Respectful Relations

Respectful Relationships

The Respectful Relationships program supports schools to promote and model respect, positive attitudes and behaviours. It teaches students how to build healthy relationships, resilience and confidence. The Respectful Relationships wholeschool approach recognises that schools are a workplace, a community hub and a place of learning. Everyone involved in our school community deserves to be respected, valued and treated equally. We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are lived across the school community, and when classroom learning is reinforced by what is modelled.

The evidence supporting Respectful Relationships is overwhelming and comes from respected institutions such as the World Health Organisation and The Royal Commission into Family Violence. Helping children develop an understanding of healthy relationships and respect is key to preventing family violence in the future.

Through the Resilience, Rights and Respectful Relationships curriculum, students will develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage safe and respectful relationships. Students will learn to recognise and regulate emotions, develop empathy for others and establish and build a framework for positive relationships.

The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning across all levels of secondary education: Emotional Literacy, Personal Strengths, Positive Coping, Problem Solving, Stress Management, HelpSeeking, Gender and Identity, and Positive Gender Relationships.

MIDDLE SCHOOL YEAR 7–8

The Middle School will incorporate the Resilience, Rights and Respectful Relationships curriculum into The Seed Program, which is delivered by tutors during the pastoral care time. One of the most powerful parts of The Seed program is to link the parents in with classroom discussions. By having the conversations carry on at home, we hope to allow the students to develop their opinions based on a range of views provided by others. If it truly "takes a village to raise a child" then the link between teachers and parents provides a clear message for the students.

At the start of each term, parents will be provided with the topics of discussion that will be covered, and directed to the year level portal page to see the resources we have on offer. It is our goal to see parents raise these topics at home with their sons and continue the conservation with them.

WATERFORD YEAR 9

At Year 9, the Respectful Relationships curriculum will be covered as part of the pastoral care provided by the tutor. In addition to this, the Formation program will include the Building Respectful Relationships Unit, which is specifically designed for Year 9 students to explore the nature of gender-based violence and the implications for respectful practice. This program explores domestic violence and sexual assault in the context of power, social and institutional structures, and young people's lives. It takes a broad view of violence, covering the physical aspects as well as looking at the emotional, social and economic implications of genderbased violence. It is also designed to help students understand the nature of consent, free agreement and respect, and develop skills to take individual and collective action for self and others.

SENIOR SCHOOL YEAR 10–12

Within the Senior School, the launch of the Resilience, Rights and Respectful Relationships curriculum in Term 1 has seen the Year 10 cohort discuss emotional literacy by looking at how they understand complex emotions and learning to think from others' perspectives. Year 11 and 12 students have been focussing on the emotional landscape of the senior years and how they can use their strengths to reach their personal goals.

The introduction of the Respectful Relationships curriculum has been well received by both staff and students. It has given tutors and the students in their care the resources, time and space to have these important conversations. Although the focus this term has been on introducing this explicit curriculum as part of the pastoral care program, the focus on embedding these principles across the broader curriculum will take place next term.

SOCIAL AND EMOTIONAL LEARNING- GLENDALOUGH

St Kevin's Glendalough is committed to the students' physical, social and emotional wellbeing and recognises these elements are integral to learning. Wellbeing is linked to improved learning outcomes, academic achievement, mental health and

responsible life choices. We know that a respectful, inclusive and safe environment enables students to feel connected and engaged in their learning and this lays the foundation for them to reach their potential in learning and in life. Throughout 2020, every student from Prep to Year 6 will participate in regular Social and Emotional Learning (SEL) lessons. These lessons are run by Mr Alain Van Gurp and Mr Tim O'Dwyer and will include a focus on helping students develop their self-awareness and social management skills. Over the four terms, we will be introducing new themes that focus on the contextual needs of St Kevin's including:

Respect for Self and Respect for Others

Self-Control

Digital Wellbeing

Emotional Intelligence

Resilience

Leadership

Child Safety

SEL lessons are adjusted to the needs of each year level and incorporate themes such as respectful relationships, getting along with others, cyber safety, meditation, bullying, and more. All SEL lessons echo the positive lifestyle values that are fundamental to St Kevin’s College culture – that is, investing in one’s mental wellbeing, physical health and spiritual constitution. For more information on what is happening in SEL this year, have a look at the SEL page on the portal.