Primary Health Network

Funding Opportunity FAQs for primary schools

For additional Frequently asked Questions relevant to the PLS programs, see the FAQ's tab on our website

What is involved in delivering the program?

When a school moves forward with the PLS wellbeing program, it is suggested that all learning levels deliver one 15-20 minute PLS learning experience per week, although this is just a guide. PLS provides a range of suggested Scope and Sequence options that could assist your school to decide where to start and how often to deliver.

All 216 individually pre-planned learning experiences are stand alone and the school can choose which concept they would prefer to start with. As schools range in size, schools might choose to use the program as a resource pool of lessons in context with other learning outcomes or based on what is happening in their school environment.

The program and lessons are flexible and teachers can adapt the lessons as required. The main objective is for the lessons to be delivered consistently and to embed the positive language across the school community.

How much time will be required by our school?

Once the school receives the PLS starter pack which contains a USB flash drive with the full program resources loaded, they upload the program onto the school server. Each of the 12 topics have 5 minute introduction videos introducing the concepts and this is often enough for teachers to move forward with delivering lessons. There are also comprehensive referenced teacher resource sheets for each topic.

When a school joins The Positive Living Skills community, a PLS team member will contact the school to discuss the school’s individual needs, and we can ‘Zoom’ into a staff meeting to present an overview of the concepts and content and provide a Q and A session if required.

Feedback suggests that once schools have unpacked the program and decided how they wish to move forward, then delivering a Positive Living Skills lesson/activity might take up 15-20 mins of class time each week and schools will often include an activity into their weekly assemblies and share some information with families via newsletters.

What support does the PLS team offer?

The PLS team is here to support school teams as they roll out the Positive Living Skills program.

PLS offers onboarding and engagement sessions via Zoom to Wellbeing teams or teaching faculty teams or both!

We can support with ‘unpacking’ the program, planning your personalised scope and sequence, and assisting to engage teams and provide Q and A sessions. And some wellbeing teams prefer to use the provided pre-planned and scripted powerpoint presentation and unpack and present the program themselves.

The PLS team offers email or phone support as needed and will touch base once a term in the first 12 months to offer support.

What training do teachers need?

There is no specific training needed for teachers before they begin implementing Positive Living Skills.

All lessons in the resource pool are scripted and pre-planned and teachers can begin implementation with minimal preparation. There are short 5 minute introduction videos for each of the 12 concepts and often this is enough for teachers to then pick up a lesson and deliver it. In addition there are comprehensive, referenced Teacher Resource Sheets on each concept.

The PLS team offers onboarding and engagement support via Zoom sessions and phone as needed.

How long does the program run for?

The 216 PLS Learning experiences are organised under 12 Concept headings, 6 of which cover learning levels from Foundation to Year 6, and the other 6 which cover Years 3-6. Depending on how many learning experiences schools wish to deliver each term, the program can be run in full in one year, 2 years or over a 4-year term. And the program is designed based on practice and repetition, so it continues each year. The PLS program offers a Lifetime Licence to program materials so the program can grow and adapt with the school.

How does the program work in a small school setting?

The PLS program is currently working effectively in large and small school settings, and can be adapted as needed.

In small schools where all learning levels are in one or two classrooms, teachers can choose from all the learning level resources and adapt as needed.

All lessons and resources are designed to be completely flexible.

How does the program work with composite classes?

The PLS program is organised in 4 learning levels – Foundation, Years 1-2, Years 3-4 and Years 5-6.

When schools run composite classes for example Years 2-3, we recommend they begin with the Year 1-2 level resources, then they can adapt the resources or choose to trial or implement the Year 3-4 resources or a combination of both.

How does the program fit with the Curriculum?

Positive Living Skills is predominantly a PDHPE program that also strongly supports English, Literacy, Personal and Social Responsibility, Critical and Creative Thinking as well as Ethical Understanding and Intercultural Understanding.

All 216 learning experiences within the Positive Living Skills Primary School Wellbeing program have been mapped by Charles Sturt University to the National F-10 Curriculum (v8.3) Learning Areas and General Capabilities and the Units have also been mapped to the NSW PDHPE.

Units of work have also been mapped to the Australian Teaching standards.

What does the PHN require from our school?

When schools move forward with the PLS program funded by the PHN, they have two main responsibilities to the PHN as part of the funding agreement:

  1. Schools agree to begin implementation of the PLS program within one term of joining the initiative (if a school joins in term 2 2021 it would be expected that they commence implementation of the program in Term 3 or Term 4 2021). NOTE: PLS can start in any week of any term of the year
  2. Schools agree to participate in providing some general feedback about their experience with the program. This feedback could be as simple as circulating a short online survey to teachers.

How does the program connect with parents, carers and the community?

The Positive Living Skills initiative is focused on supporting children, educators and families to build and maintain helpful ways to live fulfilled lives through the building of habitual skills for mental wellbeing. To assist with this mission, we have developed a range of resources within the program that Educators can share with parents and carers via newsletters, and we have also developed the Positive Living Skills Family Link. The family link is an online resource hub that contains a range of supportive audios and documents that are linked to the topics within the program and which can assist all members of the family to maintain their mental wellbeing.

What is the appeal for School Principals and the School Community?

The goal of the Positive Living Skills Wellbeing initiative is to not only support the social and emotional wellbeing of students, it is also to support the ongoing culture of the School community, supporting teachers and educators to build their confidence and communication skills via both the lessons and Professional Development, which represents an opportunity for teachers and educators to continue to build their own emotional intelligence. The program also connects with families through the learning experiences and the Family Link.

What paperwork or contracts are signed by the school?

When schools Express their Interest to move forward with the PLS program with funding support from the PHN they will be sent two documents to sign and return: 1. The Lifetime Licence agreement sets out the legal relationship between us and the school including intellectualy property obligations, and 2. The Memorandum of Understanding document also refers to the obligations of both parties with regard to benefiting from funding via the PHN (including the school's agreement to participate in the program and provide some feedback on their experience.) If when school's receive these documents they wish to make amendments to them (e.g., some schools like to add Department of Education into the documentation) they are encouraged to speak with the PLS team or make suggested amendments to the form/s when communicating with PLS.

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“That’s the beauty of education, kids taking lessons out of the classroom into their own world where they can positively affect their family, their friends and their greater community.”  Erin Gruwell