Pitw Implementation Guide Aug 2016

IMPLEMENTATION
GUIDE
(Essential reading to ensure fidelity of implementation of the
Play Is The Way Methodology Manuals Volume 1 & 2)

Congratulations on your decision to implement PLAY IS THE
WAY in your school.
PLAY IS THE WAY is as much a process as it is a program
and it will serve you well if used as intended.
It is a common sense way of interacting with children that
educators can use with confidence.
The most important distinction between PLAY IS THE
WAY and many social and emotional learning programs is
that PLAY IS THE WAY is a methodology for behaviour
education not behaviour management.
Safe school communities guide children by wisdom, not by
force. Hence, PLAY IS THE WAY is as much for the
teacher as it is for the child.
PLAY IS THE WAY has been developed in response to

the needs of Australian primary schools.
However, as the curricula of many countries have a
social and emotional learning domain, we are confident
that our methodology will be effective in other countries.
Table of Contents
WHAT IS PLAY IS THE WAY? ........................................................................... 1
PITW 6 ELEMENTS (Diagram) ............................................................................... 2
AT A GLANCE Implementation of the first 3 elements of PITW ...................... 3
GUIDING STAFF TOWARDS A COMMON POINT OF VIEW ........................ 4
Behaviour Education Survey ............................................................................. 5
SELECTING AN ACTION TEAM ........................................................................... 6
Action Team Objectives .................................................................................... 7
ROLE MODELLING GOOD MANNERS ............................................................... 8
PREPARING TO LAUNCH PLAY IS THE WAY ............................................. 9
Saving The Games For Launch ......................................................................... 9
Letting The Action Team Lead The Way .......................................................... 9
Avoid Moving Too Quickly ............................................................................ 10
Building A Platform For The Launch.............................................................. 10
Important Early Decisions ............................................................................... 11
Playing Together.................................................................................. 11
For and Against ................................................................................... 12
Teacher Concerns ............................................................................................ 14
Games Instructions .......................................................................................... 15
Teacher/Student Choice Games Sessions ........................................................ 16
Alternative Delivery of the Games (Rotational Strategy) ............................... 16
FIDELITY OF IMPLEMENTATION (FOI) ......................................................... 18
Teacher FOI Checklist ..................................................................................... 19
Administrator FOI Checklist ........................................................................... 20
Teacher FOI Questionnaire ............................................................................. 21
Administrator FOI Questionnaire .................................................................... 22
EMBEDDING THE FIRST LIFE RAFT CONCEPTS ........................................ 23
SPECIFIC GUIDANCE FOR SCHOOL LEADERS ............................................ 24
Informing Parents ............................................................................................ 24
Collegiate Support ........................................................................................... 24
Following The Program Of Games ................................................................. 24
Games Session Record Sheets ......................................................................... 25
The Right Bias ................................................................................................. 29

Add In, Not Add On ........................................................................................ 29
Not Just A Game.............................................................................................. 29
More Than One Game ..................................................................................... 30
Games Variations ............................................................................................ 30
Standing On The Outside ................................................................................ 30
Maintaining The Focus .................................................................................... 31
SCHOOL ASSEMBLIES.......................................................................................... 33
STAFF MEETING (At around games session 40) ................................................ 35
THE SECOND YEAR ............................................................................................... 37
New Teachers .................................................................................................. 37
MAINTAINING MOMENTUM .............................................................................. 39
Ongoing Professional Development ................................................................ 39
STUDENT REFLECTION/ASSESSMENT ........................................................... 40
1st reflection on my personal & social capabilities ........................................ 41
A reflection on my personal & social capabilities .......................................... 43
My reflection on the Life Raft Key Concepts ................................................ 43
Teachers Assessment of personal & social capabilities: Key Indicators ...... 43
Student Report Cards ...................................................................................... 44
MASTER SHEET: 1st reflection on my personal & social capabilities .............. 46
MASTER SHEET: A reflection on my personal & social capabilities ................. 48
MASTER SHEET: My reflection on the Life Raft Key Concepts ........................ 51
MASTER SHEET: Teachers Assessment of personal & Social capabilities ...... 53
MASTER SHEET: Student Report Card - Junior Primary ................................. 55
MASTER SHEET: Student Report Card Middle & Upper Primary .............. 57

PLAY IS THE WAY - IMPLEMENTATION GUIDE

_______________________________________________________________________________________________________
WHAT IS PLAY IS THE WAY?

Play Is The Way (PITW) is a practical methodology for teaching social and
emotional learning.
It is comprised of 6 elements with the first 3 elements implemented simultaneously,
followed by the remaining 3 in succession (see diagram on the following page).
1. LIFE RAFT
2. GAMES
3. SELF-REFLECTIVE LANGUAGE
4. 3Rs METHOD (3Rs)
5. GROWING PERSONALLY & SOCIALLY (GPS)
6. ULTIMATE COMMUNITY ROLE MODEL (UCRM)
Play Is The Way is behaviour education using wisdom, not force.
Play Is The Way is suitable for primary school children of all ages, abilities and
ethnic backgrounds. No particular sporting or athletic ability is required to
successfully participate.
The Play Is The Way Games Program is a cross-curriculum tool for social and
emotional learning. Typically, students participate in 4 x 20 minute games sessions
per week for every week of the school year, for every year of primary school.
BEHAVIOUR EDUCATION NOT BEHAVIOUR MANAGEMENT

It is crucial that your staff and parents understand the school has decided to shift from
behaviour management to behaviour education and in accordance with the Personal
and Social Capabilities Domain of the National Curriculum will help students
acquire the capabilities of self-awareness, self-management, social awareness and
social management. If you visit our website you will see that we have shown how
PITW connects to the curriculum. This could be of help for your teachers.
https://www.playistheway.com.au/img/cms/PITW%20Links%20to%20Australian%2
0Curriculum.pdf
PITW develops students who are independent (as opposed to teacher directed,
teacher prompted, teacher driven), self-managing (as opposed to authority dependent),
self-motivated (as opposed to motivated by praise, rewards, or punishments) lifelong
learners.
_______________________________________________________________________________________________________
Play Is The Way Pty Ltd under licence
1
www.playistheway.com.au
Revised August 2016

_______________________________________________________________________________________________________
PLAY IS THE WAY (PITW)

THE 6 ELEMENTS
1.
LIFE RAFT
2.
PITW GAMES
PITW 5 Key Concepts

(posters) embedded through
classroom activities.
Physically interactive
games Played 3-4 times
per week (15-20 minute
sessions).
3.
SELF-REFLECTIVE
LANGUAGE
As described in the PITW
Self-Mastery Checklist, this
language is a means to help
children be the master, not
the victim of their feelings.
These first three elements of Play Is The Way should be implemented simultaneously.
4.
PITW 3Rs METHOD (3Rs)
Reflection - Repair - Restitution (Making things better, paying back & moving on)
The 3Rs Method is a behaviour education methodology that builds self-awareness and self-management
skills for children having difficulty with their behaviour. It strengthens relationships, develops empathy,
addresses bystander behaviour and makes a genuinely safe school achievable.
_______________________________
Implement the 3Rs Method after the first 3 elements have been established for 2 terms or more and students have a firm grasp of the
Play Is The Way Self-reflective Language.
NOTE: 3Rs can be implemented earlier if teachers are ready to embrace the required learning.
5.
GROWING PERSONALLY AND SOCIALLY (GPS)
A Growing Personally & Socially (GPS) conference is a carefully constructed, powerful form of circle
time that allows the life and learning issues of a classroom to be addressed in a way that requires and
improves the personal and social capabilities of both students and teachers.
GPS offers direction in a time of need.
_______________________________
Implement GPS alongside the 3Rs Method or one term or more after 3Rs has been established. Again, ensure students have a firm
grasp of the Play Is The Way Self-reflective Language before implementing and teachers are prepared to embrace the required
learning.
6.
ULTIMATE COMMUNITY ROLE MODEL (UCRM)
Ultimate Community Role Model (UCRM) is a long term, sustainable strategy for the development of
empathetic young people of good character and decency. Importantly, UCRM builds and strengthens
mutually respectful teacher/student relationships while developing the moral excellence that underpins
academic achievement.
_______________________________
Implement UCRM at anytime after the first year of the first 3 elements of Play Is The Way being embedded. Implement when all
staff are willing to move away from positional authority and the use of carrot and stick approaches to behaviour management and
adopt behaviour education practices. Ensure Play Is The Way Games, Life Raft and Self-reflective Language, 3Rs Method and GPS
are the regular practice of all classrooms and teachers are confident in the Play Is The Way Methodology before commencing
UCRM.
Elements 1,2&3 - Play Is The Way Methodology Manuals Volume 1&2

Elements 4,5&6 - Play Is The Way Enrichment Manual Volume 3
_______________________________________________________________________________________________________
2
Revised August 2016

_______________________________________________________________________________________________________
IMPLEMENTATION OF THE FIRST

3 ELEMENTS OF PITW
AT A GLANCE
Details of these points are included in this manual.
1.
Determine a common point-of-view.
2.
Select an Action Team and ensure all members read this Implementation
Guide in full.
3.
Whole school pursuit of good manners.
Set a start date for launch.

4.
Distribution of resources to staff.

(Play Is The Way Methodology Manuals Volume 1 & 2)
Assemble equipment kits ready for launch date.

Timetable games and Life Raft sessions ready for launch date.
Allocate play spaces to fit timetable ready for launch date.
5.
Complete teacher & administrator fidelity of implementation checklists.
6.
Start embedding first Life Raft Key Concepts across all classrooms.
7.
Launch games and Life Raft Activity sessions.

(Follow program of games in Volume 2)
Maintain quality control by ensuring completion of:

8.
9.
fidelity of implementation,
games session records.
After games sessions 9, 40 & 90 complete teacher and administrator

fidelity of implementation questionnaire.
_______________________________________________________________________________________________________
3
Revised August 2016

_______________________________________________________________________________________________________
GUIDING STAFF TOWARDS

A COMMON POINT OF VIEW
An effective whole school implementation of Play Is The Way calls for getting
everyone on the same page and pulling in the same direction. This is often more
easily said than done. Not everyone, no matter how convincing the research, believes
that personal and social capabilities form the bedrock of student engagement and
achievement in every area of school life.
There are those who do believe it but dont see it as their job to teach it, even though
personal and social capabilities are a domain in the General Capabilities of the
National Curriculum.
Then, there are those who are willing to teach personal and social capabilities
provided it takes little time and does not reduce the time available for core subjects.
We believe behaviour education (the development of personal and social capabilities)
is the most important subject in the curriculum and failure to teach self-awareness,
self-management, social awareness and social management, as described in the
curriculum, results in long-term and far reaching detrimental outcomes.
In being the most important subject the development of personal and social
capabilities deserves the same professionalism, commitment, assessment and best
practice as any core subject. Our belief is that personal and social capabilities are a
core subject.
It is important that school leaders and staff are aligned in the thinking about social and
emotional learning and surveying all staff to determine their degree of alignment will
help leaders guide the discussion and deliver the education that may be needed to
reach a common point-of-view.
We recommend distributing the following survey to all staff. The decision as to
whether the survey should be anonymous or not, we leave to you.
There would be few school leaders who arent aware of the negative influence a group
of resistant teachers can exert in the implementation of any whole school program.
Building consensus and achieving a whole school buy in is a skill of leaders and once
achieved, using that consensus to align the commitment of resistant teachers in
support of their colleagues is a clear sign of astute leadership.
A genuine leader is not a searcher for consensus
but a moulder of consensus.
Dr. Martin Luther King
Hopefully, administrators and staff are up to speed with the content of the personal
and social capabilities domain and are eager to find a long term, sustainable means to
build the competencies that will serve children well in life and learning.
_______________________________________________________________________________________________________
4
Revised August 2016

_______________________________________________________________________________________________________
BEHAVIOUR EDUCATION SURVEY
Developing positive social behaviour is part of

our schools core business.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Social and emotional competencies underpin

mental health and wellbeing.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Social and emotional competencies improve

academic learning.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
School must prepare children for life and

lifelong learning.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Behaviour education and student selfmanagement are important and attainable

objectives.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Positive social behaviour is the supporting

framework of safe school communities.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Difficult student behaviour adversely impacts on

the mental health and wellbeing of educators
and students.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
A genuinely safe school community only exists

when children do the right thing because they
believe its the best thing to do - not because
they are made to or fear the consequences if
they dont.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Games can help children to develop behaviour

that is socially effective and culturally
appropriate.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
10
Games are the way children learn without the

consequences of reality.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
11
Playing together has emotional, mental and

physical benefits for the whole school
community.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
_______________________________________________________________________________________________________
5
Revised August 2016

_______________________________________________________________________________________________________
SELECTING AN ACTION TEAM

It will be really important to get a team of 5 to 7 together who have a real belief in the
importance of social and emotional learning (SEL). This team should represent each
level of primary (junior - middle - upper) if possible, as well as a representative of
specialist teachers and an administrator.
Having an action team comprised of the right people means no member of staff can
say that they are not represented. Members of the team must have the time,
enthusiasm and commitment to do the work that keeps them in front of the rest of
staff. A good team will be very valuable.
The action team will have to meet regularly to educate themselves and offer feedback
on where staff are at with the implementation of various strategies in preparation for
the launch. It is very important the action team and leadership have their finger on the
social and emotional pulse of students and the mindset of the teachers.
The action team will also have to start planning a timetable that allows all teachers to
timetable in Life Raft sessions (1 Life Raft session per week) and games sessions
(3x20 or 4x15 minute sessions per week). Life Raft sessions should be timetabled
until all 5 Life Raft concepts have been embedded. This usually takes 2 terms of 1
session per week. There would need to be obvious signs in the behaviour of students
and the tone and culture of the school before Life Raft was delivered on an as needs
basis.
The action team will also need to make up PITW equipment kits (see Volume 1- red
manual) for each classroom or cluster of classrooms. Note: a lack of equipment or
misplaced equipment is often used as the excuse for not conducting a PITW games
session. Many schools create kits that are not to be used for any purpose other than
PITW sessions.
It will also be important for classrooms to have space to conduct the games sessions
and allocating each class a specific space is another way to ensure there are no
excuses for not holding timetabled games sessions.
THE ACTION TEAM WOULD BE WELL ADVISED TO

FULLY READ THIS IMPLEMENTATION GUIDE
_______________________________________________________________________________________________________
6
Revised August 2016

_______________________________________________________________________________________________________
ACTION TEAM OBJECTIVES
Read all resource materials. It is important the action team stays abreast of the
games timetable and the Life Raft activities.
Designate play areas for each class to ensure the whole school or classroom
clusters can play efficiently at the same time.
Ensure all teachers have their own set of written resources.
Source required games equipment and assemble individual classroom kits.

We suggest each classroom has its own container clearly marked with an
equipment list attached. (See equipment list in Preparation section of Volume 1)
Ensure all teachers are ready to start games sessions on the selected date and
time and each has their own stopwatch and whistle.
Play the games with teachers. It can help teachers if they play a game before
taking it to their class. This can be done as an enjoyable way to start or end a
staff meeting. It does not have to take long and can be to just give teachers the
look and feel of a game. It must be impressed upon all teachers that they
should still read the instructions and accompanying notes of every game
before they play it.
Engage in one-on-one informal conversations with teachers to garner feedback

and concerns.
Regular meetings of the action team to share observations and feedback from
teachers and to address any concerns and problems expressed at staff meetings.
Act as the go to people for staff on issues pertaining to Play Is The Way
content and implementation.
Ready to act as mentors for teachers who may be struggling with elements of
Play Is The Way.
Guide teachers away from the dangers of comparing the outcomes of their
own games sessions with those of others. The idea is build a common pool of
knowledge and experience, not a dangerous wave of comparison and
competition.
Build professional learning sessions around the Professional Learning

articles in Volume 1. Certain teachers will have specific behaviour concerns
at various times throughout the year. It may be that an article addresses those
concerns and a learning session can be built around the article.
_______________________________________________________________________________________________________
7
Revised August 2016

_______________________________________________________________________________________________________
ROLE MODELLING GOOD MANNERS

To unify the school community as it commences the Play Is The Way Methodology,
we ask that you encourage the wholehearted pursuit of good manners.
The modelling and development of good manners makes an excellent objective for all
adults in the school community. Helping students to understand why good manners
are necessary and ensuring students know what they look like and sound like, in a
broad range of situations, needs to be pursued with vigour.
Developing exemplary manners is an excellent first goal of all students participating
in the Play Is The Way Methodology. Everyone in the community should expect
the use of good manners from others and be willing to act as role models.
Teachers should be especially careful that all their interactions with students are well
mannered and respectful, even in challenging situations. Students must see that
teachers and other adults are well mannered to each other and to children. Trusting
that no matter what the circumstances, mutual respect will manifest in the use of good
manners, helps everyone to feel safe.
Teachers must maintain standards in this area, have high expectations and be willing
to inform and educate students who slip up in their use of manners. They must also
select moments to acknowledge good manners. Doing so, confirms for students that
the use of good manners is much appreciated.
The importance of creating a culture of good manners cannot be overstated. It serves
to support and accelerate the development of socially and emotionally competent
behaviour.
GOOD MANNERS
The habit of speaking and acting in a way that gives people
a feeling of being appreciated, valued and respected.
The habit of using the words and actions of good manners
with sincerity.
Hand-in-hand with a commitment to a whole school use of good manners, should be a
commitment by teachers to start each school day with a sincere, warm and respectful
greeting of their students and end each day with a farewell of a similar nature.
Greetings and farewells are key tools for positive engagement with children.
Although this is a well-entrenched habit for many teachers, greetings and farewells
are all-too-easy to devalue and dismiss.
(Please read Good Manners & Code Switching and Greetings & Farewells - Professional Learning section Volume 1)
_______________________________________________________________________________________________________
8
Revised August 2016

_______________________________________________________________________________________________________
PREPARING TO LAUNCH
Staff must be given the opportunity to do the study, discussion and preparation that
will ensure Play Is The Way starts with depth, understanding and confidence.
How long to take is a complex question. Some schools hold a workshop at the start of
one term with the intention of launching Play Is The Way at the start of the next.
Others hold a workshop in the middle or end of a school year with the intention of
starting at the beginning of the following year. A few have a more urgent need to
implement Play Is The Way and launch in 2 to 4 weeks after a whole school
workshop.
We leave it to schools to determine the best timeline according to their particular
circumstances and the capacity and enthusiasm of their teachers to familiarise
themselves with the Play Is The Way methodology prior to a whole school launch.
NOTE: It is not essential to hold a whole school Play Is The Way workshop
before using the methodology in your school. The resources along with this
Implementation Guide (if studied well) are sufficient to embed Play Is The Way
successfully.
SAVING THE GAMES FOR LAUNCH

Staff will need to be advised not to play the Play Is The Way games with their class
until the launch.
This will mean that students are not exposed to the games before the appropriate
platform has been built.
This also means teachers can experience the games, as guided by the action team, at
staff meetings before playing them with their class.
LETTING THE ACTION TEAM LEAD THE WAY

If there is sufficient time before launch, the action team can use the rotational system
(see page 16) to train themselves and run a live trial of the first 3 elements in their
classroom.
This will give them the first hand experience to become valuable go-to people for
other teachers. It will also build their confidence and their observations of the
personal and social development of students and will, in turn, build the confidence of
their colleagues.
By trialling the Play Is The Way methodology you will generate the valuable
evidence and data to justify its implementation.
_______________________________________________________________________________________________________
9
Revised August 2016

_______________________________________________________________________________________________________
AVOID MOVING TOO QUICKLY

If your school has participated in a one-day Play Is The Way professional
development workshop there is every chance teachers will want to immediately use
what they have learnt. It would be wrong to unduly curb their enthusiasm but it is
important that teachers do the required preparation to ensure a meaningful launch of
Play Is The Way rather than dabble or poorly use the methodology.
Teachers are especially keen to use The Language (purple poster). If at all possible
ensure teachers have read The Language section in Volume 1 before starting to use
the technique of closed questions.
It is a powerful technique often spoiled by ill informed teachers. It is when
the Language is stitched to the Life Raft concepts which are in turn stitched to the
lessons learnt from the Games process that Play Is The Way becomes a powerful
SEL methodology.
The worst thing teachers do to The Language is to misuse it and over use it. Hence, it
is very important for all teachers to read and digest the article titled, FAMILIARITY
BREEDS CONTEMPT, page 13 in The Language section of the red manual before
commencing the use of the self-reflective language.
Encouraging teachers to avoid a piece meal delivery of Play Is The Way and do the
required preparation and study to ensure a well constructed step-by-step approach to
implementing Play Is The Way will positively affect its substance and sustainability.
NOTE: It is not essential to hold a whole school Play Is The Way workshop
before using the methodology in your school. The resources along with this
Implementation Guide (if studied well) are sufficient to embed Play Is The Way
successfully.
BUILDING A PLATFORM FOR THE LAUNCH

There are things teachers can do to build a strong platform in preparation for the
students immersion in Play Is The Way.
The following reading in Volume 1 will direct teachers in the construction of a strong
platform:
Good Oil on Good Manners

Good Manners & Code Switching
Greetings and Farewells
Permission to Process
Acknowledging Effort
The Language
And very importantly, Soothing Thoughts
Additionally, it will be very important to look at your schools use of praise and
rewards as the tools of behaviour management and determine how effectively their
_______________________________________________________________________________________________________
10
Revised August 2016

_______________________________________________________________________________________________________
use can be reduced or eliminated. Go slowly in this area especially if your school
employs many and varied reward systems.
It will be important though to ensure that staff do not undermine the Play Is The
Way process by using these tools during the explicit teaching of Play Is The Way
games and Life Raft concepts.
Students should understand that using their manners and code switching are expected
behaviour. This will be achieved if teachers do not praise and reward for this
behaviour but simply share the appropriate and correct response of, thank you
(students name).
Please ensure staff read the following:
Informative Praise
Undermining Self-Motivation
Duty Of Disclosure
The action team will need to lead well in this area and prove to staff that
reducing/removing praise and rewards is possible and beneficial. Sharing their
observations will build the confidence of staff.
You can see from all of the above that determining the right amount of time to build a
strong platform will help to maintain a manageable workload for teachers.
The better prepared teachers and students are for the challenges of the timetabled
games and Life Raft sessions, the greater will be the benefits.
IMPORTANT EARLY DECISIONS

PLAYING TOGETHER
To maximise the benefits of Play Is The Way its best if students participate in
regular and frequent games sessions.
We recommend students participate in games sessions for a minimum total time of 60
minutes per week.
We do not recommend just one 60 minute session per week. Preferably, students
would participate in 3 to 4 x 20 minute sessions per week. This frequency facilitates
the embedding of social and emotional competencies.
We also recommend that the whole school participates in game sessions at the same
time.
Most schools using Play Is The Way start their day with games sessions. Many find
that doing so reduces absenteeism and increases punctuality.
Some play at other times in the day, but common to all is the desire to create a strong
symbol and sense of community.
_______________________________________________________________________________________________________
11
Revised August 2016

_______________________________________________________________________________________________________
There are few better devises for doing so than having students of all ages out and
playing together.
Play is the universal language of children and a whole school community at play is a
very obvious celebration of childhood.
However, simultaneous games sessions are not a requirement of the program, merely
a recommendation. Classes can play individually or as clusters and there may be
valid reasons for making the decision to do so.
FOR AND AGAINST

FOR
The main reasons school leaders prefer to have simultaneous games sessions are;
Keeping a finger on the pulse

With all classes playing at the same time it is easier for school leaders to regularly see
every class in action and in turn, to be more easily seen by the school community to
be in support of the process
Leaders get to see the contrasting styles of games delivery and the teachers who are
keeping up with the program as well as those who may require assistance and support
to get the best out of the sessions.
Simultaneous sessions make it easier for leaders to have an overall influence on the
feel and form of the sessions and to create the top down pressure, through their
interest and involvement, which maintains the quality of the programs delivery.
A positive school community

Community is a fascinating concept. Often used to define any body of people
within classrooms, schools, suburbs, towns as well as ethnic groups, religious groups,
artists, musicians and others that can be delineated and defined, its use often implies
something deeper than the obviousness of what it describes.
Community is a little like charisma. Just as you cant miss it when someones got it,
you know when a communitys got community and when it hasnt
So it is with schools. If you belong to a school with a real sense of community you
know it. Its everywhere. In every classroom, the staff room, the playground, the
office and the canteen - its there, everywhere, all of the time.
As a visitor, your awareness of it is created by what you see, hear and sense. It
doesnt take long to know if the school has community and if it has, its students are
being enriched well beyond the benefits of structured learning.
_______________________________________________________________________________________________________
12
Revised August 2016

_______________________________________________________________________________________________________
Schools are the hubs of the communities they service and can affect positive change
on a multitude of levels. Creating and maintaining a positive school community is
possibly a school leaders most important task. Establishing a regular, whole school
program of developmental games is a good way to help achieve this.
Sometimes, the hard part is convincing staff that 20 minutes playing as a whole
school, 3 to 4 times a week is worth it - that spending that amount of time collectively
and simultaneously working on the social and emotional development of the school
community is not a poor use of time, but is a powerful way to create and maintain a
positive school community.
Children love streaming out of their classrooms together and playing at the same time.
They especially love it if they can play where others are playing. Little children like
to look across to big children playing the same game or a variation. Older children
are often softened and kinder to each other when playing in the vicinity of those
younger who look up to them. Children seem to get the deeper message of the
experience. They dont articulate it but they get it and they like it.
Behaviour education, not management

The mind shift from behaviour management to behaviour education can be a struggle
for many educators.
Facilitating the Play Is The Way Program of Games, trains the teacher as it trains
the student. Through using the language, embedding the key concepts and absorbing
the philosophical underpinning of the program, the mind shift happens.
When behaviour management is universally replaced by behaviour education and the
time taken to develop positive social behaviour seen as a fundamental necessity;
developmental games will take their rightful place as part of the core business of a
positive school community.
Simultaneous games sessions give teachers relying on behaviour management,
exposure to teachers playing the same games from a behaviour education perspective.
(see Behaviour Education - Professional Learning section of Volume 1)
Caution
It may be wise to question a simultaneous whole school playing of games if some
teachers are opposed to the idea and unable to put their opposition aside to facilitate
their games sessions with professionalism, interest and energy.
Students deserve and require teachers who are motivated and involved. Participating
in a games session facilitated by a reluctant or resentful teacher is a bit like eating in a
quality restaurant with poor service.
_______________________________________________________________________________________________________
13
Revised August 2016

_______________________________________________________________________________________________________
AGAINST
The most common reasons for not playing simultaneously as a whole school are:
SPACE
The lack of suitable space makes it impossible. The combination of a small school
with a large gymnasium or hall, which can accommodate all classes, is rare. With
insufficient outdoor space, safe for general play, alternative ways of ensuring regular
games sessions need to be considered.
WEATHER
Changing seasons prevent simultaneous outdoor games sessions from being played all
year round.
A more practical option is seen as timetabling classes into suitable indoor spaces or
leaving it to the teacher to fit their sessions in when and where they can.
This last option is our least preferred, as it implies games sessions are merely an add
on to curriculum, and they will invariably be treated as such, becoming the first thing
dropped by a teacher under pressure.
RESOURCES / FUNDING
Simultaneous games sessions require all classes to have their own equipment kits.
This is obviously more costly.
Schools with very limited budgets usually opt for one kit per cluster of classrooms or
one kit per play area.
The main concern with this option is ensuring equipment does not wander and
damaged or lost equipment is replaced quickly.
As the kits belong to no one in particular there is a tendency for no one to take care of
them.
TEACHER CONCERNS
A less obvious reason is the fear some teachers have of their own capability and their
classrooms behaviour being exposed to fellow staff. This is far more prevalent in
schools where teachers have their own separate classroom closed off from the scrutiny
or observations of others.
In schools where classrooms are in an open, shared space with several classes in that
space and all within sight and hearing of each other, teachers are used to being in
view and are less defensive. Teachers in this style of school adapt to everyone
playing at the same time with relative ease and little sense of threat.
_______________________________________________________________________________________________________
14
Revised August 2016

_______________________________________________________________________________________________________
Not all schools have the necessary camaraderie and sense of safety and mutual
support that removes the fear of comparison and judgement. Sadly, too many
teachers feel sufficiently unsure of the motives of their colleagues to risk exposing
themselves or their class to the view of others.
However, in schools open and confident enough to have classrooms playing within
sight of each other, the opportunity for teachers to indirectly learn from each other is
captured and a sense of common purpose, with equal and common commitment,
becomes much easier to cultivate.
Some teachers will enjoy the professional demand a whole school approach places on
them; others may find it an imposition. Many will enjoy the collegiate team spirit and
the ensuing discussion and collaboration the process often fosters.
Quite a few teachers have concerns about the games getting children too excited,
making it hard for them to settle and work effectively when back in the classroom.
The answer to this is:
1.
Children need to learn to change gears. Going from one state to another is a
necessary skill in life and learning. Changing from one mode of behaviour to
another (code switching) is something that can be taught and takes practise.
(see Good Manners & Code Switching in the Professional Learning Section of
Volume 1)
2.
It is always possible to hold a game or activity in the last few minutes of a

session that winds children down, not up. Indeed, discussing the game just
played can settle children prior to their return to class.
3.
Children need to be made aware of the following: You earn the privilege of
going up (getting excited) by demonstrating the skill of coming down (settling
down). Children need to know the teacher is more than willing to let them
get really excited provided they can change gears and settle. The more skillful
they get at changing gears the more willing the teacher is to let them get
excited. Without that skill, teachers have no option but to keep a lid on
everything which they dont enjoy and neither do the students.
4.
Code switching gets better with practise and the skill of self-regulation only
gets better when regulation is tested, not avoided.
GAMES INSTRUCTIONS
The instructions for each game contain a considerable amount of information and
teachers are not expected to absorb and apply all of this information with their first
playing of the game.
The process we recommend is that teachers read all the instructions prior to playing a
game for the first time. Having done so they should take the games manual with them
_______________________________________________________________________________________________________
15
Revised August 2016

_______________________________________________________________________________________________________
to set up the game, work through the rules and play it at the basic level. Teachers
should not be worried about students seeing them working off the manual. The game
is new to them and being open about that and willing to model an adult working
through something new and sometimes confusing is helpful to students. Enlisting the
help of students to read and interpret a games instructions is a good way of getting
them to help the teacher and work together. A problem shared is a problem halved.
It must be remembered that the first time a teacher plays a game with their class is
likely to be the most confusing time. It is not wrong that things dont run smoothly the
first time and many teachable moments can spring from the raggedness of a first
session not the least of which is learning to empathise with the teacher who is trying
his or her best to guide the class through a new game.
The second session with the game will run more smoothly and teachers will feel more
relaxed and able to observe the behaviour of the students more closely.
Before the third session of the same game we suggest teachers read the, Useful Tips,
Variations and Issues & Observations sections of the game again. This will help
them get more out of the game.
The action team can play a vital role in keeping teachers up to speed and maintaining
confidence and motivation especially if tiredness creeps in (as it often does) when
terms are coming to a close.
TEACHER/STUDENT CHOICE GAMES SESSIONS

Marked on the Games Program Timetable are Teacher / Student Choice, games
sessions. These occur at fairly regular intervals and are an opportunity for students to
repeat a game that appeals to them.
Teachers should feel comfortable with being the one to choose the game, as these
sessions are ideal for replaying a game that would be of further benefit to the students.
This game may or may not be a game the students enjoyed and teachers have to be
comfortable with that as well.
ALTERNATIVE DELIVERY OF THE GAMES PROGRAM

(ROTATIONAL STRATEGY)
Keeping up with the schedule of games can seem daunting to some teachers, and
though it is the best way to deliver a varied and optimally beneficial sequence of
games, there will be some schools where the successful implementation of PITW will
depend on a less demanding delivery of games.
The following rotational strategy breaks a school into clusters of 3 to 5 classes with
each cluster being junior, middle or upper primary classes.
The teacher of each class within a cluster will be required to learn 2 games per term,
which they will share with all the classes within their particular cluster.
_______________________________________________________________________________________________________
16
Revised August 2016

_______________________________________________________________________________________________________
This is done using a rotational system whereby all classes rotate to a different teacher
each day for their 15 to 20 minute daily games session. In other words, if there were 4
classes in a cluster, there would be 4 teachers; each with a different game and the 4
classes would rotate from one teacher to the next over the week. This will mean that
every class in the cluster will play 4 different games with 4 different teachers in a
week.
Every class simply rotates through the sequence of teachers for the first half of the
term. This will give every student (in this example) exposure to 4 games. At the half
waypoint in the term each teacher learns a new game and shares that with every class
for the rest of the term.
NOTE. At every mid-term games transition point all teachers in the cluster should
take their own class through the activities listed at games sessions 10, 20, 30, 40, 50,
60, 70, 81, 91, 102, 109, 119 in the games program. It is important that students
experience these activities and as they occur at the transition point it is easy for
teachers to remember to do them, and equally easy for teachers to remember which
activity session they are up to.
To know what games to play, teachers select games from the main games program
timetable in Volume 2 in the order that they appear.
For example; in a 4 teacher cluster the first 4 games of the initial term would be (1)
Piccadilly Circus (2) Touch & Go (3) Islands (4) Timeball.
Followed by,
(5) Categories / Gift Ball (6) Snake (7 )Pegasaurus (8) Running Raiders.
The teachers can decide between themselves which game of the four they would
prefer to learn.
The rotational system significantly reduces the workload of learning games. To ensure
that students get sufficient games variety, it is recommended that a cluster be
comprised of at least three classes.
_______________________________________________________________________________________________________
17
Revised August 2016

_______________________________________________________________________________________________________
FIDELITY OF IMPLEMENTATION
By collecting data, all issues that could adversely affect the ongoing use of Play Is
The Way will become apparent and actions/strategies to resolve those issues will
significantly assist in the effective, long term delivery of the program.
Master copies of checklists and questionnaires are on the following few pages.
1. Hand out the Teacher Fidelity of Implementation Checklist prior to
commencement of Play Is The Way. Once collected, transfer/add data to
Administrators Fidelity of Implementation Checklist.
2. After games sessions 9, hand out Teacher Fidelity of Implementation
Questionnaire for teachers to complete. Once collected, transfer data to
Administrators Fidelity of Implementation Questionnaire.
3.
Repeat the process after games sessions 40 & 90.
NOTE
Please be aware that all Play Is The Way resources are protected by copyright.
However, schools are permitted to reproduce each and every Fidelity Of Implementation
sheet from this document in the quantities required.
Electronic copies are also available and can be emailed to you as fillable pdf
documents if preferred. To request electronic versions of all Fidelity of
Implementation forms, please email info@playistheway.com.au.
_______________________________________________________________________________________________________
18
Revised August 2016

_______________________________________________________________________________________________________
Teacher
FIDELITY OF
IMPLEMENTATION
Checklist
CHECKLIST
To be completed by classroom teachers
PRIOR to commencement of the
program
DATE COMPLETED:_________________
Name of Teacher:___________________________________________ Class:____________________

Class size:_________ Girls:_______ Boys:_______ Scheduled number of sessions per week:_______
Do you have your own copy of the Play Is The Way Methodology Manuals (Volume 1 &
2)?
YES NO
Do you feel you had adequate time to prepare before starting the program?
YES NO
Have you read the following from Play Is The Way Methodology Manuals Volume 1:
1.
2.
3.
4.
5.
INTRODUCTION
PREPARATION
THE LANGUAGE
SELF-REGULATION
PROFESSIONAL LEARNING (Good Manners, Values to Virtues, In Pursuit Of Empathy)
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
Do you know your timetable for games sessions?
YES NO
Do you have the necessary play equipment?
YES NO
Do you know your allocated play area?
YES NO
Are you familiar with the first 3 games of the program?
YES NO
Are you prepared for the first 2 weeks of LIFE RAFT activities?
YES NO
Are you prepared for the introduction of SOOTHING THOUGHTS? (Self-regulation, Volume 1)
YES NO
NOTES: .
.
.
_______________________________________________________________________________________________________
19
Revised August 2016

_______________________________________________________________________________________________________
Administrator
FIDELITY OF
IMPLEMENTATION
Checklist
CHECKLIST
To be completed by Administrators
PRIOR to commencement of the
program
Do all classrooms have a copy of the Play Is The Way Methodology Manuals
(Volume 1 & 2)?
ALL MOST SOME
Have teachers had adequate time to prepare before starting the program?
ALL MOST SOME
Have teachers read the following from Play Is The Way Methodology Manuals
Volume 1:
1.
2.
3.
4.
5.
INTRODUCTION
PREPARATION
LANGUAGE
SELF-REGULATION
PROFESSIONAL LEARNING (Good Manners, Values to Virtues, In Pursuit Of
ALL
ALL
ALL
ALL
ALL
MOST
MOST
MOST
MOST
MOST
SOME
SOME
SOME
SOME
SOME
Empathy)
Has a timetable been organised that enables classes to play at set and regular times?
ALL MOST SOME
Does the timetable ensure that every class plays a minimum of 3 x 20 minute games
sessions per week?
ALL MOST SOME
Do all classrooms have the necessary play equipment?

(See Volume 1 - Preparation section, page 7)
ALL MOST SOME
Have all classes been allocated a specific area in which to hold games sessions?
ALL MOST SOME
Are teachers familiar with the first 3 games of the program?
ALL MOST SOME
Are teachers prepared for the first 2 weeks of LIFE RAFT activities?
Are teachers prepared for the introduction of SOOTHING THOUGHTS? (Selfregulation, Volume 1)
ALL MOST SOME
ALL MOST SOME
NOTES: .
.
.
_______________________________________________________________________________________________________
20
Revised August 2016

_______________________________________________________________________________________________________
Teacher
FIDELITY OF
IMPLEMENTATION
Questionnaire
QUESTIONNAIRE
AFTER GAMES SESSIONS
9 40 90 (Please tick )
Name of Teacher:________________________________ Class:__________ Date:________________

Class size:_________ Girls:_______ Boys:_______ Number of games sessions completed:_________
Are you following the games session timetable?
YES NO
Are you checking off the completed sessions on the Games Session Record?
YES NO
Have you had the required equipment for each game?
YES NO
Has the allocated play area worked adequately for the games?
YES NO
Are you calling the games by their given names?
YES NO
Are your games sessions running the required length of time? If not, what is the main
reason? __________________________________________________________________
YES NO
Can students set up and organise games if given the names of the games?
YES NO
Are students being mindful of good manners and employing them?
YES NO
Are you using the Play Is The Way Self-reflective Language?
YES NO
Is the SELF-MASTERY CHECKLIST being used to guide behaviour?
YES NO
Are you asking at least one insightful and penetrating behaviour related question per
session?
Are you encouraging students to discover, consider and discuss the reasons for either
positive or negative outcomes of the games?
Are students able to work their way through problems in:
The games sessions?
The classroom?
The playground?
YES NO
YES NO
YES NO
YES NO
Are you helping students to transfer observations, lessons learnt, skills and qualities
developed in the games sessions to other areas of learning?
YES NO
Are the LIFE RAFT KEY CONCEPTS having a positive influence on student behaviour?
YES NO
Are you continuing to use the Play Is The WayProfessional Learning offered in Volume
1?
YES NO
Do you think your games facilitation skills are improving?
YES NO
Are most of the students in your class enjoying Play Is The Way?
YES NO
To date, has Play Is The Waybeen a positive experience for you?
YES NO
Are you seeing any improvements in pro-social behaviour?
YES NO
YES NO
PRO-SOCIAL BEHAVIOUR: Voluntary behaviour intended to benefit another,

consisting of actions which benefit other people or society as a whole.
_______________________________________________________________________________________________________
21
Revised August 2016

_______________________________________________________________________________________________________
Adm inistrator
FIDELITY OF
IMPLEMENTATION
Questionnaire
QUESTIONNAIRE
AFTER GAMES SESSIONS
9 40 90 (Please tick )
Are teachers following the games session timetable?
ALL MOST SOME
Are teachers checking off the completed sessions on the Games Session Record?
ALL MOST SOME
Have teachers had the required equipment for each game?
ALL MOST SOME
Has the allocated play area worked adequately for the games?
ALL MOST SOME
Are teachers calling the games by their given names?
ALL MOST SOME
Are games sessions running the required length of time? If not, what is the main
reason?
__________________________________________________________________
ALL MOST SOME
Can students set up and organise games if given the names of the games?
ALL MOST SOME
Are students being mindful of good manners and employing them?
ALL MOST SOME
Are teachers using the Play Is The Way Self-reflective Language?
ALL MOST SOME
Is the SELF-MASTERY CHECKLIST being used to guide behaviour?
ALL MOST SOME
Are teachers asking at least one insightful and penetrating behaviour related
question per session?
Are teachers encouraging students to discover, consider and discuss the reasons for
either positive or negative outcomes of the games?
Are students able to work their way through problems in:
The games sessions?
The classroom?
The playground?
Are teachers helping students to transfer observations, lessons learnt, skills and
qualities developed in the games sessions to other areas of learning?
Are the LIFE RAFT KEY CONCEPTS having a positive influence on student
behaviour?
Are teachers continuing to use the Play Is The Way Professional Learning offered
in Volume 1?
ALL MOST SOME

ALL MOST SOME
ALL MOST SOME

ALL MOST SOME
ALL MOST SOME
ALL MOST SOME
ALL MOST SOME
ALL MOST SOME
Are teachers games facilitation skills improving?
ALL MOST SOME
Are most students enjoying Play Is The Way?
ALL MOST SOME
To date, has Play Is The Way been a positive experience for teachers?
ALL MOST SOME
Are teachers seeing any improvements in pro-social behaviour?
ALL MOST SOME
PRO-SOCIAL BEHAVIOUR: Voluntary behaviour intended to benefit another,

consisting of actions which benefit other people or society as a whole.
_______________________________________________________________________________________________________
22
Revised August 2016

_______________________________________________________________________________________________________
EMBEDDING THE FIRST

LIFE RAFT KEY CONCEPTS
When the school is 2 to 4 weeks away from the launch of timetabled games sessions
and Life Raft activities, it is time for teachers to embed the first Life Raft Concept,
namely; The Golden Rule.
It usually takes 4 solid sessions to create a meaningful understanding of the Golden
Rule and all its implications.
We recommend one timetabled Life Raft session per week from the date of launch.
Although the games session timetable in Volume 2 advises teachers of when to move
from one concept to the next we would urge teachers to stick with a concept if they
feel more work is required to fully embed it. As every game allows all 5 concepts to
be expressed to a greater or lesser degree it is more important to properly embed each
concept than it is to stick with the timetable.
Once all five concepts have been embedded we recommend maintaining one Life Raft
session per week but using those sessions to address the concepts on an as needs
basis. These sessions are also ideal for exploring the challenges and benefits of the
virtues that form The Pathway To Empathy.
Helping students to see the links between the virtues and the Life Raft concepts
enriches their understanding of both and begins some of the early preparation work
for the time when your school implements the Ultimate Community Role Model
strategy. This strategy can be found in the Play Is The Way Enrichment Manual
Volume 3.
_______________________________________________________________________________________________________
23
Revised August 2016

_______________________________________________________________________________________________________
SPECIFIC GUIDANCE FOR

SCHOOL LEADERS
INFORMING PARENTS
Printing excerpts from Play Is The Way Volume 1, Children Arent Made Of China
and this Implementation Guide, in the schools newsletter is an effective way of
educating and informing parents. We recommend having copies of Children Arent
Made Of China in the school library for parents to borrow. For information on this
book by Wilson McCaskill please visit our website where parents can also view
Wilsons short videos on Practical Parenting and his 10 TIPS FOR PARENTS.
COLLEGIATE SUPPORT
There needs to be constant and ongoing commitment to creating a genuinely safe
staffroom where questions can be asked, experiences shared and collegiate support is
assured.
It would be realistic of staff to expect teething problems in the facilitation of the
games sessions.
Open discussion, especially in the staff room, about the problems encountered,
mistakes made, surprises and successes helps to generate collegiate support and
camaraderie.
The more open and honest staff can be about their experiences with the sessions the
more relaxed they will feel. Sharing observations about student responses to the
games, the supporting language and key concepts will help everyone get a sense of
the progress theyre making.
Encouraging staff to identify small changes in the behaviour of individuals or classes
and celebrating those changes helps foster optimism.
School leaders can facilitate an open and ongoing dialogue about Play Is The Way
by sharing their observations with staff. Giving a little time at scheduled staff
meetings for feedback and the sharing of stories especially the humorous, quirky,
unexpected moments will remind everyone that they are all human.
FOLLOWING THE PROGRAM OF GAMES

A commitment by leaders to being a part of the process by being visible and
contributing to games sessions, where appropriate and practicable, encourages staff to
stick to the program.
Following the program of games ensures that students experience a wide variety of
games and in doing so encounter a multitude of social and emotional learning
experiences.
_______________________________________________________________________________________________________
24
Revised August 2016

_______________________________________________________________________________________________________
Just like children, teachers will discover a favourite game and want to play it often.
For some teachers a favourite game is simply one they know will be the easiest to
manage and require the least effort. It can be tempting to repetitively play this
game rather than follow the program.
Immersing children in the programs wide variety of games enriches and broadens
their social and emotional learning well past the limits of only playing the favourite
games of the teacher or students.
There can be no denying that the first year of implementing the games program is the
hardest. Keeping up with the schedule of games calls for discipline and application.
However, with each game shared with the class it becomes easier to interpret
instructions and guide students in the search for the personal and social capabilities
that improve outcomes. After the first year, not only are the teachers considerably
more conversant with the games program, the language and the key concepts, so are
the students and this makes the second year, and the years after that, significantly less
demanding and stressful from a facilitation point-of-view.
Following the program is the best way of achieving significant development in
positive social behaviour. However, if you think that doing so will be difficult then
you may want to consider the rotational system (page 16) which should make it easier to
deliver the program.
GAMES SESSION RECORD SHEETS

The first and most obvious step in giving Play Is The Way every chance of
significantly developing positive social behavior, is to ensure the program of games is
delivered as scheduled.
The Game Session Record Sheets need to be copied and given to teachers with the
request they make a habit of filling them in.
Record sheets, inform administrators and teachers which games students have played,
and where a class stands in reference to the rest of the school.
Should a class be falling behind, in its involvement with the programs variety of
games, opportunities can perhaps be found to hold catch up sessions.
Properly filled in record sheets make it easy for substitute teachers to know what a
class should be playing.
A master copy of the Games Session Record Sheets is on the following page. There is also a copy in the Timetables section of
Volume 2.
The second step is to ensure the Fidelity Of Implementation questionnaires are

completed at the required times (see page 18).
These will inform and guide administrators in their deliberations about
implementation, establishment and maintenance of the program.
_______________________________________________________________________________________________________
25
Revised August 2016

_______________________________________________________________________________________________________
GAMES SESSION RECORD

TEACHER: CLASS:... YEAR:.....................
GAMES SESSION 1
GAMES SESSION 2
GAMES SESSION 3
GAMES SESSION 4
GAMES SESSION 5
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 6
Completed
GAMES SESSION 7
Completed
GAMES SESSION 8
Completed
GAMES SESSION 9
Completed
GAMES SESSION 10
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 11
Completed
GAMES SESSION 12
Completed
GAMES SESSION 13
Completed
GAMES SESSION 14
Completed
GAMES SESSION 15
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 16
GAMES SESSION 17
GAMES SESSION 18
GAMES SESSION 19
GAMES SESSION 20
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 21
GAMES SESSION 22
GAMES SESSION 23
GAMES SESSION 24
GAMES SESSION 25
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 26
Completed
GAMES SESSION 27
Completed
GAMES SESSION 28
Completed
GAMES SESSION 29
Completed
GAMES SESSION 30
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 31
Completed
GAMES SESSION 32
Completed
GAMES SESSION 33
Completed
GAMES SESSION 34
Completed
GAMES SESSION 35
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 36
GAMES SESSION 37
GAMES SESSION 38
GAMES SESSION 39
GAMES SESSION 40
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 41
Completed
GAMES SESSION 42
Completed
GAMES SESSION 43
Completed
GAMES SESSION 44
Completed
GAMES SESSION 45
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 46
Completed
GAMES SESSION 47
Completed
GAMES SESSION 48
Completed
GAMES SESSION 49
Completed
GAMES SESSION 50
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
_______________________________________________________________________________________________________
26
Revised August 2016

_______________________________________________________________________________________________________

GAMES SESSION 51
GAMES SESSION 52
GAMES SESSION 53
GAMES SESSION 54
GAMES SESSION 55
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 56
Completed
GAMES SESSION 57
Completed
GAMES SESSION 58
Completed
GAMES SESSION 59
Completed
GAMES SESSION 60
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 61
Completed
GAMES SESSION 62
Completed
GAMES SESSION 63
Completed
GAMES SESSION 64
Completed
GAMES SESSION 65
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 66
GAMES SESSION 67
GAMES SESSION 68
GAMES SESSION 69
GAMES SESSION 70
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 71
GAMES SESSION 72
GAMES SESSION 73
GAMES SESSION 74
GAMES SESSION 75
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 76
Completed
GAMES SESSION 77
Completed
GAMES SESSION 78
Completed
GAMES SESSION 79
Completed
GAMES SESSION 80
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 81
Completed
GAMES SESSION 82
Completed
GAMES SESSION 83
Completed
GAMES SESSION 84
Completed
GAMES SESSION 85
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 86
GAMES SESSION 87
GAMES SESSION 88
GAMES SESSION 89
GAMES SESSION 90
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 91
Completed
GAMES SESSION 92
Completed
GAMES SESSION 93
Completed
GAMES SESSION 94
Completed
GAMES SESSION 95
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 96
Completed
GAMES SESSION 97
Completed
GAMES SESSION 98
Completed
GAMES SESSION 99
Completed
GAMES SESSION 100
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
_______________________________________________________________________________________________________
27
Revised August 2016

_______________________________________________________________________________________________________

GAMES SESSION 101
GAMES SESSION 102
GAMES SESSION 103
GAMES SESSION 104
GAMES SESSION 105
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
GAMES SESSION 106
GAMES SESSION 107
GAMES SESSION 108
GAMES SESSION 109
GAMES SESSION 110
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 111
Completed
GAMES SESSION 112
Completed
GAMES SESSION 113
Completed
GAMES SESSION 114
Completed
GAMES SESSION 115
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
GAMES SESSION 116
Completed
GAMES SESSION 117
Completed
GAMES SESSION 118
Completed
GAMES SESSION 119
Completed
GAMES SESSION 120
Day
Day
Day
Day
Day
Date
Date
Date
Date
Date
Completed
Completed
Completed
Completed
Completed
CLASS TEACHERS NOTES:....

...
...
...
...
...
...
...
...
...
...
...
...
...
...
_______________________________________________________________________________________________________
28
Revised August 2016

_______________________________________________________________________________________________________
THE RIGHT BIAS

Maintaining quality control in the delivery of games sessions by ensuring teachers ask
students insightful and penetrating questions about behaviour, is an important task for
administrators.
Its the games that help children grow holistically. Add to the game thinking,
questioning, discussion and decision-making and the growing process is accelerated.
However, games sessions need to have a distinct sense of action and doing as
opposed to sitting and listening. Getting the bias right is perhaps the trickiest aspect
of games facilitation.
Some sessions will, of necessity, need more discussion than play and others may have
little or no discussion and be all play.
Should students perceive games sessions as generally being almost all play and little
discussion, the bias is too great - just as it would be if their perception was that
sessions were all talk and little play.
Teachers have done well if students, upon reflection, see the games sessions as a
predominantly physically active way of social and emotional learning.
Games sessions will often be the catalyst for further discussion back in the classroom.
Teachers should seize the opportunity to transpose the experiences and lessons of the
games to the classroom environment.
ADD IN, NOT ADD ON

A games session should not be treated as a separate and contained 20 minute lesson in
positive behaviour and once done, forgotten for the rest of the day.
If treated as an add on to curriculum and not an add in, the potential of Play Is
The Way will be noticeably reduced.
The experiences and lessons of the games must spill into the daily business of school
and the language and philosophy used to guide children in every area of learning.
It is in this area of encouraging, guiding and supporting teachers to add Play Is The
Way into the curriculum, that administrators and the action team have a
significant role to play.
NOT JUST A GAME

Students must be encouraged to pursue the best possible outcome of every game and
teachers should not diminish the value of the games by dismissing them as just
games. They are, in fact, a way to learn without the consequences of reality and the
way to habituate patterns of behavior that are personally advantageous and culturally
appropriate.
_______________________________________________________________________________________________________
29
Revised August 2016

_______________________________________________________________________________________________________
MORE THAN ONE GAME

At various times in the games timetable, two or more games are listed. This does not
mean a teacher must play all the games. It is merely a request that the teacher play
the listed games if possible.
Playing more than one game in a session tests the organisational skills and memory of
students. It also tests their ability to shift from the emotional state at the end of one
game to a state ready to start the next game.
Teachers should begin with the first game and move onto the next game if time and
the situation permits.
GAMES VARIATIONS
Its not possible to say exactly when a teacher should move to a variation of a game.
The guiding principle is to maintain challenge and interest. Both do not always run
hand-in-hand. Sometimes students lose interest because they fail in the challenge and
must find the resilience to keep trying. At other times, children are only interested in
playing a game if it doesnt get too challenging.
The bottom line and perhaps the clearest indication of when to move on to a variation
or more demanding level of a game, is effort. If playing the game is taking
insufficient effort (physical, mental or emotional) then its likely time to step it up.
Watching from the outside, administrators are often in a good position to suggest
moving on to a more demanding level or variation.
STANDING ON THE OUTSIDE

When facilitating the games, teachers should avoid getting physically involved.
Doing so often distorts the dynamics of the game and can make participating with or
attracting and impressing the teacher, more tempting for the students than pursuing
more important objectives.
Standing outside a game and observing what happens allows teachers to ask the
insightful and penetrating questions that prompt a greater awareness of behaviour on
the part of students.
If teachers do want to play with their students, its best to do so after they have played
the game a few times. The steepest part of the learning curve occurs when the game is
new to the participants. Therefore, leaving them to experience the game while
avoiding unnecessary help and false rescues produces the greatest benefit.
_______________________________________________________________________________________________________
30
Revised August 2016

_______________________________________________________________________________________________________
MAINTAINING THE FOCUS

A fairly common question asked by school administrators relates to finding a way to
prevent the games sessions from losing their focus on behavioural development and
simply becoming a mini break, sweetened by a game that is often simply the favourite
game of the teacher and/or students.
This can become a problem, but the solution is simple.
All teachers should set themselves the objective of asking at least one insightful and
penetrating behaviour related question per session.
This question can be asked of an individual, a group or team within the class or of the
class as a whole. Irrespective of who the question is directed to, the whole class
should be aware of it.
Administrators should get comfortable with asking teachers to inform them of the
questions they asked students. In the early stages of establishing Play Is The Way it
helps to have administrators asking teachers to share the question. This soon gives
administrators an insight into issues of concern and the patterns of behaviour their
teachers are addressing.
EXAMPLE
Admin:
How are they going this morning?
Teacher:
Similar to yesterday they are all a little agitated.
Admin:
Have you asked a question yet?
Teacher:
Just a second ago. I asked Joshua if he could think of three things that
prompted him to walk out of the game.
Admin:
And?
Teacher:
He could think of two. Mary snatched the ball from him on the first
round and in the third round his team agreed with Sam that if Joshua
started with the ball he would be less likely to drop it.
Admin:
Good to see Joshua being more aware. Was there a third?
Teacher:
I believe so. Im not sure, but I think Richard whispered something

nasty in his ear just before we were about to start the third round.
Admin:
And he didnt mention that?
Teacher:
He might be worried that Ill get Richard to repeat it and everyone will
laugh. Later, Ill speak to Joshua and Richard together about that.
Admin:
Do you think hell join in soon?
_______________________________________________________________________________________________________
31
Revised August 2016

_______________________________________________________________________________________________________
Teacher:
I hope so. Im about to ask the class to give themselves some advice
and to offer Joshua some as well.
Admin:
I think Ill stay and watch.
Teacher:
It should be interesting. Theyre getting better at seeing the problems

they create for themselves.
Teachers should make a habit of sharing at least one behavioural observation at each
session. Again this can be to an individual, a group or the class as a whole.
EXAMPLES
1. Mary, I thought you controlled your nervousness well. You moved to the side,
found a quiet moment and did a lot of self-speak. I could see that and you
returned with your thinking in control of your feelings. Do you agree?
2. Girls and boys in that group over there. There was a big moment of panic and
you started to put each other down. Im not sure what you said Angela, but it
seemed to make sense to your team because it was followed by a lot of smiles
and head nodding. You guys didnt win, but you played together, worked
together and came last together. Keep up that, together stuff and Im
guessing things will certainly improve.
3. Today you have achieved far more than the last time we played the game. For
me, the big difference was how quite you were. The last time, failure and
frustration got you agitated and noisy. This time, I could see the thinking
going on, the self-control and the willingness to let everyone be their own
master. Would anyone like to add to that?
_______________________________________________________________________________________________________
32
Revised August 2016

_______________________________________________________________________________________________________
SCHOOL ASSEMBLIES
In the establishment year of Play Is The Way we recommend the use of school
assemblies to further embed the philosophy that underpins the program of games.
Assembly items can be built around the Life Raft Key Concepts. Starting with the
Golden Rule and working through the concepts, as they appear in the Life Raft
section of Volume 1, will give classes the opportunity to share their understanding of
a concept in a creative and engaging way.
These assembly presentations will also give parents, educators and carers an
appreciation of each concept from a childs point-of-view. Given the chance, and
with guidance from their teacher, children often reveal a depth of perception and
understanding that is inspiring.
Children speaking to children has its own unique power. The creative presentation of
the Life Raft Key Concepts can deliver important messages with clarity and impact.
Maxims
The beauty of maxims is that they tend to resonate with all of us. They lodge in our
memories and be they merely a few words in length or substantially longer they have
a power beyond their size.
Maxims can be of great help to children. They say what needs to be said and nothing
more. Used in classrooms and displayed on school walls they serve to guide
behaviour and stimulate positive attitudes.
Once learnt in childhood they become mental notes for life. Maxims can be shared,
exchanged, added to and created. They penetrate the dark of unease and
indecisiveness, and become a welcome signpost when confusion abounds and clarity
is in marked absence.
Maxims also make excellent catalysts for assembly items. By selecting a maxim that
has significance to their living and learning journey a class can create a performance
that shows, to their school community, the meaning and influence of that maxim.
An effective touch at the end of such an assembly is for the performing students to
give every classroom a copy of the maxim, with an invitation to further explore the
implications of the maxim and reap the benefits of its wisdom.
Harnessing the potential for school assemblies to deepen the philosophical awareness
of the school community is worthy of consideration.
Teachers should take note of the one or more maxims that accompany almost every
game. These are doorways to valuable class discussions and are all too frequently
disregarded by teachers. The maxims are especially valuable and relevant for those
teachers who find it hard to think of insightful and penetrating questions to ask during
games sessions. Maxims are there to deepen the social and emotional understanding
_______________________________________________________________________________________________________
33
Revised August 2016

_______________________________________________________________________________________________________
of students and if time does not permit their discussion during a games session, it may
prove worthwhile to discuss at an opportune moment later in the day.
An awareness, on the part of school leaders, of the maxim/s accompanying a game
can offer the opportunity to guide a short, spontaneous but fruitful discussion that
encourages students to see how the maxim/s plays out in the game.
_______________________________________________________________________________________________________
34
Revised August 2016

_______________________________________________________________________________________________________
STAFF MEETING
(At around games session 40)
It is also motivational to schedule an in-depth meeting, with the whole staff, to share
anecdotal evidence that indicates the state of the nation.
Sometime around games session 40 will work well, as by then most teachers will
likely have worked on all five Life Raft Key Concepts.
The aim of the meeting will be to determine the following:
The degree to which the Life Raft Key Concepts have been embedded - are
students behaving in accordance with their understanding?
Have good manners become the behavioural norm of the school?
Are teachers becoming more comfortable with the language?
Are students beginning to use the language between themselves?
Has there been any significant change in the number of students referred to
administrators for behavioural issues?
Are there teachers and/or classrooms struggling with the process and do they
require additional support and/or mentoring?
The extent of nuts and bolts problems i.e., equipment, timetable, play areas,
resources etc. and the means to fix these.
How are teachers coping with regular games sessions?
Are teachers managing to keep up with the games program?
Are there stories about student behaviour (individual or group) that indicate
either the improvement or diminishment of positive social behaviour?
Are teachers feeling ready and able to continue the program? If not, what
needs to be done and how can administrators and the action team help?
It would also be constructive if the action team presented their own report of the
journey so far.
Administrators need to express their point of view and share their thoughts on the
overall feel of the school at this point in the program and what they see as the main
changes in school culture, student behaviour and teacher wellbeing since Play Is The
Way started.
_______________________________________________________________________________________________________
35
Revised August 2016

_______________________________________________________________________________________________________
NOTE
It is not unusual for some teachers to dismiss the value of the program based
on its inability to adequately improve the behaviour of the most difficult or
dysfunctional student/s.
This is to be expected, because these students are the cause of great stress and
anxiety for the teacher, who battles daily to contain those whose sole
perceived aim is to be as disruptive as possible.
It is only logical that deeply entrenched, destructive or inappropriate
behaviour is not going to shift easily and quickly. Administrators might
consider counseling teachers, caught in this unfortunate predicament, to see
beyond the painful thorn in their side, to the possible benefits of the program
to the main body of students in their class.
For teachers struggling with an extremely difficult class, we strongly suggest
they employ the Play Is The Way Critical Mass Strategy, while
simultaneously running the program.
_______________________________________________________________________________________________________
36
Revised August 2016

_______________________________________________________________________________________________________
THE SECOND YEAR

In the second year of the games program, simply start at session 1 and play the game
at its basic level to remind students of its structure. Quickly work the game up to the
level or variation that challenges the students.
Many a fruitful conversation can be had about the way the game was played a year
ago and the way its currently being played. Finding the reasons for the difference
helps students to identify the specific skills that have been sharpened or dulled over
time.
Games are like a diagnostic tool and by playing them with a new class, the teacher
will glean information about the characteristics of individual students as well as
groups within the class.
And beyond
For many schools, repeating the timetable continues to produce benefits, as many of
the games have multiple variations and a games degree of difficulty can be increased
by a little creativity and simple adjustments.
In being malleable structures, games can accommodate the ideas of children and its
fascinating to discover what children will do to a game to stretch their skills and
improve their personal development.
Once games become an integral part of school life and their purpose (social and
emotional learning) understood and accepted, both teachers and students become
proficient at working together to adjust, adapt and apply games to the ongoing task
of developing and maintaining the positive social behaviour that ensures a safe and
supportive school environment.
NEW TEACHERS
Play Is The Way Volume 1 is essential reading for new teachers to the school. It
must be read carefully and with special attention paid to the LIFE RAFT and
LANGUAGE sections.
Pairing new teachers with a mentor or buddy teacher is of course an excellent support
and induction strategy.
There will be much for the new teacher to absorb and as the Play Is The Way
methodology may be considerably different to anything he or she has previously
experienced; it will take time to understand, embrace and implement with confidence
and ease.
An effective means for induction is to ask students to inform and share, with the new
teacher, their understanding of the Life Raft Key Concepts and the Self-Mastery
Checklist.
_______________________________________________________________________________________________________
37
Revised August 2016

_______________________________________________________________________________________________________
By actually working through an activity or two of each concept with the students, the
teacher will quickly see the purpose and place of the concepts in the school and
classroom culture.
The SELF-MASTERY CHECKLIST is best understood by getting students to use the
language in the context of various scenarios. Using the scenarios chapter of each key
concept is an ideal way of hearing the language in action and determining the students
point-of-view on how the concept relates to the scenario.
Asking the students to do show and tell sessions of Play Is The Way, interspersed
over a couple of weeks, is a workable and effective way of immersing new teachers in
the methodology.
Buddying up with an experienced teacher for the first few games sessions works well.
Combining classes to play games will give the new teacher the chance to observe and
contribute where he or she can.
They will also get to see the key concepts in action and hear the language used by
both the class teacher and students.
_______________________________________________________________________________________________________
38
Revised August 2016

_______________________________________________________________________________________________________
MAINTAINING MOMENTUM
Considering the workload teachers are under and the stress and anxiety it creates, it is
to be expected that commitment to the challenges and demands of Play Is The Way
will at times falter.
Maintaining momentum is never an easy task and this is where conducting
assessments, even though they take time and effort, can be valuable. Nothing
motivates like success or progress and giving teachers tangible evidence of both helps
to stoke the fires of enthusiasm.
The action team can play a crucial role in maintaining the motivation of staff.
Knowledge is power and regularly building on the behaviour education knowledge of
teachers helps them to deliver Play Is The Way with purpose and confidence.
ONGOING PROFESSIONAL DEVELOPMENT

By working together and sharing the load the action team can deliver regular
professional development for their colleagues at staff meetings. All that is needed is
10 minutes or so to keep teachers up to date with the content of Volume 1.
The action team can choose to work through the content of Volume 1 in a methodical
fashion or select parts that are of immediate relevance. It is obviously more beneficial
to deliver small parcels of information that teachers can retain and use than large
bundles that are quickly forgotten.
By being responsible for delivering this professional development the action team
deepens their behaviour education know-how and rapidly become the necessary and
effective go-to people for staff.
There is a great deal of worthwhile information in the Play Is The Way resources as
well as on our website.
An action team with the commitment to work through this information and get it to
their colleagues will prove invaluable. This is why selecting the best people for the
task deserves careful consideration.
_______________________________________________________________________________________________________
39
Revised August 2016

_______________________________________________________________________________________________________
STUDENT REFLECTION/ASSESSMENT
GUIDELINES:
PURPOSE
The purpose of the following Student Reflection/Assessment Sheets is to help
facilitate a meaningful and informative discussion between teachers and students to
determine personal and social development.
The younger the students the more guidance and time they will need to adequately
respond to each of the statements. Working on the Student Reflection/Assessment
Sheets will strengthen the connection between the teacher and the students by
building the teachers awareness of how the students view their own behaviour and, in
turn, the students awareness of how the teacher perceives their behaviour.
REFLECTION/ASSESSMENT
The term Reflection/Assessment to describe the sheets is because students need to
reflect in order to assess their personal and social capabilities.
However, you will see that the sheets students actually use are titled Reflection
sheets. This, we believe, will allow students to reflect more deeply on their
capabilities than might be possible if they felt pressured by the term Assessment.
From the teachers point-of-view the sheets are certainly an assessment of the students
personal and social capabilities, which require considered reflection to complete.
FREQUENCY
Assuming a school starts using Play Is The Way at the start of the school year we
would recommend that Student Reflection/Assessment Sheets be completed in week 8
of terms one and three. This allows teachers enough time for an adequate
understanding of their students before commencing the reflection/assessment sheets
for term one and enough time and space to complete the reflection/assessment sheets
for term three before the pressure of the final term of the year.
Schools starting Play Is The Way at other times in the year will have to complete
the Student Reflection/Assessment Sheets at the same point in the development of the
methodologythat is, at week 8 of the first and third terms of use as opposed to the
school year.
The first Student Reflection/Assessment Sheet is a reduced version of the second
Student Reflection/Assessment Sheet and is only used once in a students progression
through the Play Is The Way Methodology. As the students are new to the Play Is
_______________________________________________________________________________________________________
40
Revised August 2016

_______________________________________________________________________________________________________
The Way, less development is expected and this is reflected by fewer questions in
the first Student Reflection/Assessment Sheet.
The second Student Reflection/Assessment Sheet is used from week 8 of term three
onwards and at regular intervals as students progress through primary school and the
Play Is The Way Methodology.
NOTE. The age, ability and understanding of students will determine how much of
the Student Reflection/Assessment Sheet they can complete and we leave it to the
teacher and/or the school to determine how far through the Student
Reflection/Assessment Sheet process a class will travel. However we strongly
recommend that at the very least teachers use the statements in the Student
Reflection/Assessment Sheets to facilitate a talk with their students (irrespective of
age and ability) and offer the guidance and support that assists with the challenging
task of personal and social development.
THE FIRST REFLECTION ON MY PERSONAL AND SOCIAL

CAPABILITIES
(See master sheet on pages 46 & 47)
The following directions are only applicable for students who can work reasonably
independently. For those students too young to do so and those without the skills to
do so, teachers will of course take whatever steps necessary to reap whatever they and
their students can from the process.
The first step is to have students self-evaluate their capabilities and to this end
teachers should ensure students understand each statement but refrain from trying to
influence the students decisions.
There are 12 statements spread across 4 capabilities namely; self-awareness, selfmanagement, social-awareness and social-management. Asking students to read each
statement quietly to themselves, with their chosen word mentally inserted in the
empty bracket, is a good way of determining if the statement has the ring of truth. If
it does, the abbreviation (Se = Seldom, So = Sometimes, U = Usually, C =
Consistently) of their choice is inserted in the bracket and a tick placed in the
corresponding box as well.
Working in pencil allows for a change of mind. This may happen on a few occasions
because hearing how a statement sounds, with the selected word inserted, can trigger
a closer more honest assessment of the statement.
The time taken to complete the Student Reflection/Assessment Sheets will vary
according to the age and abilities of the students. Obviously, the more hands-on a
teacher has to be and the more individual guidance students need, the more time the
process will take. That said, teachers can expect that students, new to the Student
Reflection/Assessment Sheet process, will take somewhere in the vicinity of an hour
to complete it.
_______________________________________________________________________________________________________
41
Revised August 2016

_______________________________________________________________________________________________________
Some teachers may prefer to work through the Student Reflection/Assessment Sheets
in parts and with each strand having its own set of statements this is easily done. On
average, each strand of the first student reflection takes 5 to 10 minutes. Completing
the Student Reflection/Assessment Sheets in parts or as a whole within one week is
perfectly acceptable.
GOAL SETTING
The Goal Setting Sheet is self-explanatory. By working off the Student
Reflection/Assessment Sheet, students select and insert (if age and ability allows) the
capability that is their strongest and the capability that needs the most improvement.
Having identified the capability that is the weakest, students then select the statement
from that capability that requires the most immediate attention and write that out in
full (inserting Consistently) as their goal.
Leaving this sheet with the students means they can refer to it whenever necessary.
NOTE: In the final section of the Goal Setting Sheet, students list the virtue/s that
will, if practised, help them to achieve their goal and one habit of action that defines
that virtue/s. The listing of one habit of action ensures that students understand the
virtue and carefully consider what behaviour it obliges them to practise.
Once the Student Reflection/Assessment Sheets have been completed the teacher can
review them.
REVIEWINGTHE REFLECTION/ASSESSMENT
When teachers review the Student Reflection/Assessment Sheets, they place a
different coloured tick in the box that best describes the students capabilities. By
doing so, they create an obvious comparison between their assessment and that of the
students.
Whether or not the teachers assessment agrees with a students, the opportunity for
discussion has been created. Importantly, major variations of opinion can be spotted
and discussion entered into to ascertain why both parties hold differing points-of-view.
It also gives the teacher and student the opportunity to state examples of behaviour
that validate their opinion and to determine the things that can be done to improve in
those areas they both agree need improvement.
We suggest teachers pay careful attention to the behaviour that students determine
they SELDOM or CONSISTENTLY do. Discussion, along with the teachers own
assessment, should try to ensure that students dont have an unrealistically HIGH or
LOW opinion of their capabilities.
Keeping the Student Reflection/Assessment Sheets on file will allow the ongoing
tracking of a students development. The Student Reflection/Assessment Sheets can
also serve to deepen and guide the conversation between all stakeholders in a
students development.
_______________________________________________________________________________________________________
42
Revised August 2016

_______________________________________________________________________________________________________
A REFLECTION ON MY PERSONAL AND SOCIAL

CAPABILITIES
(See master sheet on pages 48, 49 & 50)
This second Student Reflection/Assessment Sheet is more expansive than the first
Student Reflection/Assessment Sheet and each strand takes 10 to 15 minutes to
complete. There are 27 questions followed by the goal setting reflection. Both these
sheets are completed in the same way as the first Student Reflection/Assessment
Sheet. The second Student Reflection/Assessment Sheet is used every year in week 8
of terms one and three for the remainder of the students journey through primary
school. However, the process is enriched with the addition of a Life Raft Reflection
Sheet.
MY REFLECTION ON THE LIFE RAFT KEY CONCEPTS

It is important that the 5 Life Raft Key Concepts continuously guide the behaviour of
students and this reflection helps students monitor and maintain their commitment to
the demands and challenges of each concept.
As with the personal and social capabilities Student Reflection/Assessment Sheets,
students insert their choice in the space provided. If students select seldom or
sometimes they should share a situation as an example of where they missed the
opportunity to practise the concept. If they select usually or consistently they should
share a situation as an example of where they practised the concept.
With the passage of time and the changing circumstances in their lives, both in and
out of school, it is not unusual to see the guiding Life Raft Key Concepts wax and
wane in their influence on a students life. Regular reflections allow students and their
teachers to discuss each of the concepts and highlight strengths and weaknesses in
adhering to their demands.
REMINDER. Filing all the Student Reflection/Assessment Sheets completed by a
student will give an accurate account of their personal and social development. Giving
students the opportunity to occasionally look over their previous Student
Reflection/Assessment Sheets can be both informative and empowering for a student.
AN ALTERNATIVE:
TEACHERS ASSESSMENT OF PERSONAL AND SOCIAL

CAPABILITIES: KEY INDICATORS
While we would recommend using the Student Reflection/Assessment Sheets

previously described (because they not only assess the personal and social
development of students, they very importantly foster a meaningful and interactive
relationship between teacher and students) we accept that some schools may prefer a
more arms length and less time consuming form of assessment.
_______________________________________________________________________________________________________
43
Revised August 2016

_______________________________________________________________________________________________________
To this end we have included an assessment that only teachers fill in. Although the
assessment is broken into the same four strands as the earlier Student
Reflection/Assessment Sheets, the statements within each strand are born from the 5
pillars of emotional intelligence as described in Wilson McCaskills book, Children
Arent Made Of China. (Chapter 2)
There is nothing to stop teachers using both the Student Reflection/Assessment Sheets
and this assessment and doing so may indeed deepen the understanding of students
capabilities and needs. Some teachers may see benefits in using the same technique to
fill in this assessment as required for the Student Reflection/Assessment Sheets (both
teacher and student tick the boxes). The nature and complexity of each statement
would make this strategy only possible with older students who have reasonably
competent literacy skills.
Generally speaking, the more we know about a students capabilities and needs the
more we can help and this alternative teacher assessment is offered in that spirit.
STUDENT REPORT CARDS

(See master sheets on pages 55-58)
Schools are often looking for a parent friendly way to report on a childs social and
emotional development. The student report card sheets may prove of assistance. There
are two, with one being for junior primary and the other being for middle and upper
primary.
The statements describing the students capabilities in each of the strands are taken
from the alternative, Teachers assessment of PERSONAL AND SOCIAL
CAPABILITIES: Key Indicators. The reason for this is the more formal, adult
language of the statements are, in all likelihood, more suitable for use in a report card.
Although the language of the report card is unlike that of the Student
Reflection/Assessment Sheets it is an easy process to accurately fill in the report card.
Teachers using the Student Reflection/Assessment Sheets process will see that a guide
is supplied with the report card that indicates which question/s from the Student
Reflection/Assessment Sheet supplies the assessment for the statement in the report
card. It will not take long for teachers to become comfortable with the process of
transferring the assessments, from the Student Reflection/Assessment Sheet, onto the
report card.
_______________________________________________________________________________________________________
44
Revised August 2016

_______________________________________________________________________________________________________
NOTE
Please be aware that all Play Is The Way resources are protected by copyright.
However, schools are permitted to reproduce each and every Reflection/Assessment
Sheet from this document in the quantities required.
Electronic copies are also available and can be emailed to you as fillable pdf
documents if preferred. To request electronic versions of all Reflection/Assessment
Sheets, please email info@playistheway.com.au.
_______________________________________________________________________________________________________
45
Revised August 2016

_______________________________________________________________________________________________________
FIRST
REFLECTION ON MY PERSONAL AND
SOCIAL CAPABILITIES
All years of primary school
Name:_________________________________________ Class _______________ Date ___________

Se =
Seldom
CAPABILITY:
U=
Usually
C=
Consistently
SELF-AWARENESS
1.
I can (
) say how I feel.
2.
I can (
) say what Im thinking.
3.
I can (
) say what I have learnt.
CAPABILITY:
So =
Sometimes
SELF-MANAG EMENT
4.
I(
) think before I do things.
5.
I(
) do what is right and best even when I dont
like how it feels.
6.
I (
) respect all my teachers, others and their
property.
CAPABILITY:
SOCIAL AWARENESS
7.
I am (
) alright with people being different to me.
8.
I(
) understand that what is important to me
might not be important to others.
9.
I(
) understand what others might be feeling
when things arent going well for them.
CAPABILITY:
SOCIAL MANAG EMENT
10.
I can (
) learn from people who are different to
me and have different ways of doing things.
11.
I(
12.
I(
) have people I can talk to and who like to talk
to me.
) help others to make strong decisions.
FIRST REFLECTION ON MY PERSONAL AND SOCIAL CAPABILITIES - Page 1 of 2
_______________________________________________________________________________________________________
46
Revised August 2016

_______________________________________________________________________________________________________
GOAL SETTING
Name:_________________________________________ Class _______________ Date ___________
My strongest capability is:
The capability needing improvement is:
GOAL: Write down the statement from this capability that shows what you have to work on the most.
Put consistently in the bracket and make this your goal.
Write down the strategies you can use to try and achieve your goal.
1.
2.
3.
VIRTUE: Practising which of the following virtues will help you achieve this goal?
GOOD MANNERS
FRIENDLINESS
COURAGE
TOLERANCE/ACCEPTANCE PERSISTENCE/RESILIENCE
COMPASSION
Name one habit of action from this virtue/s:
FIRST REFLECTION ON MY PERSONAL AND SOCIAL CAPABILITIES - Page 2 of 2
_______________________________________________________________________________________________________
47
Revised August 2016

_______________________________________________________________________________________________________
A REFLECTION ON MY PERSONAL
AND SOCIAL CAPABILITIES
Name:_________________________________________ Class _______________ Date ___________
Se =
Seldom
CAPABILITY:
I can (
) say how I feel.
2.
I can (
) say what Im thinking.
3.
If Im doing the wrong thing, I can (

feelings are making me do it.
4.
I can (
) say what I have learnt.
5.
I can (
) say why I can or cannot do something.

SELF-MANAG EMENT
I (
) do what I think is right and best to do no
matter where I am or who Im with.
7.
If I decide to, I can (

feelings.
8.
I(
) do what is right and best even when I dont
like how it feels.
9.
I(
10.
If I have a hard job to do, I can (

) keep working
until it is done without needing a reward.
12.
C=
Consistently
) say what
6.
11.
U=
Usually
SELF-AWARENESS
1.
CAPABILITY:
So =
Sometimes
) change my moods and
) think before I do things.
I(
) make sure that I am organised and ready to
learn as much as I can.
If others want me to do the wrong thing, I am (
)
brave enough to do what I know is right.
13.
I (
) respect all my teachers, others and their
property.
14.
When we visit places or have visitors to our school, I

am (
) on my best behaviour.
A REFLECTION ON MY PERSONAL AND SOCIAL CAPABILITIES - Page 1 of 3
_______________________________________________________________________________________________________
48
Revised August 2016

_______________________________________________________________________________________________________
Se =
Seldom
CAPABILITY:
So =
Sometimes
U=
Usually
C=
Consistently
SOCIAL AWARENESS
15.
I am (
) alright with people being different to me
in lots of different ways.
16.
I(
) treat other peoples property with care and
respect
17.
I(
18.
I(
) understand that what is important to me might
not be important to others.
19.
When I am working and playing with others, I (

think about how they might be feeling.
20.
I can (
) tell when a person is being friendly, using
good manners or being brave at school.
21.
I(
) understand what others might be feeling when
things arent going well for them.
) understand if people need time to be alone.
CAPABILITY:
SOCIAL MANAG EMENT
22.
I(
) help others to make the right decision.
23.
I(
) have people I can talk to and who like to talk
to me.
24.
When I work with people who are getting upset with

each other, I (
) try to sort things out fairly.
25.
People (
26.
When I work in a group, I am (

) able to get
people to listen to my thoughts and ideas
27.
I(
) ask me for help and advice.
) treat people as I would like to be treated.
_______________________________________________________________________________________________________
49
Revised August 2016

_______________________________________________________________________________________________________
GOAL SETTING
Name:_________________________________________ Class _______________ Date ___________
My strongest capability is:
The capability needing improvement is:
GOAL: Write down the statement from this capability that shows what you have to work on the most.
Put consistently in the bracket and make this your goal.
Write down the strategies you can use to try and achieve your goal.
1.
2.
3.
VIRTUE: Practising which of the following virtues will help you achieve this goal?
GOOD MANNERS
FRIENDLINESS
COURAGE
TOLERANCE/ACCEPTANCE PERSISTENCE/RESILIENCE
COMPASSION
Name one habit of action from this virtue/s:
_______________________________________________________________________________________________________
50
Revised August 2016

_______________________________________________________________________________________________________
MY REFLECTION ON THE
LIFE RAFT KEY CONCEPTS
Name:_________________________________________ Class _______________ Date ___________

Se =
Seldom
So =
Sometimes
U=
Usually
C=
Consistently
G REEN POSTER
I(
) practise being brave by stepping out of my comfort
zone and participating in all my learning opportunities.
Example:
RED POSTER
I(
) practise pursuing my personal best by trying to get
better at the things I do, no matter who I do them with.
Example:
BLUE POSTER
I(
) practise having reasons for the things I say and do
to help keep myself, my class and school safe.
Example:
MY REFLECTION ON THE LIFE RAFT KEY CONCEPTS - Page 1 of 2
_______________________________________________________________________________________________________
51
Revised August 2016

_______________________________________________________________________________________________________
Se =
Seldom
So =
Sometimes
U=
Usually
C=
Consistently
YELLOW POSTER
I(
) practise being strong and sensible by doing what
is right and best to do.
Example:
ORANG E POSTER
I(
) practise respecting others by treating them as I
would like to be treated, even when they are unlike me.
Example:
Which of the Life Raft Key Concepts do you think is your greatest strength?
GREEN
RED
BLUE
YELLOW
ORANGE
Which of the Life Raft Key Concepts do you think needs most of your attention and practise?
GREEN
RED
BLUE
YELLOW
ORANGE
Please give 1 example of something you could do to practise this Life Raft Key Concept.
Example:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
MY REFLECTION ON THE LIFE RAFT KEY CONCEPTS - Page 2 of 2
_______________________________________________________________________________________________________
52
Revised August 2016

_______________________________________________________________________________________________________
Teachers Assessment of
PERSONAL AND SOCIAL
CAPABILITIES: Key Indicators
Students Name_____________________________________________________________________
Class ______________________Date __________________________
Seldom
Sometimes
Usually
Consistently
SELF-AWARENESS
1.
Can identify emotions and name them.
2.
Can see the link between thoughts and feelings.
3.
Recognises personal strengths and weaknesses and sees them

in a positive light.
4.
Can describe the sequence of thoughts and emotions that lead

to an action or actions.
SELF-MANAG EMENT
5.
Able to express emotions appropriately to the situation and

the time.
6.
Able to consciously change or alter moods.
7.
Able to control impulsive behaviour
8.
Able to control physical and verbal expressions of anger

directed at others or self.
9.
Able to avoid distractions and stay on task.
10.
Able to deny immediate gratification.
11.
Able to organise and manage themselves to improve their

chances of success.
12.
Able to marshal emotions in the pursuit of goals and

persevere in the event of failure.
TEACHERS ASSESSMENT OF PERSONAL AND SOCIAL CAPABILITIES: Key Indicators - Page 1 of 2
_______________________________________________________________________________________________________
53
Revised August 2016

_______________________________________________________________________________________________________
Seldom
Sometimes
Usually
Consistently
SOCIAL AWARENESS
13.
Able to appreciate another persons point-of-view and is

more tolerant and accepting of others.
14.
Able to identify and respond to anothers emotional cues.
15.
Respects the personal space and private property of others.
16.
Actively listens to and shows interest in and compassion for

others.
SOCIAL MANAG EMENT

17.
Communicates effectively to manage and placate the

emotions of others to resolve conflicts and disagreements.
18.
Values the rights of others and can work and play with a wide
range of people
19.
Can negotiate, compromise, cooperate and problem solve to

achieve objectives.
20.
Is helpful, considerate, honest, fair and tactful when relating

to and engaging with others.
TEACHERS ASSESSMENT OF PERSONAL AND SOCIAL CAPABILITIES: Key Indicators - Page 2 of 2
_______________________________________________________________________________________________________
54
Revised August 2016

_______________________________________________________________________________________________________
STUDENT REPORT CARD

Junior Primary
Name:_________________________________________ Class _______________ Date ___________
Seldom
CAPABILITY:
Can Identify emotions and name them.
2.
Can see the link between thoughts and feelings.
Able to consciously change and alter moods.
4.
Able to avoid distractions and stay on task.
SOCIAL AWARENESS
5.
Able to identify and respond to anothers emotional

cues.
6.
Respects the personal space and private property of

others.
CAPABILITY:
Consistently
SELF-MANAG EMENT
3.
CAPABILITY:
Usually
SELF-AWARENESS
1.
CAPABILITY:
Sometimes
SOCIAL MANAG EMENT
7.
Values the rights of others and can work and play

with a wide range of people.
8.
Is helpful, considerate, honest, fair and tactful when

relating and engaging with others.
Refer to TEACHERS GUIDE (Junior Primary) on the following page.
STUDENT REPORT CARD Junior Primary - Page 1 of 2
_______________________________________________________________________________________________________
55
Revised August 2016

_______________________________________________________________________________________________________
TEACHERS GUIDE (Junior Primary):

Refer to each students sheet: A REFLECTION ON MY PERSONAL AND SOCIAL CAPABILITIES then
transfer the assessment onto the STUDENT REPORT CARD.
Junior Primary
Report Card
Statement
Reflection Sheet
Statement
10
18
16 & 17
27
24
STUDENT REPORT CARD Junior Primary - Page 2 of 2
_______________________________________________________________________________________________________
56
Revised August 2016

_______________________________________________________________________________________________________
STUDENT REPORT CARD

Middle & Upper Primary
Name:_________________________________________ Class _______________ Date ___________

Seldom
CAPABILITY:
Recognises personal strengths and weaknesses and

sees them in a positive light.
2.
Can describe the sequence of thoughts and emotions

that lead to an action or actions.
Able to control physical and verbal expressions of

anger directed at others or self.
4.
Able to organise and manage him or herself to

improve his or her chances of success.
5.
Able to marshal emotions in the pursuit of goals and

persevere in the event of failure.
SOCIAL AWARENESS
6.
Able to appreciate another persons point-of-view

and is more tolerant and accepting of others.
7.
Actively listens to and shows interest in and

compassion for others.
CAPABILITY:
Consistently
SELF-MANAG EMENT
3.
CAPABILITY:
Usually
SELF-AWARENESS
1.
CAPABILITY:
Sometimes
SOCIAL MANAG EMENT
8.
Communicates effectively to manage and placate the

emotions of others to resolve conflicts and
disagreements.
9.
Can negotiate, compromise, cooperate and problem

solve to achieve objectives.
Refer to TEACHERS GUIDE (Middle & Upper Primary) on the following page.
STUDENT REPORT CARD Middle & Upper Primary - Page 1 of 2
_______________________________________________________________________________________________________
57
Revised August 2016

_______________________________________________________________________________________________________
TEACHERS GUIDE (Middle & Upper Primary):

Refer to each students sheet: A REFLECTION ON MY PERSONAL AND SOCIAL CAPABILITIES then
transfer the assessment onto the STUDENT REPORT CARD.
Middle & Upper Primary

Report Card
Statement
Reflection Sheet
Statement
11
10
15
19 & 21
22 & 25
24
STUDENT REPORT CARD Middle & Upper Primary - Page 2 of 2
_______________________________________________________________________________________________________
58
Revised August 2016

Pitw Implementation Guide Aug 2016

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Pitw Implementation Guide Aug 2016

Hochgeladen von

Copyright:

Verfügbare Formate

IMPLEMENTATION

PLAY IS THE WAY has been developed in response to

The Right Bias ................................................................................................. 29

PLAY IS THE WAY - IMPLEMENTATION GUIDE

WHAT IS PLAY IS THE WAY?

BEHAVIOUR EDUCATION NOT BEHAVIOUR MANAGEMENT

PLAY IS THE WAY - IMPLEMENTATION GUIDE

PLAY IS THE WAY (PITW)

PITW 5 Key Concepts

Elements 1,2&3 - Play Is The Way Methodology Manuals Volume 1&2

PLAY IS THE WAY - IMPLEMENTATION GUIDE

IMPLEMENTATION OF THE FIRST

Determine a common point-of-view.

Whole school pursuit of good manners.

Set a start date for launch.

Distribution of resources to staff.

Assemble equipment kits ready for launch date.

Complete teacher & administrator fidelity of implementation checklists.

Launch games and Life Raft Activity sessions.

Maintain quality control by ensuring completion of:

After games sessions 9, 40 & 90 complete teacher and administrator

PLAY IS THE WAY - IMPLEMENTATION GUIDE

GUIDING STAFF TOWARDS

PLAY IS THE WAY - IMPLEMENTATION GUIDE

BEHAVIOUR EDUCATION SURVEY

Developing positive social behaviour is part of

Social and emotional competencies underpin

Social and emotional competencies improve

School must prepare children for life and

Behaviour education and student selfmanagement are important and attainable

Positive social behaviour is the supporting

Difficult student behaviour adversely impacts on

A genuinely safe school community only exists

Games can help children to develop behaviour

Games are the way children learn without the

Playing together has emotional, mental and

PLAY IS THE WAY - IMPLEMENTATION GUIDE

SELECTING AN ACTION TEAM

THE ACTION TEAM WOULD BE WELL ADVISED TO

PLAY IS THE WAY - IMPLEMENTATION GUIDE

ACTION TEAM OBJECTIVES

Ensure all teachers have their own set of written resources.

Source required games equipment and assemble individual classroom kits.

Engage in one-on-one informal conversations with teachers to garner feedback

Build professional learning sessions around the Professional Learning

PLAY IS THE WAY - IMPLEMENTATION GUIDE

ROLE MODELLING GOOD MANNERS

PLAY IS THE WAY - IMPLEMENTATION GUIDE

SAVING THE GAMES FOR LAUNCH

LETTING THE ACTION TEAM LEAD THE WAY

PLAY IS THE WAY - IMPLEMENTATION GUIDE

AVOID MOVING TOO QUICKLY

BUILDING A PLATFORM FOR THE LAUNCH

Good Oil on Good Manners

PLAY IS THE WAY - IMPLEMENTATION GUIDE

IMPORTANT EARLY DECISIONS

PLAY IS THE WAY - IMPLEMENTATION GUIDE

FOR AND AGAINST

Keeping a finger on the pulse

A positive school community

PLAY IS THE WAY - IMPLEMENTATION GUIDE

Behaviour education, not management

PLAY IS THE WAY - IMPLEMENTATION GUIDE

Name of Teacher:_______________________ Class:

Name of Teacher:______________ Class: Date: