Behaviour Learning

​Vision – Mission - Values

Vision

Ever learning, ever growing - our Holy Spirit shines in an inclusive Catholic culture.


Mission

Through the spirit of Catherine McAuley, our school foster a love of learning that allows us to flourish in a contemporary world.

Values

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 curriculum. www.acara.edu.au

Teaching Expected behaviour

​​In addition, direct teaching may be done using some or a combination of the following:

  • Beginning of school year orientation day
  • Classes, weekly throughout the year with the focus outlined in the staff digest
  • Time built into the first weeks of schools and increased later in the year
  • Assemblies followed by group practice
  • New student orientation when needed
  • Student leaders support younger peers
  • Student leaders modelling and demonstrating expected behaviours

 
​Encouraging Positive Behaviours for learning
 
  • 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 encouragement strategies in place for school and classroom include:
School and classroom practices that
encourage expected behaviours
Individual recognition 
Terrific in the Playground TicketsPoints and Pegs Systems
Class of the Fortnight Award Various class awards

PB4L stickers​

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:



De-escalation Problem-solving Restorative
Supervised calm time in a safe space in the classroom
Supervised calm time in a safe space outside of the classroom
Set limits
Individual crisis support and management plan
Teacher – student conversation
Work it out together plan – teacher and student
Teacher – student – parent meeting
Teacher – student – leadership conversation
Student apology
Student contributes back to the class or school community
Restorative conversation
Restorative conference

 

In addition, de-escalation crisis prevention and support strategies may include teachers using the following chart to respond as appropriate.


 

5. BCE Formal Sanctions

  • Detention
  • Suspension
  • Negotiated Change of School
  • Exclusion

    For appeals, the school aligns to BCE processes.


 

August 2022