software
Recognise that the same data can be represented in different ways
Construct tables, column graphs and picture graphs (one picture = many values) from collected data
Describe at least three strategies to stay safe in unsafe or uncomfortable situations
Explain what being 'alert and aware' looks, sounds and feels like
Demonstrate assertive language (e.g. "No, stop", "I don't like that") in role-play
Name and apply one strategy (pause, breathe, walk away, seek help) to manage a strong emotion
Name a safe adult in their safety network
Listen respectfully to a classmate's different view
Give their current feeling a score from 1 to 5 and name an emotion that matches the score
Record their own scaled score twice a day (morning and afternoon) for 10 school days
Enter their scaled scores into a digital form or spreadsheet
Choose an appropriate display (table, column graph, picture graph) for a purpose
Construct a picture graph where one picture represents many data values, with a clear key
Identify different types of emotions
Data can be categorical or numerical
Identify regulation strategies to make safer choices
Name at least 5 different emotions
Categorise emotions with other like emotions
Apply a scale score to the emotions
Describe at least 2 strategies to help regulate emotions
Emotions
Emotions are complex, temporary physical and mental states that arise automatically in response to significant events or internal thoughts.
What are some synonyms to the five emotions in the video?
Happy
Sad
Angry
Disgusted
Scared
Data Scale
A data scale is the set of numbers we use to measure or rate something. It tells us what the smallest and biggest numbers are, and what each number in between means.
In our class, we will use a 1 to 5 scale for our feelings.
😓 1 means really struggling
🤩 5 means thriving
🙂 3 sits right in the middle as okay
Each number on our scale has emotions attached so we know exactly what it means.
Activity
Let's look at our data scale.
Can we find some other words that will fit under each scale?
Laptops!
Open the file in the email I have sent you.
Save the file to your OneDrive.
Fill out the word document with the information we have brainstormed.
Strategies
Let's review the strategies we learned about in Term 1.
Activity
Complete the second page.
Print and file!