St Joseph the Worker School Reservoir North
The emotional and physical wellbeing of our students is pivotal to their success at school, as adolescents, and in their future lives. Physically and emotionally healthy students are happy, able to deal positively with life’s challenges, experience a sense of connectedness with the school and others, and are well placed to develop into well-balanced and successful young adults. To support our student we practice
Berry street approaches
Making Jesus Real
SEL-Social and emotional learning
RRRR- Resilience, Rights, Respectful, Relationships
Zones of Regulation
eXcel is a guide to inform wellbeing for learning in Catholic school communities. Through the dimensions of enable, connect, engage and learn, eXcel highlights the integral link between wellbeing, engagement and lifelong achievement.
Restorative practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim.
Berry Street Approach
St Joseph the Worker has embarked on a learning journey towards implementing the Berry Street Educational Model (BSEM) Strategies in our daily practice. BSEM is an education initiative based on proven positive education, trauma-informed and wellbeing practices that enables teachers to increase engagement with students with complex, unmet learning needs and successfully improve all students' self-regulation, growth and academic achievement.
WellBe is our wellbeing measurement and engagement tool. Wellbe provides holistic, evidence based measurement tools and classroom check-ins to help understand and regulate student behaviour. The content is then selected to provide fast and effective wellbeing support to optimise the learning environment.
The evidence-based wellbeing measurement and monitoring tools cover the four core domains of physical, psychological, emotional and social.
WellBe’s approach provides us with a robust self-assessed measurement tool as well as a classroom e-check-in to identify and manage daily moods, feelings and emotions.
Circle Time is a teaching strategy which allows the teacher to explore issues of concern. Also, it allows children to explore and address issues which concern them. It provides a structured mechanism for solving problems, in which all participants have an equal footing.
Our School vision says we are inclusive, and that we challenge and support students – this is evident when we create opportunities for dialogue. Our Connect group sessions provide the platform to promote student voice which acknowledges that students have unique perspectives on learning, teaching, and schooling. Student voice involves students actively participating in our school, contributing to decision making processes and collectively influencing outcomes by putting forward their views, concerns and ideas. The purpose of the connect groups is to give our students regular opportunities to work together, where they can develop effective social skills that are essential life skills that foster wellbeing, success, happiness, a sense of belonging and connecting.
Making Jesus Real
At St Joseph the Worker, we strive to be people who bear witness to Jesus. We are challenged to act as people who “Make Jesus Real” through our words and our actions and by the compassion we show others. We also strive to be WEST people. WEST people are Welcoming and Encouraging and they respect the importance of saying Sorry and Thanks. We believe it is important to acknowledge these traits in our students and share their great example with our school community.
Student Wellbeing Engagement in Learning
At St Joseph the Worker, we believe in the growth and development of the whole child. Education is about supporting students to reach their full potential in all areas of learning – including social and emotional development. The Victorian Curriculum stipulates that all schools explicitly teach Personal and Social Capabilities. This incorporates students learning self-awareness and self-management and social awareness and social management. Within these broad fields, students learn to recognise and express emotion, develop resilience and understand relationships and diversity. This culminates in social collaboration.
Zones of Regulation
Zones of Regulation is an approach used to support the development of self-regulation in children. All the different ways children feel and the states of alertness they experience are categorised into four coloured zones. Children who are well regulated are able to be in the appropriate zone at the appropriate time.