Across the College, our aim is to empower each individual student to grow as a person, to lead, to achieve and to contribute to our community and the greater society. These values are underpinned by The Preventative System of St John Bosco. Our teachers and College staff walk alongside students in work and play, providing our students with the opportunity of becoming trusted friends and mentors to them.

Our strategies are based on strengths-based classrooms. We aim to assist students to build on self-regulatory capabilities to build a sense of community and belonging, and to integrate wellbeing principles that focus on strengths and kindness.

Your child will engage in the WRAP (Wellbeing, Relationships, Agency and Personal Responsibility) Program for two scheduled lessons each week with their class group. This program is centred around the Child Protection Curriculum with a focus on child safety and respectful relationships. WRAP also boosts student learning in:

• Mental health awareness,
• Sense of identity,
• Self awareness, and
• Mental health literacy.

Students across the College are further supported by an onsite School Counsellor and Wellbeing Officer.

At Benedict Campus, our Classroom Teachers together with Lead Teachers monitor, develop and support students’ pastoral care, wellbeing and personal and spiritual growth during their time at the College. Parents and caregivers are encouraged to contact their child’s Classroom Teacher to discuss any issue that they are concerned with.

To make an appointment with your child’s classroom teacher, please message the teacher via the  SeeSaw App or phone the Benedict Student Office on 8633 8802.
 

Community Engagement and Wellbeing Officer
College students and their families can access support with our Engagement and Wellbeing Officer for attendance and wellbeing concerns. This confidential and holistic service is available and accessible for all students and families and provides support and strategies to achieve the best outcomes.

This service can be accessed by contacting the College.    

School Counsellor
Students across the College are further supported by an onsite School Counsellor contracted through Centacare. The Counsellor provides one-on-one friendly and confidential services to assist with a range of issues including mental health, family and school concerns. Students and their families are able to access this service and can make an appointment during and outside of school hours, by phoning the College.    

Breakfast Club
It is important that students start their day with a healthy breakfast to prepare for a full day of learning. Breakfast Club is available at Benedict Campus on Wednesday mornings from 8.20am - 8.40am in the Good Samaritan Hall. 

For wellbeing enquiries, contact the Benedict Student Office 8633 8802.

In a world where we can be anything, above all be kind. 

As a college, we support students to understand and adhere to our expectations through explicit teaching. As a place of learning, we want all students to be engaged and contributing to a safe and respectful learning environment where students can flourish. In Parent Information sessions this year you may have heard mention of PBIS (Positive Behaviour Interventions and Supports), so I thought I would explain it a little in this week’s newsletter. 
 

Our Purpose Statement 
Through a consistent whole school approach, we will teach, model and support our students, in learning desirable behaviours and attitudes to enhance their academic, social and emotional learning. 

What is PBIS? 
PBIS is a proactive approach and focuses on teaching all students agreed expected behaviours and pro-social skills rather than just reacting to behaviour errors. A small number of students require highly individualised and intensive interventions (sometimes aligned with Personalised Plans for Learning). 

Why teach expected behaviours? 

• We cannot assume students understand expected behaviours.  
• Research shows that punishment, when used inconsistently and without positive strategies, is ineffective. 
• Consequences do little other than to signal an error has occurred; they do not re-educate and teach what is expected.
• Teaching expected behaviours has a positive link to wellbeing and academic outcomes. 
• Repetition of explicit teaching is key to learning. 

What does PBIS look like at St Mark’s College? 
A matrix of Behaviour Expectations and agreed Classroom Expectations is displayed in every classroom. This Matrix was developed last year in consultation with staff, students and the community. 

• Procedures for non-classroom settings are displayed in their relevant areas.  
• Students can state the behavioural expectations.  
• Positive behaviours are explicitly taught, modelled and practised with students and reinforced throughout the year.  
• All staff acknowledge and positively reinforce expected student behaviours. 
• It is a team-based approach.  
• Families are informed and actively included in supporting expectations. 

For most students, modelling and reinforcing the expectations is sufficient. All students hear and practise the expectations in Tier 1 – universal support. Of course, we recognise that students sometimes make poor choices and mistakes. We work with students who need additional support through Tier 2 interventions such as re-teaching outside of class time. For a few students, persistent challenges will result in Tier 3 interventions, which include an explicit Behaviour Support Plan. Significant behaviours that breach expectations may result in suspension from school. As parents we can sometimes be quick to deny, defend or excuse our children’s behaviour, but this does not help our young people to accept responsibility for their actions or to develop the social and emotional skills needed to thrive in the community. We greatly appreciate parent support in reinforcing expectations and working with us to equip our young people with some vital life skills. 

Click to see our Positive Behaviour Intervention Strategy for the College.

At St Mark’s College we acknowledge and understand that every child has their own story, experiences, challenges and abilities. We strongly believe that every student is a competent learner and a valued member of their class and school community. We strive to provide an inclusive, engaging and rigorous curriculum for each student. This is achieved by students learning in supportive and inclusive classrooms alongside their peers with differentiated teaching and curriculum adaptations when required. It is important that all students can participate in all aspects of school life while accessing quality learning and developing meaningful social relationships.

Across the College, students are supported in classrooms by the teacher along with Educational Support Officers (ESOs). The College has committed to additional ESO staff as well as a range of early intervention programs in response to ongoing data, giving students extra support as they start school and begin their learning journey. 

We support students with diagnosed or imputed disabilities or learning difficulties with a Personalised Learning Plan (PPL). This plan is developed by teachers and the Inclusive Education Leader in partnership with students and parents to clearly outline the functional impact to the student’s learning and what adjustments are made to ensure the student can access their learning successfully.

With parental permission, there is close liaison with outside feeder schools and kindergartens for students transitioning into St Mark’s. We also work in partnership with Allied Health Services, TAFE and other paediatric and psychological specialists to ensure the best outcomes for our students. In addition, the Catholic Education Office’s Consultants provide regular guidance and support to staff, families and students.