WELLBEING at OUR WOODVILLE
Wellbeing and learning are closely linked. If a student’s Wellbeing is low, then learning is potentially impacted. As a Wellbeing Team we aspire to embrace a common language that enables young people to thrive by developing the knowledge, skills, capabilities, perseverance, and the creativity that they need to build a successful future. Our team believes in a school environment that focuses on the academic, physical, social and emotional development of the students in our School where each student is known, understood, valued and cared for.
Woodville High School is committed to the Principles of the DfE Wellbeing for Learning and Life framework promoting child centred, strengths-based relationships that are inclusive. We believe in a holistic approach to children and young people’s development. This encompasses many aspects of life: social, cognitive, emotional, physical and spiritual.
OUR WELLBEING TEAM
The Woodville High School Wellbeing Team would like to welcome you and your family into our diverse, dynamic and caring school community, introduce ourselves and explain a little bit about our role.
The team consists of the Wellbeing Senior Leader Sandro Bracci, two Wellbeing Leaders – Jessica Michas and Alicia Miller– and a Youth Worker, Ben Rice.
We see our role as supporting all students to value and be aware of the factors that contribute to their own wellbeing.
We know that we all experience times when our wellbeing is not at its best and we encourage parents to access support by contacting teachers regarding student learning and Wellbeing Leaders with any concerns that are affecting your child’s participation in school life. Contacting staff about academic issues can be done through phone calls to the school, through emails our SEQTA system and the school website.
We look forward to working together to make the Woodville High School community a thriving, happy and welcoming place for all. We want to work in partnership with our families to ensure your child has had a positive start to the new school year and that they continue to feel supported, inspired and included in their school community.
We see our role as supporting all students to value and be aware of the factors that contribute to their own wellbeing. Taking care of one’s physical and mental health will provide a good foundation for both learning, and positive, respectful relationships.
We know that we all experience times when our wellbeing is not at its best and we encourage parents to access support by contacting teachers regarding student learning and
Our Wellbeing Leaders with any concerns that are affecting your child’s participation in school life.
OUR WELLBEING TEAM
Consists of
Senior Leader –Wellbeing and Inclusion – Mr Sandro Bracci Sandro.Bracci704@schools.sa.edu.au
Wellbeing Leader – Alicia Miller
Alicia.miller377@schools.sa.edu.au
Wellbeing Leader –Jessica Michas
Jessica.michas277@schools.sa.edu.au
Youth Worker – Ben Rice
benjamin.rice940@schools.sa.edu.au
Mental Health Practitioner
Mariya.Zubaryeva@sa.gov.au
Pastoral Support Worker – Jodi Miles
jodi.miles142@schools.sa.edu.au
Wellbeing Hub Receptionist – Sue Weidemann
sue.weidemann570@schools.sa.edu.au
HOUSE LEADERS
Megan Patman – Jupiter (Red)
megan.patman736@schools.sa.edu.au
John Katavatis – Neptune (Green)
john.katavatis625@schools.sa.edu.au
Nigel Gramp – Mercury (Yellow)
nigel.gramp723@schools.sa.edu.au
Emily O’Neill – Sirius (Blue)
Emily.oneill714@schools.sa.edu.au
School Managers
Leanne Potter – Middle Years Manager
Leanne.potter873@schools.sa.edu.au
Carmela Pizzino – Senior Years Manager
Carmela.pizzino61@schools.sa.edu.au
Aboriginal Education Team
Aboriginal Education Coordinator – Bronan Economou
Bronan.Economou268@schools.sa.edu.au
Aboriginal Secondary Education Transition Officer – Janet Doolan
Janet.Doolan784@schools.sa.edu.au
Aboriginal Secondary Education Transition Officer – Mark Mueller
Mark.Mueller902@schools.sa.edu.au
Aboriginal Education Teacher – Michael Lombardi
Michael.Lombardi927@schools.sa.edu.au
Aboriginal Education Teacher – Jessica Curnow
Jessica.Curnow861@schools.sa.edu.au
EALD Hub Coach – Adrienne Dobak
Adrienne.Dobak@sa.gov.au
BSSOs
Bilingual Student Support Officer – Tin Le
Tin.Le599@schools.sa.edu.au
Bilingual Student Support Officer – Laetitia Tungaraza
Laetitia.Tungaraza641@schools.sa.edu.au
Wellbeing Support at Home
Self-Care Strategies
During times of stress and uncertainty, it’s important for young people to continue their routine and engage in self-care, including:
- Maintaining a regular daily routine
- Keeping regular sleep and wake times
- Eating a healthy, balanced diet
- Engaging in exercise
- Scheduling breaks from online learning during the day
- Ensuring adequate time for rest and relaxation activities
- Scheduling time for recreation and fun activities
- Keeping up communication with their friends and family
Online resources
The following resources can be shared with your child to address concerns they may have about COVID-19 and support their online learning.
Coping during Coronavirus (COVID-19) | ReachOut Australia
How to deal with uncertainty during coronavirus | ReachOut Australia
Isolation, lockdown & social distancing for teens | Kids Helpline
Stressed about study during coronavirus? | ReachOut Australia
5 apps to help you study at home | ReachOut Australia
10 ways to take care of yourself during coronavirus | ReachOut Australia
After-Hours Crisis Supports
If you believe your child is at risk of immediate harm, please contact emergency services (000). For after-hours crisis support and counselling for young people and their families, the following services can be contacted:
Lifeline
24/7 crisis counselling and suicide prevention service for all ages.
Lifeline.org.au
Ph: 13 11 14
Kids Helpline
Free 24/7 counselling service for children and young people aged 5-25.
Kidshelpline.com.au
Ph: 1800 55 1800
e-Headspace
Free online chat, email and telephone support (9am-1am AEST, 7 days per week) for young people aged 12-25, their family and friends.
Headspace.org.au
Ph: 1800 650 890
Beyond Blue Coronavirus Support Service
Coronavirus.beyondblue.org.au
Ph: 1800 512 348
We look forward to working together to make the Woodville High School community a thriving, happy and welcoming place for all.
Our House System 2024
This term has seen our new House System come to life. Students began the year with a House meeting that outlined the history of their house and the exciting opportunities that a house system offers to enhance belonging to Our Woodville. We want our house system to ensure that students feel connected, a sense of belonging and supported at school. The house system is a pillar of Our Woodville. On enrolment each student is assigned to a house. If older siblings have been at the school, then this will be the same house as their older sibling. Students remain in the same house with predominantly the same house groups for the time they are at Woodville High School. The house leaders, students and families form a strong collaborative relationship to ensure that each student is visible, well known, valued and supported at all times. Aligning with our new school vision and values, our House System will focus on student learning, engagement and wellbeing strengthening staff and students’ sense of belonging, welcome, comradery and identity. Our House System will welcome and incorporate all students and families into Our Woodville Community so that lifelong friendships are formed, a solid work ethic is nurtured, teamwork is fostered, and leadership is strengthened. The House System encourages teamwork and builds relationships, both vertically and horizontally, with opportunities for leadership, responsibility, coaching, and mentoring.
Woodville High School has four Houses: Mercury, Jupiter, Sirius, Neptune. These House names are aligned to our school motto. Each House has a shield, its colour and motto all connected to the school’s 109 years of history and tradition. The Houses have physical spaces where students will meet within each House. Within each House there are Home Groups of vertically grouped students that creates a community for peers to support one another, to engage in friendly competition, and to work together to make a positive contribution to the school community. The House system enables our students and House Group teachers to establish a relationship of trust, support and friendship. Students remain with this same House for the duration of their time at our Woodville, ensuring a sense of belonging.
A student’s House Group teacher will be the first and central link to many school activities, events and communications. The Home Group teacher provides an environment that nurtures each student to grow into their full potential respecting individuality while at the same time providing a sense of belonging. Each individual’s strengths will be valued and used to create bonds across peers of similar ages. The ability to establish cross age support provides opportunities for students to develop leadership skills, put school policies into action and reinforces a collaborative approach to mutual trust and support between staff, parents and students by forging lasting and authentic professional relationships.
The ROLE of our HOUSE LEADERS
Our House leaders work with their House Group Teachers and the Wellbeing Team to develop a culture that promotes the exceptional delivery of quality education and provides for the social, emotional, physical, intellectual, and wellbeing growth of each student in their House. They oversee the smooth and efficient administration of the House, provide support, guidance and capacity building for House Group Teachers to enhance wellbeing, behaviour development, academic student progress and House spirit. The House Leader has the responsibility for overseeing House specific programs, events and experiences to heighten a culture that promotes high expectations, achievement and wellbeing, including the development and implementation of appropriate interventions for all students. House Leaders proactively supports all students to achieve success including using student data to monitor each student’s achievement and progress through the Australian Curriculum and SACE to shape a pathway beyond school.
Support the House Group teachers in the management of:
- student behaviour development through a restorative approach as reflected in school policies.
- Monitor and follow up the wearing of the full school uniform.
- late arrival and absenteeism of students.
- student achievement and progress.
- student subject selection and transition.
- Lead House Assemblies to enhance a culture of unity and celebrations of success.
Our House Leaders:
Megan Patman – Jupiter (Red)
megan.patman736@schools.sa.edu.au
John Katavatis – Neptune (Green)
john.katavatis625@schools.sa.edu.au
Nigel Gramp – Mercury (Yellow)
nigel.gramp723@schools.sa.edu.au
Emily O’Neill – Sirius (Blue)
Emily.oneill714@schools.sa.edu.au
SchoolTV at Our Woodville
We all know that parenting doesn’t come with instructions.
SchoolTV is a wellbeing resource implemented at our school to help support you in the challenges of modern-day parenting relating to youth mental health and wellbeing. Parenting is a learning journey and SchoolTV supports families by providing credible information from trusted sources with practical strategies to help alleviate some of the challenges being faced by young people today.
Watch video interviews with leading wellbeing specialists and browse a library of resources. Each topic is accompanied by factsheets, podcasts, books, articles, apps and other videos.
This award-winning resource helps families build relationships, foster connections, enable understanding and break down barriers to navigate a pathway towards better mental health and wellbeing for young people. The fact sheets and written information is translated into over 40 languages. It will assist you in starting those conversations on topics that can sometimes be awkward or difficult to tackle.
Parents and caregivers are the greatest influence on a young person’s life and SchoolTV focuses on empowering confident parenting. Explore SchoolTV today. You will find schoolTV on our School Website under the “Stay in Touch” tab.
BREAKFAST CLUB
Taking care of one’s physical and mental health will provide a good foundation for both learning, and positive, respectful relationships. An important component of our physical health includes exercise and healthy eating habits. To support this Woodville High School has a Breakfast Club located in our canteen, every morning from 8:00am to 8:30am. We provide toast a range of food items to kickstart our students day. For the students who do not have time in the morning to have breakfast before they arrive or have to catch various forms of public transport this is a great way to start their day.
