Pastoral Care & House System
Our lives are determined by how we react to what happens, not by what happens to us and by the attitude we bring to life, not by what life brings to us.
As the cognitive development of students is linked with their emotional and physical well-being, education at Clayfield College is concerned with the whole person. Of importance is the provision of opportunities for support and guidance, along with learning experiences to develop the skills necessary to live effectively in our complex society. Helping to develop resilience in our young people is at the forefront of our Pastoral Care Program.
The comprehensive program for Middle Schooling students recognises the needs of each individual student. Significant opportunities for each student’s spiritual, social, emotional, physical, cultural and thus academic growth are provided. Encouraging in students an appreciation for the service to others, the program’s ultimate aim is for students to feel they are worthwhile members of the community, all with very special qualities to offer. The intention is for each and every student’s personality to be enhanced and for students to treat each other with courtesy and respect.
A caring and supportive environment at Clayfield College is accomplished through eight pathways.
- Daily routine in the classrooms, and in co-curricular and extra-curricular activities
- Chapel Worship and Christian Education Program
- The House System
- Personal Development Program
- Outdoor Education Program
- Community Service
- Student Leadership
During daily routine and in co-curricular and extra-curricular activities, the involvement of all staff is important in acknowledging success or any signs of obstacles to each student’s development. Nurturing students in all aspects of self is important. The caring environment helps provide security to assist each student in forming, understanding, appreciating and valuing her own identity.
Through Chapel Worship and Christian Education lessons students are encouraged to reach a high level of understanding and commitment to Christian beliefs. These beliefs are based on Scripture as well as on the traditions of Christianity. The virtues of faith, love, hope and charity, vital for spiritual development, are emphasised.
Each Middle Schooling student is allocated to one of six Houses: Ashburn, Campbell, Gibson, Henderson, Radcliffe or Youngman, and remains in that House for the entirety of her schooling at the College. Each House is led by a Head of House and two student House Captains. In the Middle Schooling years, the Head of House, supported by Pastoral Care teachers, is responsible for the pastoral care of all students in the House and provides the vital link between the College and home. The Core teachers in each year level are also involved in the pastoral care of their students and liaise closely with the Head of House. Weekly House activities, encompassing the academic, sporting and cultural disciplines and community service, enable students from different year levels to learn from each other. The House system ideally provides younger students with the opportunity to develop friendships with and receive assistance from older students. Most significantly, leadership skills can be progressively developed through the years.
Weekly Assemblies enable students to share their talents and be recognised for their success both in and out of the classroom. Student participation is the main focus for these assemblies with themes developed and topics relevant to College life being covered. Included in each assembly is a spiritual segment.
The formal Personal Development Program addresses the different levels of maturity and interests of students. Topics relate to issues associated with an individual’s development of self-awareness and self-respect, along with interpersonal relationships building. Middle Schooling students have a designated lesson per fortnight and work with a team of staff and guest presenters. The Mindmatters resource provides a strong framework for the program. This program comprehensively covers issues relevant to the general health and well-being of young people and adults. In its delivery, emphasis is placed on relevant preventative measures as well as on problem solving strategies.
Through the Outdoor Education pathway, linked to various sections of the curriculum, students are given the opportunity to develop social as well as leadership skills. Year Level activities, covering effective risk-taking and decision making skills are practised in a safe and secure environment. Themes include: building self esteem; facing personal challenges; expanding friendships; coping with stress and conflict; and linking self with the environment.
Numerous opportunities exist for students from all year levels to reach out to those less fortunate than themselves. Through class and House activities and through a number of Community Service Groups our students are enriched by connecting with various global communities.
Students at Clayfield College accept that being given the right to lead brings with it the responsibility to serve the community. Recognising and valuing the diversity of student talents, along with harnessing that diversity produces powerful teamwork. Student leadership at Clayfield College follows a shared model where students have the opportunity to play the role of both leader and team player, depending on the responsibility. Responsibilities encompass activities in and out of the classroom. Middle Schooling students have the opportunity to be assigned a leadership role, mainly for a semester. This enables the learning process in leadership skill development to be experienced by a larger number of students. Each Student Leader recognises that it is not just about the badge, title, or what I do but it is also about who I am while I am fulfilling my role.
Through the eight pathways of the Pastoral Care Program which creates a supportive environment for Clayfield College students, differences are celebrated rather than separateness emphasised.