At Tullamarine Primary School, we explicitly teach Personal, Social, and Emotional Learning (PSEL) twice a week. Our program follows a detailed scope and sequence aligned with the Victorian Curriculum and is designed to support the growth and wellbeing of every student. The program focuses on key areas such as character strengths, resilience, respect, relationships, emotional regulation, teamwork, citizenship, and community.

When a student completes their journey at Tullamarine Primary School, we want them to leave as confident, compassionate, and capable young people who embody our school’s values. Our goal is for every Grade 6 student to be a cooperative and helpful team member who contributes positively to their community. They show kindness, empathy, and respect for others, understanding the impact their actions have on those around them. They are resilient and self-regulated, able to manage challenges with a growth mindset and a sense of responsibility.

Our students are encouraged to use their voice, express their feelings, and approach learning with curiosity and ambition. They think critically, solve problems creatively, and act with integrity and care. By the time they leave Tullamarine Primary School, our students are independent, confident in who they are, and ready to take their place as thoughtful, engaged citizens who continue to learn, grow, and make a difference in the world.

What is School Wide Positive Behaviour Support?

School Wide Positive Behaviour Support (SWPBS) at Tullamarine Primary School is a framework used to create and maintain a positive and safe learning environment. It enhances our school culture and allows us to maximise individual academic and social growth.

What does SWPBS look like at Tullamarine Primary School?

1. A clear set of behaviour expectations are developed around our key school values; RESPECT, RESILIENCE and TEAMWORK, and are defined in our matrix.
2. You can identify the behavioural expectations within 5 minutes of entering the school.
3. Students are able to state the behavioural expectations.
4. Students are recognised for positive behaviours.
5. Positive expectations and behaviours are explicitly taught and encouraged.
6. Data is collected and used for decision making.
7. It is a team-based approach.
8. Families are actively included.

Behaviour Matrix

The Behaviour Matrix translates Tullamarine Primary School’s three key values into expected behaviours. The matrix outlines the behaviour expectations across the whole school, including learning areas, playground areas and transition between the buildings. Our expected behaviours are explicitly taught in every classroom and consistently reinforced throughout the school. Each section of our matrix is displayed and positioned in many locations around the school and are referred to and discussed regularly with all students at Tullamarine Primary School.

Why Do We Explicitly Teach Our Expected Behaviours?

Just as we need to explicitly teach children how to read and write we also need to teach them how to display positive social behaviours.  Not all children come to school knowing, for example, how to follow instructions and how to work well with others. Teaching, modelling and reinforcing the expectations is an important step in a student’s educational experience.  We believe that consistent, clear routines and procedures are critical in providing a safe and productive learning environment.

When Do We Teach Our Expected Behaviours?

• At the beginning of school year.
• Often enough to achieve and maintain fluency.
• Ongoing throughout the year. (refresher lessons)
• At teachable moments.

How Do We Teach Social Behaviours?

Tell – Introduce the expected behaviours and discuss why they are important
Show – Demonstrate and model
Practise – Role play expected behaviours in the relevant contexts
Monitor – Pre correct, use active supervision and provide positive feedback
Reteach – Remind and practise throughout the day

Where Do We Teach Our Expected Behaviours?

• In all learning areas throughout the school.
• In all outside areas around the school.
• It is embedded in all school activities.

Acknowledging and recognising expected behaviours

When students demonstrate school wide expected behaviours, all staff acknowledge their success with positive reinforcement. The main component of our acknowledgement system is our `Tulla Tickets’

How It Works:

• When positive, expected behaviours are noticed by staff, students are awarded a `Tulla’ Ticket.
• Students can accumulate their ‘Tulla’ Tickets to ‘spend’ at the ‘Tulla’ Shop.
• The ‘Tulla’ Shop is open on a fortnightly basis and ‘prices’ range from 5 tickets up to 50 tickets.