F-10 Victorian Curriculum
The Victorian Curriculum F–10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards
MAPPEN; Guided Inquiry
To further the educational experiences of your child, CSPS is committed to a guided inquiry approach. This entails teaching units of work through the implementation of MAPPEN. MAPPEN is a world class curriculum designed by Australian educators for Australian schools and has a strong focus on building your child’s capacity to develop questions and to plan and conduct their own inquiry.The MAPPEN curriculum represents approximately three hours of teaching time each week. Literacy , numeracy and technology skills are integrated into the learning whilst content is covered from various areas of the curriculum including, History, Geography, Civics and Citizenship, Economics and Business, Science, Critical and Creative Thinking, Ethical Understanding, Personal, Social and Intercultural Capabilities. Over a two year period, your child will investigate eight different concepts, focusing on one Guided Inquiry unit a term.
Please peruse the MAPPEN display board in the school foyer for further details of what your child will be exploring through their Guided Inquiry unit this term. Parents are encouraged to use MAPPEN units as topics for shared conversations with their children; precipitating meaningful questions and discussions about their world.
If you would like to find out more about MAPPEN you can visit getmappen.com or talk to our MAPPEN Coordinator, Chris Youl.
Kagan Cooperative Learning Structures for Active Engagement
School systems all over the world are seeking to improve their schools. Interestingly, research shows that it’s not new buildings or computers that make the difference – it’s the quality of the teaching! This is why our school and many others, has embarked on a school improvement model based on how teachers teach.
Teachers use a variety of teaching methods. However, we know that some methods are more effective than others in helping young people learn. Cooperative learning (CL) structures for example, are some of the most effective means of simultaneously improving the academic achievement and social development of all children.
Cooperative learning is one of the most extensively researched educational innovations of all time. There are approximately one thousand research studies which document its effectiveness and show that Cooperative Learning produces gains across all content areas, all grade levels, and amongst all types of students including special needs, high achieving, gifted, urban, rural, and all ethnic and racial groups.
Cranbourne South Primary School is committed to implementing a teaching and learning philosophy that:
- Increases academic achievement among students, especially for low achieving students.
- Strengthens relationships amongst students, including frequency of cross-race friendship choices.
- Develops social skills and relations, including empathy, diversity skills, leadership skills, caring, sharing, helping, and feeling cared about.
- Fosters healthy self-esteem among students, including intellectual/academic self-esteem, and peer self-esteem.
- Nurtures a class climate, including liking for class, content, and teachers.
- Encourages higher-level thinking, including questioning and synthesising diverse viewpoints and data.
The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society and plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.
Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The English curriculum contributes both to nation-building and to internationalisation, including Australia’s links to Asia.
English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience.
In the Victorian Curriculum F–10, the Humanities includes Civics and Citizenship, Economics and Business, Geography and History.
The Humanities provide a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.
In Civics and Citizenship and Economics and Business, students explore the systems that shape society, with a specific focus on legal and economic systems. Students learn about Australia’s role in global systems, and are encouraged to appreciate democratic principles and to contribute as active, informed and responsible citizens.
In History and Geography, students explore the processes that have shaped and which continue to shape different societies and cultures, to appreciate the common humanity shared across time and distance, and to evaluate the ways in which humans have faced and continue to face different challenges.
Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and applications in many other fields are built.
Mathematical ideas have evolved across societies and cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and provide new tools for mathematical exploration and invention. While the usefulness of mathematics for modelling and problem solving is well known, mathematics also has a fundamental role in both enabling and sustaining cultural, social, economic and technological advances and empowering individuals to become critical citizens.
Number, measurement and geometry, statistics and probability are common aspects of most people’s mathematical experience in everyday personal, study and work situations. Equally important are the essential roles that algebra, functions and relations, logic, mathematical structure and working mathematically play in people’s understanding of the natural and human worlds, and the interaction between them.
The Mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, modelling and problem-solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently.
The curriculum ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated and interdependent concepts and structures which students apply beyond the mathematics classroom. For example, in Science, understanding sources of error and their impact on the confidence of conclusions is vital; in Geography, interpretation of data underpins the study of human populations and their physical environments; in History, students need to be able to imagine timelines and time frames to reconcile related events; and in English, deriving quantitative, logical and spatial information is an important aspect of making meaning of texts.
Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world by exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science knowledge is contestable and is revised, refined and extended as new evidence arises.
The Science curriculum provides opportunities for students to develop an understanding of important scientific concepts and processes, the practices used to develop scientific knowledge, the contribution of science to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions, apply new knowledge, explain science phenomena and draw evidence-based conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are well established, including giving students the capability to investigate the world around them and the way it has changed and changes as a result of human activity.
In the Victorian Curriculum F–10, the Technologies includes Design and Technology and Digital Technologies.
The Technologies provide a framework for students to learn how to use technologies to create innovative solutions that meet current and future needs. Students are encouraged to make decisions about the development and use of technologies, considering the impacts of technological change and how technologies may contribute to a sustainable future. The curriculum provides practical opportunities for students to be users, designers and producers of new technologies.
In Design and Technologies, students use design thinking and technologies to generate and produce designed solutions. In Digital Technologies, students use computational thinking and information systems to analyse, design and develop digital solutions.
Languages, Ethical Capability and Intercultural Capability; Cultural Fusion
Learning languages in addition to English extends student’s literacy repertoires and their capacity to communicate. It strengthens student’s understanding of the nature of language, culture, and the processes of communication.
The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and relationships between people, and between people and environmental, social and economic systems. They involve contested and complex concepts.
This exploration strengthens students’ capacity to make decisions informed by an understanding of the values, principles, concepts and ideas that underpin different assumptions, and an ability to analyse and evaluate these.
Building capability in ethical understanding supports the development of informed citizenship at local, regional and global levels.
Intercultural interactions have become a part of everyday life in our increasingly multicultural and globalised world. Developing intercultural knowledge, skills and understandings is an essential part of living with others in the diverse world of the twenty-first century. The Intercultural capability curriculum assists young people to become responsible local and global citizens, equipped for living and working together in an interconnected world.
Intercultural capability enables students to learn to value their own cultures, languages and beliefs, and those of others. Students learn about diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
The Melbourne Declaration on Educational Goals for Young Australians recognises the fundamental role that education plays in building a society that is ‘cohesive and culturally diverse, and that values Australia’s Indigenous cultures’. The Intercultural capabilty curriculum addresses this role, developing students who are active and informed citizens with an appreciation of Australia’s social, cultural, linguistic and religious diversity, and the ability to relate to and communicate across cultures at local, regional and global levels.
Physical Education; Physical Vibe
Health and Physical Education focuses on students enhancing their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. Research in fields such as sociology, physiology, nutrition, biomechanics and psychology informs what we understand about healthy, safe and active choices. Health and Physical Education offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally.
Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills. The Health and Physical Education curriculum addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.
The Arts; Artistic Flair
In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.
The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines.
The Arts present ideas that are dynamic and rich in tradition. Through engaging in The Arts students are entertained, challenged and provoked to respond to questions and assumptions about individual and community identity, taking into account different histories and cultures. The Arts contributes to the development of confident and creative individuals and enriches Australian society. Students express, represent and communicate ideas in contemporary, traditional and emerging arts forms. In Dance, Drama and Music students explore the performing arts whilst in Media Arts, Visual Arts and Visual Communication Design students explore the world of visual representation and expression.
The significant contributions of Aboriginal and Torres Strait Islander peoples to Australia’s arts heritage and contemporary arts practices are explored across the Arts, and students are encouraged to respect and value these unique and evolving traditions.
How you can help your child at home
At CSPS we conduct parent workshops in relation to how you can help your child at home. Some valuable tips and suggestions on how you can support our child in reading, spelling, mathematics and learning in general are as follows:
- Big Picture – Education Australia: http://www.bigpicture.org.au/
- Blabbersize: Allows you to upload a photo, select is mouth and make it talk by adding an audio file. http://blabberize.com/
- Classmarker: Online testing website, is a professional, easy to use, online quiz maker that marks your tests and quizzes for you. Create online quizzes free … http://www.classmarker.com/
- Dabbleboard: Online whiteboard that’s free, powerful and easy-to-use. Draw with flexible tools. Collaborate in real-time. http://www.dabbleboard.com/
- Dipity: Create an interactive, visually engaging timeline in minutes. Use dynamic visualization tools to display photos, videos, news and blogs in chronological order. http://www.dipity.com/
- Fold3: The web’s premier collection of original military records. http://www.fold3.com/
- Forvo: Largest word pronunciation dictionary in the world, now with translations. All the words in all the languages pronounced by native speakers. http://www.forvo.com/
- Gliffy: Web-based diagram editor. Create and share flowcharts, network diagrams, floor plans, user interface designs and other drawings online. http://www.gliffy.com/
- Iconfinder: Search through more than 150.000 free icons or browse them organized according to tags, designer or in an alphabetic list. http://www.iconfinder.com/
- Penzu: Free online diary and personal journal focused on privacy. http://penzu.com/
- Photobucket: Offers image hosting, free photo sharing and video sharing. http://photobucket.com/
- Remember the milk: Popular to-do list that’s everywhere you are: from your phone, to the web, to your Google apps. http://www.rememberthemilk.com/
- Sharendipity: Fun and easy way to create social games or multimedia experiences, and share them with your friends. http://www.sharendipity.com/
- Wallwisher: Make Lists. Things to do? Shopping lists? http://wallwisher.com/
- WeVideo: Lets you tell your story with video. Our online video editing platform is affordable, simple to use, and uniquely collaborative. http://www.wevideo.com/
- Make Beliefs Comix: Educational comic s trip creator from author Bill Zimmerman. http://www.makebeliefscomix.com/
- Mindomo: Create the best looking mind map online and share it to others. Enjoy mind mapping by brainstorming collaboratively on ideas and projects. http://www.mindomo.com/
- Poll Everywhere: Easiest way to gather live responses in any venue: conferences, presentations, classrooms, radio, tv, print — anywhere. http://www.polleverywhere.com/
- Quizlet: Make simple learning tools that let you study anything, for free. http://quizlet.com/
- Teaching Channel: For Common Core resources, teacher videos, strategies and lesson plans, go to Teaching Channel. https://www.teachingchannel.org/
- Testmoz: Test Generator. http://testmoz.com/
- Tubechop: Allows you to easily chop a funny or interesting section from any YouTube video and share it. http://www.tubechop.com/
- Vimeo: Home for high-quality videos and the people who love them. http://vimeo.com/
- Voicethread: Conversations in the cloud. http://voicethread.com/
10 Tips on Hearing Your Child Read
a-z handwriting guide
English Curriculum Day 270515 overview
Frequency Words snakes and ladders
Go on Go back gameH
How do help your child with handwriting
MIOOW Magic 100 Words
Victorian Script Alphabet Cards
Worthwhile Websites to help with learning
Below are worthwhile websites you can use to further learning opportunities.
Learn English Kids: http://learnenglishkids.britishcouncil.org/en
Book Adventure: http://www.bookadventure.com/Home.aspx
Children’s Books online: http://www.childrensbooksonline.org/library.htm
Early Years Book Club: http://www.ozprojects.edu.au/course/view.php?id=86
Mee Genius- http://www.meegenius.com/
One more story (authors you know, books you love): http://www.onemorestory.com/
Read Classroom ideas: http://www.realclassroomideas.com/
Reading Rockets (teaching kids to read and helping those who struggle)http://www.readingrockets.org/strategies/persuasive_writing
Readers Theatre: http://www.busyteacherscafe.com/literacy/readers_theater.html
Zoom Playhouse (Readers theatre): http://pbskids.org/zoom/activities/playhouse/
ABC Reading eggs: http://readingeggs.com.au/
Find the largest word: http://www.teacherled.com/resources/wordcirc/wordcircload.html
Kids Magnetic Poetry: http://kids.magpogames.com/
Moving Words: http://www.active-maths.co.uk/words/index.html
Oz Speller: http://www.ozspeller.com/
Spelling City: http://www.spellingcity.com/
Spin and Spell: http://www.spinandspell.com/
Ultimate Guide to Spelling resources: http://www.supersummary.com/spelling-guide/
Word Dynamo: http://dynamo.dictionary.com/placement/level
Word Games: http://www.wordgames.com/
Word Hippo: http://www.wordhippo.com/
Visual Thesaurus: http://www.visualthesaurus.com/
Daily Writing tips: http://www.dailywritingtips.com/
Online Reading and Writing Community: http://www.biguniverse.com/
Poetry Archive- http://www.poetryarchive.org/childrensarchive/home.do
Story Starter: http://thestorystarter.com/scribble.html
Writing Fix Ups: http://www.writingfix.com/
Write Source: http://www.thewritesource.com/
101 Questions: http://101qs.com
Conceptua Math: http://www.conceptuamath.com/
Fuel the Brain: http://www.fuelthebrain.com
Great Maths Teaching Ideas: http://www.greatmathsteachingideas.com/
Kids numbers: http://www.kidsnumbers.com/
Maths Drills: http://www.math-drills.com/
Maths Flash: http://mathsflash.com/
Maths Frame: http://www.mathsframe.co.uk/default.aspx
Maths Function Machine:
Maths Master: http://www.mathsmaster.org/
Math Pickle: http://www.mathpickle.com/K-12/Videos.html
Maths Starter of the Day: http://www.transum.org/Software/SW/Starter_of_the_day/index.htm
MHSchool Maths: http://www.mhschool.com/math/2003/student/
Maths Starters and Plenaries: http://mathematicsstarters.wordpress.com/
Number nut: http://www.numbernut.com/
Nrich maths: http://nrich.maths.org/public/
Talking Calculator: http://pbskids.org/cyberchase/games/calculator/
Sum Dog: http://www.sumdog.com
Sums online: http://www.sums.co.uk/
Teach Maths – in thinking: http://www.teachmaths-inthinking.co.uk
Tes iboard: http://www.iboard.co.uk/curriculum.htm
Thinking Blocks: http://thinkingblocks.com/index.html
Science / Geography / History
Build your wild self: http://www.buildyourwildself.com/
Oddizzi – where the world comes to lif: http://www.oddizzi.com/
Scale of the Universe – incredible website! http://htwins.net/scale2/scale2.swf?bordercolor=white
Science buddies: http://www.sciencebuddies.org/
See Share Shape: http://www.seeshareshape.com.au/default.aspx
Concept Cartoons (Science, Maths and English): http://www.conceptcartoons.com/index_flash.html
International Almanac: http://www.factmonster.com/
Monster Sciences: http://www.monstersciences.com/
Activate your mind: http://edheads.org/
Create a Quiz: http://www.mystudiyo.com/
Eduplace-Graphic Organisers: http://www.eduplace.com/graphicorganizer/
Holt Graphic Organisers: http://my.hrw.com/nsmedia/intgos/html/igo.htm
Learning Games for Kids: http://www.learninggamesforkids.com/
Teachers First (Thinking Teachers Teaching Thinkers): http://www.teachersfirst.com/index.cfm
Text to Mind Map: http://www.text2mindmap.com/
Think Infinity: http://www.thinkfinity.org/student-interactives
Triptico (Interactive Resources for Imaginative Teachers): http://www.triptico.co.uk/
Art / Animation / Photography
ClipArt of: http://www.clipartof.com/
Color in Motion: http://www.mariaclaudiacortes.com/
Get painting: http://www.getpaint.net/index.html
Go animate- http://goanimate.com/
Jigsaw planet: http://www.jigsawplanet.com/
Mashables – http://mashable.com/2007/09/12/avatars/
Photo Funia: http://www.photofunia.com/
PicLit (inspired picture writing): http://www.piclits.com/compose_dragdrop.aspx
Pivot Stick Figure Animator –http://www.snapfiles.com/get/stickfigure.html
Prezi (make your presentations zoom): http://prezi.com/
Sound Bible: http://soundbible.com/
Tag Galaxy: http://taggalaxy.de/
Teacher Files: http://www.teacherfiles.com/clip_art.htm
The Big Clip Art List of Everything: http://webclipart.about.com/od/webclipartatoz/l/blnettop.htm
General: Teaching Sites
GENERAL: Teaching Sites
Class tools: http://classtools.net/
Game Goo (Learning that sticks): http://www.earobics.com/gamegoo/gooey.html
Great Ideas for Teachers: http://gtideas.wordpress.com/
Homework Helpers: http://quickbase.intuit.com/articles/homework-helpers-online
Ideas for Teachers: http://ideasforteachers.wordpress.com/
I know that!: http://www.iknowthat.com/
Monthly thematic ideas: http://www.scholastic.com/teachers/lesson-plans/free-lesson-plans
Primary Interactive: http://www.primaryinteractive.co.uk/maths.htm
Super Teacher Idea: http://www.superteacherideas.com
Teaching Channel – Great Teaching Inspiring Classrooms: https://www.teachingchannel.org/
Teachers First – Thinking Teachers Teaching Thinkers: http://www.teachersfirst.com/newbie.cfm
Teacher Hub: http://www.teachhub.com/
Teachers pet: http://www.tpet.co.uk/
Teach This – High quality printable teaching resources, lessons, games and activities to download http://www.teachthis.com.au/
Teaching Treasure: http://teachingtreasures.com.au/
The Kidz Page: http://www.thekidzpage.com/
The Teachers Corner: http://www.theteacherscorner.net/
Year 7-12 Interactives: http://www.uen.org/7-12interactives/index.shtml
ACTF (Australian Children Television Foundation): http://www.actf.com.au/
Australia Post: http://auspost.com.au/education/
Australian Teacher: http://australianteacher.org/
Birmingham Grid for learning: http://www.bgfl.org/bgfl/15.cfm?p=247,index&s=15
Class Dojo: http://classdojo.com/
Edna (Australia’s free online network for educators): http://www.edna.edu.au/edna/go
Emerald – research you can use: http://www.emeraldinsight.com/index.htm?PHPSESSID=6qqugk7gb0mi0s55djt8jm2ds1
ESL Cafe: http://www.eslcafe.com/ideas/
For teachers For students: http://www.forteachersforstudents.com.au/index.php
Global Classroom (interactive resources): http://www.globalclassroom.org/ecell00/javamath.html
Global Education: http://www.globaleducation.edna.edu.au/globaled/page1.html
Hunted Web: Maintaining Links between home and schoo: http://sites.google.com/site/huntedweb/home6
Interactive Whiteboard: http://www.interactivewhiteboard.net.au/
Khan Academy (130,516,559 lessons delivered): http://www.khanacademy.org/
National Library of Australia: http://trove.nla.gov.au/
National Library for Visual Manipulatives: http://nlvm.usu.edu/en/nav/vlibrary.html
Need good ideas?: http://www.busyteacherscafe.com/
Survey Monkey: http://www.surveymonkey.com
TED (ideas worth spreading(: http://www.ted.com/
Trove Search Engine: http://trove.nla.gov.au
Web List (create your own weblist): http://weblist.me/
Student Well Being
What is Restorative Practices?
How do we build and maintain healthy relationships in schools?
The most profound learning occurs when there is a healthy relationship between teacher and student. Restorative Practices assists teachers, students and parents to build, maintain and restore relationships. Restorative Practices will help build capacity to enable students to self regulate behaviour and contributes to the improvement of learning outcomes.
Cranbourne South Primary School prides itself in the relationships developed between students, teachers and families. Using the Restorative Practices approach, students gain more ownership of their behaviour, in relation to the person who caused the harm, the person harmed and the respective consequences and follow up agreed upon.
To find out more about Restorative Practices, including pictures that describe the powerful process in action, visit Transforming Conflict Website.
YCDI – You Can Do It
You Can Do It! Education’s main purpose is to support communities, schools, and homes in a collective effort to optimise the social, emotional, and academic outcomes of all young people.
The 5 Keys of YCDI! Education
Our core purpose is the development of young people’s social and emotional capabilities, including:
- Confidence (academic, social)
- Getting Along, and
Central to the development of these 5 Key Foundations is instilling in young people 12 Habits of the Mind, including:
- Accepting Myself
- Taking Risks
- Being Independent
- I Can Do It
- Giving Effort
- Working Tough
- Setting Goals
- Planning My Time
- Being Tolerant of Others
- Thinking First
- Playing by the Rules
- Social Responsibility
This last point includes the values of Caring, Doing Your Best, Freedom, Honesty, Integrity, Respect, Responsibility, Understanding, Tolerance, and Inclusion.
Included in our core purpose is the elimination of social and emotional difficulties and disabilities (“Blockers”) that constitute barriers to young people’s learning and well-being, including:
- Feeling Very Worried
- Feeling Very Down
- Not Paying Attention or Disturbing Others, and
- Feeling Very Angry or Misbehaving
YCDI is deliberate in restructuring negative Habits of the Mind that give rise to these Blockers and in the explicit teaching of alternative positive Habits of the Mind.
For more information: go to: