Moranbah State High School Tomorrow's Future Today

2017Wellbeing Programs

INTRODUCTION

The mental health of students affects all aspects of the school community – from student engagement and academic achievement, to social adjustment and staff morale. Schools that promote a positive environment perform better, attract and retain more students and build a strong reputation in the community. The mental health of all students is a key foundation for school success.

Moranbah SSHS adopts the MindMatters framework - a mental health initiative for secondary schools that aims to improve the mental health and wellbeing of young people. We call it a ‘framework’, in that it provides structure, guidance and support while enabling schools to build their own mental health strategy to suit their unique circumstances.

There are four components to the Mind Matters framework:

SCHOOL VISION, PURPOSE & VALUES

Moranbah State High School’s Wellbeing Program is aimed at explicitly addressing the school vision by teaching the four core values (4R’s) reflected within it.

Our vision: “Tomorrow’s Future Today”

Our moral purpose: Every day, in every classroom, every student is learning, achieving and valued

Positive School

Community

Student Skills for Resilience

Parents & Families

Support for students

experiencing mental health

difficulties

Core Values: In preparing for “tomorrow’s future today”, we must ensure we:

• Have RESPECT • Take RESPONSIBILITY • Show RESILIENCE • Build RELATIONSHIPS

We learn and achieve through respect, responsibility, resilience and relationships.

Moranbah State High School’s Wellbeing Programs include the following elements:

• House structure and CARE system • Positive Behaviour Learning (PBL) embedded across the school • Rock and Water program (through Health & Physical Education Lessons) • Student Support programs • Relationships Education (including sexual health & domestic violence) • Attendance • Student Leadership & Student Representative Council (SRC) • Bullying and cybersafety • Inclusive Education (including a focus on Indigenous Education) • Goal setting • Career Education • Driver Education

Refer to MSHS Wellbeing Map

Mind Matters Component 1: Positive School Community Positive relationships, a sense of belonging and inclusion are important for a positive school community. Why is this important? Connectedness — the sense of caring for others and being cared for — is one of the most powerful protective factors in mental health, and is at the heart of the MindMatters framework. In school, we can develop connectedness by focusing on four areas:

1. Relationships 2. Belonging 3. Inclusion 4. Active participation.

Mind Matters Component 2: Student Skills for Resilience Adolescence can bring very distinctive challenges. This component is all about how you build the capacity of young people to respond to the stressors in their lives, and how you can create a context in which students can drive their own mental health agenda. HPE Curriculum & Rock and Water Program The Rock and Water program aims to apply a physical/social approach to assist boys and girls in their development to adulthood by increasing their self-realisation, self-confidence, self-respect, boundary awareness, self-awareness and intuition. A specific goal for the course is teaching boys and girls to deal with power, strength and powerlessness. The building blocks of the Rock and Water program are self-control, self-reflection and self-confidence. Building on to this foundation, it is possible to pay attention to the themes of safety, assertiveness, communication and finding their own way (the inner compass) that connects them to others (solidarity) and gives them direction (spirituality). The inner compass means that every person has different qualities and that these qualities manifest themselves in the psyche as forces that strive after fulfilment. Self-realisation gives a deep feeling of power, joy and meaningfulness. This is an important concept, especially for young people who are on the threshold of important choices. An answer to questions about meaningfulness and direction is very much related to becoming aware of one’s own qualities and desires. The themes mentioned above are interrelated in the program by four leading threads:

1. Grounding, centering and focusing: learning how to stand firm and relaxed, how to concentrate your breath in your belly and focus attention (first external, later transformed to an internal goal).

2. The golden triangle of body-awareness – emotional awareness – self-awareness: Emotions are expressed in the body by way of muscular tension. Therefore, increased body

awareness can lead to more insight and experience of one’s own patterns of reaction, which in turn can offer a chance to deepen and further develop the emotional awareness and self-awareness. In fact, this concept is the basis of every martial art that has an eye for the development of mental and inner power.

3. Communication:

the development of physical forms of communication as a basis for the development of other, more verbally oriented, forms of communication.

4. The Rock and Water concept: the tough, immovable rock attitude versus the mobile, communicative water attitude. This concept can be developed and applied at various levels: the physical, the mental and the social level. At a physical level it means that an attack can be parried by firmly strained muscles (rock) but also – and often even more effectively – by moving along with the energy of the attacker (water).

Mind Matters Component 3: Parents & Families There are two modules to this component:

1. Meeting parents information needs 2. Skills for effective communication (communication & sharing concerns)

Moranbah SHS ensures that parents are a part of key committees (eg: PBL committee). A marketing strategy is being developed to showcase the successes of the school. Mind Matters Component 4: Support for students experiencing mental health difficulties A range of programs are run by the Student Support team to support students experiencing difficulty. Refer to the outline below.

2017-2020 Moranbah SHS Wellbeing Framework

OVERARCHING FRAMEWORK = MIND MATTERS The mental health of students affects all aspects of the school community – from student engagement and academic

achievement, to social adjustment and staff morale. Schools that promote a positive environment perform better, attract and retain more students and build a strong reputation in the community. The mental health of all students is a key

foundation for school success. MindMatters is a mental health initiative for secondary schools that aims to improve the mental health and wellbeing of young people. We call it a ‘framework’, in that it provides structure, guidance and support

while enabling schools to build their own mental health strategy to suit their unique circumstances.

4 components of MindMatters

Positive School Community

(should involve a whole school approach & be data driven)

PBL Positive Behaviour Learning

School LeadershipEffective Teaching

Setting ExpectationsData informed decision making

Parent & Community Engagement

Student Skills for Resilience

HPE Curriculum

Adolescent DevelopmentDeveloping Resilience (Rock n

Water)

Parents & Families

Information NeedsCommunication

Sharing concerns

Support for students experiencing mental

health difficulties

Student Support Team

Melbourne Declaration of

Educational Goals for Young People

Statement of Expectations for a Disciplined School

Environment

The Code of School Behaviour Better Behaviour Better

Learning

Safe, Supportive & Disciplined School

Environment

2017 Priority

Whole School Wellbeing Programs - Junior Secondary Wellbeing lessons (program manager is Amy Gilbert – HOD HPE)

• 1 lesson per week for the entire year delivered through HPE curriculum (years 7-9)

Structure of the Health & Physical Education Australian Curriculum Strands, sub-strands and threads

The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

• Relationships education (sex education and health) – taught in HPE Term 2 (supported by Jacki Harms School Based Youth Health Nurse)

• Rock and Water program also taught in HPE lessons Additional programs (coordinated by Brendan Kirk & Georgina Leslie) Term / Week

Year Level Program

Term 1 Week 5

7 Wellbeing Expo Involves an exhibition of all support services available to students, provides information on youth community groups that students can join and also provides activities (such as meditation)

Term 1 Week 5

8 & 9 Wellbeing Day Theme: Relationships Team building activities with possible “army boot camp” Bullying activities Cyber safety presentation (key presenters – Nigel Dalton, Mackay QPS) Year 9 – Leadership talk and induction

Term 2, Week 4 (NAPLAN Week)

7 & 9 See suggested timetable below

Term 3, Week 2

Motivational Media & Wellbeing Day

Motivational Media aims to both challenge and inspire young people to develop strategies that will enable them to reach their true potential so that their life choices will not be diminished through avoidable, reckless and harmful behaviors. Other topics on the day include: - Goal setting - Time management - Dealing with stress and anxiety

Term 4, Week 10

Year 9 Graduation

Semi-formal celebration event to signify transition into the Senior School

End of term REWARDS DAY held the last day of each term

Year 7 & 9 Suggested Alternate Week – Week 4, Term 2

Period Monday Tuesday Wednesday Thursday Friday

Morning

Nor

mal

cla

sses

Yea

r 7 &

9

Breakfast – Cereal, Fruit & Toast (UCA)

Breakfast – Cereal, Fruit & Toast (UCA)

Breakfast – Bacon & Eggs (UCA)

2

Language convention (45 Mins)

Reading (65 Mins)

Numeracy Calculator (40 Mins)

Wet Day – ALL DAY (Oval) Let’s Jump Mackay will be setting up 4 big waterslides on our school oval. Sausage Sizzle lunch provided.

M/T

3

Writing (40 Mins)

NRL, AFL and Tennis Development Officers to lead activities Focus: Team work & communication skills

Numeracy Non-Calculator (40 Mins)

4 & 5

Mind Matters modules

Movie - Students will walk to Moranbah East Hall and return by 3pm. Sausage

Sizzle lunch provided (Period 4 – 5)

Year 7 – Cybersafety session Year 9 – Leadership session

Whole School Wellbeing Programs - Senior School (coordinated by Megan Wright, Natasha Price)

Term / Week

Year Level Program

Term 1, Week 3

12 & Student leadership team

Year 12 Motivational Breakfast (past student guest speaker) Induction Ceremony

Term 1, Week 10

11 & 12 Safe Talks (Suicide Prevention)

Term 1, Week 5

10 Year 10 Wellbeing day Theme: Relationships - Team building & positive communication - Bullying - Cyber safety presentation (key presenters – Nigel Dalton,

Mackay QPS) Term 2, Week 4

11 Leadership Camp

Term 2, Week 4

10 Year 10 Wellbeing Week (Tuesday – Friday) - Mind Matters - CPR for Life - Cyber safety - Healthy Relationships (Headspace) - Alcohol & Drug education

Term 2, Week 4

12 Love Bites program

Term 3, every week

12 (during FUN lessons)

Driver Education

Term 3, Week 2

Motivational Media & Wellbeing Day

Motivational Media aims to both challenge and inspire young people to develop strategies that will enable them to reach their true potential so that their life choices will not be diminished through avoidable, reckless and harmful behaviors. Other topics on the day include: - Goal setting - Time management - Dealing with stress and anxiety

Term 4, Week 7

12 Year 12 Wellbeing Week - Choices program - CPR for Life

Term 4, Week 7

12 Graduation

Year 10, 11 & 12 Senior School Program (Coordinated by Paul Morris & Tracy Mawson) Term 1:

Week

Year Level

Topic / Event

Organiser

Week 5

(Wednesday) 12 SET Plan updates – OneSchool

QCS Test & OP Calculation Paul Morris Maree Lewis

Week 6 (Wednesday)

12 Compulsory Mock Interview Preparation Mock Interview preparation:

• Application process • Resume Writing

Tracy Mawson

Week 7 12 Mighty Minds Test Wise workshops (Thursday & Friday)

Paul Morris

Week 7-10 (Wednesday)

12 Mock Interview preparation Classroom teacher

Week 8 (Wednesday)

11 SET Plan updates – OneSchool QCS Test & OP Calculation USI update

Paul Morris Maree Lewis

Week 10 12 RESUME & COVER LETTERS DUE

Tracy Mawson

Week 10 (Wednesday –

Friday)

11 Cert II FSK Catch-up Paul Morris

Term 2 Overview

Week

Year level

Topic

Organiser

Week 1

(Wednesday) 11 & 12 Reflection of Term 1 results

R6 trackers (filled in diaries) VET competency record Goal Setting Highlighting positives and focussing on areas to improve

Paul Morris

Week 2 (Wednesday)

12 Guest Speakers to talk about Interview Techniques Sharlene Briggs (MRAEL) Body Language and your Digital Profiles What to wear?

Tracy Mawson

Week 4 (All week)

12 Practice QCS Test (2 days – Tuesday & Wednesday) Mock Interviews (Thursday & Friday)

Paul Morris & Tracy Mawson

Week 10 11 & 12 Cert II FSK Catch up Cert II Self Awareness course (for at risk students)

Paul Morris

Term 3 Overview

Week

Year level

Topic

Organiser

Week 1

(Wednesday) 11 & 12 SET Plan Update

Reflection of Semester 1 results R6 trackers (filled in diaries) VET competency record Goal Setting Highlighting positives and focussing on areas to improve

Paul Morris

Week 2 (Wednesday)

12 QTAC presentation Tracy Mawson & Elli Allen

Week 1 (Monday -

Wednesday)

12 James Cook University experience (Townsville) Tracy Mawson

Week 8 11 Practice QCS Test Paul Morris

Week 10 10 Work Experience

Tracy Mawson

Week 10 11 & 12 Cert II FSK Catch up Cert II Self Awareness course (for at risk students)

Paul Morris

Targeted Student Support Programs (Coordinated by Elli Allen)

Term Program Description Target Group Facilitator 1 (Weeks 2-10)

R.A.G.E RAGE is an anger course for young people aged 11-17. It is a strengths based solution focused program that is hands on, practical and fun to help children deal with the human emotion of anger

6 students (years 7-12)

Brooke Sorbello (Chaplain)

1 (Week 10) Princess Party

The Princess Party is designed for girls with low self-esteem. The girls learn etiquette and spend an evening together

50 students (years 7-10)

Elli Allen (Guidance Officer)

2 (Week 2 – 10)

SHINE Shine is a confidence and self-esteem program for girls. The program is designed to help girls understand they are able to have a positive influence on their world by identifying their strengths and achieving personal goals

10 students (years 7 & 8)

Brooke Sorbello (Chaplain)

2 (Week 5-10)

RELAX Relax is a program particularly designed to assist students in dealing with high levels of anxiety. Mediation, journaling and other techniques are examined to help minimise anxious feelings

15 students (years 7-12)

Elli Allen (Guidance Officer)

Term 3 (Week 1-10)

Girls with a Purpose

Girls with a Purpose is a life skills program for young women. The program provides activities that develop knowledge, resilience and self-worth

10 students (years 10-12)

Amanda O’Sullivan (Youth Support Coordinator)

Term 3 (Week 2-10)

Strength Strength is a confidence and self-esteem program for boys. The program is designed to help boys understand they are able to have a positive influence on their world by identifying their strengths and achieving personal goals

10 students (years 7-9)

Brooke Sorbello (Chaplain)

Term 4 (Week 1-10)

Drumbeat The drumbeat program is a structured course delivered across 10 sessions. Each session focusses on different relationship themes such as identity and social responsibility, peer pressure, harmony, communication and team work.

10 students (year 9)

Brooke Sorbello (Chaplain)

Student Representative Council Wellbeing Activities

Term Date Activity 1, Week 4 Tuesday 14th February Valentine’s Day Fundraiser 1, Week 6 Friday 3rd March Clean Up Australia Day (Moranbah) 1, Week 8 Friday 17th March World’s Greatest Shave 1, Week 9 Tuesday 21st March Harmony Day 1, Week 10 Friday 31 March Rewards Day (Easter theme & Raffle) 2, Week 3 Thursday 4th May MSHS Slave Auction 2, Week 4 Friday 12th May Year 10 & 11 Mocktail 2, Week 10 Friday 23rd June Rewards Day 3, Week 2 Saturday 22nd July Colour my Run fundraiser 3, Week 9 Friday 8th September World Suicide Prevention Day / RU OK? 3 TBC Jeans for Genes Day 4, Week 2 Weekend event Run for my Life 4 TBC Relay for Life

Other fundraisers will occur throughout the year to raise funds for community programs and graduation ceremonies.

Inclusivity Programs – Indigenous Education & Disability (Coordinated by Kelly Little & Dearne Warby-Dent)

Term Date Activity 1, Week 2 – 10 Starts Friday 3rd February Deadly Choices program (for years 7-9) 1, Week 9 Tuesday 21st March Harmony Day & Multicultural Day 2, Week 2 - 10 Starts Friday 28th April Deadly Choices program (years 10-12) 2, Week 7 Monday 29th May - Reconciliation / Sorry Day formal

parade- Maggie Walsh (Indigenous elder) to

present ½ hour talks on thesignificance of Sorry Day duringHumanities lessons

- Afternoon workshop with indigenousstudents

2, Week 4 Monday 31st July Tri-School NAIDOC event NAIDOC parent dinner

National Disability Action Week – Term 3, Week 10

CARE Program At Moranbah SHS, CARE is a structured 10 minute lesson at the start of each day. CARE stands for: C = Curiosity (finding out about your students and ensuring clear school communication)

A = Attitude (positive attitude and setting the tone for the day)

R = Roll-marking (accurate)

E = Excellence (uniform, high expectations) Our CARE classes are based around our House System and are vertical across Junior Secondary and Senior School. Attendance: Research shows that higher rates of attendance at school are related to higher achievement. Moranbah State High School expects that all students attend school every day. There is significant research and data confirming that, during the early years of secondary school, students make the least progress, the gap between the low and high achieving students widens, and students are less engaged with education. A clear drop in attendance is evident as students move from primary to secondary schooling. By carefully managing transitions, the aim is to improve these patterns to realise further benefits for students. CARE teachers are the first port of monitoring for student attendance. Information relating to the attendance policy and procedures can be located in our Responsible Behaviour Plan. Roles of CARE teachers:

- To ensure all students are ready to actively participate in school each day

- To explicitly teach the School Wide Behaviour Expectations

- To generate and maintain House spirit

- To ensure students are informed about school events & calendars

CARE teacher responsibilities

- Ensure Roll is marked accurately - Read daily notices - Monitor Uniform - Hand out Student notes/ receipts and monitor their return

- Monitor Attendance. - Contact House Coordinator / Attendance Officer for long unexplained absences - Implement CARE program (including policy information and reminders)

Data Collection Data about student wellbeing will be collected from the following sources: Data Year Levels Timing School Opinion Survey Years 9 and 11 Term 3 Resilience Survey – Andrew Fuller Years 7 and 10 (lowest grade

of junior and senior secondary)

Term 4

Learner Engagement Survey Year 10, 11 and 12 Term 4

Moranbah SHS Wellbeing Teams

1. House Team Structure Barada House Jambina House Kerlong House Wangan House Coordinator Natasha Price Brendan Kirk Georgina Leslie Megan Wright JS Leader Lynhus Benolo Hughie Head Megan Belousoff Christian

Sheridan SS Leader Renee Briggs John Medina Lauren Giffin Terrence Curcio Block K, G Block H, C, J, iCentre A, MLC F, L, iCentre

CARE Teachers

JS1 JS2 JS3 SS1 SS2 SS3

RACKTA SCOTJE BARNTE PRENMA BLYTCH CHAPDA

SPRAMA WHAPGE BRACDA HAINBE NICHKE LALLLI

MILNJE JENIKA / GARRMI GEIGTA MILLDA STRAED FONTRE

CHARJO MOTLDI HUGGRE WRIGAN FORDEL BRACSI

2. Student Support Team

Guidance Officer Elli Allen HOSES Dearne Warby-Dent School Base Youth Health Nurse Jacki Harms Chaplain Brooke Sorbello Youth Support Coordinator Amanda O’Sullivan Indigenous Support Officer Kelly Little

3. Year Level Teams

Junior Secondary Senior School Principal Felicity Roberts Deputy Principal Rachael Lewis Lee Merrett Head of Department Paul Morris Wellbeing Events Management Brendan Kirk & Georgina Leslie Natasha Price & Megan Wright Student Leaders Ethan Roberts & Akiri Tracy Michael Bell & Kate Robinson

4. Student Representative Council (SRC) / Student Leadership

Line managed by: Felicity Roberts Student Council President / Chair

Student Council Treasurer

Student Council Secretary

Student Council Representatives

Kate Robinson & Michael Bell

Sophia Alfonso Junita Head Year 7 – Year 8 – Year 9 – Akiri Tracy & Ethan Roberts Year 10 – Year 11 – Year 12 – Mackenzie Roberts & Ciara Smith + House Leaders

5. Sport & Arts Team Sport: The Arts: Line Manager: Lee Merrett Rachael Lewis Coordinator: Alisha Matsen Captain: Mackenzie Roberts Ciara Smith

6. Social Justice Committee Chair: Rachael Lewis (Deputy Principal) Committee: Felicity Roberts (Principal) Lee Merrett (Deputy Principal) Elli Allen (Guidance Officer) Dearne Warby-Dent (HOSES) Leah Miosge (Master Teacher)

7. Positive Behaviour Learning Committee (PBL) Chair: Rachael Lewis Committee: Felicity Roberts (Principal) Natasha Price (House Coordinator Representative) Jo McGrath (Head of Department) Paul Morris (Head of Department / Support Room Manager) Maree Lewis (Advanced Classroom Profiler & Data HOD) Leah Miosge (Master Teacher) Rebecca Fontyn (Teacher Representative) Narelle Mendezona (non-teaching staff representative) Parent representative

8. Workplace Health & Safety Committee Chair: Denise Campbell (WHSO) Committee: Jennie Brown (WHSO) Felicity Roberts (Principal) Kathryn Bull (Business Services Manager)

Tracy Mawson (CTEC Manager and Partnerships Coordinator) Jo McGrath (HOD Technology)

Jacki Harms (School Based Youth Health Nurse)

9. Local Consultative Committee (LCC) Chair & Admin Rep: Lee Merrett Teaching Administration Rep: Felicity Roberts QTU Reps: Simon Brace & Andrew Wright Non-Teaching Admin Rep: Kathryn Bull Non-Teaching Union Rep: Cassie Fudge

Role Descriptions

1. House Coordinators The House Coordinator is primarily responsible for developing school spirit within their respective House. Their focus in 2017 is on Mind Matters component #1 – Positive School Community. Key roles are to:

• Instill care and knowledge of the “Moranbah Way” (key expectations and culture of the school) • Recognize student effort • Communication regarding key school events (Eg: Work

Experience, ECP Day) • Promote extra-curricular and House participation • Monitor uniform and attendance • Work as part of a team to implement the School Wide

Behaviour Management Policy • Work as part of a team to resolve student conflict &

bullying with a focus on safety and wellbeing • Manage whole-school Wellbeing programs

Some specific duties: • Enrolment induction process with new students (including tours of the school, buddying up with students and checking in weekly). Contact with all new parents. Ensure that students new to the school are encouraged to become involved in school life, assisting them to make transition into the Moranbah SHS culture and expectations. • Maintain a visible presence within the House – via House parades and visits to Care and classrooms • Work toward getting to know students – therefore being able to provide information to staff about students (learning / wellbeing) • Affirm and recognise special efforts and achievements via certificates and special mentions on House parades. • Data Analysis and At Risk Interviews at each reporting period with your Year Level Team (Effort and Behaviour are essential). Support plans uploaded to OneSchool and communicated with parents and teachers • House data wall (Attendance, VIVO, effort & behaviour) • Dashboard monitoring notes for Vulnerable Students • Communicate with CARE and classroom teachers, as well as administration and support staff with regard to student concerns. E.g. extended absences / wellbeing issues • Involvement (which includes planning, collaboration, communication and enactment) of Wellbeing Days Specific Responsibilities Uniform Monitor and manage appropriate application of Uniform and Dress

Standard Policy at the school. Provide students out of uniform with options of; • Returning home after parental contact to change

• Utilising school stock of uniforms for the day (washed and returned by student)

• Continuing normal program of instruction up at the office for the day

• Failure to comply with these options will see referral to Administration

Attendance • Manage and monitor attendance weekly using the OneSchool dashboard. The focus will be on 3 or more unauthorised absences or patterns of truancy in a fortnight. Parental contact and explanation is the primary focus, with persistent unexplained absences or patterns being referred to and followed up by Administration.

• Liaise with Attendance Officer to communicate information to teachers regarding extended absences

• Assist in communication with parents to ensure students have work where appropriate

• Contacts recorded in OneSchool Late to School Afterschool detention – Leadership team supervise on rotational basis Bullying • Work with teachers to conduct investigation

• Liaise with YL HOD and YL DP • Work with students on the Bully Busters program • Record in OneSchool & upload Bully Busters completed program • Repeated offences should be referred