Introduction from our Senior School Directors:

Learning and Teaching

Learning and teaching priorities are the key elements that guide the design, delivery, and assessment of educational programs. These priorities reflect the values, goals, and objectives of Perth College, and they determine the strategies that teachers and students use to achieve their learning goals.

Effective learning and teaching priorities are essential for promoting student success, engagement, and motivation. They enable teachers to create learning environments that are relevant, challenging, and inclusive, and provide students with opportunities to develop the knowledge, skills, and competencies they need to succeed in their academic and personal lives.

Some of the key learning and teaching priorities at Perth College include the development of critical thinking, problem-solving, and communication skills, the integration of technology and innovation into teaching practices, the promotion of diversity, equity, and inclusion, and the use of evidence-based practices to improve student outcomes. By prioritising these elements, educators can help students to become lifelong learners who are equipped with the skills and knowledge they need to succeed in a rapidly changing world.

Wellbeing in Senior School

Wellbeing at Perth College is founded on the fundamental belief that our students embrace the knowledge, skills, values and attributes to empower them to be capable, courageous and caring in all aspects of their lives. We strive to equip our students with positive mental health strategies that build resilience and recognise that a student’s wellbeing encompasses their physical, emotional, social, and cognitive health which are essential in allowing them to learn and reach their full potential.

There is growing recognition of the importance of student wellbeing in academic success and overall development. As educators, it is our responsibility to prioritize student wellbeing and create a culture that prioritises prevention, early intervention, and holistic support for all students. Using an evidence-based, proactive approach, we include a wide range of practices to allow our students to flourish; allowing them to experience positive emotions, engage in their learning, accomplish their goals, enjoy good relationships, and have a sense of meaning.

Although there is no simple pathway to flourishing, the scientific research and practice in this field continues to advance and evolve. We strive to embed student wellbeing in all that we do and will continue to encourage our students to find their passion, be challenged to be their best, develop a strong sense of purpose and be supported academically, mentally and emotionally.

Lucy Sabatini

DIRECTOR OF WELLBEING (YEAR 7 TO 12)