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Student Wellbeing

ST ANTHONY'S PRIMARY SCHOOL

Glen Huntly

“I have come that you may have life, and have it to the full.” John 10:10

At St Anthony’s wellbeing “... is a state of being well in body, mind and spirit.” (Horizon’s of Hope Wellbeing Foundation Statement, p 2). At the heart of our school is our commitment to wellbeing.  We aim to provide a safe, respectful and engaging learning environment knowing that each individual’s wellbeing is intrinsically linked to their personal and academic success.  The children in our care are provided with explicit teaching experiences to learn, practise and apply social and emotional competencies in order to enhance and support their personal and interpersonal development.

 

Wellbeing, Learning and Lifelong Commitment 

Our curriculum content includes a focus on developing social skills and Social and Emotional Learning (SEL) that develops the five core competencies - self- awareness, social awareness, self-management, responsible decision-making and relationship skills.  

At St Anthony’s our approach to wellbeing is grounded in evidence-based practice which draws on research and the science of positive psychology. We use a variety of resources, strategies, physical spaces and opportunities to ensure that our students develop a healthy mind and body. Some of these are Christian Meditation, The Resilience Project: Gratitude, Empathy, Mindfulness, Peaceful Kids and Peaceful Classrooms, Lunchtime Clubs - Art Club, DigiTech Club, Quiet Club, Protective Behaviours – Daniel Morcombe Program and Growth Mindset.

Learning Diversity

“All students regardless of race, age or gender, by virtue of their dignity as human persons, have a right to an education that is suited to their particular needs and adapted to their ability.”   

(Pope Paul VI, 1965)

At St Anthony’s we celebrate diversity and difference amongst our students, staff and families, recognizing that each person is unique and inherently valued.  Learning Diversity ‘emcompasses all learners and refers to the variety of life experiences and attributes a child brings to their formal learning at school’. (Horizons of Hope, Learning Diversity Foundation Statement, page 2). This statement refers to students who may have exceptional ability or disability present.

Our learning and teaching programs are designed to cater for the individual needs of students so that each student experiences success in learning and in life. In our commitment to inclusion, and underpinned by research, we use the Universal Design for Learning (UDL) and Response to Intervention (RtI) as a means of designing learning which meets the needs of all students.  Learning experiences are designed using a data-driven decision making process where assessment is used to monitor student progress over time.  We prioritize early intervention and make reasonable adjustments to support the full flourishing of every student.