Wayfinder

Independent Schools Victoria

Wayfinder combines social and emotional learning and future-ready skills to help children and young people build lifelong success.

Overview

Alignment with Be You Domains

Mentally Healthy Communities
Learning Resilience
Early Support
Responding Together

Alignment with Australian Curriculum

Health and PE

Target audience

Primary school
Secondary school

Target groups

Individual
Small group
Whole class
Whole school

Aims

There are three Wayfinder programs aimed at different age groups: Foundations (suggested F-6) is designed for primary school children to build a strong foundation to develop self-awareness, high self-esteem, emotional regulation, and healthy relationship skills. Belonging (suggested year 7-9) is the foundation of healthy relationships and living a purposeful life. Wayfinder’s secondary school curriculum supports students in exploring their identities and building compassionate relationships with themselves, their communities and the wider world. Purpose (suggested years 10-12) is the desire to accomplish something that’s fulfilling and meaningful to you, and that improves the world around you. Wayfinder’s high school social and emotional learning and Future-Ready Skills curriculum prepare students to tackle life’s challenges with intention and purpose.

Program theory

Wayfinder uses the latest child and adolescent research from Stanford University Professor Bill Damon and other leaders in the field. The program has been committed to helping schools become sites of meaningful learning and development. Everything that has been created in this program is evidence-based, research-backed, and grounded in human-centred design.

Topics

Foundations topics: Understanding emotions, Body awareness, Care for self, others, world; Social awareness, Empathy, Listening; Adaptability, Friendship, Feelings; Generosity, Managing Emotions, Collaboration, Listening; Confidence, Ownership, Values, Belonging; Leadership, Boundaries, Well-being, Purpose. Belonging topics: Self-Identity and Storytelling, Emotions and Bodies, Goals and Habits, Pressures and Challenges; Community - Place and The Natural World, Relationships and Support, Identity and Connection, Inclusion and Empathy; Action - Strengths and Growth, Self-Care and Social Support, Inclusivity and Action, Interconnection and Humanity. Purpose topics: Self - Experiences and Stories, Joy and Values, Strengths and Gifts, Growth and Wisdom; Community - You and Beyond, Impact and Influence, Needs and Sparks, Gifts and Contributions; Action - Purpose and Orientation, Belonging and Collaboration, Tools and Provisions, Behind and Ahead.

Cost

Contact Will Hanley at Independent Schools Victoria for more information: will.hanley@is.vic.edu.au

Program structure

Wayfinder Core (including Foundations, Belonging and Purpose programs, as well as the Wayfinder Activity Library and the Waypoints assessment tool). This is a comprehensive program for schools with 20+ minutes each week for social and emotional learning. Wayfinder Essentials (includes the Wayfinder Activity Library and the Waypoints assessment tool). This is a less intensive program for schools with 5-10+ minute slots each week for social and emotional learning.

Instructor

External facilitator
Educator

Instructor training

Schools and educators can do the training in-person or online. Once training has been completed, schools can implement the curriculum with the relevant groups. Depending on your implementation goals, training is 1 to 3 hours.

Supporting resources or materials available with program

Other (please specify)

Other materials

All teaching, education and facilitation materials can be found on the intuitive online platform. This includes facilitation guides, slide decks, resources and technical support. Schools can choose to use the online platform or 'toolkits' (or a combination of both) to deliver the core program to students.

Ongoing support

Educators/instructors become part of a Wayfinder community after they have completed training. Here they are able to connect online with others who have completed the training and are implementing in schools.

Parent involvement

Written information provided to parents

Origin of program

International

Independent Schools Victoria

Program authors

Patrick Cook-Deegan

: 40 Rosslyn Street,West Melbourne VIC 3003 Australia

: +61 3 9825 7216

: will.hanley@is.vic.edu.au

: Visit website

Ratings

3/4 Evidence

1/4 Implementation

Summary of evidence factors

This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.

Positive impact on at least one outcome for children and/or young people?	Yes
Link between program description and theory of change	Some links
Study design	Quasi-experimental
Independence	Semi

Summary of implementation factors

This is a summary of the program’s characteristics that contribute to its implementation rating.

Feedback sought from participants	No
Feedback sought from instructors	No
Groups program is not suitable for	Not assessed
Training provided during study	Face to face, all instructors, in person
Ongoing instructor support provided during study	No

Context

This is a summary of the context in which the evidence for the program was established.

Study Participants	Secondary school
Country of Study/s	International
Evaluation of program in culturally and linguistically diverse populations	Yes
Evaluation of program in Aboriginal and Torres Strait Islander children and young people	No
Evaluation of program in low socioeconomic groups	No
Developmental based adaptations to program design and delivery	No
Evaluation of program in children and young people with disability and/or learning difference	Yes

Last updated: 11 August 2022