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Pastoral Care

Recent research in Australia suggests that the role of schools in supporting and promoting a learner's emotional and social development and competence, appears to be at least as important as their role in supporting academic development and competence.

The aim of the pastoral care program at Cannon Hill Anglican College is to instil in our students a sense of security and connectedness within the College. Pastoral care structures within the College have been developed to provide our students with a safe and caring learning environment.

A strong caring community develops in students a sense of self-confidence, respect for one's self and others, and the strength of character to negotiate an increasingly complex society.

Visitors to the College often talk about the relaxed and friendly feel of the campus. This is deliberately fostered and nurtured through the following programs.

To read Alanna and Luka's (pictured above) views on their House and Homeroom, please click here.

The House System

The House system is the fundamental pastoral structure within the College. It monitors the welfare, behaviour and appearance of the students.

The House system also provides the structure for the College's inter-house sporting competition and for fostering the further development of school spirit and a sense of inclusiveness.

The vertical Homeroom structure (Years 7 to 12) is an integral part of House organisation as it provides an encouraging, supportive, yet challenging environment in which students, staff and parents work collaboratively together. Primary students are allocated a House group whilst their Homeroom grouping is based on their class group.

Homerooms

In Homerooms, the Homeroom teacher has a particular responsibility to monitor the development of each student. In this pastoral group, activities are undertaken to develop healthy self-concepts, team building and decision-making skills as well as study and homework techniques.

A recent initiative has been the development of a Homeroom Reading Program. This program is designed to encourage reading for pleasure and to assist with the development of our students' literacy skills.

Life and Faith Program

The Life and Faith Program leads students to an understanding of the spiritual aspects of their lives. Students are encouraged to explore the ethical and moral issues affecting themselves, their peers and society and to support the values of community life.

“Campus Ministry is supported by the extensive Life and Faith program which is taught with great passion by members of the Campus Ministry team. This program gives every student at CHAC a grounding in the beliefs of the Christian faith, an understanding of other religions and the means by which to develop their own beliefs. The Life and Faith staff are committed to improving and developing their own knowledge and practice, and they personally participate in the life of the wider Church, to the benefit of their ministry at CHAC.

The Campus Ministry team, in partnership with Diakonos and the other Service groups within the College, has developed a framework for the Mission of Service within the College; that is, the articulation of the purpose and intention of the various activities which encourage and facilitate community service and care for others. This framework sets the Mission of Service within the wider mission of God and provides a context in which our students are able to meaningfully reach out to others.

These achievements will continue to strengthen the spiritual life of the College and equip our students to be compassionate and courageous members of the global community into the future.”

The Reverend Canon Sarah Leisemann
College Chaplain and Director of Mission

Preparing for life after school

The Learning Pathways Program seeks to build solid knowledge-based foundations on which students' career aspirations will become reality, thus enabling them to reach their full potential.

- Ms Anne Mitchell Grad Cert Career Guidance
Learning Pathways Counsellor

Students at CHAC are supported in their career decision making process by a well-defined careers structure that is built in a sequential manner as they progress through the school.

The College also provides students and parents with access to a regularly maintained and supported Careers Resource Centre site on the College Portal, which can be accessed both internally and externally. The Careers Resource Centre site informs the education and training goal setting process, provides information on school based apprenticeship/traineeship vacancies, enhancement programs, tertiary studies, scholarships and much more.

The Learning Pathways Counsellor also works throughout Year 12 with the Senior students to ensure that they meet all QTAC dates for application for University and TAFE study programs.

Leadership and Responsibility

The concept of servant leadership is central to the leadership program at the College. A formal program of leadership training begins in Year 4 with workshops that allow students to explore the different types of leadership and their individual strengths and abilities.

In Years 6 and 10, students reflect on the elements of good leadership, and develop initiatives for their final year at school.

All students in Year 12 are considered leaders and are encouraged to display their own unique and personal style of servant leadership.

The Student Council involves students from all Secondary years and one of its principal aims is to provide opportunities for students to acquire skills in leadership and decision-making. The Student Council assumes an important role in conveying ideas for the development of the College and its environment.

For more, please visit our Student Leadership page.

Community Sessions

CHAC Community Sessions provide a formal program of personal development for each year group.

These thirty-five minute lessons provide a unique opportunity to be very proactive in addressing specific needs of our students. Flexibility in the organisation and the content of this program is vital to its success.

Issues such as brain smart learning, critical thinking, leadership, etiquette, human sexuality, healthy relationships, substance abuse, nutrition, stress and time management, financial and driver education are taught in appropriate age, maturity and gender groupings.

The CHAC Community Session programs and structures are reviewed regularly to ensure that they are meeting the needs of students, staff and community, and that they are responsive to contemporary research findings, understandings and innovations.

Part of the Sessions includes student-organised specific year-level activities to strengthen the bonds of friendship and collaboration amongst peers, as follows:

  • Years 7 and 8 - students develop their connections with the CHAC community by exploring the topics of friendship, assertiveness, the role of the responsible bystander when dealing with bullying and the implications of cyber-bullying. Self-awareness and self-confidence are promoted through discussion of changes during puberty and the practical application of the principles of the Rock and Water course.
  • Year 9 - students focus on understanding the physiology of the brain, nutrition and sleep, memory systems, emotional rooms and thinking skills, supporting the notion of quality learning. The course further develops computer literacy through workshops in spreadsheets, internet research and databases, word processing and file management.
  • Year 10 - the program includes a range of guest presenters from various tertiary institutions, as well as activities associated with developing leadership skills, career planning, camp preparation, service activities, alcohol education, financial management, and public speaking.
  • Year 11 - students cover topics including driver education, leadership, service activities, the Big Sister Program, camp preparation and looking after friends in risky situations.
  • Year 12 – the program includes goal setting, nutrition, relaxation, stress management, drug education, Senior Formal preparations, enrolling to vote, CHAC Leaders Panel and various sessions relating to topics such as the Youth Advocacy Centre, Legal Aid and the Residential Tenancy Authority.

Counselling

Child Psychologist Mrs Meggy Delaunay (PGDip(PsychPrac) PGDip(DevPsych) M(GenPsych) D(Psych) MAPS), works alongside the Learning Pathways Counsellor to provide for the combined emotional and vocational needs of students, and counselling is available to students and their families.

Referral Methods

Via Head of House (HOH)
Students or parents of students may request appointments through a student's HOH. Similarly, students in need are often noticed by their HOH. Homeroom teachers or other teachers noticing students in need may also flag the student to their HOH.

Via Teachers
As above, if Homeroom teachers or teachers notice that a student is in need, they may approach the Counsellor directly. It is preferable if the HOH is involved in the referral, but sometimes this is not appropriate (for example, if the student prefers the HOH not to know).

Direct Referral
Students or parents of students may contact the Counsellor directly to request an appointment. This can be done using a slip available at Student Reception or emailing the Counsellor. Parents may also call the Counsellor to request an appointment, via Main Reception, on 07 3896 0444.
Counselling sessions will be kept confidential except when a student is at risk. An example of such a case is if the student is at risk of harming self or others.

Useful links

www.kidshelpline.com.au
www.beyondblue.org.au
www.lifeline.org.au
www.relaxationcentreqld.com.au