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Social and Emotional Learning

To provide the best opportunities for all students to achieve their full potential, Catholic school communities seek to provide a comprehensive curriculum with strong pedagogical understandings and evidence-informed practices to personalise learning and engage young people at a level appropriate to their knowledge, skill and ability. (Horizons of Hope, CEM, 2017)

To do this St. Patrick’s has clear expectations with regards to the teaching of Wellbeing and Social Skills.  Each class is expected as a minimum to teach a social skills/wellbeing lesson of at least 45 minutes a week.  To do this the school uses as its main resource the Bounce Back program. We use the Bounce Back program to assist the students to develop build positive relationships, enhance responsible decision-making, help students learn how to handle challenging situations and develop leadership skills.

Wellbeing is not a separate curriculum area.  Rather the individual’s wellbeing will support their learning. To ensure that the curriculum that is taught is relevant to the needs of the children.  St. Patrick’s has begun to use the Social Emotional Wellbeing assessment protocol that has developed by the Australian Council of Education and Research. This tool allows the teacher to identify strengths and weaknesses of the class and then tweak the Bounce Back and Social and Emotional Lessons to the needs of the class.


St. Patrick’s believes that we need to work with each individual child so that a curriculum can be designed to encourage the child to discover and then reach their full potential.  We strategically teach Social and Wellbeing skills so that the child’s wellbeing can be nutured.  By nurturing the wellbeing of each child we can lead to greater engagement. 


“Engaged learners have a positive sense of identity, connection with their peers and community. They are invested in learning in and beyond the classroom. This enables them to flourish and grow in confidence as curious, optimistic and inspired knowledge-builders, problem-solvers, conceptual thinkers and self-motivated learners.” Horizons of Hope, CEM, 2017