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 all five elements of the UWCSEA learning programme. The practices derived from these principles enhance motivation for learning. While each principle is identified separately, they are interconnected and impact each other.

We know learning is effective when:

Learners feel secure and supported

• Therefore, learners need a positive, inclusive and respectful learning environment in which it is safe to take risks.

Learners understand the purpose of the learning

• Therefore, goals should be clear and meaningful for learners and transferable to new contexts.

Learners have ownership of their learning

• Therefore, learners need opportunities to develop metacognition that supports self-awareness and agency.

Learners listen, talk, and interact with others

• Therefore, learners must have a range of opportunities to collaborate and engage to explore diverse perspectives and grow ideas.

Learners construct new understanding by building upon prior knowledge and skills

• Therefore, learning should be scaffolded to activate prior knowledge.

Learners are appropriately challenged

• Therefore, learning opportunities should align with the developmental stage and needs of the learner.

Learners build conceptual understanding by making connections between concepts

• Therefore, learners should have opportunities to make connections between knowledge, skills and concepts to build their own generalisations.

Learners have time to develop fluency through meaningful practice

• Therefore, learners are given sufficient opportunities to develop skills through learning engagements that promote application.

Learners use timely and goal-directed feedback to reflect

• Therefore, assessment and feedback should be regular and structured to guide the learner and support reflection.

Learners have a clear model of high-quality learning

• Therefore, skills and behaviours should be explicitly modelled so learners can apply them for themselves.