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Core Social and Emotional Competencies
CASEL [3] has identified five social and emotional skill areas as being essential for the well-being of primary students. These are:
- self-awareness;
- social awareness;
- self-management;
- responsible decision making; and
- relationship skills.
A model for All REDI for the Early Years of Schooling the project
The model following has been developed for previous REDI Resources.[1] It shows the links between resilience, the school environment, the approach to drug education, the culture of the classroom and the social / emotional competencies.
Whereas this model is for middle primary years, it is applicable to the early years (infants or prep students) as well. The intention is to support early years’ teachers with:
- competencies;
- scaffolding learning and providing opportunities for real life discussions (such as about incidents in the classroom); and encouraging students to articulate their thinking and feelings about drug related issues, social encounters and their views of themselves.[2]
Promote resilience
- Belonging - caring relationships
- Participation - meaningful and authentic
- Expectations - high but achievable
- Develop pro-social bonds
- Set boundaries
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Nuture learning skills |
Whole school environment |
Drug prevention strategy
- Values and structures
- Policies and procedures
- Partnerships and services
- Curriculum and programs
- Professional development and resources
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Classroom
- Structured, sequenced and developmentally appropriate learning, knowledge, skills, values and strategies
- Student-centred, active and authentic
- Inclusive and interactive strategies
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Individual
Strengthen capacities:
- to learn, cope and enjoy
- to make informed decisions
- for the health and wellbeing of self and others
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Further information