Pastoral Care is an important element in supporting the holistic education of students provided by Peter Moyes Anglican Community School. We support the overall wellbeing of each child, helping to ensure they feel safe, secure and valued.
The strong emphasis on Pastoral Care is evident in all our activities and is both explicit and implicit in the planning and implementation of programmes. Emphasis is placed on the creation of a supportive atmosphere where children feel safe, valued and have a sense of connectedness. This provides each student with the opportunity to grow and to fulfil their potential.
The School aims to develop children who are independent, resilient, reflective, inclusive, caring and kind and who increasingly take responsibility for their actions. We want to assist our students to care for themselves, for each other and contribute to their community. There are numerous opportunities provided for various leadership roles at different stages of schooling.
Students thrive at Peter Moyes Anglican Community School, developing as compassionate, courageous and contributing citizens, guided by our values of Faith, Excellence, Compassion, Respect, Responsibility and Courage, with staff as their role models.
Faith: Living by Christian values in the service of others
Excellence: Striving to be the best you can for yourself and others
Compassion: Showing empathy, being kind and supporting others
Respect: Valuing self and others, acting with care for the world
Responsibility: Honouring your commitments, being accountable for your actions
Courage: Daring to do the right thing and embracing challenges
A strong partnership between home and school is valued. In addition to the formal opportunities for parents to come into the School, we welcome parents as partners in their child’s learning.
Pastoral Care is woven through the fabric of the School. Our staff provide a high level of care and support, getting to know each student and their individual needs. Led by our Deans of Students, we have a strong and supportive Pastoral Care model that includes:
- Education Assistants/Technicians
- Class and Subject Teachers/House Tutors
- Chaplains
- Counsellors
- Heads of Department
- Heads of Year
- Learning Support and Academic Extension
As an Anglican school, our Chaplains complement our pastoral programmes by providing spiritual guidance, leading our students towards a life of purpose.
We are committed to the care, safety and protection of all students from Pre-Kindergarten through to Year 12, through the prevention, identification and reporting of child abuse and neglect. The responsibility of the School extends beyond academic success to the intellectual, physical, social and emotional development of children and the provision of a caring and supportive learning environment. To this end, we recognise that it is essential that the safety, health, welfare and wellbeing of our students are safeguarded at all times when in the care of the School, our teachers, staff and volunteers.
Awards
The Duke of Edinburgh’s International Award
Today more than 130 countries have adopted The Duke of Edinburgh’s International Award program with over 8 million young people having participated worldwide.
The Award is a leading youth development program, empowering all young Australians aged 14-24 to explore their full potential and find their purpose, passion and place in the world. It can play a vital role in providing opportunities for young people to develop essential life skills, increase their employability and foster creativity and innovation. The Award encourages and rewards personal growth and community spirit, reflecting the School Values.
Outcomes:
Personal achievement: Individuals set their own goals, and work towards them.
New experiences: There is the opportunity to grow personally and connect with others, through new experiences.
A marathon, not a sprint: The Award is about showing regular commitment and perseverance.
Fun: The Award is fun. Activities reflect interests and passions.
To achieve each Award, each young person must learn a skill, improve their physical wellbeing, volunteer in their community and experience a team adventure in a new environment with each level being progressively more challenging. Examples of each component are:
Component | Description | Examples |
Skill | A non-physical activity | Music, art, cooking, reading, learning to drive, dressmaking, sign language |
Physical | Competitive or non-competitive | Netball, running, dance, gymnastics |
Service | Volunteering your time to help others. | Sports coaching or leadership, volunteering in the community, acting in a leadership role in a youth club or uniformed youth organisation |
Journey | A team journey, expedition or exploration | To complete a particularly demanding journey by foot, cycle or canoe/kayak |
Please see the Duke of Edinburgh’s Award website for more information.
Ignite Award
There are 4 levels of Ignite Award:
- Levels 1 & 2
- Levels 3 & 4
To achieve any level of Ignite Award, young people create a unique programme of activities across four activity sections: Physical Activity, Hobby, Volunteering and Adventure. Young people can complete the activities in a single session; however, they are encouraged to undertake the activities over a period of time.
| Level 1 | Level 2 | Level 3 | Level 4 |
Hobby | Minimum 3hrs | Minimum 6hrs | Minimum 10hrs | Minimum 15hrs |
Physical activity | Minimum 3hrs | Minimum 6hrs | Minimum 10hrs | Minimum 15hrs |
Volunteering | Minimum 3hrs | Minimum 6hrs | Minimum 10hrs | Minimum 15hrs |
Adventure | Minimum 3hrs | Minimum 6hrs | Minimum 10hrs | Minimum 15hrs |
Hobbies can include Art/craft, Astronomy, Card making, Coaching, Cooking, Dance, Fishing, Jewellery making, Pet care, Photography School production
Physical activity can include Aussie Rules Football, Athletics, Basketball, Canoeing, Cycling, Dancing, Golf, Horse riding, Ice skating, Netball, Rugby, Soccer, Swimming, Yoga
Volunteering can include School council, Peer Support, Fundraising, Litter collection, Cadet groups, fundraising, School band playing at centres/hospitals, Reading for the elderly
Adventure can include walking, canoeing, cycling, visiting Museums, Art galleries, Libraries, National Trust properties, Historical landmarks/sites, Zoo, Planetariums, Aquariums, Observatories
The Ignite Awards would prepare students well for embracing the Duke of Edinburgh’s Bronze Award at the age of 14.
For more details please visit their website.
House System
Our House system supports students by creating a community within a community and provides an opportunity for students of all ages to develop friendships with other students and staff.
All students and staff are placed in one of the Houses, Cuthbert, Durack, Florey, Hollows and Lingiari. Houses create a spirit of fun, cooperation and comradery through the Inter-House competitions such as carnivals, weekly team events and sports, adding to the vibrancy of school life. Such connections with their peers enable students to develop self-esteem, confidence and maturity. The House System also provides leadership opportunities through the roles of House Captains in Years 6, 9 and 12.
Achievement, personal excellence and demonstration of the School values are celebrated. All students are able to gain points for their House throughout the year, and in Years 7 – 12 the House Cup is awarded to the winning House annually.
Learn more about our House Patrons
Student Leadership
At Peter Moyes Anglican Community School, we are invested in preparing our students to thrive in the world of their future. We encourage students of all ages to be the kind of leaders that this world wants and needs.
Leaders are effective; they have goals in mind and can reach these goals by persuading others to join them. They must also be honest, hardworking, good listeners and communicators, good decision makers, encouraging their peers, positive and responsible. They must always demonstrate the School Values and be willing to serve others.
Leadership is a quality that all students are encouraged and supported to develop. Students from Pre-Kindy to Year 12 take on the role of leaders of their own learning. Through the curriculum and extra-curricular activities, all students are encouraged to develop the skills necessary to be a leader. This ensures that all students have the opportunity and confidence to take on leadership roles. Why take on a Student Leadership Role at Peter Moyes Anglican Community School?
- Learn new skills and build personal leadership capacity
- Make a difference in our School and the wider community
- Work with, and get to know, new people
- Attend special functions and events
- Special leadership training programmes and activities
- Good for the Resume, University and TAFE applications
Leadership Roles
The Primary School leadership roles are House Captains, Music Captain, Sport Captain, Art Captain, Indonesian Captain, Library Captain, Chapel Captain, Auditorium Assistants and Playground Leaders.
The Secondary School leadership roles are Head Girl and Boy, Deputy Head Girl and Boy, House Captains, Chapel Prefect, School Prefects and Peer Support Leaders.
Student Representative Council
The Student Representative Council (SRC) is a safe, equitable and respectful forum for students to actively participate in decision making at School on the decisions which shape their learning and wider educational experiences. Student leaders from Years 6 – 12 represent the wider student body from PK-12, meeting twice termly, to voice their opinions and enhance student agency.
Service Learning
At Peter Moyes Anglican Community School, we explore meaning and purpose in life by encouraging students to contribute to something larger than themselves. This is facilitated by understanding, believing in, and serving something greater than oneself, and deliberately engaging in activities for the benefit for others. This is inextricably linked to our Anglican faith and our School Values of Faith, Excellence, Compassion, Respect, Responsibility and Courage.
Finding meaning in life through service to others contributes to a sense of fulfilment and wellbeing and can, in adolescence, be a protective factor against health risk-taking behaviours. It is related to good physical and mental health. Through helping someone, an individual can realise that their life does matter, that they can make a difference, and this can significantly impact someone’s outlook.
Throughout the year, students are encouraged to contribute to various charity organisations through collection of food for hampers, raising funds, and recycling. Students may also undertaking both the Ignite Awards and Duke of Edinburgh’s International Award.