• 2013 Annual Report Banner
  • Action Area 2 – Learning and Teaching


    Student Wellbeing

    The Catholic Education Office Melbourne’s (CEOM) Student Wellbeing Strategy 2011–2015 supports the development of a strong wellbeing culture in all schools to promote learning and improved academic outcomes. The commitment to ‘enable every young person to be a successful, engaged and purposeful learner’, and to ‘plan and provide safe, contemporary and effective learning environments’, is realised through key initiatives designed to foster student engagement, connectedness, successful transition to further education or employment and academic achievement.

    Current research recognises that schools are key sites for the promotion of mental health and wellbeing, and that the promotion of wellbeing is central to learning and contemporary learning environments.

    Schools are supported to focus on structures and processes within teaching and learning, which contribute to the provision of a safe and effective learning environment for all. In the CEOM’s approach wellbeing is integral rather than incidental to learning, and critical to enable students to flourish. A culture of wellbeing promotes a personalised approach to teaching and learning that ensures rich and meaningful opportunities for each student, highlighting engagement, connectedness and belonging.

    innovate. create. relate

    The Wellbeing & Community Partnerships Unit hosted the innovate. create. relate. Conference in November 2013. Over 350 participants explored key concepts and issues associated with leading and managing educational innovation as a means of enhancing student wellbeing, community partnerships and successful learning outcomes for all.

    Wellbeing Conference
    The innovate. create. relate. Conference at the Catholic Leadership Centre, November 2013 

    International Speakers Series

    As part of the CEOM International Speakers Series (ISS) Ms Valerie Hannon (Innovation Unit, UK) explored the topic ‘How can educators purposefully cultivate, respond to and lead innovation?’ at the Catholic Leadership Centre, East Melbourne, in November 2013.

    Valerie Hannon Conference
    Valerie Hannon gives a presentation as part of
    the International Speaker Series


    Personal Story 

    Action Area 2 

    Daniel Buttacavoli
    Curriculum Coordinator
    Emmanuel College, Point Cook

    The work of the teachers at Emmanuel College is driven by the College motto, taken from John’s Gospel, to live ‘life to the full’. We use it to guide us in our mission to develop our students as a whole individual – academically, socially and spiritually. We are continuously challenged to create and deliver learning opportunities that connect students to their experiences of the world.

    To achieve this goal in 2013, the College began transforming its junior school curriculum. We did this through a staged roll-out of Project Based Learning (PBL) as the key mode of teaching and learning across Years 7, 8 and 9. Using PBL, we can challenge our students with real world issues and problems that really engage them because the topic matter is relevant and meaningful to their lives.

    I represented the College at PBL conferences in New Orleans, Detroit and Dallas to learn more about PBL best practice and innovation – and observed how other schools in Sydney, California and Texas were delivering the program.

    These opportunities provided fantastic learning experiences that I could share with the College staff to benefit our learning and teaching approaches, and at a personal level I was very excited about the potential for PBL to benefit the students in my classroom.

    Critical Incident Management Review

    A number of key actions arising from a review of the Critical Incident Management System to support schools incorporating the Duty Officer service realignment were implemented in 2013.

    Review of sponsored credentialed learning

    The sponsored credentialed learning delivered through the Student Wellbeing Strategy 2011–2015 offered in collaboration with key university partners, Australian Catholic University and the University of Melbourne was reviewed in 2013.

    Social and Emotional Learning Review

    Key recommendations outlined in the Smarter Schools National Partnerships Social and Emotional Learning (SEL) review were implemented in 2013.

    Other initiatives

    • Social and Emotional Learning Professional Learning for schools and Student Wellbeing Leaders
    • Arts for Learning and Wellbeing:
    • (1) the implementation of Community Arts initiatives to enhance engagement, connectedness and improved learning outcomes in 14 Catholic schools
      (2) the professional learning focused on arts integration to enhance both learning and wellbeing
    • Launch and distribution through the Student Wellbeing Leaders of Art & About: Community Arts Research Document and Creative Connections DVD
    • Promotion of National Safe Schools Framework including cybersafety and responsible use of social media, anti-bullying initiatives (including Catholic schools participation in the National Day of Action Against Bullying and Violence) and accreditation of Catholic schools as Restorative Practices schools
    • Promotion of Child Safety in all school communities including critical incident management and key strategic advice to schools ensuring student safety and curriculum support through the Duty Officer service
    • Promotion of mental health and wellbeing initiatives, i.e. KidsMatter, MindMatters, and support to schools in Drug Education, Out-of-Home Care Education Commitment Partnering Agreement
    • Australian Government Quality Teaching Program – Transition and Engagement in Catholic School Communities project
    • Production of key resources for school leaders and teachers including Social and Emotional Learning Posters and Research Documents
    • Restorative practices continued its accreditation process with eight new schools joining, three new schools reaching accreditation status and two schools reaccredited
    • Coordination of the Student Wellbeing Drama Festival and the participation of 43 Catholic primary and secondary schools

    Student Wellbeing Drama Festival
    Catholic students performing in the 2013 Student Wellbeing Drama Festival 

    Professional Learning Activities

    Course and Institution Primary Secondary Total
    Master of Education Student Wellbeing, University of Melbourne 54 46 100
    Master of Education (Wellbeing in Inclusive Schooling) Australian Catholic University 34 6 40