It acknowledges family as the primary source of love and care and puts in place structures, procedures and personnel to focus on wellbeing and support in the educational environment.

All staff and students exist within the St Monica’s College community in relationships of trust, respect and cooperation. Core Christian values of compassion, equality, mercy and justice provide a framework for this to happen.

• Leading a team of Homeroom teachers in providing support to students and their families.
• Monitoring of educational progress and social development of students in consultation with Teachers and Families.
• Liaison with other support groups such as College Counselling Team. Management of disciplinary matters in the year level.
• Taking an interest in individual student programs. Making welcome new students and assistance with their transition.

• A comprehensive counselling service and professional psychological support to the College community.
• Students able to access the counselling service on their own initiative. Staff and parents able make referrals.
• Individual, confidential counselling for students. Support for teachers in their work with students.
• Professional development for staff.
• Parent advice and parent education programs.
• Assessments.
• Referral to outside agencies.

• A comprehensive and professional careers counselling service to the College community.
• Students able to access the careers counselling service on their own initiative.
• Staff and parents able to make referrals. Individual confidential careers counselling for students. Group and class careers planning for students.
• Support for teachers in their work with students. Professional development for staff.
• Parent advice and parent education programs. Careers assessments.
• Referrals to outside agencies for students at risk.

• Encouragement of students to develop leadership abilities.
• Fostering positive relationships between students and enhancement of teamwork.
• Student voice in their College community.
• Encouragement of students to work together with peers and staff to create safe and positive working environments.
• Encouragement of senior students to act as mentors for junior students.

• Monitoring of student wellbeing and behaviour and advising the relevant Year Level Leader of any concerns.
• Development of an overall knowledge and interest in the students’ academic and social development through consultation with teachers and parents.
• Communication, where appropriate, about a student’s progress to parents.
• Alerting Year Level Leaders to relevant personal matters concerning individual students, e.g. repeated absences, punctuality, home difficulties, uniform infringements.
• Communication, where appropriate, about a student’s personal problems affecting his/her performance to subject teachers and co-operative work with Counselling and other Wellbeing staff.
• Enhancement of home rooms and maintenance of a pleasant working environment in them.
• Delivering pastoral curriculum and programs. First line of contact for parents/students.

• Promotion of the wellbeing of students through availability to both students and parents.
• Provision of pastoral care to students and staff.
• Confidential work with staff, students and families.

• Oversight by the Senior Teacher Wellbeing Development and oversight of the delivery of student wellbeing curriculum, programs and initiatives within the College, Implementation of the National Safe Schools Framework, Health Promoting Schools framework and Restorative Justice framework Initiation, recommendations and reviews of policies, procedures and protocols.

• Provision of support strategies to teaching staff.
• Organisation and facilitation of program support meetings with staff, students and families.
• Organisation and completion of assessments in order to understand students’ difficulties; development of programs to meet their needs.
• Support of students individually, in small groups and in class.
• Initiation of an Individual Learning Plan for students with disabilities.
• Provision of resources for staff in regards to chronic health, learning difficulties and sensory disabilities.

• Provision of support materials to staff.
• Provision of support, both pastoral and academic, to individual students and groups of students.
• Provision of relevant and appropriate courses for all students.
• Provision of engaging and relevant course materials to enable each student to access the units of work.
• Provision of current, relevant, academic pathways information for students.

• Maintenance of a focus on student wellbeing In their relationships with students and parents and in their area of work.

• A whole school approach to improving the literacy outcomes for our students.
• Provision of sustainable pathways for every student.
• Small group and 1:1 support for ESL, Refugee and Indigenous students and their families.
• Provision of support materials for staff.

• Focus on health promotion, primary prevention and minimising risk taking behaviour.
• Promotion of positive healthy lifestyle.
• Training sessions for staff, students and parents.
• Development of policies and protocols. First aid on sports days (swimming carnival, athletics and cross country).
• Development of school management plans together with parents for students with medical issues. Referral to external community agencies.
• Liaison with St John Ambulance Cadet Program.

• A sequential pastoral curriculum at Years 7 – 9.
• Pastoral work at senior year levels.
• Exploration of self-worth and social and emotional wellbeing.
• Classroom environment characterised by mutual respect and responsibility.
• Key themes of: social and emotional learning; resilience; community building; personal wellbeing – drug education and general health; cyber safety; community service.
• Pastoral programs encourage an exploration of identity, risk taking in a safe environment, reflection about development into young men and women, consideration of past, current and future steps in life’s journey, and growth in personal skills and abilities.

• A whole school approach to developing and sustaining positive relationships.
• Its principles and practices guide the College when relationships break down.
• Core values of respect and responsibility.
• Personal responsibility for behaviour.
• A commitment to put things right.
• A focus on future behaviour.

• Make a Child Smile – St Vincent de Paul

• Samaritan Inn

• St Peter’s Literacy Program
• St Vincent de Paul Christmas hampers

• St Vincent de Paul Christmas hampers

• Ozanam House Community Centre

• Moira Kelly – Children First Foundation

• The Cancer Council of Victoria
• Red Cross World Vision – 40 Hour Famine
• Collingwood Cottage