Student Transition and Resilience Training a year 6 7 resource

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Teacher Resource

Student Transition and Resilience Training

A Year 6 - 7 resource

Andrew Fuller, Clinical Psychologist

© 2016, Department of Education and Training

Table of Contents

Introduction 4

About START 5

The aim of START 5

How to use START 5

Alignment with other resources 8

Alignment with the Victorian curriculum 8

Alignment with Building Resilience model 8

Transition & Resilience 9

Transition 9

Resilience 9

Transition points: A time of opportunity 10

The benefits of having a thorough approach to transition 10

Three major changes from Year 6 to Year 7 10

Key findings on transition 11

Strategies for supporting successful transitions 13

Mapping successful solutions to the potentially negative effects of transition 13

Supporting the whole family through transition 14

Creating positive Year 6 and Year 7 classrooms to enhance transition 14

Ways to cater for the transition and wellbeing needs of girls and boys 17

Activities 23

Introductory Activities 24

A.★Optimal Growing Conditions 25

B.★What am I Grateful For? 26

C.★The Barometer of Feelings 27

Section 1 My Family, My Team! 29

A.★My Family, My Team! 30

B.Getting to Know Parents 31

C. Class Resumes 32

D.My Virtual Community 32

E.Year 6 and Year 7 Audit 33

Section 2 My Boundaries and Expectations 34

A.★Mapping my Pizza Smarts 35

B.Your Inner Albert and Rex 37

C.Rex, Albert, and the Stress Response 39

D.Success Assassins 42

E.How Humans Can Make the Best of a Day 44

F.How Much Should I Really Expect of Myself 46

G.How to Take the Mood and the Roll at the Same Time 47

Section 3 My Values 48

A.★What I Believe In and What I Stand For 49

B.The Best Classroom in the World 50

C.The Fine Art of Happiness 51

D.Depression Proofing Yourself 54

Section 4 My Friendship Skills 58

A.★How I Make Friends and Lose Enemies 59

B.The Art of the Exuberant Greeting 60

C.Forgiveness and Relationships 61

D.Forgiving Yourself 62

E.Trapped 63

F.Collaboration wins in the end 64

Section 5 My Power and Empowerment 66

A.★My Resilience Assets 67

B.The Karma Club 68

C.Bullying and School Safety 68

D.Cybersafety and Cyber Learning 70

Section 6 My Learning and School Engagement 72

A.★How I Learn Best 73

B.How I Feel About Secondary School 74


D.How to Plan 78

E.Developing Willpower 79

F.Great Mistakes 80

Section 7 Where I Live 82

A.★Mapping My Community 83

B.Do You Create Your Own Luck? 83

C.Personal Best 84

D.Postcards from Your Future 85

E.Local Heroes 85

Section 8 Who I Am 86

A.How People See Me 87

B.★Portfolio 88

Appendices 91

Appendix 1: How START Aligns with the Victorian Curriculum Standards 92

Table of Year 6 and Year 7 alignment 92

Year 6 92

Year 7 95

Appendix 2: References 100



The aim of START

The Student Transition and Resilience Training (START) resource has been designed to enhance the ability of schools to support Year 6 and Year 7 students transition from primary to secondary school. This resource will help to equip students with the skills to make a positive start to secondary school, and build a foundation for their secondary education.

How to use START

START is comprised of four documents. These documents are designed to work together to form a set of activities that will contribute to the development of students’ personal and social capabilities, and critical and creative thinking. Some activities include handouts for the students to either read or complete.


The START resource includes the following documents:

  • Teacher Resource (this document)
    This document is the main resource for teachers, with references to the other two (student) documents that make up the START resource. It includes:

  • Handouts
    Printable handouts that are designed to accompany the activities chosen by the teacher.

  • Workbook
    This document is for students. It includes an introduction to the START resource. All handouts will be added to this workbook.

  • Portfolio
    Students are asked to build and refine a personal portfolio that can then be accessed by themselves, their teachers, and their parents or carers, as they transition from primary to secondary school.


The activities are intended to support students’ reflection and personal development throughout their transition to secondary school. These activities can be undertaken in Year 6 or Year 7.

For students who have completed START activities in Year 6, teachers can review their portfolio in Year 7 and consider ways to develop their responses further. Repetition of activities encourages reflection and reconsideration. Depending on the student level, teachers can raise questions like::

  • How do you think it is different from the way you saw things last year?

  • Do you think you might see things differently next year?

  • If you have done this before, do it again and let’s see what changes have happened.

There are three introductory activities. The rest of the activities are divided into eight sections. Teachers can select as many or as few activities in these sections as they wish. In each of the eight sections there is one essential activity that can be tailored to students in either Year 6 or Year 7. Students will be prompted to enter the results into the relevant section of their portfolio.
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