We use teaching best practices to amplify student voice and agency.
Why is Social Emotional Learning (SEL) so important?
Social Emotional Learning is the process through which children and adults understand and manage emotions, set and achieve positive goals, show and feel empathy for others, establish and maintain positive relationships and make responsible life decisions.
More than 2 decades of research shows that SEL leads to:
- Increased Academic Achievement
- Improved Behaviour
- Strong return on dollars invested
Our approach cultivates a participatory learning environment demonstrating evidence based practices that actively engages all students in their social, emotional and academic growth.
This approach infuses social and emotional learning into every part of students daily lives - in the classroom, during their day, at home and in the community.
We use High Impact Teaching Strategies
Throughout all our learning programs, we use the standards and framework set out by the Victorian Government Department of Education - High Impact Teaching Methods.
The high impact teaching strategies (HITS) are 10 instructional practices that reliably increase student learning when they're applied.
HITS have emerged from the findings of tens of thousands of studies on what has worked in classrooms across Australia and the world. International experts often rank HITS at the top of strategies that contribute to student learning.
By using the HITS to build their pool of knowledge, professional learning communities can anchor their interventions in evidence-based practices and so increase the likelihood of interventions being effective.
For school leaders HITS are a professional learning opportunity. The HITS are linked to each other, and connected to a broader repertoire of teacher skills and knowledge. They can be connected to collaboration between teachers and integrated into classroom and school planning around curriculum, instruction and assessment.
Proven evaluation methodology and evidence
Our student-centred programs foster critical thinking, teamwork and active participation.
Each year, we survey students and teachers about our programs and consistently we receive data like this:
- 99% of teachers say their students are actively engaged in Life Education Victoria programs.
- 99% of teachers say Life Education Victoria programs equip students to positively change their behaviour.
In addtion, we undertake deeper measurement of our impact through follow up surveys.
Some of the instruments we use are:
End of Incursion Emoji Survey: Students respond to a statement related to their learning and place a “Harold” token next to an emoji on the wall that best describes how they feel.
Students receive a Challenge Card (P-2) or a Change Card (3-6) and make a commitment to improving their health and wellbeing further embedding the learning from the Life Education session.
Post Survey 4-6 weeks: The LEV facilitator revisits the school 4-6 weeks after the incursion and students complete a paper survey to gauge the ongoing impact of the Life Education lesson.
Investing in our team of talented program facilitators
We invest significantly into our 35 plus team of program facilitators through regular professional development workshops lasting up to 3 days at a time, 4 or 5 times a year.
We practice team teaching, mentoring and have a deep knowledge base to share.
We are continually improving ourselves with frequent self reflections and cultivate a growth mindset at all times.
We aspire to be the very best we can be - just like what we aspire of the children we engage.