Philosophy & Frameworks

Care at Clayfield

At Clayfield College, academic rigour works in harmony with our authentic and very intentional wellbeing program. Boys and girls will be known, valued and understood as individuals with unique interests, voice and potential.

We prioritise wellbeing in all contexts within our nurturing community. In the Secondary School, our Parallel Learning model allows even greater focus on wellbeing across all stages of a student’s individual development.

Our overarching Wellbeing Framework, [email protected] aims to:

  • promote an understanding of wellbeing as a fundamental determinant of satisfaction and success.
  • assist boys, girls and others to improve their wellbeing through attention to their wellness, safety, relationships and purpose. 
  • empower boys, girls and others with the skills to monitor, regulate and develop the dispositions and qualities which are associated with high levels of wellbeing.

[email protected] is based on five key principles:

  1. Understanding, honouring and protecting wellbeing is the core of a healthy and empowering school culture.
  2. Wellbeing education should encompass physical, psychological, emotional and social components. 
  3. School approaches to student wellbeing should include elements which are preventative, supportive and responsive.
  4. Wellbeing is a dynamic state which an individual can influence.
  5. Wellbeing is the foundation of all learning. It enables academic success.

The [email protected] framework benefits everyone within the Clayfield community by ensuring that:

  • Everyone will be known, valued and understood.
  • Everyone will feel a sense of belonging to the College.
  • Strong connections exist among all members of the community.
  • Conduct and communication are shaped by Christian values. 
  • There are high expectations of individuals in the community in terms of engagement, conduct and communication.
  • All members of the community are accountable for their actions and words.

International Baccalaureate Primary Years Programme

Clayfield College is currently in its Candidacy Phase of the International Baccalaureate Primary Years Programme (PYP) and will look to complete authorisation in the coming years. The programme is designed to foster the development of the whole child; encompassing a student's social, physical, emotional, spiritual and cultural needs, as well as their academic welfare. The construction of knowledge is highly valued, together with international mindedness, inquiry and conceptual learning and a strong emphasis on student agency, and making a difference in our world. It is important to note that PYP is a framework which gives direction to the way in which we teach the Australian Curriculum.

IBPYP Learner Profiles

Informed by the International Baccalaureate (IB) mission to develop active, compassionate and lifelong learners, the IB programmes foster a distinctive set of attributes. These qualities—embodied in the IB Learner Profile—prepare IB students to make exceptional contributions in out school community and the world beyond.

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. 

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The PYP is aimed at developing in boys and girls the skills they will require for the 21st century, including critical thinking, problem solving, creativity, a deep understanding and collaboration, as well as engendering academic engagement, excitement and enthusiasm. In short, our goal is to prepare our students to be life ready, to take their place with confidence in the adult world and let their light shine.