Engagement and Wellbeing

  • Thursday, March 28, 2019
  • Sally Hill
At PCC we are striving to maintain a positive climate for learning by developing strong relationships, authentic engagement practices and high and consistent expectations, thereby increasing student engagement and the development of a growth mindset in all students. 

The core elements underpinning our positive climate are; SWPBS, Berry St Education Model Implementation and the embedding of Rights, Resilience and Respectful Relationships practices. 

SWPBS: 
The School Wide Positive Behaviour Support framework encompasses our four core values of We are Learners. We are Responsible. We are Respectful. We are Safe. These behaviours are designed to promote consistency across the College and are unpacked within the Student Matrix. The Staff and Community matrices outline the expected behaviours for staff, parents and community members which model these expectations for students. 

BSEM: 
The Berry St Education Model is a research based approach which provides strategies for teachers and students that strengthen relationships and build acceptance, connectedness and belonging. Outcomes include; improved emotional and social wellbeing, increased self esteem, increased capacity to build ongoing healthy relationships, increased resilience and growth mindset, and higher levels of engagement and attendance. 

RRRR: 
The Resilience, Rights and Respectful Relationships is a Government initiative rolled out in all schools and aligns directly with the Personal & Social Capabilities strand of the Victorian Curriculum. The initiative promotes and models respect, positive attitudes & behaviours towards others and teaches students how to build healthy relationships, resilience and confidence.

Prior to school resuming this year our staff completed their third Berry St Education Model professional learning day, with a focus on Stamina and Engagement. During the term we have undertaken a College wide commitment to ensuring students are ‘ready to learn’, which has included relationship building, the establishment of consistent structures, routines and expectations, and developing students’ understanding of their ability to manage their own emotional wellbeing. 

By the end of Term 1, all students will have their own ‘Ready to Learn’ plan in place, which will include the self regulation strategies they have identified that work best for them as individuals.Our final BSEM Curriculum Day on 5th April will focus on Character Strengths. These BSEM skills and strategies will not only assist our students as learners at school, but also as socially and emotionally competent adults. We are excited about building on this work throughout the year and will be providing information and gathering feedback from all stakeholders as we go. 

In the interim please take some time to talk about the learning environment with your children, including terms such as ready to learn, self-regulation, de-escalation, mindfulness and being present, centred and grounded.

Kind Regards,

Robyn Fincher
Assistant Principal
Positive Climate and Engagement


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