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Inclusive Education

We understand the importance of nurturing the different learning styles of our diverse community of students, offering the support they need to get the most out of their time at the college.

What starts in the classroom with differentiated teaching strategies, extends to a number of additional Learning Support and extension programs conducted in small group sessions in breakout spaces near the classroom and in our Centre For Learning (C4L) classroom.

The C4L is a small classroom for students to unwind, socialise, and access support resources for their studies. The C4L is open a few times a week before school and during lunchtime.
In this informal setting, students who require additional support are invited to attend a before-school reading club, “Fast Forward”, with teacher support to access specific intervention programs (such as MultiLit) that will help students strengthen reading comprehension strategies. As required, students may request additional support to navigate tasks in subjects they may find challenging.
During lunch sessions, students engage socially and reinforce problem-solving strategies through playing board and card games or collaborate to complete a puzzle together.
Replace text in this section with: Students who need some additional support throughout their studies have access to:
in-class support
small group support
before school/lunchtime tutoring
1:1 support
Additional support is tailored to the individual student, working to their strengths and preferred learning styles.
For those with diagnosed learning difficulties, disabilities or social/emotional difficulties, a Personal Plan for Learning (PPL) is developed in consultation with students and parents to ensure students are getting everything they need to thrive.
The Inclusive Education Team, families and classroom teachers work in partnership with identified students to ensure the right level of support occurs through regular monitoring, and review of learning of adjustments, to set our students up for success.
Alongside the Director of Teaching & Learning and the VET and Careers Coordinator, our Inclusive Education Coordinator plays an integral role within the St Dominic’s Priory College teaching staff. They ensure that students with additional learning needs can access and participate in the regular curriculum alongside their peers, with appropriate adjustments. The Inclusive Education Coordinator works closely with the VET and Careers Coordinator to ensure these students can access appropriate university, VET or employment pathways during or post-school.

Pastoral Care

A St Dominic’s Priory College education is about far more than academic learning. We are here to guide our girls through some of the most crucial years of their lives, providing a safe and inclusive environment that supports spiritual, physical, intellectual and emotional growth.

Our Pastoral Care Program caters to each of our students as individuals. We aim to build confidence and self-esteem in our girls, while celebrating their uniqueness.

In Years 7-12, our Year Level Coordinators are responsible for building a culture of support and cooperation amongst students, but also between year level teachers. Year Level Coordinators work with class Homeroom teachers (who spend time with their group each morning) to support the daily wellbeing of our students. We have four Homerooms in Years 7 and 12, and three across Years 8 to 11.
In addition, our Student Counsellor is always on-hand to provide specialised counselling and extra support to any student in need. Students are also encouraged to build supportive relationships within their House groups, where older students can provide mentoring and guidance to their younger counterparts.
Pastoral Care is woven into the fabric of school life here at St Dominic’s. Formal, dedicated lessons are scheduled into student timetables across all year levels. But we also recognise that wellbeing can’t be taught from the top down. This is why our Program relies on teachers, students and student leaders to ensure acceptance, resilience, belonging and self-realisation are part of every girls’ experience here.
Our Program aims to help young people:
Develop positive social behaviours, such as self-discipline, responsibility, good judgement, and the ability to get along with others
Develop strong commitments to their families, school, peers and community, including a commitment to lead healthy, drug-free lives
Identify strategies to keep themselves safe and healthy.
Wellbeing doesn’t just happen, it’s a daily commitment to self-love that we hope to inspire in our girls from an early age. Our Wellbeing Program is designed to equip students with the tools, practices and resources they need to communicate effectively, make decisions with confidence, manage stress and build resilience.
The Program includes:
A school-wide Wellbeing Day at the beginning of the year, where each year level has a specific focus
Year Level outreach initiatives
A Student Leadership-led Wellbeing Week
Dedicated Year Level Assemblies each term.
In their senior years, our girls are introduced to examinations, which can be a trigger for stress and anxiety. Our Wellbeing Program focuses heavily on examinations, study skills and futures during these years, preparing them with the skills they’ll need to manage their time, while also developing future-focused thinking, discernment and self-identity.
Being deeply invested in the wellbeing of our students means ensuring they are supported out of school hours too. We work hard to foster meaningful relationships between families, teachers and students, including through Parent-Teacher Learning Conversations and school community activities (such as the annual Fete, Gala Day, and school camps).
If you have any concerns about your daughter’s progress or wellbeing, you are welcome to contact their Class Teacher, Year Level Coordinator, Student Counsellor, or the Deputy Principal.

Houses

Senior School girls are tasked with leading the spirit of connection and team-building within their houses – with two Year 12 girls from each house elected as House Captains for:

Guzman

In honour of St Dominic (Blue house)

Siena

In honour of St Catherine of Siena (Green house)

Columba

In honour of Mother Rose Columba Adams (Red house)

Aquinas

In honour of St Thomas Aquinas (Yellow house)

These houses give our girls an extra sense of belonging during their time at St Dominic’s – and encourage some friendly competition.

A highlight of the St Dominic’s Priory College sporting calendar, Track and Field Day, sees students from Years 3–12 compete in traditional events. This is followed by our Twilight Sports Day, where families from Reception to Year 12 come together to watch their daughters compete in ball games, athletics and novelty events. This twilight event is open to parents and includes a whole range of fun-filled activities. Ball games and athletics are boosted by team spirit and marching activities, while a Parents & Friends Sausage Sizzle and Coffee Van brings the community together, adding to the day’s vibrant energy.

Futures

We work with our girls to help them achieve rewarding short and long-term futures. This aim is woven into our curriculum, our Pastoral Care and Wellbeing Programs, the social dynamic of our campus and our choice of teaching and support staff.
Technology and innovation are in a state of constant change. As quickly as we adapt to the status quo, it upgrades. So, we focus on giving our girls the skills, knowledge and experience they need to thrive in any situation or workplace.
Essentially, we’re preparing our girls for jobs, technology and problems that don’t exist yet. With this in mind, we look beyond academic learning to its application – empowering girls with the insight they need to apply what they know to new circumstances and experiences. Timeless life skills, like persistence, adaptability and the art of asking good questions help further learning in any situation.
Increasingly, employers are looking for more than good grades and the right degree. They’re looking for a skillset that will enrich their workplaces and inspire innovation – communication skills, resilience, flexibility, creativity and personal drive. We’re invested in building these qualities in all of our girls, especially in their senior years.
Year 10, 11 and 12 students interested in taking a vocational pathway or gaining extra skills can take this training alongside their South Australian Certificate of Education (SACE). It will contribute towards a formal vocational certificate (such as a Certificate I, II or III or partial certificate). Our VET and Careers Coordinator will work with students and families considering this option.
In their senior years, we place a strong emphasis on preparing our girls to choose and excel in their future careers. Again, our dedicated VET and Careers Coordinator is on-hand to offer guidance and advice as our students navigate these decisions. In addition:
Year 10 students complete a Stage 1 Exploring Identities and Futures (previously ‘Personal Learning Plan’) as a formal component of the curriculum. This is followed by Stage 2 Activitating Identities and Futures (previously ‘Research Project’), which is undertaken during Year 11.
St Dominic’s Priory College also holds a mini-Careers Expo during Term 2; inviting Tertiary providers and representatives from across a diverse range of industries, to meet 1:1 with Years 9 – 12 students to help guide their senior years’ subject selections and post-school options.

Wellbeing

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