Campbell High School

An ACT Public School

Pastoral Care

Pastoral Care

Contact Groups and COMPASS

Compass is our pastoral care program at Campbell High School and is designed to give each student and their family a teacher to support them during their time at the school. Parents are encouraged to get to know their child's Contact Group Teacher as this teacher follows their contact group through to the end of year 10. The COMPASS Group Teacher is the first point of contact for issues requiring clarification.

Students meet with their Contact teacher for 8 minutes every morning for roll call and notices and for approximately 60 minutes, four times per semester to deliver pastoral care sessions. Pastoral care sessions consist of a variety of topics including social and emotional wellbeing, cyber safety, time management and study skills.

Overview of Morning Contact

Every morning, students meet in small groups with other students from their year group with their Contact teacher. This is effectively a roll group. The aims of the morning Contact program are:

  • To establish and develop positive relationships between Contact teachers and the students in their group.
  • To provide close monitoring of students with regard to wellbeing, school uniform, attendance and behaviour.
  • For students to receive information about extra-curricular activities via the daily notices.

Overview of Semester Compass Sessions

Compass is Campbell High School’s pastoral care curriculum that specifically meets the needs of students as they progress through their high school education. The program explores various themes and focuses on the development of students as; a learner, a person, a community member and a contributor to society. Students at each year level have opportunities to address topics not generally covered in class and may include:

Esafety – Students look at their responsible use of devices, social media and staying safe online.

Pathways – Students look at their transition into and out of high school. This includes setting personal

goals, exploring subject choices and study options, Work Experience, looking at plans for the future

(including career aspirations) and completing a Student Pathways Plan.

Wellbeing – Students explore topics to do with personal wellbeing and taking care of

themselves and others. This includes looking at lifestyle choices, positive psychology, resilience and


Protective Behaviours – Students explore ways to minimize harm towards themselves and others. This

includes education about advocacy for safe practices around substances, social gatherings and use of


Communities – Students are encouraged to think beyond themselves and engage in ways to make a

difference within the school and local communities. This includes being an active member of the school

community and ‘giving back’.


Positive Behaviour for Learning (PBL) is an evidence based, whole school approach for creating safe, supportive school environments. Positive Behaviour for Learning is created through:

  • Leadership and school-wide support
  • Common language, vision and experience
  • Clarifying expected behaviours (expectations and rules)
  • Teaching and practising expected behaviours
  • Encouraging expected behaviours
  • Discouraging problem behaviours
  • Ongoing monitoring of data

PBL is a Framework that implements a continuum of interventions to achieve positive academic and behavioural outcomes for all students. As a Framework the emphasis is on a process or approach, therefore PBL is not a ‘program’ or a ‘curriculum’. PBL is a Multi-Tiered System of Support that highlights the relationship between academic achievement, social behaviour, positive school culture and individual student success.

PBL effectively enhances our Campbell High School culture through embedding systems that support strong personal relationships. The development of positive social skills through clearly defined and acknowledged expectations help students to feel safe, supported and ready to learn. When a strong school culture exists the benefits include improved staff and student satisfaction, increased instructional time and reduced behaviour referrals.


PBL has a longitudinal research base in achieving positive outcomes for students and school improvement. Specific outcomes include:

  • Enhanced school climate
  • Increased student engagement in learning with improved learning outcomes
  • Increased attendance rates
  • Greater connection with students, staff and community


PBL establishes a continuum of support that is proactive in supporting students with diverse academic and social needs. The continuum is aligned with Trauma and Neuroscience Informed Education practices. There is a consistent data driven approach to develop and implement appropriate interventions

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