Contents Pastoral Care and Wellbeing Introduction
4
Year 7
7
Year 8
9
Year 9
11
Year 10
13
Year 11
15
Year 12
17
From the Deputy
Pastoral Care is best described as promoting students’ personal and social development and fostering positive attitudes through: •
The quality of teaching and learning.
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The nature of relationships amongst students, teachers and adults other than teachers.
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Processes for monitoring students’ overall academic, personal, spiritual and social progress.
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Specific pastoral structures and support systems.
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Co-curricular activities and the school’s culture and ethos.
Pastoral Care builds and supports the entire school community by creating a sense of community and belonging. It encompasses all aspects of school life and is created through relationship building and connectedness. Pastoral Care is concerned with the total wellbeing of individuals within the school community and focuses on the whole student and engaging all members of the school community as providers of pastoral care. The pastoral care offered at any school must reflect its culture, core values and beliefs as this will provide a foundation for pastoral practices, a direction for decision making and a basis for reflection and evaluation. As a Catholic school in the Edmund Rice tradition, Trinity College has a long and well-established history of pastoral care founded in Edmund’s directives to the first Christian Brothers. ‘They are to have a tender affection for all the children, especially the poorest, as most resembling Our Lord Jesus Christ’. For Catholic schools in the Edmund Rice tradition, these core values are reflected in the four touchstones of Justice and Solidarity, Gospel Spirituality, Inclusive Community and Liberating Education.
Mr Julian Fritz Deputy Principal (Student Wellbeing)
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Pastoral care is a distinctive and cultural characteristic of Catholic Schools in the Edmund Rice tradition and, accordingly, is a fundamental aspect of Trinity College.
Our specialised programs guide the boys in developing skills for healthy relationships within and beyond the College, support them in facing challenges and overcoming hurdles, and provide them with an array of real-life skills and experiences in becoming the best
Each young man’s wellbeing and formation
version of themselves as they grow to be
at Trinity College is a responsibility we
‘Men for Others.’
assume with the greatest of importance and significance. Genuine pastoral care is an
At every stage of the Trinity College journey,
integral aspect of this and it is interwoven
our Pastoral Care and Wellbeing Programs
within every facet of the Trinity experience for
have
been
intentionally
designed
and
sequenced to provide for the cognitive,
our students.
social, emotional and spiritual needs of our
Our pastoral care practices develop and
boys, contributing to their holistic formation.
continue to support the mind, body, and spirit of the whole boy as he builds resilience and self-efficacy to reach his full potential.
Pastoral Care and Wellbeing Sequence Year 7
Trinity Transition
Year 8
Eight Engage - Mind, Body, Spirit & Community
Year 9
Becoming Men
Year 10
PDW – Personal Development and Wellbeing
Year 11
Accept and Lead
Year 12
Embracing Change (Making my Mark)
5
Year 7 THEME: TRINITY TRANSITION (T²) Year 7 marks a significant rite of passage where students transition from primary school and become members of the Senior School. Our Transition Program is both robust and flexible, providing each Year 7 student with a Year 11 Senior Mentor and role model for tailored support. A significant experience for all Year 7 students is the Becoming Brothers Camp, which encourages the boys to develop new friendships, step out of their comfort zones, and continue their formation of personal identity. This is an important foundational year in which the personal journey to becoming Men for Others commences, with the support of their peers in ‘becoming brothers!’ The boys will be equipped with all the basic skills required to flourish in high school. With a focus on developing strong organisational skills and the importance of building positive relationships, the year builds to empowering the boys to challenge (cyber)bullying, support their peers, navigate the online world safely and develop tools for digital wellbeing. OUTCOMES •
Gaining familiarity and the tools necessary for a successful transition into high school life.
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Promotion of positive wellbeing through education in concepts such as gratitude, empathy, mindfulness and emotional literacy.
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Understanding of the importance of positive relationships and communication, with a focus on bully education and prevention.
PROGRAM OVERVIEW •
Transition to Trinity
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Gratitude and Growth Mindset
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Bully Education and Prevention
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Effective Relationships
SUPPORT RESOURCES •
The Resilience Project
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ySafe
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Bully Zero
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Good Bloke Co.
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Year 8 THEME: EIGHT ENGAGE - MIND, BODY, SPIRIT & COMMUNITY Throughout Year 8, boys continue their transition into Senior School with opportunities to develop a strong sense of personal identity, while continuing to develop social connections within the cohort. Using the framework of Positive Psychology, a strength-based approach enables students and the school community to thrive by building on their strengths and virtues, focusing on the importance of happiness and gratitude. The importance of engaging the mind-body-spirit-community means that our wellness comes not just from physical health, but from positive mental health and our spiritual health. Essentially if we can develop and engage our mind, body and spirit to work together the effect brings happiness. The program will cover a range of important topics, equipping them with the necessary tools to improve many aspects of their lives. Through an understanding of social media, the importance of nutrition, the impact of positive relationships and gaining knowledge in the topic of sexuality, students will be able to further develop themselves in continuing their transition into their teenage years. OUTCOMES •
To educate students in the importance of positive engagement in many aspects of their lives.
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To identify topics that are age appropriate at a Year 8 level.
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To introduce and challenge each individual mind to a level of information that will encourage conversation and learning.
PROGRAM OVERVIEW •
Engaging Online
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Engaging the body
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Engaging with the community
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Engaging the mind
SUPPORT RESOURCES •
The Resilience Project
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Julie Meek - Nutritionist
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Annika Holland - Sexologist - Sexuality and Pornography
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ySafe, zero2hero
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Good Bloke Co.
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Year 9 THEME: BECOMING MEN Becoming Men is a Rite of Passage program consisting of weekly sessions in which Year 9 students are instilled with important values to equip them with the tools and inner fortitude to tackle the many hurdles that teenagers face in today’s world. Becoming Men aims to provide a healthy and respectful Rite of Passage program which enables students to safely discover their emerging identity as they experience the physiological and psychological changes that are occurring within them. Whilst the program is mostly facilitated in weekly classes, we call on parents and other significant figures in each boy’s life to participate and contribute. The role of the parents and influential role models is vital in helping shape boys into young men who have a firm grasp on who they are, who they want to be, and how they can get there. The program involves a series of ceremonies and events which highlight key virtues that are important for our boys to develop as they mature. We highlight the importance of father-figures, mother-figures, women and role models through these ceremonies and events, and spend time in the lead up to these occasions discussing and reflecting on those people and their role in forming and influencing the young men we aspire to be. OUTCOMES •
Gaining an understanding and appreciation of where you came from.
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Learning the value of family and the influence family history has on development and identity.
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Deciphering between positive and negative role models.
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Identifying the important mentors and role models in our lives, and how best to utilise their knowledge, wisdom and values.
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Identifying and discussing personality strengths and areas for improvement.
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Develop a greater understanding and appreciation for women and the role men play in their development.
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Further develop respect for others, especially women, and develop a deeper understanding of etiquette and appropriate behaviour at formal occasions.
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Developing a greater idea of what defines a true leader and how to implement this into daily life.
PROGRAM OVERVIEW •
What sort of man do I want to become?
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Empowering Women, Educating Men
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LEADERSHIP: Action, NOT Position
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Make it Happen
SUPPORT RESOURCES •
Annika Holland – Sexologist – Sexuality
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Speaker Program Includes – Paul Dillon, ySafe, zero2hero
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Chadwick Academy Modelling Agency
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The Resilience Project
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Year 10 THEME: PDW (PERSONAL DEVELOPMENT AND WELLBEING) The Year 10 PDW Program is a bespoke program designed to complement the pastoral experiences of the previous three years and prepare the boys for their next rite of passage into the senior years. Relationships with self and others forms the essence of this program promoting a holistic approach to mental health, and the building of strong, meaningful relationships. Aspects of service, self-management and independence are experienced throughout the year with a particular highlight being the opportunity for students to learn essential food preparation skills through a four-week Food Technology program at Mercedes College. OUTCOMES •
To learn the basic cooking skills focussing on the importance of hygiene.
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Extend upon the previous experiences of Christian Service, through a focus on working with the elderly.
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Initiate the discussion around careers and create a cover letter and application for future employment.
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Keys4Life - a pre-driver program that helps to educate young people about safer road use and allows them to sit their Learner’s Permit Theory Test.
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To educate boys on staying mentally healthy, the importance of acceptance and managing thoughts, emotions and actions.
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Peak Program - an 8 week personal development program run by David Castelanelli focusing on goal setting, sleep patterns, time management, study secrets and resilience.
PROGRAM OVERVIEW •
Promoting positive wellbeing
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Developing essential life skills in driving, food technology and future job prospects
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Goal setting
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Time management
SUPPORT RESOURCES •
RAC Bstreetsmart
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Keys4Life
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PEAK Program – David Castelanelli
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Speaker Program Includes – Paul Dillion, ySafe
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The Resilience Project
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Year 11 THEME: ACCEPT AND LEAD With a strong focus on leadership and mentoring, Year 11 provides an opportunity to develop the concept that as a year group their legacy grows with each new experience, with each previously untested idea that they are courageous enough to deploy, and every time they inspire others and see a task through to completion. Leadership is not shaped, and legacies are not defined at the end of the road, but rather by the moments shared, the decisions made, the actions taken, and even the mistakes overcome throughout the many phases of high school. Mentoring too is important, not only because of the knowledge and skills students can learn from their mentors, but also because mentoring provides personal support to facilitate success in school and beyond. Quality mentoring greatly enhances students’ personal wellbeing and chances for success. Teaching acceptance and diversity exposes students to various cultural and social groups, preparing students to become more responsible and better informed in their communities. By promoting awareness and creating a personal connection with diverse cultures, we can prevent or assist students from developing prejudices later in life. Diversity in and out of the classroom will continue to grow, so it’s essential we prepare students to adapt to an evolving world. OUTCOMES •
To understand the difference between a leader and a mentor.
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To understand the skills and attributes of a leader online and in person.
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To understand that we model our style on servant leadership.
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To appreciate that being a leader in role modelling ethical values.
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To educate students about acceptance and diversity.
PROGRAM OVERVIEW •
Student leadership development
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Senior Mentor Training
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Practising Gratitude
SUPPORT RESOURCES •
The Resilience Project
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Red Frogs
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Blue Tree Program
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Speaker Program Includes – Paul Dillion, ySafe
15
Year 12 THEME: EMBRACING CHANGE (MAKING MY MARK) Life as a Year 12 student can be highly stressful, with students at times fearing the future. As a result, they could experience a range of different emotions, including stress, fear, uncertainty, frustration, and disappointment. Not only are these students completing their final year but they are looking beyond the opportunities and possibilities that exist. We equip young people to deal with the challenges that they will face, think beyond school and provide them with tools and strategies to move through this time with resilience and a healthy positive attitude. The Year 12 Pastoral Program has a strong focus on the importance of positive wellbeing and stress management. We encourage boys to focus on the ‘now,’ practice gratitude, be present in the moment and take control of their world. Our goal is to ensure when the boys leave the gates of Trinity College for the last time, they leave as the best possible version of themselves. OUTCOMES •
To research and look broadly at post school options.
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To be prepared for life, post schooling.
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To continue to strive for personal excellence.
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To leave the TC gates as the best possible version of oneself.
PROGRAM OVERVIEW •
Future Options – University, Tafe, Workforce, Internships
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Your Life = Your Choices
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Health and Wellbeing – Stress Management
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Mindfulness, Gratitude, Impact of Happiness
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Personal Safety
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Self-Care and Reflection
SUPPORT RESOURCES •
The Resilience Project
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Red Frog – Stay Safe, Preparing for Leavers
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Speaker Program – Paul Dillion, ySafe
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Blue Tree Program
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