Safe, Inclusive and Rigorous Learning
At Castlemaine Secondary College, we create a safe, inclusive and high-expectation environment where every student can thrive. Our approach is guided by the Berry Street Education Model (BSEM) and the School-Wide Positive Behaviour Support (SWPBS) framework, supporting both wellbeing and learning success.
Supporting Student Wellbeing
Using the Berry Street Education Model, we apply trauma-informed practices that focus on:
- Body regulation – helping students feel calm and ready to learn
- Relationships – building strong, respectful connections
- Stamina – supporting sustained focus
- Engagement – creating inclusive, meaningful learning
These strategies build resilience, confidence and a sense of belonging.
Positive Behaviour and Recognition
Our School-Wide Positive Behaviour Support (SWPBS) framework promotes a consistent and proactive approach to behaviour. We explicitly teach and reinforce our college values of Aspiration, Respect and Empathy.
Students can earn achievement points for demonstrating these values in their learning and interactions. Points can be redeemed throughout each term for rewards, recognising positive effort and behaviour.
We also use:
- Clear expectations and consistent routines
- Positive recognition of student behaviour
- Restorative practices to support reflection and growth
Rigorous Learning Environments
We are committed to calm, focused and academically rigorous classrooms where every student can fully engage in their learning.
In 2026, the Bring Your Own Device (BYOD) program was ceased, beginning with Year 7 students, with this approach expanding to Years 7–9 in 2027. This decision reflects strong support from our school community and a clear commitment to improving learning conditions.
This approach:
- Maximises student focus and engagement
- Strengthens learning stamina and independence
- Promotes positive relationships and collaboration
- Reduces distractions and supports consistent classroom routines
Technology continues to play an important role in learning through purposeful, teacher-directed use, ensuring all students have equitable access while maintaining a strong focus on learning.
High Expectations for All
We maintain high expectations through structured, engaging and inclusive classrooms. By combining strong wellbeing practices with quality teaching, we support every student to achieve their best.
