Wellbeing
Social and emotional wellbeing is the foundation of academic success. At St Agnes’, we nurture confident, resilient and self-aware learners, enabling them with skills for success, now and in the future.
Social and Emotional Learning (SEL) is an important area of our curriculum, during which students receive explicit teaching around self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In planning our SEL lessons, we draw on the Personal and Social Capability of the Victorian Curriculum and the Respectful Relationships program, in order to embed a culture of respect and equality across the school community.
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Resilience, Rights and Respectful Relationships (RRRR)
The Respectful Relationships program supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence. It is all about embedding a culture of respect and equality across the entire school community.
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Berry Street Education Model (BSEM)
The five domains of the Berry Street Education Model correspond with child-development capacities that each student must grow in order to be ‘ready to learn’. When considering how to best meet the needs of students, we focus on building self-regulatory ability, relational capacity and then nurture wellbeing and willingness to engage in learning.
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Peaceful Classrooms
Mindfulness and positive psychology underpin our approach to social and emotional wellbeing also, with all our staff trained in Peaceful Classrooms. Regular Circle Time sessions are planned according to student needs, providing opportunities for students to collaborate on topical issues in their peer group.
Restorative Practices
Making mistakes is part of growing up. Such mistakes provide key teaching moments, from which students can learn and grow. Restorative Practices are inspired by a philosophy which aims to repair harm done to relationships and people. It is a learning-centred approach that assists young people in becoming aware of the impact of their behaviour on others. Restorative questions aim to promote a number of key skills: active listening, facilitating dialogue and problem-solving, expressing emotion, taking ownership of problems, and accepting natural consequences for actions.
