The philosophy that underpins the Student Welfare Program at the Freshwater Senior Campus is based on a number of principles.
These include the following:
- All students can be successful, but are more likely to be successful if they become partners in their own learning
- Achievement is measured in a variety of ways, appropriate to each student
- Students make choices, but they may need support in making appropriate choices
- Challenging behaviours can have their origin in learning difficulties. This means that each student’s ability to cope with Year 11 and 12 learning outcomes remains the constant focus of our campus
- Students will be given support and opportunities to change behaviours that affect the learning experiences of others. A continuation of these behaviours will not be tolerated
- It is fundamental to Freshwater Senior Campus that students are prepared to learn about their own learning processes and take responsibility for analysing and improving them.
The staff recognises that the welfare focus of a senior campus will have a different emphasis from a regular 7-12 school. As students go through the latter part of their adolescence, some students will find it difficult to remain focussed in their studies.
Each student is assigned to a small group that meets once each week on a timetabled basis with an experienced teacher. The program covers items such as: settling into Freshwater Senior Campus, the culture of the Campus, study timetables, time management and a range of topics connected with late adolescent development and the transition from school to work. It is intended that the teacher and student develop a positive relationship in order for the student to be able to confide and trust in their mentor and seek guidance. Students should feel free to discuss any problems with their mentor who will liaise with other support staff as necessary.
Specific Support Personnel:
The Campus is fortunate to have on site a number of people who will be able to provide support for specific issues related to learning.
Students from an ESL background, as well as having an opportunity to attend a specialist English class, will also be supported by the ESL staff in their other subjects on a regular basis. Students who may require ESL support will be identified upon enrolment. Their specific needs will be met by negotiation with the ESL staff.
All classroom teachers have a responsibility for the progress of students in their class and will encourage students to approach them with any problems that are interfering with their learning. Similarly, students should feel free to approach the Head Teachers or the Deputy Principals if they feel there is an impediment to their learning.
The Year Adviser:
The Year Adviser can be approached by students who are having a general difficulty affecting their schooling. Year Advisers will liaise with mentors, class teachers and appropriate support personnel to develop individual welfare plans to support students through a problem and to overcome a learning difficulty. Year Advisers have a key role to play in ensuring that parents stay informed.
Download the Role of the Year Adviser (67kb)
The School Counsellor (Ms C Powell):
Students can self-refer or be referred by staff to see the Counsellor. The Counsellor is able to provide support and guidance on a wide range of issues: personal, emotional or academic. As well as liaising with school personnel, the Counsellor can liaise with a number of external support agencies that can help with specific problems. Discussions with the Counsellor are confidential.
The Girls’ Supervisor (Ms B Leonard):
The Girls’ Supervisor, as well as being responsible for developing programs to provide girls with leadership opportunities and ensure that girls are committed to achieving their best, has a counselling role. Any female student should feel confident in approaching the Girls’ Supervisor to discuss any matter pertinent to their education or progress at school.
Students can ask to see any of the Head Teachers about a problem they may be experiencing in a particular subject. Problems that are not directly learning related, e.g. bullying or harassment should be referred to either of the Deputy Principals.
Anti-Racism Contact Officer (ARCO) (Mrs G Perry):
Students can speak to the Anti-Racism Contact Officer over any person or practice they believe to be prejudicial on the basis of race. Contact is confidential.