Vision – Mission - Values
Ever learning, ever growing - our Holy Spirit shines in an inclusive Catholic culture.
Through the spirit of Catherine McAuley, our school foster a love of learning that allows us to flourish in a contemporary world.
Faith. Respect. Belonging. Service. Compassion
Beliefs about Learning and Teaching
Our beliefs about teaching and learning socially at school, student behaviour supports, and responding to students to meet their needs, unify us and direct our actions. Our school aims to develop the whole person – intellectual, emotional, physical, social and spiritual. This is undertaken in an atmosphere of care and support, with a concept that learning is enjoyable and motivates students. We believe that the learning environment we establish nurtures children's gifts.
Teaching Specific Goals and Expected Behaviours
Our school behaviour matrix is a visual tool that outlines the expectations of behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about behaviours for learning at school.
In addition to our school
expectations, our affective curriculum is informed by the General Capabilities
in the Australian Curriculum. The General Capabilities encompass the knowledge,
skills, behaviours, and dispositions that, together with curriculum content in
each learning area and the cross-curriculum priorities, will assist students to
live and work successfully in a contemporary world.
The Personal and Social
Capability is one of the seven General Capabilities that outlines student
developmental stages of self-awareness, self-management, social awareness and
social management. The behavioural and social emotional skills in this
capability are to be taught through the learning areas of the approved
Teaching Expected behaviour
In addition, direct teaching may be done using some or a combination of the following:
Our school encourages and motivates students, both as they are learning the expected behaviours and then to maintain those skills and dispositions as students become more fluent with their use.
The positive, support strategies currently in place for responding to unproductive behaviours at our school can be classified under the three evidence-based approaches recommended in BCE SBS policy and procedures, and include:
In addition, de-escalation crisis prevention and support strategies may include teachers using the following chart to respond as appropriate.
5. BCE Formal Sanctions