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Fives Zones of Regulation
F 1 2 3 4 5 6 Pre & Primary Essentials Resources Health and Physical Education 5 Pages

Fives Zones of Regulation

This poster display has been designed to support students to effectively communicate their feelings and emotions. Use these as a classroom display or attach to a lanyard to provide a support tool for non-verbal students.

Featuring zones that align with Disney's Inside Out, this visual will help students identify ‘what zone they are in’ and promote healthy discussions around their emotions and how to regulate them.
 

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Learning goals

  • We are learning to express and describe our emotions.
  • We are learning to identify and describe different emotional responses.
  • We are learning to identify and practise emotional responses.
  • We are learning to identify and practise strategies to promote health, safety and wellbeing.
  • We are learning that we have some control over our emotional wellbeing, and can use a range of strategies to understand and improve our mood.
  • We are learning to examine the influence of emotional responses on behaviour and relationships by recognising and reflecting on how our feelings impact our actions and interactions.

Curriculum alignment

PD1-9 old Demonstrates self- management skills in taking responsibility for their own actions PD2-10 old Demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations PD2-9 old Demonstrates self- management skills to respond to their own and others’ actions PD2-8 old Investigates and participates in physical activities to promote the benefits of physical activity on health and wellbeing PD2-7 old Describes strategies to make home and school healthy, safe and physically active spaces PD2-6 old Describes how contextual factors are interrelated and how they influence health, safety, wellbeing and participation in physical activity PD2-2 old Explains and uses strategies to develop resilience and to make them feel comfortable and safe PD3-3 old Evaluates the impact of empathy, inclusion and respect on themselves and others PD1-10 old Describes and practises interpersonal skills to promote inclusion to make themselves and others feel they belong PD1-3 old Recognises and describes the qualities that enhance inclusive and respectful relationships PD1-2 old Recognises and describes strategies people can use to feel comfortable, resilient and safe in situations PD3-9 old Applies and adapts self- management skills to respond to personal and group situations PD3-10 old Selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections PD3-2 old Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others PDe-10 old Uses interpersonal skills to effectively interact with others PDe-9 old Practises self-management skills in familiar and unfamiliar scenarios PDe-3 old Communicates ways to be caring, inclusive and respectful of others PDe-2 old Identifies people and demonstrates protective strategies that help keep themselves healthy, resilient and safe PD3-1 old Identifies and applies strengths and strategies to manage life changes and transitions
VCHPEP091 Identify and practise strategies to promote health, safety and wellbeing VCHPEP110 Examine the influence of emotional responses on behaviour, relationships and health and wellbeing VCHPEP094 Discuss and interpret health information and messages in the media VCHPEP076 Identify and practise emotional responses that account for own and others’ feelings VCHPEP073 Practise strategies they can use when they need help with a task, problem or situation at home and/or at school VCHPEP061 Identify and describe emotional responses people may experience in different situations

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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