Helen Cahill and implementing the Resilience, Rights and Respectful Relationships (RRRR) curriculum

Emeritus Professor Helen Cahill is the lead author of the Resilience, Rights and Respectful Relationships (RRRR) resources. They’re designed to assist primary and secondary school teachers to develop students’ social, emotional and positive relationship skills, supporting whole school wellbeing.

There are 2 offerings, one for primary staff and one for secondary staff. Learn about the updated Resilience, Rights and Respectful Relationships teaching and learning materials, to help you implement and promote school-wide wellbeing, respect and inclusion. 

This program caters to all school leaders and teachers regardless of location, context and size.

Audience

Roles

Designed for school leaders and teachers, who are responsible for implementing Respectful Relationships including: 

• assistant principals
• lead teachers
• wellbeing leaders
• classroom teachers. 

School sectors 

• Victorian government
• Catholic
• independent. 

Some content may contain information aligned with Department of Education priorities or initiatives

Facilitator

Emeritus Professor Helen Cahill 

Emeritus Professor Helen Cahill leads a body of research addressing teacher development and student wellbeing, with a cross-cutting focus on student voice, social and emotional learning, sexuality education, and prevention of bullying and gender-based violence. 

She is lead author of over 100 publications, including open-access evidence-based teaching resources combining social and emotional learning and prevention of gender-based violence: the Resilience, Rights and Respectful Relationships resources developed for Australian schools, and the UNESCO program, Connect with Respect, developed for schools in the Asia-Pacific and East and Southern Africa regions.

Structure

The workshops will provide: 

• Two full-day face-to-face workshops for primary based staff held at the Academy – Ballarat 
• One full-day face-to-face workshop for secondary based staff held at the Academy – Ballarat.

Attendance requirements

To successfully complete this program, you will need to attend all relevant workshop days.

Learning outcomes

You will develop the skills to: 

• understand that social and emotional learning continues across the life course. It is strengthened through modelling, explicit instruction, experience, reflection, and collaborative engagement with others. 
• recognise that teachers make a positive contribution to social and emotional wellbeing of students through the ways in which they relate with students, as well as through provision of well-designed and implemented wellbeing education
• use positive collegial and personal strategies to support the wellbeing of self and students, understanding that teaching comes with high levels of emotional labour, particularly when dealing with forms of troubling knowledge related to violence and discrimination
• learn which socio-ecological models are used to map the multiple and intersecting drivers of gender inequality and gender-based violence. This will include a focus on which cultural and institutional structures shape gender norms, as well as how individual, family, and school-level practices contribute to shaping attitudes and behaviour. 

You will gain the knowledge and understanding of: 

• the importance of positive teacher-student relationships
• guidance on the use of trauma-informed approaches, particularly when dealing with sensitive material
• guidance on the importance of gender transformative approaches in education, including a focus on diversity, inclusion, and equity
• exploration of the new learning activities which focus on learning from Aboriginal perspectives about respect and cultural strengths
• examples of instructional design featuring use of collaborative learning, including use of group work, role-plays and games.

Fees and financial support

Department of Education fully subsidises Victorian government schools.