Philosophy & Frameworks

Care at Clayfield

At Clayfield College we prioritise wellbeing in all contexts within our community. Attention to wellbeing enables our students, staff and others to flourish. Our overarching Wellbeing Framework, Care@Clayfield aims to:

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

 Care@Clayfield 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.

 Through Care@Clayfield we seek to ensure that:

  • each individual in the community will be known, valued and understood.
  • each individual in the community will feel known, valued and understood.
  • each individual in the community will feel a sense of belonging to the College.
  • there are strong connections 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.

The Clayfield Classroom

The Clayfield Classroom identifies the pedagogical elements employed by teachers to achieve the aqu reflects ideas synthesised from current educational research and the extensive experience of our staff to create an environment which optimises learning through connection, challenge and high impact instructional strategies.

Classroom engagement is founded on authentic relationships and a focus on self-regulatory dispositions such as resilience. Our teachers ensure that students can access knowledge through a range of mediums and that this is embedded by giving it validity through either links to the ‘real’ world or to issues/emotions which are ‘real’ for the students. Ultimately our students are challenged to think deeply and apply their understandings in a range of familiar and unfamiliar contexts.

The Clayfield Classroom identifies the pedagogical elements employed by teachers to achieve the acquisition of knowledge and the deep understanding which allows its application. These elements, as detailed in both our frameworks, The Classroom and Care@Clayfield are grounded in practices of connection and care. Once such a culture is established our teachers:

  • communicate clear learning intentions,
  • have high expectations of their students,
  • teach and model positive learning mindsets,
  • teach and model reflective practice,
  • teach and model productive behaviours Provide learning experiences which challenge and extend each student,
  • utilise formative assessment to check for understanding and focus attention,
  • teach students how to think and provide opportunities for them to practise different types of thinking,
  • use targeted feedback to direct student focus and facilitate progress.

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 students 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 and take their place with confidence in the adult world.