Wellbeing and Learning Principles

At UWCSEA, we aspire towards a culture of care where there is a shared commitment to cultivate wellbeing for all members of our community. While we acknowledge that feelings of wellbeing are personal and will vary between individuals, the College is responsible for providing the conditions for community wellbeing to flourish. This includes opportunities to feel connected, autonomous, and competent—for students, staff and parents alike.

• we feel connected when we feel known by others, heard by others and cared for by others. 

• we want to feel we can self-regulate our actions, where possible, and make our own meaning of events. 

• a sense of competence arises when we feel effective and that we can continually develop craftsmanship around our work.

Our definition of learning and learning principles guide our educational practice across the entire learning programme. Motivation for learning is enhanced by the practices that are derived from these principles. While each principle is identified separately, they are interconnected and impact each other. Based in research, they are not listed in any particular order.

We know learning is effective when:

Learners feel secure and supported: therefore, learners need a positive and respectful learning environment in which it is safe to succeed or to make mistakes and try again

Learners understand the purpose of the learning: therefore, goals should be explicit

Learners construct new understanding by building upon prior knowledge: therefore, it is important that new learning is connected to what the learner has previously experienced or understood

Learners listen, talk and interact with others: therefore, learners must have a range of opportunities to engage with others in a variety of situations

Learners construct meaning by making connections between knowledge: therefore, learning experiences need to be organised around core concepts

Learners are appropriately challenged: therefore, learning opportunities should align with the developmental stage and individual needs of learners

Learners use timely and goal directed feedback: therefore, ongoing assessment should be regular and structured in a manner that allows for specific feedback to guide the learner in constructing meaning

Learners have time for meaningful and deliberate practice: therefore, learners need well considered opportunities to develop and improve skills and understanding

Learners have ownership of their learning: therefore, learners need opportunities for self-directed learning

Learners think and act upon their learning: therefore, learners need opportunities to develop strategies to plan, monitor, reflect and make adjustments to learning as needed