VISION FOR LEARNING
EVERY INTERACTION MATTERS
SETON G RADUATES
SETON STAFF
RESPECT
INCLUSION
SERVICE
EXCELLENCE
SETO N PARENTS
VISION FOR LEARNING
In our endeavours to ‘Seek Christ’ in ourselves and one another we aim to ensure ‘every interaction matters’ by living out the College RISE values.
R ESPECT
Showing thought and care to self, others and the world around us as stewards of our common home, recognising the God given dignity of every person
I NCLUSION
Valuing and accepting the uniqueness of everyone in our community so that each person can participate and contribute according to their gifts
S ERVICE
Developing an intrinsic desire to serve ourselves, others, and the the environment in solidarity with those in need
E XCELLENCE
Our ongoing commitment to becoming the best version of ourselves across spiritual, intellectual, emotional, social and physical dimensions
THE SETON GRADUATE
Our Graduates are inspired to ‘Seek Christ’ by living out the College RISE values of respect, inclusion, service and excellence, they understand that to truly rise they have to lift others.
R ESPECT
Our Graduates:
• Respect and care for themselves, others and the world making positive connections and ensuring every interaction they have matters
• They are self-motivated with a positive outlook grateful for the opportunities that come their way and willing to make the most of them
I NCLUSION
Our Graduates:
• Hold a Christ centred view of the world exhibited through inclusive words and actions and a desire to serve others in their future endeavours
S ERVICE
Our Graduates:
• Demonstrate agency in their life by using both the knowledge and skills they have developed at Seton to contribute to the world and all their possible future career choices
E XCELLENCE
Our Graduates:
• Be advocates for the College, grateful for their educational journey with a commitment to lifelong learning
• Work towards personal excellence, however that looks for them, through resilience and an awareness of their God given gifts and abilities
SETON SKILLS
Seton Skill descriptors are informed by the University of Melbourne’s elements of Agency in Learning, the Australian Curriculum General Capabilities and Microsoft’s 21st Century Learning Design.
COMMUNICATION
We are able to skillfully communicate connected ideas using more than one type of communication
COLLABORATION
We collaborate to discuss issues, solve problems and create products. We have shared responsibility, and together we make decisions that shape our content and the process of our work
CREATIVITY
We generate and apply new ideas and see existing situations in new ways. We identify alternative explanations and make new links in unexpected ways
CRITICAL THINKING
We interpret, analyse, sythesise and evaluate information and are then able to apply our knowledge to new contexts across learning areas
SELF-MANAGEMENT
We set learning goals and work through tasks and projects towards sucess criteria. We independently plan our approach, put it into action and revise it based on our own reflections and feedback
PROBLEM SOLVING
We develop solutions to challenging problems, sometimes without all the information we need to complete the task. We investigate real world issues experienced on a global scale. We explore, evaluate and implement innovative solutions to these problems
AGENCY
in learning
The capacity to produce learning of value to self or community. The elements which make up agency are:
Definition of BUILDING SOCIAL ALLIANCES
The ability to build social networks or groups to learn, grow or achieve a purpose
Definition of DEMONSTRATING DRIVE
The ability to propel the pursuit of social, personal or community ambitions
Definition of MANAGING COMPLEXITY AND INTERRELATEDNESS
The ability to predict and explain things in the face of complexity and interrelatedness
Definition of ACTING WITH AUTONOMY
The ability to govern one’s own actions
Definition of ENGAGING IN DIALOGUE
The ability to engage in two-way communication to connect, explore, negotiate meaning, or develop perspectives
Definition of BEING REFLECTIVE
The ability to evaluate and learn from experience
Definition of GENERATING FEEDBACK LOOPS
The ability to originate and use feedback for improved performance
Definition of BEING OPEN TO THE NEW
The ability to embrace or harness new ideas, experiences and ways of doing things
Definition of STRIVING FOR DEPTH
The ability to develop deep expertise in a field or domain
Definition of ACTING WITH JUDGEMENT
The ability to act on the basis of sound assessments evaluations or decisions in the face of ambiguity uncertainty or unknowability
Definition of DEVELOPING SKILL OR CRAFT
The ability to hone, sharpen, polish or improve skill or craft
Definition of ACTING WITH COURAGE
The ability to act in the pursuit of a worthwhile goal in the face of social cost or failure
Definition of PROBING AND EVALUATING
The ability to investigate and judge claims and beliefs
SETON STAFF
As a College that specialises in a holistic education the Seton Staff realise, they need to be holistic educators. Seton Staff are inspired to ‘Seek Christ’ by living out the College RISE values of respect, inclusion, service, and excellence
R ESPECT
• We respect our role as educators working in partnership with parents to develop whole Christian people
• We accept and appreciate the diverse strengths, abilities, and needs of all in our community, providing for those needs through child centred learning.
I NCLUSION
• We ‘Seek Christ’ in ourselves and others by showing kindness and compassion in our interactions
• We value and accept diversity as we understand it strengthens and enriches our community
S ERVICE
• We share our knowledge, skills and experience to support ‘other’
• We selflessly give our time and energy to model Christian service and its importance to the world and future of our students
• We unearth knowledge, skills and experience in all staff to build understanding and respect in our teams
• We communicate with parents, students and colleagues calmly, professionally and constructively, both in person and online
• We foster an environment where we can all learn, grow and celebrate our uniqueness
• We work in partnership with families to support student wellbeing, recognising the complexity of adolescent development
• We model the agreed standards of our community, challenging ourselves and others to enable personal growth
• We work collaboratively with families in the best interests of each child, acknowledging parents as first educators
E XCELLENCE
• We strive for personal excellence, as lifelong learners, and encourage others in their growth journey to become the best version of themselves
• We create and take opportunities to develop personal leadership in our teams by sharing best practice, responsibility, and initiative
• We strive for excellence in our relationships by recognising that every interaction matters. We display courtesy and integrity by engaging in direct and respectful conversations
• We maintain high expectations for students while supporting families in reinforcing routines, engagement and growth
SETON PARENT
Seton Parents partner with the College to form each young person, recognising parents as the first and ongoing educators in their child’s life. The Seton Parent vision is aspirational, grounded in the behaviours that most strongly support a child’s wellbeing and growth at school. Developed through meaningful consultation with students, parents and staff, this shared vision reflects the values and actions that help every young person flourish in all dimensions of life — spiritual, intellectual, social, emotional and physical, and contribute to the common good. This vision is also reflective of the CEWA Parent Code of Conduct.
R ESPECT
• Communicate with staff and families politely and constructively, both in person and online, avoiding reactive or accusatory language.
• Trust professional judgement and seek clarification through appropriate channels, primarily the classroom teacher, before escalating concerns.
• Respect staff time and boundaries, including response times, communication hours, and professional roles.
• Approach concerns as a partnership, remaining open to different perspectives and working towards fair, balanced solutions.
S ERVICE
• Partner with the school in a spirit of cooperation, attending meetings and engaging in shared decision-making.
• Encourage responsibility, accountability, and follow-through in children, rather than excusing behaviour.
• Build a home culture that supports effort, contribution, and respect for school expectations.
• Raise concerns in a timely and appropriate manner, focusing on solutions and student growth.
I NCLUSION
• Support every student’s right to feel safe, valued, and able to participate fully in school life.
• Work collaboratively with the school to support learning, wellbeing, and appropriate behavioural expectations.
• Model respectful interactions within the community, including how concerns about students or families are discussed.
• Promote positive and responsible engagement in both in-person and online environments.
E XCELLENCE
• Encourage consistent effort, resilience, and independence in learning, including completing tasks and persevering through challenges.
• Support school expectations around attendance, punctuality, preparation, and uniform standards.
• Maintain realistic expectations about support and accommodations, aligned with school processes and equity for all students.
• Stay informed and engaged in your child’s progress, communicating proactively and constructively when needed.
Parents at Seton...
Parents at Seton...
Parents at Seton...
Parents at Seton...