Learn about our school's pastoral care and wellbeing structure

Pastoral Care and Wellbeing

"...wellbeing is fundamental to successful learning...young people who are happy, confident and able to establish meaningful relationships are better placed to achieve learning outcomes."

- Catholic Education Melbourne

Secure, respectful and confident relationships at school, enhance our students鈥� learning so they can experience a comprehensive and enriching education. At 新澳门六合彩开奖网, we actively involve students in community activities and initiatives and strive through all teaching and learning experiences, to help our students learn the importance of their roles within our community and beyond the College gates. We actively seek to engage authentically with students so that their voices can be heard.

The 新澳门六合彩开奖网 Wellbeing Team, which includes the Deputy Principal Wellbeing, Director of Students, Heads of House and the College Counsellors, provides support and education for both students and parents.

The Vertical House System

The vertical house structure at 新澳门六合彩开奖网 enables students to develop lasting relationships across all year levels. This structure provides a familial, secure and supportive environment to enable young women to tap into their full potential. Students and their families are supported by a House Group teacher, enabling strong and consistent relationships to be forged. Students are allocated to a Middle School House Group when they commence at 新澳门六合彩开奖网, and will have the same House Group Teacher and group of Year 7, 8 and 9 students for three years. In Year 10, students move into a Senior House Group, where they will have a new House Group teacher who will remain with them through Years 10, 11 and 12. A range of activities, sporting events and celebrations are organised around the House system, which further connects students to their House.

Restorative Practice

The College鈥檚 approach to student wellbeing is underpinned by the restorative practice approach, which has at its core an understanding that in respecting ourselves, we learn to respect others. This understanding encourages all members of our community to take responsibility for their actions.

Rather than adopting a punitive approach to student wrongdoing, an emphasis is placed on working with the student so that they can better understand the impact of their behaviour.