Student Care

The happiness and wellbeing of our students is paramount

Student care at St Michael's Collegiate focusses on the balanced development of the whole person though both pastoral and academic care. An excellent pastoral care structure, quality relationships and sound academic care all contribute to our holistic approach. Our staff hold a genuine interest in the wellbeing of our students and are committed to supporting their continued development.

Underpinning this is our purposefully designed wellbeing framework. It begins in our Junior School, where we have adopted the KidsMatter framework to develop and build resilience and mindfulness. KidsMatter Primary is a mental health and wellbeing research based framework for primary schools. The KidsMatter framework supports teachers, families and the wider school community to nurture children and provide explicit skills, strategies, methods and tools to support learning and wellbeing. In the Junior School, the wellbeing program is explicitly taught and integrated across the curriculum.

When the girls reach the Middle School they are supported by the MindMatters framework, a natural transition from the KidsMatter program. Girls at this age are on the cusp of adolescence and are explicitly taught what to expect and how to manage the transition from childhood to adulthood. We aim to empower the girls by developing their understanding of the challenges they may face and provide them with strategies to develop resilience. This includes clear information about where to go and what to do if they need support. Another major component of wellbeing in the Middle School is supporting the girls to understand and remain safe online. All our girls participate in a well-researched cyber safety program.

The Senior School wellbeing program borrows ideas from the PERMA Wellbeing model developed by Martin Seligman.  PERMA Wellbeing focusses developing habits of mind that cultivate flourishing in five domains:  Positive emotions, Engagement with experiences, Positive Relationships, leading a Meaningful life and Accomplishing (achieving success).  Ideas such as encouraging mindfulness, fostering gratitude and forgiveness, active constructive listening, coping with failure, goal setting and growth mindset are all developed within the five domains. Year 11 and 12 House leaders take on the role of ‘Custodians of Wellbeing’ and deliver a range of activities in vertically integrated Mentor groups, that cultivate habits of mind on these themes. This helps develop a shared language that embeds the wellbeing concepts into the students’ daily lives.

To complement our wellbeing program, Collegiate also has a School Psychologist and a School Chaplain who offer support and assessment as required.

House System

There are eight Houses at Collegiate and each has its own identity, motto and colours. Several Houses are named in memory of people who have contributed to the School's history.  Students enter the House system in Year 5 and they are in the same House for the remainder of their school years. Houses meet every Friday from 1:15pm to 1:45pm for House activities and events. Being in a House presents the opportunity for leadership and mixing with students from other year groups both socially and in friendly competition. Houses compete in activities such as Swimming, Athletics, Cross Country, and House Performances.

House Deans

In Middle and Senior School where the School day is more complex an extra measure of connectedness is provided through the House System. Each student is a member of a House and has a House Dean. The House Dean establishes and maintains the sense of connectedness for each student in their House through the management of the House Activities for students from Years 5 to 12.  The House Dean also supports the student House Leaders in performing their roles and is responsible for the student care of Year 9 to 12 students in their Mentor Group.

Relationships at Collegiate

To achieve effective and meaningful levels of pastoral care at Collegiate each student has a staff member who is the main contact point between home and the School. In the Junior School this person is the class teacher, in the Middle School they are the Pastoral Contact and in the Senior School they are the House Mentor. These staff members build the rapport necessary for providing pastoral support for the students for whom they are responsible.

 

 

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The most valuable thing I learned at Collegiate was to follow my heart and choose a career in a field I enjoyed. It was a nurturing and supportive environment.

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Anna Pooley
Wine Society, Young Wine Maker of the Year 2010
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The education I received at Collegiate was one of variety, intensity and depth. It was a fantastic foundation of skills I draw on every day.

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Mel Irons
State finalist, Young Australian of the Year 2014
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I learned so much from Collegiate: the importance of balancing technical knowledge with communication skills and physical fitness, to work exceptionally hard, to go the extra kilometre, to never give up.

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Jane Sargison
Rhodes Scholar 1998, Professional Engineer of the Year 2011
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My girls respect and value the role of all people and continue to have a diverse range of teachers supporting their learning and other experiences within the school. I want them to be good people.

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Lewina Schrale
Parent and Collegiate teacher
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St Michael’s Collegiate School promotes choice in offering extraordinary Outdoor Education, Performing Arts and extracurricular programs. The students are encouraged to extend and challenge themselves, and to take risks.

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Lewina Schrale
Parent and Collegiate teacher