Howqua Handbook 2025

Howqua - Year 9

Lauriston Girls’ School - Handbook 2025

Welcome to Howqua

As your child moves towards completing their Year 8 studies, you will no doubt find that you are beginning to think about what lies ahead for them in Year 9.

Year 9 students at Lauriston benefit from a dynamic but rigorous Academic Program – offered in a breathtakingly beautiful alpine environment that presents a myriad of opportunities for deep learning, personal development and authentic leadership.

Lauriston was one of the first schools to take the initiative of giving Year 9 students a sustained experiential learning program.

The unique Howqua Program works because:

• It offers students the opportunity to complement classroom learning with a direct and intimate appreciation of the natural environment in Victoria’s spectacular and awe-inspiring high country.

• It builds self-confidence and a genuine sense of mastery and achievement, as every girl proudly acquires the skills and tools she needs for negotiating the challenges of the natural world.

• It brings a committed focus to pastoral care, fostering individual wellbeing and personal growth while, at the same time, recognising and valuing each girl’s contribution to her community.

• It builds lifelong, mutually supportive friendships, and an enduring group spirit.

• It emphasises health, sound nutrition and personal fitness during a critical period in young women’s lives.

• And – as our ‘Howqua alumnae’ will tell you – it is tremendous fun!

• I am sure that you will find this guide for parents a useful and informative document as your daughter embarks on her unique adventure of learning and self-discovery.

Susan Just Principal

Table of Contents

Key contacts

Luggage

The Howqua Philosophy Music

Academic Program

Parent Communications

Outdoor Program Reporting

Wellbeing and Personal Development Safety

Sustainability Technology

Howqua and the Parent Community Travel to and from Campus

Howqua A-Z Luggage

Absences The Howqua Program

Accommodation Core Academic Subjects

Floor Plan English

Catering Mathematics

Clubs and other extracurricular activities Advanced Mathematics

Community Service Science

Contact between students and families History

Courier Service Geography

Contacting Staff Health

Costs Physical Education

Enrolment Art

Howqua badges Music

Laundry service Drama

Leadership

Outdoor Program

Pastoral Care

Fitness

Howqua Running Program

Health and Wellbeing

Emergencies and Injuries

Health Centre

Medication

The Learning Partnership

Guidelines for Students

Child Safety and Wellbeing Policy

Student Discipline Policy

Bullying Prevention and Intervention Policy

Appendix 1 – Suppliers & Gear list

Appendix 2 – Fitness Preparation

Appendices 3 & 4 – Suppliers &

Waterproofing

Appendix 5 – Return to Howqua Procedure

Appendix 6 – Bushfire Season Procedures

Key contacts - Howqua

Key Contacts - Howqua

Vice Principal – Howqua Campus

Assistant Principal – Howqua Campus

David Joyce

Alana Murdoch (From Term 4, 2024)

Director of Students Devon Greetham

Student Welfare Coordinator Caroline Hodges

Coordinator of Curriculum & Teaching

Coordinator of Operations & Logistics

Director of Outdoor Program

Assistant Director of Outdoor Program

Eleanor Richards

Alice Langley

Simon Cross

Matthew Bretherton

Howqua Nurses Louise Hearn

Key Contacts - Armadale

School Principal Susan Just

Assistant Principal – Learning & Innovation Lindy Grahn

Psychologists

Emma Steer Tammie Lovett

Uniform Shop Jane Fox

The Howqua philosophy

For more than 30 years, Lauriston Girls’ School Howqua campus has offered girls myriad challenges and a chance to succeed in a unique environment.

Howqua provides an environment where students are able to explore and experience life, form friendships and receive positive encouragement in the development of resilience, independence and perseverance.

Our Howqua Program is supported by the Vision and Values of Lauriston Girls’ School and underpinned by an academic methodology tailored to the needs of girls in the middle years of schooling. The Howqua framework extends the experiential learning opportunities enjoyed by Lauriston girls from Prep to Year 8 and prepares girls for the rigours of the senior years of schooling and beyond.

The Howqua curriculum encompasses the Academic Program, Outdoor Program, wellbeing, community service and sustainability. In addition, students participate in a broad range of activities that further enhance their learning and development of personal skills. Howqua students may participate in Instrumental Music lessons and/or become members of musical ensembles and choirs. Art and Drama are incorporated into curriculum disciplines, and there are opportunities for performances on campus or in the local communities of Jamieson and Mansfield.

Academic program

The academic curriculum offered to our students at the Howqua campus continues to build on the skills developed in Years 7 and 8.

From Thursday to Monday, students participate in academic classes that will cover the Year 9 curriculum and prepare students for Year 10.

Core subjects include English, Mathematics, Science, History and LOTE. Students also partake in Howqua specific subjects as Art, Drama, Environment and Sustainability, Fitter Faster Stronger.

In addition, all students will participate in PE, Health and Outdoor Program Preparation classes.

Instrumental music lessons, choirs and ensembles, enrich the educational experiences of the students.

Individual differences

Students will continue to receive support from the teachers should they have individual learning needs in Learning Enhancement Classes or require additional EAL (English as an Additional Language) support.

Support is provided to students within the classroom on an individual basis and in additional time offered to students outside of the timetable. The EAL teacher works both in the classroom supporting students and teachers, and in small group sessions offered to students.

During supervised Study Prep, students and teachers have the opportunity to reinforce classroom work. Teachers provide support to students who require assistance with time management, organisational or study skills.

Outdoor Program

Throughout the course of a twelve-month program, the Outdoor Program and the Fitness Program are sequential, taking into account that students will incrementally build their outdoor skills, just as they will build their levels of physical fitness. Like the academic curriculum, outdoor activities are scaffolded for the students and there are opportunities to revisit activities and build on skills and attributes established in the first semester of the year.

The planning and development of the Outdoor Program and the Fitness Program are informed by the use of the Changes Framework developed by Dr Ian Williams, of the Murdoch Children’s Research Institute in 2009. Within the Changes framework, the following elements are considered in planning activities. The elements of the Changes framework are:

1. Challenge

There are aspects of the programs in which the students are extended and have their abilities and personal resources stretched in demanding and stimulating ways. The programs are designed to encourage the students to discover and harness their abilities in the pursuit of personal and group goals, and tasks that may at first appear to lie beyond their reach.

2. Activity

The Outdoor Program and Fitness Program are both action-oriented and experiential in nature. Our students are actively engaged in a vibrant learning environment and experience mental, emotional and behavioural immersion.

3. Nature

The campus is situated in a bushland setting and the components of the outdoor and Fitness Programs enable the students to experience the natural environment and to learn skills related to safe and responsible participation in a broad range of outdoor activities.

4. Guided experience

The Howqua staff members play a vital role as facilitators and guides throughout the outdoor and Fitness Programs. They give meaning and context to the experiences of the students, whether this is on Outdoor Program, classroom teaching or as a House tutor

5. Social milieu

Our students are immersed in the social and cultural environment which is part of living in a residential community. The students are living in a House with other students, establishing meaningful relationships with their peers and teachers, and practicing social skills and new ways of relating to others.

Wellbeing and Personal Development

The Wellbeing and Personal Development curriculum which students undertake at the Howqua campus provides students with the skills and strategies for managing self and others in a residential community and developing the capacity to overcome new and unfamiliar challenges which arise when participating in Outdoor Program and fitness or living with others.

The personal development of each girl who attends Lauriston Girls’ School is supported by fostering the building blocks of resilience.

Being immersed in a residential community where they do not have access to personal digital technologies, such as mobile phones and social media, means that students will have time to practice their social skills, develop meaningful relationships with their peers and teachers and face adversities in which their resilience will be further developed. Learning to communicate through face-to-face conversations and letter writing supports students in understanding their responsibilities as a friend, housemate and member of a family.

Sustainability

The Howqua campus is focused on maintaining its five-star sustainability rating with the Victorian government’s Resource Smart initiative and each year there are a range of actions required on the part of teachers, staff and students which are documented in order to demonstrate the ongoing commitment of those who live on the Howqua campus. Campus staff members have regular meetings which give attention to annual Sustainability Actions. Students may participate in the Greenies Group and external speakers will present on sustainability topics to all students.

On campus there is an ongoing set of actions which demonstrate our efforts to maintain a sustainable community, and these include:

• Solar panels on Howqua facilities

• Monitoring of electricity use and demonstrating actions to decrease use

• Composting and recycling on campus

• Monitoring water use on campus and participating in Howqua River water testing

• Annual planting of locally native seedlings

• Use of greenhouse for growing vegetables

Howqua and the Parent C ommunity

The Howqua year is unique for both students and their parents. Living in a residential community and spending periods of time away from her family and home environment will offer new responsibilities and challenges.

Parents play a significant role throughout the adolescent years, and while young women may be growing in independence, the family remains their ‘secure base’. During the Howqua year, parents continue their role of advisor and supporter for their daughter.

Through their involvement in the Howqua Program, parents:

• Remain available to their daughter through regular communication with the House Tutor and Howqua staff.

• Empower their daughter to develop trusting relationships with the Howqua teachers and broaden their networks of available people they can turn to for support and guidance

• Help their daughter to manage feelings and behaviours, through their responses to letters from their child and by empowering their daughter to determine whether they can manage situations that arise by themselves, or with the support of an adult or their parent.

• Provide their daughter with an opportunity to build self-esteem through participation in a program which includes outdoor challenges and living in a residential community

• Develop a co-operative and collaborative relationship with the Howqua staff in which they can provide guidance and support to the staff members who provide valuable learning experiences to their daughters

• Enhance the relationship of family members and empower their daughter to gain a sense of belonging within a residential community made up of teachers and peers.

Howqua A-Z

Absences

The School calendar is set a year in advance, with gazetted holidays and ‘exeats’ (breaks during which Howqua students return to Melbourne) so parents can plan family holidays and events within those periods, as well as medical appointments. Parents are requested to use the scheduled vacation dates and not make travel bookings which include additional days at either the end of term or the beginning of term. Students are also often disappointed at missing unique activities.

Special leave

If parents wish for their daughter to return to Melbourne for short periods for exceptional or religious reasons, they should make the request in writing to the Vice Principal - Howqua Campus well in advance. They should outline the reasons for leave and provide dates and travel plans.

Approved special leave travel arrangements are made through the Howqua Office. The cost of any VLine bus ticket from Mansfield to Melbourne is charged to the student’s bookroom account; for return tickets to Mansfield parents need to buy them directly through V-Line Bookings (phone 136 196), remembering to apply any student concession card that has been sourced at the start of the year.

Breaks for reasons of health and wellbeing

If a student returns home for more than a few days for health and wellbeing reasons, the Howqua Coordinator of Curriculum and Teaching at Armadale will contact her parents to discuss arrangements for her to attend the Armadale campus or continue her studies at home. The Year 9 Academic Program at Armadale is complementary to the Howqua Program and is implemented flexibly, providing both class-based and individual support sessions with Armadale staff.

The Howqua Coordinator of Curriculum and Teaching will manage the student’s individual learning plan while she is in the city, and the School Psychologist will communicate regularly with the student and her parents.

A student can only return to the Howqua campus when the School Principal has given approval having consulted with the School Psychologist and Vice Principal - Howqua Campus. When a student is ready, the Armadale Psychologist and the Vice Principal - Howqua Campus will make arrangements, following these steps:

1. The Armadale Psychologist will communicate with the medical practitioner or external professional (for example a psychologist), who will agree for the student to return to Howqua. Students cannot return to the campus without this agreement.

If necessary, the Armadale Psychologist will consult with the external health professional and the Vice Principal - Howqua Campus and write a student management plan.

At this same point, parents should:

• phone the Howqua Nurse about treatment and any medication

• send a medical certificate or letter from the medical practitioner or external professional that indicates their daughter is ready to return to Howqua

• get in touch with the Vice Principal - Howqua Campus to make arrangements for the date of return to campus and transport

Accommodation

Students live in 10 residential Houses during their stay at Howqua: Arthur Robinson, Sarah Hollyer, Cramond, Fitz-Gibbon, Gillespie, Kirkpatrick, Mirrabooka, O’Brien, Thompson, and Wirringga. Each House accommodates up to 12 girls and is under the care of a House Tutor.

Understandably, students and their parents are generally very interested in the House allocation process. All decisions are made by experienced senior staff with a good understanding of each student’s social, emotional, physical, and educational needs.

In Year 8, girls are asked to complete a form with the names of five students with whom they could reside in their House. The School then aims to house each girl with at least one person from the nominated lists employing a well-established and even- handed system that includes input from the Year 8 Coordinator and Tutors, the School Psychologist, the Deputy Principal - Wellbeing, and the Principal.

For students new to the School in Year 9, staff consult both with the student and with her parents to determine her needs and interests before matching her with an appropriate group. Girls are told of their housing assignments on their first day at Howqua, and parents by email the same day. House allocations are final and cannot be changed. This policy is in the best interests of students, as learning to live in a community, getting along with others and working together are important life skills they will develop during the Howqua year.

Lauriston is a diverse and multi-cultural school. Our students have different cultural, spiritual and family backgrounds. Howqua Houses reflect our diversity and therefore, provide our students with a valuable capacity building skills in social inclusion, empathy and cultural awareness.

Although each student lives in one House for the duration of her stay, there is ongoing interaction with the broader Howqua community: in classes, through group activities, and through the Outdoor Program.

1. Deck

2. Living / Dining Room

3.Kitchen

4. Bedrooms

5. Wardrobes

6. Drying Room

7. Bathroom

8. Storage Area

House layout

Each student is allocated the following areas for storage:

• hanging space and shelves (for clothing)

• two pull-out baskets, stored under her bunk bed (for extra clothes or other belongings)

• space underneath the bathroom basins (for toiletries)

• a designated area in the storage area (for dry hiking and camping gear; wet gear is always placed in the drying room)

Each bunk bed also has two shelves, on which students are invited to place photographs and other personal things. The ceiling area above bunk beds is also a popular area for posters and photos, as is the base of the upper bunks.

The shelving measurements in the student houses are:

Wardrobe:

• Hanging Section: 1250mm high, 300mm wide, 600mm deep

• Shelves: 4 x shelves 200mm high, 620mm wide, 600mm deep; 5 x shelves 230mm high, 280mm wide, 600mm deep

• (Hollyer House is the exception here, in this House, each student has 13 shelves that are 240mm high, 360mm wide,

• 600mm deep)

Bathroom:

• The shelf under the sinks that students put their toiletries basket on is 400mm high, 500mm deep and runs the length of the bathroom. Typically, each student has a basket around 350mm wide and 350mm in height.

• The shelf above the sink is 250mm high, 155mm wide and 110mm deep. This is where the students typically keep their toothbrush and toothpaste.

Gear Room:

• 2 x shelves 600mm wide, 600mm deep, 180mm high

• 2 x shelves 600mm wide, 600mm deep, 380mm high

• 1 x shelf 600mm wide, 600mm deep, 250mm high

Student responsibilities

Howqua is a fully functioning residential community and every student has a role to play. When they arrive, girls are introduced to the responsibilities – both in their House and in the community – that must be undertaken daily. Staff assign tasks for a week at a time, and these range from serving and clearing away meals in the Dining Hall to organising campus recycling.

On any day, about half of the students work on rostered responsibilities. In this way, students make a significant contribution to their immediate community and build self-confidence and a sense of ownership and personal obligation.

Catering

Students enjoy a balanced and healthy diet while at Howqua, with the menu monitored by the Howqua Chef. Specialist catering staff prepare delicious home-style breakfasts, lunches and dinners as well as nutritious morning and afternoon snacks. Fruit is always available.

As part of the Health curriculum, students are given information about healthy eating, particularly around participation in the rigorous Fitness Program and outdoor activities.

A consultant dietician advises on menu planning.

A typical day’s menu includes:

• Breakfast – Toast, cereals, yoghurt, fruit. A cooked breakfast is served twice a week.

• Morning tea (mornos) – Muffins, mini pies and pinwheels.

• Lunch – Homemade quiche with salad and tomato relish; Pasta and pesto with salad.

• Afternoon tea (arvos) – bread, biscuits, spreads, seasonal fruit and vegetables

• Dinner – Roast lamb shoulder with potato and broccoli or salad. Vegetarian pasta penne with salad, Hokkien noodle stir fry.

Specific dietary needs

Howqua provides appropriate menus for students with serious allergies. If a student has other specific dietary needs, parents should use the Medical Form to advise. Requests for changes to diet throughout the year should also be directed to nursing staff.

Due to the number of students with serious food allergies, as well as the School’s commitment to ensuring that every student at Howqua receive optimal nutrition through a sound and balanced diet, girls are not allowed to receive food by mail or by delivery to the campus, or to bring food back with them after exeats or term breaks. Due to the physically demanding nature of Howqua, it is not appropriate for students to undertake a vegan diet. However, vegetarians are catered for if necessary. The Howqua campus is a nut-free environment.

Dining Hall

The Dining Hall is a central point on campus where students meet for all meals, including morning and afternoon tea, and where fruit is available throughout the day. This is also where students conduct some

individual and House performances. Beneath the Dining Hall is the ‘Dungeon’ (the evacuation point and ‘Place of Last Resort’).

Clubs and O ther Extracurricular A ctivities

Duke of Edinburgh’s Award

The School has a proud history of participation in the Duke of Edinburgh’s Award – an international ‘leadership in action’ program that gives young people the opportunity to achieve personal excellence and build self-esteem, self-confidence, self- reliance, self-motivation and respect for others through their involvement in service, skill, physical recreation, and adventure activities. The award is voluntary and available to all young people aged 14-25.

Students work their way through three levels of the award: Bronze, Silver, and Gold. Historically, the majority of students attending Howqua enrol in the Bronze Award as the activities and opportunities Howqua presents fit neatly with its requirements.

Information about enrolment in the Duke of Edinburgh’s Award is provided in Year 8; girls joining the School at Year 9 can also complete a Duke of Edinburgh Enrolment Form. There is further information about the award at www.dukeofed.org.au.

Sustainability Club

An underlying principle of Howqua is to promote awareness of the environment and appreciation for it. To this end, students are asked to volunteer to join the Sustainability Club, as a member of which they may:

• promote and organise Earth Hour

• maintain the hothouse, and grow and tend vegetables

• organise the tree planting afternoon as part of National Tree Day

• promote activities or events as they occur on the calendar

• provide a positive influence among their peers and promote sustainability across the campus The environmental projects that are initiated at Howqua reflect the School’s commitment to environmental education, to conservation, and to the region as a whole; they support the overall functioning and environmental longevity of the campus. To date, projects have included:

• monitoring the quality of the local water supply

• participating in the Land for Wildlife scheme, a government program that supports the provision of habitat for native wildlife on private land

• propagating plants from indigenous species

• planning strategies for bushfire management and control, and landcare initiatives including revegetation and weed removal Students also collect firewood and undertake recycling and landscaping.

House events

House events take place during the school year and are organised by staff and students. The School encourages all students to participate in the planning, development, and implementation of these events. Generally each house has one on-campus and one off-campus House night each term. Charges for two House nights are added to your Bookroom account.

Movie nights

At certain times throughout the year the students have the choice of supervised Prep or watching a movie rated G, PG or M. If parents do not wish their daughter to view an M-rated movie they should let the Coordinator of Pastoral Care and Boarding know.

Community Service

In Term 2 students and staff undertake community-initiated projects under the direction of local community members. The aim is for students to understand the role they play in the community and how they can help others, and to build teamwork. Students research projects before undertaking them and develop action plans in consultation with their hosts.

Community service projects in recent years have included tree planting, tutoring at kindergartens and primary schools, mural painting, volunteering in aged care facilities, assisting the local community at Jamieson, working with the Department of Environment, Land, Water and Planning on Mt Stirling and surrounds and working with artists on other projects.

Students also collect firewood and undertake recycling, landscaping and running track clearing.

Contact between Students and Families

Letters

One of the objectives of the Howqua program is for students to achieve greater independence while making the most of available support networks. Consistent with this, mobile phones are not permitted on campus, and students do not have access to email or social media.

Life at Howqua gives students a unique opportunity to learn about the natural environment and to appreciate it, free from the sensory bombardment that accompanies a reliance on email, smartphones and other tech devices.

Students are encouraged to write letters regularly to their parents, family members and friends. Please provide your daughter with sufficient Express Post stamps for each five-week rotation at the campus. The school invites parents and family members to write regularly as receiving cards and letters from home is something the girls look forward to.:

Postal address for letters

Student name Howqua House name

c/– Lauriston Girls’ School Private Bag 3

MANSFIELD, VIC 3722

PleasenotethattheHowquastaffpoststudentlettersinMansfieldeverythirddayandAustraliaPost collectsthemailfromthismailboxthefollowingday(pm).Parentsandfamilymembersshouldusean ExpressPoststampwhentheypostlettersfromMelbourne.

Courier Service

The Armadale Campus provides a courier service to assist parents in the sending of parcels and boxes to their daughters. The weekly courier service will collect items from the Armadale Campus on Wednesday and deliver to the Howqua Campus on Friday of the same week. Parents must ensure that items are dropped off at Reception at Armadale by the close of business each Monday (4.30pm).

The cost and sizes for the delivery service are as follows:

• One small parcel or box no bigger than a standard shoe box (33cm x 22cm x 30cm) and weighing no more than 2 kilos is $15.00.

• One large parcel no bigger than two standard shoe boxes (66cm x 44cm x 60cm) and weighing no more than 4 kilos is $30.00

Parcels larger than the above sizes and weights will not be accepted.

• Please ensure the students’ full name and Howqua House are clearly visible on the outside of the item

• Please do not enclose any food items in the parcels of boxes.

• Please do not enclose any liquids in the parcels or boxes.

Please note: all parcels / boxes sent to the Howqua Campus are opened and checked by the Howqua staff before they are given to your daughters. Our Coordinator of Learning and Teaching, Ms Richards, may be able to transport food items used in association with religious activities when she travels to and from the Howqua Campus.

We all request that you carefully consider whether items you choose to send to your daughter are necessary for her participation in the Howqua Program. Your daughters are well supported by our Howqua staff, and they appreciate your letters and cards.

Birthdays

During the course of the year, students will have their birthday either during term time or while at home on holidays or Exeat. Students whose birthdays fall during home time will be able to celebrate the day with their family. If a student’s birthday falls during term time, Howqua staff help students celebrate this event in a number of ways:

• Students can enjoy a special 15–20-minute phone call to their family. Parents should speak to the House Tutor to organise a time.

• The school provides a birthday cake for the student to share with members of he r House.

Parents are welcome to send a ‘birthday box’ containing items with which the student and her friends can decorate her House in celebration, for example streamers and balloons. Birthday boxes should be limited to the size of a shoebox.

Family visits

Parents and other family members are very welcome at Howqua on exeat pickup (Term 1) and during Experience Howqua days. The School asks families not to visit the campus – or locations where the girls are engaged in outdoor activities such as skiing – outside of these times as visits can be disruptive. If parents wish to make a special visit, they should submit a request to the Vice Principal - Howqua Campus. Under no circumstances should a parent arrive unannounced on the Howqua campus.

Visitors must register at reception when they arrive, noting also that Howqua is a smoke -free campus and no dogs are allowed.

Course duration

The course duration is as such

• Term 1: 9 weeks

• Holiday break: 3 weeks

• Term 2: 10 weeks

• Holiday break: 3 weeks

• Term 3: 10 weeks

• Holiday break: 3 weeks

• Term 4: 2 weeks

Total course duration: 31 weeks

For all term dates click on this link

Contacting Staff

The School encourages parents to contact their daughter’s House Tutor, the Director of Students or the Vice Principal – Howqua Campus if there are specific issues they wish to discuss. Because of the nature of Outdoor Program and staff rostered days off, there may be a delay before staff respond. If the matter is urgent, parents should contact the Howqua Office. The Howqua Office (03 5777 2222) is staffed between 8.30am and 4.30pm Monday to Friday and external calls are directed to duty staff in the staff centre after this time.

On Tuesdays and Wednesdays all staff participate in the Outdoor Program and are off campus with students. If parents need a response during this time, they should email howqua@lauriston.vic.edu.au, attention to the Howqua Office.

If for some reason a student is not returning on the bus from Armadale to Howqua following exeat or school holidays, parents are asked to leave a message at the Howqua office or contact the Vice Principal - Howqua Campus.

Parent travel during term time

If parents are travelling overseas or will be away for an extended period during term, the School asks they let Howqua staff know in advance. Parents should also provide:

• contact numbers and dates of travel in case the School needs to get in touch

• contact details of someone to act as guardian in their absence, for example in the event a student needs to return to Melbourne

Costs

Board, tuition, and Outdoor Program

The Year 9 tuition fee covers all costs associated with a student’s year at Howqua, with the exception of individual music lessons and the Duke of Edinburgh’s Award. There is also a single residential charge (covered in the Schedule of Fees and Charges) for housing, food and laundry, and the additional staffing and resources required at a residential campus. The costs of timetabled outdoor activities such as canoeing, mountain bike riding, abseiling and skiing are included in the fees and charges for Year 9 (parents should refer again to the schedule).

Travel

Students travel to and from Howqua by charter bus; the annual charge (approximately $480 including GST) will appear half- yearly on parent accounts. If a student returns home on special leave, all transport costs for arrangements made by Howqua staff are charged to the student’s bookroom account.

Medical

Costs from visits to a doctor or other health professional are billed directly by the provider. The cost of prescription medicines will be charged to parent accounts at the end of each term; however, First Aid supplies are covered by the Year 9 fee. If a student needs significant supplies of specific medication– for example lice treatment or sports tape – these will be billed to the parent account.

Repairs

Student gear and equipment can sustain some damage as part of normal use, and that is reasonable and to be expected. The School will meet the cost of repair or replacement, except when the damage or loss is a result of inappropriate use.

General supplies

Students can buy stationery and personal items and charge them to their bookroom account, which is added to parent accounts at the end of term. If parents would like to restrict purchases to a maximum amount per term they should advise the Howqua office.

House outings

A few times a year students may travel to Mansfield for a ‘House outing’ – like dinner and a movie – as part of the Wellbeing Program. Parents will be notified prior to each House outing, outlining the activity

levels of supervision and transportation if the activity will not be held on campus. For these activities parents will incur a charge to their account twice a year.

Howqua Enrichment Package

As a celebration of the school year students receive a Howqua Enrichment Package containing the Howquarian magazine, Howqua hoodie, photographs and video footage of the year, Fitness top, and a recording of Howqua songs. The package costs approximately $160 and is charged to a student’s bookroom account.

Enrolment

All places for Howqua are finalised by the end of Term 3 of the previous year. Because of the unique nature of the program, new students wanting to enrol during Year 8 or from Year 9 must complete additional steps before they are accepted into the School:

• Students and their families visit Howqua to meet with the Vice Principal - Howqua Campus and tour the campus.

• Students have an interview with the School Principal in Armadale and provide all information that has been requested.

• Students meet with the Armadale Psychologist

Howqua badges

At Howqua, it is fitting to present Achievement Badges as a recognition of the high standard of commitment and effort demonstrated by students during their time at the campus. The award scheme aims to recognise and celebrate individual student efforts towards the many various domains of the Howqua Program; physical, academic and pastoral.

There are a range of achievements which have been selected due to their significance in a student’s Howqua journey. They align with the core philosophies and values of the program; development of self, building of teamwork and community-mindedness. They encourage students to be motivated, take ownership of their journey and bring a sense of pride and connection to their unique year. Howqua Achievement Badges become a cherished and tangible memory of their Howqua year. Students will be awarded with physical badges which can be sewn onto the Howqua fleece blanket as well as a digital version which can be placed on the digital portfolio in Year 10.

Howqua blanket

The Howqua blanket is a navy polar fleece blanket with an embroidered Lauriston crest. It measures 180cm x 200cm. The blanket provides an additional layer of warmth for the students in their Houses.

Students are able to sew their Howqua Badges onto the blanket which then provides a lasting memory of their Howqua year and personal accomplishments.

Howqua blankets may be ordered on Flexischools or purchased at the Uniform Shop for the approximate cost of $70. We would suggest that parents order the Howqua Blanket for their daughter at the same time they order the compulsory Howqua clothing items.

Badge descriptions

Badge All/Selected Students

Term awarded Criteria

House badge All Term 1

House soccer winners Selective Term 2

First Aid All Term 1

Community Service All Term 2

Captaincy positions Selective Semester 1 & 2

Presented to students on their first day at Howqua, this badge is given to every member of each of the 10 houses at Howqua.

House Soccer is run during the final month of Term 2 and is a fun competition designed to build teamwork, fitness and a sense of community. Student’s from the winning house will be presented with the House Soccer Badge.

Awarded on completion of the First Aid course. Students are also provided with a certificate.

The Community Service program runs for 4 weeks during Term 2. This badge is awarded to all students who participate in the majority of the program in recognition of their efforts in serving the wider Mansfield district community.

There are various formal leadership positions available to students throughout the year. These provide an opportunity for girls to lead their cohort, role model positive behaviour and assist in the running of various elements of the program. Students may wish to nominate themselves for a Captaincy position or may be chosen by the staff coordinator of that area. Areas that require Captains are; Fitness, Outdoor Program, Sustainability, Art, Library, S.R.C, Music, Circuit, Soccer, Tuck and Mail and Howqua Movie.

Howqua Spirit Selective All Year

Courage, integrity, compassion and perseverance. These are the ideals and values a Howqua girl works towards. When a student demonstrates these qualities on a regular and consistent basis, she is put forward for nomination. A vote is then conducted by the staff group

Howqua Badge All Term 4

Academic Endeavor Selective Semester 1 & 2

to decide on the winner. This award is typically given on a weekly or fortnightly basis.

Given to a student at the completion of their Howqua Year. The student needs to have spent the majority of their year participating in the Howqua Program in order to receive the badge.

Badges are awarded to students who have displayed exceptional endeavour in their academic studies and have achieved considerable improvement throughout the semester.

Music Battle Selective Terms 1-4

End of Year Awards Selective Term 4

Fitness Program All Term 4

At the end of each Term, the music classes put on a Music Battle which showcases the songs they have been working on during the course of the Term. The winning class will be presented with a badge.

These awards are based on the student’s overall results at the end of the year and are decided on in consultation with the staff of the subject.

The Howqua Fitness Program focuses on developing a student’s physical and mental strength. The program runs over the course of the year with each student completing a Friday and Sunday run. Fitness runs start at 2.2km in length and build to a 17km run at the end of the year. Students will be awarded a Fitness badge if they demonstrate consistent effort and determination towards developing their fitness over the course of the year.

End of Year Run Majority Term 4

End of Year Run (cont.) Majority Term 4

8-Hour Rogaine Winners Selective Term 3

This run is the culmination of the Howqua Fitness Program and is awarded to students who have put in considerable training and completed the safety and fitness requirements.

Starting at Telephone Box Junction on Mt Stirling and culminating on the summit of Mt Buller, this 17km run is as much a mental challenge as it is physical. Students who undertake the 17km course will receive this badge.

This orienteering event challenges the student’s navigation, teamwork and physical skills over two days. House groups will race around the school’s bushland trying to collect as many markers as possible. The

Falls Creek Cross- Country Ski Trip

Majority Term 3

Outdoor Program Majority Term 4

7-Day Hike Majority Term 4

participants in the winning house will receive this badge to recognize their achievement.

The Falls Creek Cross Country Ski Trip is the culmination of the ski program at Howqua. The girls will spend two nights sleeping in a tent in the snow, skiing to basecamp with all of their equipment on their back for 3 days of adventure in the alpine environment. This trip challenges the students in many ways, requiring the girls to use an array of skills they have been developing over the course of the year.

The Outdoor Program at Howqua is a unique and rewarding experience for every student at Howqua. Each week girls are exposed to new skills, environments and activities. The Outdoor Program Badge will be presented to those students who show determination, growth, resilience and commitment to building new skills, supporting one another and facing challenges in a positive manner. To be awarded this badge, they need to have completed at least 75% of the program, without outside assistance (i.e. pack drops, car shuttles, etc.) and consistently carried a full hiking pack, including regularly supporting their teammates by carrying group gear.

The 7-Day hike is the culmination of the Outdoor Program. Students will prepare themselves over the course of the year in order to undertake this challenge by developing key competencies and physical attributes. Although hike routes vary according to ability and chosen level of challenge, this badge recognises the effort of each student who undertakes the challenge of hiking for 6 days in the Victorian High Country.

Laundry service

A commercial laundry in Mansfield handles most student laundry. Laundry is generally sent on Wednesday morning and returned Thursday afternoon. All items must be clearly named and suitable for washing in hot water and for tumble-drying. The bathrooms in all Houses offer limited facilities for hand washing. Each House has a clothesline and a large drying room.

Leadership

Throughout the year, students are encouraged to apply for a number of student leadership roles including:

• Student Representative Committee (SRC)

• Fitness Captains

• Circuit Captains

• Outdoor Centre Captains

Library

• Library Monitors

• Music Captains

• Art Captains

• Sustainability Captains

The Howqua campus is well resourced, with a library of books specifically relevant to the program and a range of periodicals. Students who like to read for entertainment can also borrow from the library’s collection of fiction and general interest non- fiction books.

Music

Music plays a pivotal role at the Howqua campus. Students are encouraged to make music with each other throughout the year, through private lessons, ensemble participation and in their own duos and small groups. There are a number of practice rooms at the Howqua campus and girls are encouraged to play on a regular basis. Performance opportunities range from informal performances to open days and events throughout the Mansfield community.

Students who have been learning a musical instrument in Year 8 are strongly encouraged to continue their lessons during the Howqua year. Lessons are given by experienced music staff who will provide the appropriate learning goals for each student. AMEB Exams or Internal Assessments can be arranged for students who wish to do so and are usually done during the November exeat in Term 4. Other students may like to use the year as an opportunity to explore new repertoire and music staff are very happy to accommodate your daughter’s wishes. Howqua also presents an opportunity for students to take up a new instrument; we encourage students who have not played an instrument before to consider this during their Howqua year.

All instrumental/vocal students are expected to participate in an appropriate Howqua Ensemble. Our Ensemble Program includes Choral, Band, String and Guitar ensembles. These ensembles perform at a number of community events in Mansfield and Jamieson during the Howqua year.

Private tuition is offered in the following instruments:

Woodwind: Flute, Oboe, Clarinet, Saxophone, Bassoon

Brass: Trumpet, Trombone, Horn, Euphonium

Strings: Violin, Viola, Cello, Double Bass

Other: Piano, Guitar, Voice, Drums/Percussion, Theory

Lesson types are as follows:

• 30 minute individual lesson

• 60 minute individual lesson (approved by the Head of Music)

Group Theory lessons are offered at a reduced rate, and Students at AMEB Grade 4 and above on their instrument/voice are encouraged to consider this option. Please contact the Music Office for further information.

Please note the following:

• 4 school weeks’ notice (in writing) is required to discontinue instrumental lessons at Howqua

• Shared lessons are not available at Howqua due to the nature of the timetable

• Students must manage their time effectively when taking 2 music lessons each week

• On very rare occasions students may take part in 3 lessons per week, provided the standard of their academic work is maintained. This must be approved by the Head of Music.

• Instrumental tuition enrolments can be made directly through the Music section on Schoolbox

• Enrolments will open in early November.

Please note that all current private instrumental lesson enrolments (including voice) will be automatically rolled over If you do not wish for your daughter to continue her lessons next year, please email the Music School via music@lauriston.vic.edu.au. All students who are enrolled after this date will be charged the usual 4 weeks’ tuition. Please contact the Music Office, if you have any questions regarding the Music program at Howqua.

Parent Communications Newsletter

A Howqua newsletter is posted on Schoolbox for parents on a Wednesday afternoon and usually includes the following sections:

• From the Vice Principal

• From the Director of Outdoor Programs or from the Director of Students

• In the classroom (written by teacher from a different subject area each week)

• House article

• Photo gallery

Pleasenotethatthephotogallerypostedeachweekwillnotincludeaphotographofeachstudent.Our aimistoprovideaselectionofphotographswhichsharetheactivitiesofthestudentsthroughouteach week.

Reporting

Reporting Philosophy

Reporting is the process of communicating the knowledge and understanding gained from assessing students learning. Lauriston believes that it has an obligation to ensure ‘whole child’ reporting is occurring on a regular basis.

Continuous Reporting

Once an assessment is graded by the teacher, the result is recorded and available for viewing by parents through the Schoolbox portal.

• Parents are able to view:

• The name of the assessment task

• An overview of the assessment

• The grade for the task

• A bar chart that displays the distribution of the grades for that task for all students who completed that task (the entire cohort)

End of Semester Reports

All students receive a comprehensive written end of semester report that includes:

• A description of the subject

• Approaches to learning

• Summative tasks and grades

• A teacher comment on student progress throughout the semester

The House Tutor will provide a wellbeing report at the end of each semester which includes:

• A personal and social development rubric which consists of specific focus area for the year level and assessment of the student level as Established, Consolidating, Developing and Beginning

• A short Tutor comment which may come from the comment bank

• A student reflection

• Cocurricular activities and awards

• Child safety and wellbeing policy

• Bushfire Preparedness

• Student Behaviour Guidelines

• Emergency Management Plan Howqua

• Critical Incident

Safety

Staff educate Howqua students on safety practices both on and off campus. These practices ensure the well-being of themselves, fellow students and the environment in which they live. Students are expected to adhere to all practices

On campus

The layout of the Howqua campus has been designed with safety in mind – the road into the property passes staff houses before reaching any other part of the campus, and the staff residences have a clear but unobtrusive view of the student residential Houses.

When it comes to fire risk, the campus has a fire management plan created in consultation with DELWP, CFA, and Mansfield Shire Council. The campus has an independent fire-fighting capability, with hydrants and hose reels at all key locations.

In the event of fire, the purpose-built shelter under the Dining Hall provides a refuge for students and staff and is designated a place of last resort. Staff hold emergency drills regularly, and both staff and students are familiar with safety procedures and responses. As part of safety procedures, all visitors must report to reception.

Off campus

Students’ physical safety is a key focus of the Outdoor Program. Qualified and experienced staff monitor student performance to ensure appropriate skill levels, and they tailor activities to ability. Should there be a medical emergency, the School has established a sophisticated communications network at Howqua and in the surrounding area, so staff can respond quickly. Camp sites outside the campus are always staffed.

Safety at the Howqua Campus

As part of the safety procedures for the Howqua campus, students complete briefings during their first two days on the campus about:

• Campus rules, where students are allowed to go on the campus and where students are not allowed to go on the campus

• Safety considerations including heat, drinking water (hydration), snakes, bugs and other insects, gravel and uneven surfaces

• Behavioural expectations

• Overnight protocols- how to get help from an adult and where to go to get help

• Emergency Procedures

• Briefings about alarms- Alert, Lock Down, Evacuate

• Fire/Emergency Drill- practice and protocols for students and staff

Each year, students and staff will participate in an offsite evacuation drill during the first week of Term 1. There will be two fire drills and two lockdown drills over the course of the year for students and staff. All students will complete a First Aid Course (HLTAID011) which was formerly known as the Level 2 First Aid.

Our Howqua staff members undertake Wilderness/Remote Area First Aid which they update every three years after their initial training. In addition, Howqua staff undertake CPR, Anaphylaxis and Asthma training and complete an annual refresher in each. Howqua staff members complete a Fire Safety Session with Accurate Fire and Electrical Safety Services in the use of extinguishers, hose reels, fire blankets and the fire trailer with pump. In addition, Howqua staff complete Emergency Response Protocols- EMP, alarm protocols and drills.

All Howqua staff participate in Child Safe Practices training twice each year.

Technology

The School will provide an iPad for the students to use during their time at Howqua. Students will leave their existing laptops at home.

Throughout lesson periods, teachers may choose to complete work with students which utilise devices for subject related Internet searches, for use of applications, or for use of online teaching resources. On some occasions, students may be requested to use online teaching resources during Study Prep which is supervised by the teachers. At all other times, devices will be stored and charged in secure spaces.

The Howqua Program has remained technology free and it is the School’s belief that students should not have access to mobile telephones, email, social media sites and any device which is Wi- Fi or cellularcapable while at Howqua. During the year, students will rely on letters sent home to family and friends, and daily face-to-face communication with their peers and teachers, though the School understands that the use of technology for educational purposes needs to continue for students.

Travel to and from Campus

Buses from Armadale

Buses leave the Armadale campus at 7.15am sharp at the beginning of each term and after exeat. Parents should arrive before 7.00am to start loading girls’ belongings, making every effort to arrive on time so buses can leave on schedule.

For the first departure of the year, students travel on two buses based on a split of surnames. For all subsequent departures students travel in their House groups.

Buses from Howqua

Buses generally leave Howqua at 4.15pm before exeat and at the end of each term. Exceptions are the first exeat, when parents collect their daughter, and the end of Term 4 (1.15pm). Students arrive outside the Armadale campus at approximately 7.30pm (4.30pm for Term 4).

So parents have an idea of arrival times, the Howqua office staff will email when the buses leave Howqua. There is a staff member on each bus, and they have First Aid kits and mobile phones for emergencies. If there is any delay, staff will send parents a text or email.

By car

Howqua is located three hours’ drive from Melbourne. For families, directions from Mansfield are as follows:

• Take the route towards Jamieson.

• At the Howqua River bridge (approximately 22km from Mansfield) turn left onto Howqua River Road.

• Proceed along Howqua River Road for 4.5km, passing Howquadale and Camp Howqua (Seventh Day Adventist youth camp).

• The entrance to the Howqua campus is on the right.

• Turn into Creese Drive and follow the signs.

Luggage

First trip to Howqua

On their first trip up to Howqua at the start of the year, students must bring with them all items from the Gear List. While it will be summer over the course of Term 1, students may require warmer gear on Outdoor Program as they head into the cooler climates often found on the ranges surrounding the campus. A truck is organised to transport this baggage in conjunction with the usual buses hired to transport students.

Return to Howqua after breaks

On the bus trips returning to campus after Exeat or the holidays, students are restricted to the following luggage:

• One bag for storage in the bus hold

• One smaller backpack or carry-on bag for the bus

• One instrument, where required

No trucks are organised for transporting baggage after breaks; all luggage is taken on the buses with students.

The Howqua Program

Learning Through Experience

For 30 years Howqua has offered girls challenges and a chance to succeed in a unique environment, where the experience of learning extends past the ‘bricks and mortar’ of the classroom. Today, Howqua continues to provide a place to explore and experience life, form friendships, and receive positive encouragement in the development of self-worth.

Through their engagement with their academic subjects and with the School’s dynamic program, students become explorers, interpreters, encouragers, explainers, and doers – but most of all they become passionate learners.

Daily routine

The following table describes a typical day at Howqua.

7.30-8.00am Breakfast in Dining Hall 2.00-2.10pm Free time

8.00-8.15am Girls complete House responsibilities 2.00-3.00pm Academic classes: session 6

8.15am House Tutors check the neatness and cleanliness of the House for which they are responsible. 3.00-4.00pm Academic classes: session 7

8.20-9.15am Academic classes: session 1 4.00pm Afternoon tea

9.15-10.10am Academic classes: session 2 4.15pm Campus responsibilities

10.10-11.05am Academic classes: session 3 4.00-6.00pm Girls can engage in activities on offer, complete academic work or relax with friends

11.05-11.25am Morning tea 6.00-7.00pm Dinner in Dining Hall

11.25-12.20pm Academic classes: session 4 7.00-8.30pm Prep (supervised homework/study)

12.20-1.15pm Academic classes: session 5 8.35pm Students must be in their own Houses, preparing for bed

1.15-1.30pm Free time (for students not involved in rostered responsibilities) 9.00pm Students must be in their beds, where they can read, write letters, write in journals, or enjoy some quiet reflection

1.30-2.00pm Lunch in Dining Hall 9.30pm Lights out

Academic program

The Year 9 Academic Program is firmly grounded in traditional disciplines and is challenging and purposeful – preparing students for the rigours of the senior years of schooling and beyond. At the same time, it allows students a unique opportunity to take directly into the natural environment the skills and knowledge developed in the classroom.

Students may, for example, explore history in a local cemetery, examine drainage basins in the creek that runs through the campus, take environmental action through tree planting, or seek art materials in the bush. The Howqua region is a historical, cultural and ecological treasure trove, providing an outdoor classroom of immense proportions and endless learning opportunities.

The only subject choice that needs to be made for Howqua is whether a student chooses to study one or two languages. If a student chooses to study two languages, they will not undertake Drama or Fitter, Faster, Stronger.

Core Academic Subjects

The Howqua curriculum is designed that students continue to develop their skills in key learning areas across core subjects as well as specialised Howqua subjects and learning projects. It follows directly the curriculum at Armadale campus to equip Year 9 students for the demands of Years 10, 11, and 12.

English

Year 9 English is built around three interrelated strands of language, literature and literacy. Students engage with a variety of texts for enjoyment. In Semester 1, students undertake a unit on Language and Argument Analysis focusing on indigenous issues. Following this, students also analyse a political cartoon and how a visual can support the persuasiveness of a text. Students build their creative writing skills and write a piece of work based on the themes developed in Alice Pung’s Unpolished Gem. This involves a unit of inquiry task where students are encouraged to discuss their opinions of contemporary issues with the rest of the class.

Semester 2 Students begins with an analytical thinking skills unit through the exploration of Shakespeare's Romeo and Juliet. This unit culminates in an analytical text response essay. Criteria assessed include: analysing, organising, producing text and using language. Following this, students undertake a Poetry Unit where they write and analyse their own and other's poems reflecting on a sense of place. Throughout this students continue to work on developing their grammar and writing skills.

Assessment Tasks:

Semester 1

Analysing Argument (Language Analysis)

Analysing Argument (Visual Analysis)

Semester 2

Timed Writing assessment Text response essay

Timed Writing Assessment Grammar and Punctuation Test

Timed Task set over two lessons with planning time

Timed Assessment

Creative Wirting Extended writing task Romeo and Juliet Performance Oral Presentation

Community of Inquiry

Oral Assessment Petrry assignment

Extended task in 3 parts

Modes of Learning: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied which may require written or oral responses. Students will be required to complete independent reading of texts chosen for the course.

Mathematics

The Year 9 Mathematics curriculum focuses on continuing to develop students’ content knowledge and refine the more complex skill of applying this to real-life contexts. The technology focus is on the use of Casio ClassPad CAS calculator, and graphing software. Students focus particular attention on their communication skills in mathematics. They learn to consistently use appropriate mathematical language and to present their workings in an organised and logical sequence. The criteria assessed include: knowing and understanding, Use of technology, communication and Applying Mathematics in real-life contexts.

Semester 1 will focus on Linear Equations and Relations, Indices, Surds, Pythagoras' Theorem and Trigonometry. The criteria assessed include: Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

In Semester 2 students will focus on Measurement, Geometry, Quadratics and Algebraic techniques. The criteria assessed include: Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

Assessment Tasks:

Semester 1

Expressions and Linear Equations

Linear Relations and Simultaneous Equations

Indices, Pythagorus Theorem and Trigonometry

Semester 1 Test

Semester 2

Timed assessment Algebraic Techniques Test

Timed assessment Quadratic Equations and Parabolas Test

Timed assessment Geometry Test

Timed assessment extended time covering all topics

Semester 2 Test

Timed assessment

Timed Assessment

Timed Assessment

Timed assessment extended time covering all four topics

Modes of Study: Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and practice

Advanced Mathematics

Students in this class will be completing the year 10 Math curriculum with the view to completing Unit 1 and 2 VCE Mathematical Methods in year 10. The proficiency strands understanding, fluency, problemsolving and reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry and Statistics and Probability. Semester 1 will focus on Linear Relations, Indices and Surds, Quadratic Equations and Measurement. The criteria assessed include: Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

Semester 2 will focus on Probability, Statistics, Parabolas, and Trigonometry. The criteria assessed include: Knowing and understanding, Use of technology, Communicating, Applying Mathematics in reallife contexts.

Assessment Tasks:

Semester 1 Semester 2

Linear Relations Timed Assessment Statistics Test Timed Assessment

Indices Timed Assessment Probability Test Timed Assessment

Quadratic Equations Timed Assessment Trigonometry Test Timed Assessment

Semester Exams Two timed assessment papers 1 tech and note free Parabolas Test Timed Assessment

Semester Exams Two timed assessment papers 1 tech and note free

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and practice

Science

In Semester 1 year 9 students will investigate the relationships between organisms and their environments and the interdependencies between biotic & abiotic components of ecosystems. Furthering their knowledge on the flow of energy and matter through ecosystems, and the impact of human activities on natural systems. In the reproduction unit, students will learn about the intricacies of organism reproduction from the cellular level, exploring the processes of mitosis and meiosis. They are introduced to the notion of the atom as a system of protons, electrons & neutrons, and how this system changes through nuclear decay. Students will investigate the structures of Earth, they begin to apply their understanding of energy and forces to global systems such as continental movement and plate tectonics. Year 9 assessment tasks develop the key areas of knowledge and understanding of scientific concepts, Application and Analysis of Scientific information, processing and evaluation of experimental data, and effective scientific communication.

In Semester 2 Year 9 students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic & abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons & neutrons, and how this system changes through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement. Year 9 assessment tasks develop the key areas of knowledge and understanding of scientific concepts, Application and Analysis of Scientific information, processing and evaluation of experimental data, and effective scientific communication.

Assessment Tasks:

Semester 1

Semester 2

Ecosystems Test Timed Assessment Materials, Atomic Theory and Reactions Test Timed Assessment

Practical Report Seed Germination Application Practical Task Medical Pamphlet Research task

Geology Test Timed Assessment Heat and Sustainbale House Design Poster Application Task

Semester 1 Test Timed Assessment extended time covering all three topics

Semester 2 Test Timed Assessment extended time covering all three topics

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and research.

History

Students will study one semester of History and one semester of Geography throughout the year. The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. Across the semester, students complete depth studies in the following contexts of two units from the History Curriculum: World War 1 and Australian history as well as a short focus on civics and citizenship. Students are assessed against four criteria: knowledge and understanding, investigating, communicating and thinking critically.

Assessment Tasks:

WWI Source Analysis Test

Semester

Timed Assessment

WWI research Project Research task

Mansfield History Excursion and Analysis Fieldwork activity and Application task

Gold Rush Essay

Timed Assessment

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills or analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

Geography

Students will study one semester of History and one semester of Geography throughout the year. Over a semester, students complete four units within the Geography curriculum studying geographic skills, biomes, food security and interconnections. The skills units builds upon the seven geographic concepts; Biomes and Food Security investigate what type of environments we live in and can we feed the world in the current climate or what technological advancements can support our quest to end world hunger? Understanding interconnections allows students to consider how people and places are connected through trade, technology and transport and how these have changed over time. Students are assessed against the criteria: knowledge and understanding, investigating, communicating and thinking critically.

Assessment Tasks:

Skills and Concepts Test

Biomes Test

Food Security Essay

Semester 1

Timed Assessment

Timed Assessment

Timed Assessment 1 lesson planning and preparation 1 lesson writing

Interconnections Fieldwork Poster Fieldwork and Application Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills or analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

Health

The Year 9 Health course focuses on combining important concepts that help adolescents maintain a healthy lifestyle. Students build on their knowledge of risk, nutrition, sexual health, mental health and the use of drugs as they relate to their own personal development. Students explore what it means to be healthy at Howqua and how this can be applied to life after Lauriston.

Assessment Tasks:

Semester 1

Semester 2

Nutrition Test Timed Assessment Promoting inclusivity in the Howqua Community Application Task

Illicit Substances

Presentation

Group Extended Research Task

Respectful Relationships Research Task

Extended Research Task

Modes of Study: Students will participate in classroom activities which include direct instruction from the teacher, presentations from external speakers and group and individual learning tasks linked to the topics being studied. The students will be undertaking independent research.

Physical Education

The Semester 1 Year 9 Physical Education Program allows students to apply and transfer complex movement concepts and strategies in different movement environments using a "Game Sense" framework. Students develop their leadership and collaboration skills when working in teams and devise, implement and refine strategies in order to achieve successful outcomes in game situations. Students participate in a range of practical activities that encompass different components of fitness and link specific movement skills to relevant sporting situations. This semester the students focus on striking and fielding focusing on the sports of softball and cricket as well as invasion games including ultimate frisbee, AFL and soccer. The students also had the opportunity to de sign and implement a soccer training program that will aim to develop and improve their soccer game sense and skills which will be implemented during their house soccer competition.

In Smeester 2 students participate in a range of practical activities that encompass different components of fitness and link specific movement skills relevant to Badminton. Students will video and analyse their running technique in order to improve their performance in the fitness program. They will then work on an extended task to create a modified sport game using creative and innovative ways of increasing engagement in sport. They will then teach and play this sport with the rest of the class.

Assessment Tasks:

Semester 1

Striking and Fielding Skills Task

Semester 2

Net/Wall Sports Skills Task

Invasion Games Skills Task Running Analysis Skills Task

Soccer Training Program Application Task Modified Games Assessment Application Task

Modes of Study: students will participate in classroom activities where there is direct instruction from the teacher. Students will participate in independent or group activities on the outdoor court or on the external playing field where they will learn how to use skills associated with various sporting activities.

The Language department offers French and Mandarin. All students must choose one language; some students choose to study both. Students who undertake both languages do not study Fitter, Faster, Stronger or Drama.

Art

The Year 9 Visual Art curriculum focuses on developing a high level of visual understanding, as well as enhancing confidence with creative thinking and skills. Through the course students will refine their personal aesthetic through working and responding perceptively with multiple art mediums such as; drawing, painting, ceramics, photography and textiles. Along with a practical focus, students will also undertake theoretical curriculum and build on their visual analysis skills. Through this theory component the students identify and explain visual analysis using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints. Within both practical and theoretical aspects of the curriculum the students will be assessed on the following four criterion; exploring, developing practices, creating and presenting.

Assessment Tasks:

Semester 1

Botanic Art

Extended Practical Task Ceramics

Semester 2

Extended Practical Folio Task Folio Extended Folio Task Sense of Place Extended Practical Folio Task

Modes of Study: : students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be undertaking practical activities in the art studio and the ceramics room.

Music

The Year 9 Howqua Music Curriculum aims to ensure that, individually and collaboratively, students develop the confidence to be creative, innovative, thoughtful, skillful and informed musicians. Students learn skills to compose, perform, improvise, respond and listen with intent and purpose. Students also develop aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions. Students acquire an understanding of music as an aural art form as they

acquire skills to become independent music learners. The Assessment tasks are designed to develop the key areas of; the process of exploring and expressing ideas, demonstration of skills and techniques through arts practices, presentation and performance of musical product and response and interpretation of musical works.

Assessment Tasks:

Semester 1

Semester 2

Music Battle Performance Task Music Battle Performance Task

Pod Cast Group Collaborative Task Composition Performance Task Body Percussion Performance Task Blues Project Research Writing Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities including using musical instruments and computer software. Students will participate in music battles, performances on the campus and external performances for specific days such as Anzac Day to enhance their learning and understanding of particular topics.

Drama

Year 9 Drama allows students the opportunity to explore a variety of dramatic styles and conventions. The first unit focuses on developing improvisation skills and an understanding of Theatre Sports through a mix of theory and practical workshops. Students will work on their collaboration, creativity and performance confidence. Following this, students connect with ideas, artworks and the skills of devised and scripted Drama where they work cooperatively to explore the roles of acting, directing and design in relation to Theatre making.

The Assessment tasks are designed to develop the key areas of developing skills, developing knowledge, presenting and performing, and responding and interpreting. In addition, the students learn to evaluate and reflect on their own performance, taking into consideration their participation in the rehearsal process right through to the final presentation.

Year 9

Drama in Semester Two allows students the opportunity to continue to explore a variety of dramatic styles and conventions. The first unit focuses on writing a script where students will explore their creativity by personifying an inanimate object and bringing it to life. This assessment will develop the student’s ability to work autonomously and grow their performance confidence. Following this, in the second unit the students reflect on their participation and performance in the previous assessment, evaluating and identifying any challenges and improvements they would make to the rehearsal process right through to the final performance. The Assessment tasks are designed to develop the key areas of developing skills, developing knowledge, presenting, and performing, and responding and interpreting.

Assessment Tasks:

Semester 1

Improvisation and Theatresports Workshop

Theatre Makers Performance Task

Semester 2

Performance Folio Task Inanimate Object Characterisation Performance Performance Task

Performance Task Performance Self Assessment Journal Writing Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities including improvisation, role play, mime and bringing scripts to life.

Languages Other Than English:

Latin

Students studying Latin hone skills in the key areas of reading, writing, speaking, viewing and listening. Students use vocabulary, grammar and textual cues to understand and interpret Latin texts, and convey information and ideas about Roman society and culture, in oral, written or digital forms. They access a variety of Latin texts, such as poetry, letters or narratives and explore the influence of Latin on our current cultures. Students complete tasks and are assessed using the following criteria: Reading, Parsing, Translating and Writing.

Assessment Tasks:

Semester 1

Semester 2

French

Students study the place of French language and culture in the world, covering such topics as the French-speaking world and regions in the south of France. They continue to expand their vocabulary knowledge and use French to access and exchange information, to express opinions and to interpret a wider range of texts. They assess the accuracy of their language use against a broader range of grammatical and systems knowledge. Students complete tasks and are assessed using the following 4 criteria: Listening, Speaking, Reading and Writing.

Assessment Tasks:

Semester 1

Oral Task Oral Assessment

Writing Task Out of class writing task

Vocabulary Grammar Task Homework Folio

Reading Task Timed Assessment

Listening Task Timed Aural Assessment

Chinese SL

Semester 2

Vocabulary Grammar Tasks Homework Folio

Speaking Task Oral Assessment

Listening Task Timed Aural Assessment

Reading Task Timed Assessment

Writing Evaluation Task Extended Task

Students continue to develop communication and intercultural skills in Chinese, improving their character writing and reading abilities as well or developing oral and listening competency. An increasing range of grammar structures and vocabulary are introduced. In Semester 1 topics such as the relatives, personality, school and daily life, Chinese New Year, eating and healthy life are covered throughout the course. Students complete tasks and are assessed using the following 4 criteria: Listening/Speaking/Reading/Writing.

In semester 2 topics such as the weather, languages, countries and travel are covered throughout the course. Students complete tasks and are assessed using the following 4 criteria: Listening/Speaking/Reading/Writing.

Assessment Tasks:

Semester 1

Semester 2

Writing Task Timed Assessment Writing Test Timed Assessment Extended Response

Reading Task Timed Assessment

Listening and Reading Task Timed Assessment

Listening Task Timed Aural Assessment Oral Task Oral Assessment

Oral Task Oral Assessment

Chinese SLA

Students continue to develop communication and intercultural skills in Chinese, improving their character writing and reading abilities as well as developing oral and listening competency. An increasing range of grammar structures and vocabulary are introduced. Students study aspects about Chinese New Year, learning Chinese, Health and Diet, Travelling in China as well reciting modern and Tang dynasty poetry. Students complete tasks and are assessed using the following 4 criteria: Listening, Speaking, Reading and Writing.

Assessment Tasks:

Semester 1

Semester 2

Writing Task Timed Assessment Writing Test Timed Assessment Extended Response

Reading Task Timed Assessment Listening and Reading Task Timed Assessment

Listening Task Timed Aural Assessment Oral Task Oral Assessment

Oral Task Oral Assessment

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students may participate in excursions to external venues where appropriate to enhance their language learning.

EAL

In addition to studying the mainstream English course students from other language speaking backgrounds are also offered support through the English as an Additional Language course at Howqua. The year 9 EAL course aims to continue building students' English language proficiency across the key macro skills or 'modes' of reading and viewing, writing and listening and speaking, in a variety of registers and over a broad range of settings. The course also aims to support EAL students in developing their confidence in the writing and speaking skills needed to express their understanding of mainstream English texts.

Assessment Tasks:

Semester 1

Semester 2

Language Analysis Paragraph Timed Assessment Romeo and Juliet Diary Entry Extended writing task

Film Text Short Answer Test Timed Assessment Romeo and Juliet Short Answer Test Timed Assessment

Creative Writing – Short Story Extended Writing Task Collaborative News Show Assignment Oral presentation and recording with written questions

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied in English and Humanities. The students will receive direct instruction in the structures and features of the English language to support their English acquisition.

Learning Enhancement

Students in need of additional support with their learning are able to participate in Learning Enhancement lessons. This allows for more individual support in the core subject areas and is also used to support improvements in basic skills such as writing, spelling, literacy and numeracy activities where required. Teachers are in contact with classroom teachers and families on a regular basis to ensure that

the best support possible is provided to each individual. This subject is not assessed or reported on but acts as a support for the rest of the curriculum with students identified with support needs. Modes of Study: students will participate in small group activities with direct instruction from the teacher and individual learning tasks. The subject is designed for students with specific learning needs and specific diagnosed learning needs, therefore, small group and one-to-one instruction are provided Class groups and timetabling

For core classroom lessons, students are divided into five class groups – H, O, W, Q and U. For LOTE, Art, Music, Drama, Innovations and Applications, Fitter, Faster, Stronger and Environment and Sustainability students are divided into different groups again. The school day consists of seven 55minute teaching sessions. Classes are taught five days, Thursday to Monday, and on these evenings after dinner students are supervised for 90 minutes of ‘Prep’ (homework).

Outdoor Program

The Howqua Outdoor Program is designed as an experiential learning environment. The energetic and adventurous nature of the activities means students need extensive training (as part of their Outdoor Studies classes) in First Aid, safety, navigation, and leadership. Before expeditions, students are also given intensive instruction in the theory surrounding the specific activities they are going to undertake, including hiking, mountain bike riding, rock climbing, abseiling, skiing – downhill and cross country, canoeing, rogaining (long distance cross-country navigation) via ferata solo experiences. To prepare for Howqua’s Outdoor Program, students start building their individual fitness levels in Term 4 of Year 8 and are encouraged to continue training in the weeks immediately before they leave Melbourne (see Appendix 2).

Terms 1 and 2:

‘Journeying’ is the focus of an eight-week period that spans Terms 1 and 2. Over the first weeks of Term 1, all students will experience an introduction to hiking, cycling and canoeing. They also spend two days learning comprehensive navigation skills and participating in activities to develop walking fitness to a level appropriate to hiking the hilly terrain around the Howqua campus (with a light pack). As foundation skills develop, there will be an in challenge for hiking, climbing/abseil, via fenata and solo.

This initial phase of the Outdoor Program also includes an introductory three-day hike in the mountains, so students learn the skills they need for hiking and lightweight camping. Each rotation, girls are allocated to an Outdoor Program group that may or may not include residents of their House.

These extended trips foster confidence and endurance – staff gradually move into the background as groups achieve mastery of the skills they need for living in the outdoors. The remainder of Term 2 includes regaining, community service, and House events

Term 3:

Term 3 is the ‘Winter Journey’ term. The entire Year 9 cohort travels to Mt Buller on five separate occasions for a day of lessons in downhill skiing. Each House group also spends two days cross-country skiing on Mt Stirling. In the last weeks of term, girls complete one night of Alpine camping in a House

group in anticipation of the term’s grand finale – a three-day cross-country skiing trip to the Bogong High Plains.

While the School provides all ski equipment (helmets, poles, skis, and boots), students cannot store personal ski equipment at Howqua – any personal downhill ski equipment must be stored on Mt Buller and parents are responsible for it. Parents need to transport such equipment to Black Mountain. Once transported, the Director of Outdoor Program should be notified.

Term 4:

Term 4 activities are similar to those in Terms 1 and 2. Students also participate in an elective program in which they can choose two outdoor trips from a range of options: white water canoeing, an extended mountain bike ride, rock climbing, and a two-night ‘solo’. The Term 4 program includes two compulsory hikes, helping the girls to maintain their skill levels for the year’s remaining expeditions.

The culmination of the Outdoor Program is the ‘seven-day hike’. Students choose their own routes and make all their own preparations in what becomes a celebration of community, confidence, and individual determination. Before this final expedition, the girls undertake a three-day hike to ensure they have acquired the skills they need in navigation, First Aid, lightweight camping, group management, and emergency response.

Appropriately qualified and trained staff accompany students on all hikes and expeditions. To avoid crowded conditions, all outdoor activities are scheduled mid-week.

Gear

The Howqua gear list can be found in Appendix 1 of this handbook. This list details all the equipment your daughter will require during her time at Howqua.

School-provided equipment

The following equipment for outdoor activities is supplied by the School; parents do not need to purchase these items:

• 75 litre pack

• Daypack

• Tent

• Stove and fuel

• Mountain bikes and helmets

• Canoes and associated gear

• Rock climbing gear

• Cross-country skis, boots and poles

• Ski helmet

• Ski boots, skis and poles

What to bring and what not to bring

Electronic Goods and Devices

Students are not to bring the following electrical goods or devices to the Howqua campus.

• Fans

• Electric blankets

• Individual hair and beauty products such as hair straighteners, hair dryers

• DVD Players

• iPad

• Portable speakers

Students may bring the following electrical goods and devices to the Howqua campus.

Music players such as iPods and MP3Players may be brought to the Howqua campus but these may not have video capabilities.

Students may have an iPod under the following conditions:

• The iPod does not have movies and games loaded

• The iPod is not part of another device i.e. iPhone

• Students use their iPods only at the designated times allowed. Students may use their iPods during Prep and free time including after lights out. iPods are not to be used during lesson time and when on outdoor program.

• Students may bring a digital camera, a GoPro, or a small personal fan to cool themselves at night.

• Students are required to bring a set of head phones that connect to their music device and School iPad.

• Digital watches and Kindles are permitted however these devices cannot have Wi-Fi capacity. Tag and Testing

Accurate Fire and Electrical Services (AFESS) are engaged twice each year by our school to conduct tag and testing of all electrical items on the Howqua campus. All electrical items brought to the campus by students are testing in Term 1 Week 2 and Term 1 Week 7, after return from Exeat.

Electrical items that do not pass the test are removed from Houses and stored until Exeat or the next vacation period and students are required to take them home.

Students are asked not to bring back new electrical items once the tag and test sessions have been completed. Untagged items will be removed from Houses and stored until the next Exeat or holiday period.

Mobile Telephones

Mobile phones are not permitted on campus. Any mobile phone found in the possession of a student will be confiscated. Should a mobile phone be removed from a student, their parents will be notified, and a disciplinary consequence will be imposed. The mobile phone will be returned prior to Exeat and the student will return this to their home in Melbourne.

We request the cooperation of parents to ensure their daughter’s mobile phone is accounted for at home prior to their departure for the Howqua campus.

Spending Money

There are no shops near the Howqua campus and not other opportunities for the students to spend money. Students should not bring money with them to the campus unless they are participating in a community-based fundraising activity of which parents will be notified.

Small purchases of stationery on the campus will be billed to parents.

Infrastructure provided at the Howqua campus:

• Each House has dedicated pigeonhole in the main lounge area per student as a space to store and charge all electrical devices. This space offers individual power points and USB-A charging ports for each student. Devices should be stored and charged in this space and not in or under beds where they may pose a fire risk.

• Communal speakers are provided by the school in each House and use an auxiliary cord to connect to the media device. Portable speakers e.g. UE Booms are not permitted.

• Each House has hair dryers installed in the bathrooms.

Other Items

Students may not bring candles, cleaning products and aerosol cans (deodorant and hair spray) to the Howqua campus.

Dangerous Items

Staff members may search the personal belongings of individual students and confiscate items that may adversely impact the safety or wellbeing of the student or are prohibited by the School

Prohibited items will be removed and returned to the student prior to Exeat or vacation. Food items sent to students or brought to campus by students will not be returned.

There may be occasions where parents may send food items to students with the permission of the School.

Pastoral Care

The primary focus of the Pastoral Care Program at Howqua is to develop each student’s resilience and independence while promoting positive and healthy relationships with their peers – all within a nurturing and mutually supportive School community. In this way, it continues the SHINE program of earlier years at the Armadale campus.

The Vice Principal – Howqua Campus and Director of Students oversee pastoral care of all Howqua students.

Students’ first point of contact is their House Tutor, whose role is to:

• be a source of support, encouragement, and guidance

• monitor individual student progress across the Academic, Fitness and Outdoor Programs

• monitor group dynamics, and facilitate a successful and rewarding journey for House members through the various stages of group development

• help House members to understand and manage the daily tasks essential to cooperative independent living

• keep House members informed of all Howqua Programs and any necessary preparations

• liaise with the Vice Principal – Howqua Campus and Director of Student and communicate with parents

• report to parents by phone and email

A typical Howqua day begins with a visit by the House Tutor, including a House inspection. Tutors also have an extended weekly session with their House group, the purpose of which is to help students adapt to life at Howqua and to foster positive House dynamics and relationships within the community. Throughout the year, students address issues relating to personal development, community living, and group activities:

• personal growth

• self-esteem and wellbeing

• personal responsibility

• health and body image

• independent living

• meeting challenges

• goal setting

• problem solving

• managing stress

• social interaction

• teamwork

Central to the School’s commitment to supporting positive relationships are the ‘Student Behaviour Guidelines’ outlined later in this booklet.

Personal and social development

During the Howqua program, students have opportunities to demonstrate and make progress in their development of personal attributes during the academic, fitness and outdoor program. As a member of a residential community, the students have further opportunities to demonstrate and make progress in their development of these attributes. The Personal and Social Development Framework allows students, parents, House Tutors and teachers to reflect on the progress and development of the student.

Collaboration

• Established. The student is collaborative

• Consolidating The student regularly collaborates with others

• Developing. The student collaborates with others in some situations

• Beginning The student is beginning to display aspects of collaboration

Self-awareness

• Established. The student is self-aware.

• Consolidating. The student regularly demonstrates self- awareness.

• Developing The student has demonstrated self-awareness on some occasions.

• Beginning The student is beginning to display aspects of self-awareness.

Resilience

• Established The student consistently demonstrates resilience across a range of situations

• Consolidating. The student regularly demonstrates resilience in most situations

• Developing The student demonstrates resilience in some situations

• Beginning The student is beginning to display aspects of resilience.

Voice

Empathy

Leadership

• Established The student uses her voice appropriately in her interactions with others.

• Consolidating. The student uses her voice appropriately in her interactions with others.

• Developing The student uses her voice appropriately in demonstrating some interactions with others.

• Beginning The student is beginning to use her voice appropriately in her interactions with others.

• Established The student consistently demonstrates empathy towards others.

• Consolidating The student demonstrates empathy toward others in most situations.

• Developing The student demonstrates empathy towards others in some situations.

• Beginning The student is beginning to display aspects of empathy.

• Established. The student consistently demonstrates qualities of leadership.

• Consolidating The student demonstrates qualities of leadership in most situations.

• Developing. The student demonstrates leadership in some situations.

• Beginning The student is beginning to demonstrate leadership in some situations.

Fitness

The Howqua Outdoor Program has offered the adventure of a lifetime to many students – an opportunity to explore and to meet the challenges presented by some of the most beautiful and unspoiled natural terrain in Victoria’s High Country. ‘Howqua graduates’ will also admit that the physical demands of the urban environment are completely different from those at Howqua, which include: living and working on a sloping site characterised by different conditions

• regular hiking with heavy packs on rough and hilly terrain

• running during the Fitness Program over undulating and varied terrain

• riding a mountain bike off road and in varying conditions

As students’ fitness levels increase and develop, the Outdoor Program becomes more enjoyable and less strenuous – the experience is all the more rewarding for girls who are fit and physically prepared.

The Fitness Coordinator oversees the general fitness of all students at Howqua. All girls must participate in the Fitness Program as either a runner, a walker, or in the gym/rehab centre, unless the Nurse and the Fitness Coordinator have agreed she is excused

Howqua Running Program

Students entering their Howqua year will have different levels of fitness and will have had various experiences in School sport. At our Armadale campus, sport is compulsory for students from Years 7 to 10 and we encourage students to participate in a GSV (Girls Sport Victoria) team sport, strength and conditioning or a recreational sporting activity. We understand that students will have had different physical activity experiences outside of school, with some regularly participating in team sports, or undertaking recreational activities such as cycling, jogging or personal training.

Through participation in the Howqua running program, outdoor program and Health and Physical Activity lessons our aim is to continue to develop fundamental movement skills and encourage our students to enjoy physical activity experiences in their formative years.

The running program at our Howqua campus has the following outcomes:

• Inspire a lifelong love of physical activity

• Develop sound running mechanics

• Develop sound fundamental movement skills

• Be physically prepared to re-integrate into School and Club sport

• Provide education: self-care, flexibility, sleep and nutrition

We offer a balanced training program which includes running, strength and conditioning, flexibility, skill development, rest and recovery.

Athletics Australia recommends that longer runs for young people at this age and stage of their development should be 5 to 10 kilometres and intense long-distance running should be introduced gradually.

The running program at our Howqua campus is sequential and distances will be dependent upon the ability level of each student. Typically, during the first Term, running/fitness sessions which are held three times each week will include strength and conditioning and building running technique through runs of various distances either on the Flat or on the Howqua campus trails.

In Terms 3 and 4 our Year 8 students will participate in fitness preparation for the Howqua Program. The purpose of the preparation program in Terms 3 and 4 is to enable the students to develop skills and strength required for Howqua Outdoor Program and Fitness Program

Term 1 and Term 2

Year 8 students encouraged to attend Lauriston Running Programs throughout the whole year

Term 3 and 4

Compulsory attendance of below sessions

Term 3

Running x 1 session per week

• Focus on Learn to Run

• Learn to Train

Strength and Conditioning x 1 (Optional if competing in a GSV Sport)

• Focus on foot, core and hip strength.

• Learn foundation skills of: Push, Pull, Squat, Lunge, Hinge, Rotate Stabilize

Term 4

Running x 2 Sessions per week

• Assess each Year 8 both Running Technique and Strength

• Increase Fitness ready for Howqua.

Strength and Conditioning Session x 1 (Optional if competing in a GSV Sport)

• Focus on foot, core and hip strength.

• Continue to consolidate foundation skills of Push, Pull, Squat, Lunge, Hinge, Rotate, Stabilize In addition, during the summer vacation prior to the Howqua year, all students should participate in regular physical activity, including the training program provided in this Handbook, regular walking or running between 1 and 2 kilometres at least 3 times each week, and other physical activities such as swimming or cycling.

Many students also choose to jog during their free time (particularly around the campus Ring Road). Students must run with staff or in groups of four or more and sign in and out. For safety reasons the School does not allow students to run alone. Appendix 2 of this document is a training program that is designed to get students ready for the Howqua year. Before students undertake any Fitness Program they should consult a family doctor.

Health and Wellbeing

All staff at Howqua share responsibility for the health and safety of students under their care and are trained in Wilderness First Aid and emergency procedures. They attend each outdoor activity equipped with a First Aid kit that includes appropriate prescription drugs, and they are fully trained in their use. .

To ensure specific health needs are met and to allow students to seek support when they need it, there are formal processes to care for students who are ill or have an injury. The following ‘Howqua Wellbeing’ staff have responsibility for providing health and wellbeing care:

• Nursing staff in the Health Centre (covered below): A team of registered nurses work at Howqua. This means there is a Nurse on duty from 8.00am to 6:00pm (and on call after hours) during term. The Nurse attends to illnesses and injuries and other health problems, consulting, when necessary, with doctors at the local practice and other health professionals. Any correspondence with the Howqua nurses can be forwarded to the howquanurse@lauriston.vic.edu.au to speak directly with Howqua nurses in the Health Centre please telephone the Howqua reception on 03 5777 2222.

• Central General Practice: The School has an arrangement with CGP in Mansfield to provide medical care for students. Howqua has two standing appointments with a medical practitioner each day. Parents will be notified by phone if this is required. The Nursing staff will also request your DOB for Medicare billing purpose. The Nurse will notify parents of the outcome of the GP review and any further recommendations. The local Mansfield Hospital provides an URGENT after-hours GP service.

• Armadale Psychologist: The Armadale Psychologists regularly consult with the Howqua Management and Tutors to discuss all matters of wellbeing on campus. They are available to speak to students and discuss problems with staff via Telehealth (on the phone).

• Physiotherapist: students with pre-existing problems, muscle injuries or joint injuries may attend the NE Life Physiotherapists who visits the Howqua campus each Monday. Permission is sought from parents prior to their daughter attending the physiotherapist. The cost is $95 will be privately billed to parents.

Emergencies and Injuries

Mansfield Hospital and North-East Hospital in Wangaratta will be used should your daughter require emergency treatment or sustain an injury which requires medical attention. Please note that these are regional hospitals and as such, they may not have resources to manage non-urgent medical care. In these cases, parents will be advised to collect their daughter and return to Melbourne for further medical care. Howqua staff members will supervise your daughter and maintain contact with you prior to your arrival.

On the occasion that your daughter may require an Ambulance transfer, parents will be requested to travel to North-East Hospital in Wangaratta. Howqua staff members will supervise your daughter and maintain contact with you prior to your arrival at Hospital.

Health Centre

The Health Centre is open on campus 24/7 with a Nurse in attendance from 8.00am – 6.00pm. The Health Centre Nurses are able to deal with all situations, including life-threatening incidents. Most commonly, they treat everyday illnesses and injuries, coughs and cold, sprained ankles and stomach aches.

If a student becomes ill or suffers an injury during the day the Nurse on duty will support. If a student becomes ill during the night, she will be attended to by duty staff, who may seek advice from the Nurse who is on call. If something happens while the student is off campus while on Outdoor Program or a run, a decision is made whether to transport her back to the Health Centre or immediately to Mansfield Hospital. There are times a staff or parent consider a student is better cared for at home until she is well enough to return under GP/specialist care.

Communication with parents

Parents are informed as soon as possible if their daughter develops a health problem or is admitted to the Health Centre or Mansfield Hospital. Occasionally, students are admitted to the Health Centre for an early night to one of the five beds under the advisement of the Nurse. Parents are notified in this instance. In the event that a student is required to be actively monitored overnight by the nurse, a charge may be made to parent accounts.

The School encourages parents to communicate with Howqua about their daughter’s health at all times, giving any information that can help staff provide care. Parents should contact the Nurse when a student has been taken off campus for specialist appointments when she is returning to campus after an illness or injury, or if she has seen a medical professional for assessment over a holiday/exeat break.

Health record and vaccinations

Each student has a record kept at the Health Centre. The record contains full health details, as provided by their parents, and a log of any consultations and incidents at Howqua. It is also important for nursing staff to have on file a student’s immunization status – both in case the student comes into contact with an infectious disease and if she needs a booster vaccination.

The School recommends that students receive the complete primary course of ADT (tetanus and diphtheria) vaccinations, including the mid-teens booster, before their Howqua year. Flu can spread quickly in a boarding situation, so the School encourages parents to organise the Influenza vaccination during the Term 2 Exeat (preferably) or Term 2 holidays.

The School expects that the students will have the recommended number of COVID vaccinations of young people in their age group. In those cases where there is a medical exemption from COVID vaccinations, parents should notify the School Principal.

Students known to have a health problem such as asthma or diabetes, or a serious allergy, will have an ‘Action Plan’ known to both the students and staff.

Procedures for Prescription Medications, Vitamins, Supplements and other Herbal Medicines

Step 1: Parents will be requested to complete the Medical Form sent to them prior to the departure of their child to the Howqua campus. All Prescription Medications, Vitamins, Supplements and other Herbal Medicines must be included on the Medical Form.

Step 2: All Prescription Medications, Vitamins, Supplements and other Herbal Medicines must have a Medication Authorisation Form which is completed by the parent.

Step 3: All Prescription Medications, Vitamins, Supplements and other Herbal Medicines must have a Medical Health Summary provided by your GP.

Step 4: The Medication Authorisation Form and the Medical Health Summary must be provided to the Howqua Nurses prior to the end of Term 4, 2024. Please send these by email to: howquanurse@lauriston.vic.edu.au

Step 5: Should Prescription Medications, Vitamins, Supplements and other Herbal Medicines change during the December/January vacation, please send the Medical Authorisation Form and Medical Health Summary to the Howqua Nurses. Please send these by email to: howquanurse@lauriston.vic.edu.au

Step 6: Should Prescription Medications, Vitamins, Supplements and other Herbal Medicines change during the course of the Howqua year, please send the Medical Authorisation Form and Medical Health Summary to the Howqua Nurses. Please send these by email to: howquanurse@lauriston.vic.edu.au

• Prescription Medication which needs to be administered by Howqua staff when on outdoor program will require Webster packing ($7 70 per week). Please contact Howqua Nurse Coordinator, Louise Hearn and she will outline the process of organizing Webster packing. The email address is hearnlo@lauriston.vic.edu.au

• Chinese Herbal medications must have instructions clearly labelled in English. Students undergo a comprehensive health check at the start of Term 1 and again at the start of Term 3. (what is the purpose and what is done?)

Dental Appointments and Specialist Appointments

We request that these appointments are made during Exeats and scheduled vacation periods, unless there is an urgent matter.

Health checks

Students undergo a comprehensive health check at the start of Term 1 and again at the start of Term 3. The Howqua nurses undertake a baseline of medical observations but do not include height or weight. Students become familiar with the health centre and nursing staff.

Students with specific needs

Howqua accommodates students who have specific needs such as chronic illness or who require medication or a special diet. It is important for parents to inform the School if their daughter has a health problem, such as an allergy or asthma or a recent muscle or joint injury that is not resolved. Written parental consent is required for special dietary needs and should be sent to the Nurse.

Managing Mental Health

The Armadale Psychologist and Howqua Staff need to know if there has been any mental health or wellbeing issues that could make life at Howqua potentially challenging for a student, as well as medications. This is the purpose of the health information questionnaire parents must complete before the Howqua year.

In the first instance, the House Tutor or Assistance Principal – Howqua will keep parents informed of any concerns about a students mental health or wellbeing. Parents may be requested to arrange for a student to return to Melbourne for further assessment by an external psychologist or psychiatrist.

The Armadale Psychologist and the external practitioner may need to work together to determine the students appropriate return to Howqua. The school reserves the right to seek a second opinion from an external psychologist when matters of concern are unresolved.

Telehealth Appointments

Students are able to maintain connection with allied health professionals, GPs and medical specialists via telehealth whilst they are at Howqua the Health Centre has a dedicated telehealth room which is set up with a laptop and telephone for video conferencing or phone calls.

Arrangements for Telehealth appointments are managed by our Howqua administrative staff. Prior to making an appointment with the allied health professional, please speak with the Howqua reception administrative staff member so that appropriate days and times may be arranged. It is important to note that we have limited spaces for Telehealth sessions.

Please email the following information to: howqua@lauriston.vic.edu.au

• Appointment date and time

• Name and contact details (email and phone number) of health professional

• The email address that the appointment link will be sent from; this email address will then be unblocked, allowing the health provider to email the link directly to the child.

When making telehealth appointments, please request that:

• The health provider cc the following people in when sending the telehealth link to your child howqua@lauriston.vic.edu.au howquanurse@lauriston.vic.edu.au and your child’s House Tutor.

• The link is to be sent two days before the appointment Dr Emma Steer is Lauriston’s Head of Psychological Services and is available to speak to health professionals about the wellbeing needs of your child. She can be emailed at: steerem@lauriston.vic.edu.au

The Assistant Principal – Howqua Campus will support students by ensuring they have access to the Telehealth Room.

If modifications to the Howqua program are required Dr Emma Steer, parents and health professionals will work together to formulate a Student Management Plan. There will be consultation regarding the Student Management Plan with our Vice Principal-Head of Campus.

For any parent who is concerned about the wellbeing of their daughter, please make contact in the first instance with your daughters House Tutor. The House Tutor is ably assisted by the Vice Principal –Howqua, and Assistant Principal – Howqua.

Confidentiality

All health information kept in medical files about students is confidential. Our Armadale Psychologists are fully registered by AHPRA. They act in accordance with the APS Code of Ethics, including ethical guidelines pertaining to confidentiality. Given the residential program and challenges faced by students at the campus, the Psychologists will provide information to the Principal, Vice Principal- Howqua Campus when this is necessary to manage the wellbeing and safety of students.

Collecting your daughter from the Howqua Campus

The Howqua Health Centre has the required resources to care for the medical needs of your child, and this may include overnight stays. With a limit of five beds, the Howqua Health Centre does not provide long-term medical care to students who may have COVID, influenza or other illnesses which may spread through the campus. With that in mind, our Howqua Nurses may communicate with you and request that you collect your child in order for her to recover from her illness in the comfort of her home and with the support of her family and GP.

Our Howqua Nurses will be making these professional decisions with the best interest of your child in mind, and we request that parents make arrangements for the collection of their children

Changes in your daughter’s health needs

The Howqua nursing staff will require a summary from your GP if your child has been seen during any absences from the Howqua campus or during exeats. Please email howquanurse@lauriston.vic.edu.au with any relevant documentation. Before returning to campus, please ensure your child is well and can participate in at least a modified program. If you have any queries or concerns, please contact the Howqua Nurse to discuss further.

Post Exeat/Holiday Returns

To ensure the health and safety of your daughter, along with the students and staff who reside on the Howqua campus, please do not send your daughter to the campus after an Exeat or scheduled holiday break if she has cold or flu symptoms or is not well enough to participate in the Howqua program. We advise that your daughter is best placed to manage the Howqua program when she is fully recovered from her illness.

The Learning Partnership

At Lauriston, including our Howqua campus, our learning partnerships between teachers, students and parents are central to every girl achieving her potential, both academically and in her personal and social development. The mutual responsibility of all partners is framed by our School Values:

1. Relationships 2. Courage 3. Creative reflection

4. Intellectual inquiry for understanding

5. Engagement in life

What parents and students can expect from the School:

• A learning environment and approaches to teaching and mentoring which encompasses both academic curriculum and experiential learning activities in Outdoor Program and are designed to provide students with skills, knowledge and understanding relevant to their future

• A well-planned outdoor program which has been assessed for risk, includes sufficient numbers of appropriately trained staff and facilitators, and gives due consideration to the fitness levels and outdoor knowledge of the students

• A well-planned fitness program which has been assessed for risk, includes sufficient numbers of staff members in attendance and gives due consideration to the fitness levels and health concerns of the students

• A well thought through wellbeing program which is responsive to the needs of students and matters which may arise throughout the course of the Howqua year

• Mutual respect based on the value of fostering positive relationships, respectful dialogue and inclusive practices

• A safe and supportive residential and learning environment in which students may thrive

• Timely communication of any concerns about (or for) a student’s learning, personal or social development, welfare or health needs

• A high level of engagement with, and communication between, the Howqua campus, School and parents What the School expects from students and parents:

• Support of the School values, which place relationships at the centre of all we do

• Students who are prepared to be active participants in all aspects of the Howqua program

• Mutual respect based on the value of fostering positive relationships, respectful dialogue and inclusive practices

• Respectful and appropriate standards of communication whether these are face-to-face, or through email and telephone conversations

• Regular reference to the School’s information sources, including the newsletter and the Parent Portal (SchoolBox)

• Information regarding login details may be obtained from the IT Department helpdesk@lauriston.vic.edu.au

• Knowledge of and adherence to the Student Behaviour Guidelines (see next page)

• Inclusive and respectful behaviour towards peers and adults, tolerance of diversity and respectful understanding of the diverse needs of all individuals

• Respect for the Howqua residential facilities and the surrounding natural environment with a view to sustaining the campus and surroundings for the Howqua students of the years to come

Parents can assist their child at home (for Howqua students, during exeats and holidays) by:

• Establishing good communication with the child’s teachers, House Tutor, and Year Level Coordinator

• Accessing her academic progress via the Lauriston Learning Portal and regularly discussing it with her

• Encouraging her successes and help her to see that mistakes are valuable learning experiences

• Expecting high but realistic standards based on a good understanding of her strengths and weaknesses

• Taking an interest in her learning and allowing her to explain key aspects of her learning in her own words

• Encouraging her to read widely and regularly

• Using information and social media as a learning tool – podcasts and online media as well as TV news and current affairs broadcasts

• Monitoring her access to and use of social media at home (the School strongly recommends that smartphones, iPads and other internet-connected devices are not kept in bedrooms overnight)

• Using digital resources together

• Create a well-lit and ventilated study space away from major distractions.

• Monitoring her health and wellbeing and sharing concerns with the school – her House Tutor

The Assistant Principal – Howqua, Deputy Principal – Wellbeing (Armadale), School Psychologist (Armadale)

Guidelines for Students

In all interactions with students, the School’s objective is to provide an environment in which each student may develop her identity, relationships and connections to the School and broader community. A fundamental aim is for students to learn how to respect their rights, responsibilities and worth and to respect the rights, responsibilities and worth of others.

The Student Behaviour Guidelines support the School values, in particular the value of building relationships, since the ability to develop respectful relationships – irrespective of status, race or culture – is an important life skill. The behaviour each student demonstrates towards peers and teachers will affect her ability to establish long-lasting relationships.

The School seeks students to:

• Take ownership of and responsibility for their behaviour

• Respect the rights of others and acknowledge their responsibilities towards others

• Support positive relationships within the School community

• Support the teaching and learning process together Students should familiarise themselves with the following School policies:

• Respectful relationships

• Social media use by students

• Acceptable use of mobile telephones

• Acceptable use of information technologies

Attendance at school and punctuality

• Students must attend outdoor program and academic lessons unless they are ill or affected by significant personal circumstances.

Drugs, alcohol, and smoking

• The possession or consumption of any non-medicinal or non-prescribed drug on School grounds or while in school uniform is unacceptable. Any student who is seen smoking or consuming alcohol, or who is involved in non-prescribed drug use or supply, will be the subject of a serious disciplinary process.

Excursions and activities outside the campus

Students must adhere to the Student Behaviour Guidelines while representing the School on excursions or activities outside the campus.

The Howqua campus is well known in the local communities and students are expected to maintain its positive reputation.

Mobile phones

Mobile telephones are not permitted on the Howqua campus and must not be in the possession of Howqua students.

School property and property of others

• Students are expected to respect and care for school property and belongings – including school lockers, classrooms and grounds – at all times.

• Students are expected to respect and care for the property of others.

• Students are expected to dispose of rubbish appropriately.

• Students are to leave Houses, classrooms and all facilities in a tidy manner.

General appearance

• Students must wear appropriate and neat casual clothing.

• Clothing items such as skirts and shorts must be of reasonable length and neat in appearance.

• Clothing items such as shirts and t-shirts must not be tight or skimpy in appearance, and underwear must not be visible.

• Jumpers and sweatshirts must be neat, without holes, tears and fraying.

• Track pants, jeans and long pants must be neat, without holes, tears and fraying.

• Students must wear appropriate outdoor gear during the outdoor program.

• Students must have appropriate warm clothing for all aspects of the Howqua program and follow staff instructions about wearing it. Appropriate clothing is

• an important safety element when students participate in the Outdoor Program, so adhering to clothing and equipment requirements is essential.

Hair, makeup, and jewellery

• No student is allowed to wear make-up while on campus. An exception is made for offcampus House nights.

• Students should have natural hair colour. If coloured, bright hair colours are not acceptable, and students will be given hair dye and instructed to return her hair to its natural colour or as close to. The cost of the hair dye will be added to their account.

• Other than a watch, jewellery items may not be worn on Outdoor Program as a safety precaution.

• Nose piercings and body piercings are not permitted.

•

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

Date April 2024

Review April 2026

Part 1: Overview

Purpose:

The Lauriston Girls’ School Child Safety and Wellbeing Policy demonstrates our school’s commitment to creating and maintaining a child safe and child-friendly organization where children and young people are safe and feel safe.

This policy provides an overview of our school’s approach to implementing Ministerial order 1359 which sets out how the Victorian Child Safe Standards apply in school environments.

It informs our school community of everyone’s obligations to act safely and appropriately towards children and guides our processes and practices for the safety and wellbeing of students across all areas of our work.

Scope:

This policy:

• Applies to all school staff, volunteers and contractors whether or not they work in direct contact with students. It also applies to School Council members where indicated.

• Applies in all physical and online school environments used by students during or outside of school hours, including other locations provided by for a student’s use and those provided through thirdparty providers.

• Should be read together with our other child safety and wellbeing policies, procedures and codes

Definitions:

Child: a child or young person who is under the age of 18 years

Child Abuse: Child abuse includes:

a) Any act committed against a child involving:

1. A sexual offence

2. Grooming offences under section 49M(1) of the Crimes Act 1985.

b) The infliction, on a child, of:

1. Physical violence

2. Serious emotional or psychological harm.

c) The serious neglect of a child including exposure to family violence and its effects

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Child Abuse (emotional): emotional child abuse occurs when a child is repeatedly rejected, isolated or frightened by threats. It also includes hostility, derogatory name-calling and put-downs, and persistent coldness from a person to the extent that the child suffers, or is likely to suffer, emotional or psychological harem to their physical or developmental health.

Child Abuse (physical): physical child abuse is any non-accidental infliction of physical violence on a child by any person. It can be inflicted in many ways, including beating, shaking or burning and assault with implements and female genital mutilation.

Child abuse (sexual): child sexual abuse is when a person uses power or authority over a child to involve them in sexual activity. It can include a wide range of sexual activity. Sexual offences are governed by the Crimes Act 1985 (VIC).

Child Information Sharing Scheme and Family Violence Information Sharing Scheme: these schemes provide authorized organization, including Victorian schools, with an expanded ability to share confidential information with other authorized services to promote the wellbeing or safety of children or to assess or manage family violence risk.

Child Safety: includes matters related to protecting all children from child abuse, managing the risk of child abuse, providing support to a child at risk of child abuse, and responding to suspicions, incidents, disclosures or allegations of child abuse.

Child-connected work: this means:

a. Work authorized by the school and performed by an adult in a school environment while children are present or reasonably expected to be present.

b. For the purposes of a school boarding premises, work authorized by the school in a school boarding premises environment while children are present or reasonably likely to be present.

School environment: any of the following physical, online or virtual places used during or outside school hours.

a. A campus of the school.

b. Online or virtual school environments made available by the school for use by a child or student (including email, intranet system, software applications, collaboration tools and online services)

c. Other locations provided by the school or a third-party provider for a child or student to use including, but not limited to, locations used for camps and approved homestays.

School Boarding environment: for the purposes of Lauriston Girls’ School this refers to the Year 9 Howqua campus where students receive accommodation and reside on the campus for periods of five weeks across the school year.

School staff: an individual working in a school environment who is:

a. Directly engaged or employed by Lauriston Girls’ School.

b. A contracted service provided engaged by the school to perform child-related work

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School boarding premises staff: an individual working in a school environment who is

a. Directly engaged or employed by Lauriston Girls’ School.

b. A contracted service provided engaged by the school to perform child-related work

School governing authority: the governing body for a school as authorized by the ETR Act.

School governing body: the body responsible for the governance, conduct or management of the school.

Student: a person who is enrolled or at attends the school.

Volunteer: a person who performs work without remuneration of reward for the school.

Statement of commitment to child safety:

Lauriston Girls’ School is a child safe organization which welcomes all children, young people and their families.

We are committed to providing environments where our students are safe and feel safe, where their participation is valued, their views respected and their voices heard about decision that affect their lives. Our child safe policies, strategies and practices are inclusive of the needs of all children and students.

We have no tolerance for child abuse and take proactive steps to identify and manage any risks of harm to students in our school environments.

We promote positive relationships between students and adults and between students and their peers. Their relationships are based on trust and respect.

We take proactive steps to identify and manage any risk of harm to students in our school environment. When child safety concerns are raised or identified, we treat these seriously and respond promptly and thoroughly.

Particular attention is given to the child safety needs of Aboriginal students, those from culturally and linguistically diverse backgrounds, international students, students with disabilities, those unable to live at home, children and young people who identify as lesbian, gay, bisexual, trans and gender diverse, intersex and queer (LGBTIQ+) and other students experiencing risk or vulnerability. Inappropriate or harmful behaviour targeting students based on these or other characteristics, such as racism or homophobia, are not tolerated at our school, and any instances identified will be addressed with appropriate consequences.

Child safety is a shared responsibility. Every person involved in our school has an important role in promoting child safety and wellbeing and promptly raising any issues or concerns about a child’s safety.

We are committed to regularly reviewing our child safe practices, and seeking input from our students, families, staff and volunteers to inform ongoing strategies.

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Roles and responsibilities:

School leadership team

Our school leadership team comprising the Principal, Deputy Principal-Wellbeing, Vice Principal- Head of Junior School and Vice Principal- Howqua campus, along with senior staff including Year Level Coordinators, Assistant Principal - Student Wellbeing and Experience (Howqua), Director of Kindergarten (ELC) and School Psychologists are responsible for ensuring that a strong child safe culture is created and maintained and that policies and practices are effectively developed and implemented in accordance with Ministerial Order 1359.

The Principal, Executive and Senior Leaders will:

• Ensure effective child safety and wellbeing governance, policies, procedures, codes and practices are in place and followed

• Model a child safe culture that facilitates the active participation of students, families and staff in promoting and improving child safety, cultural safety and wellbeing

• Enable inclusive practices where the diverse needs of all students are considered

• Reinforce high standards of respectful behaviour between students and adults, and between students

• Promote regular open discussion on child safety issues within the school community including at leadership team meetings, staff meetings and school council meetings

• Facilitate regular professional learning for staff and volunteers (where appropriate) to build deeper understandings of child safety, cultural safety, student wellbeing and prevention of responding to abuse; and

• Create an environment where child safety complaints and concerns are readily raised, and no one is discouraged from reporting an allegation of child abuse to relevant authorities.

School staff and volunteers will:

• Participate in child safety and wellbeing induction and training provided by the school and always follow the school’s child safety and wellbeing policies and procedures

• Act in accordance with our Child Safety Code of Conduct

• Identify and raise concerns about child safety issues in accordance with our Child Safety Responding and Reporting obligations as set out in our school policies

• Ensure students’ views are taken seriously and their voices are heard about decisions that affect their lives; and

• Implement inclusive practices that respond to the diverse needs of students.

School Council will:

• Champion and promote a child safe culture with the broader school community

• Ensure that child safety is a regular agenda item at School Council meetings

• Undertake annual training on Child Safety

• Approve updates to, and act in accordance with the Child Safe Code of Conduct.

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• When appointing members of the School Council and its sub-committees, ensure that selection and management practices are child safe; and

• Delegate employment of school staff to the Principal who is bound by this policy

Specific staff child safety responsibilities:

Our School Principal, Deputy Principal-Wellbeing, Vice Principal - Head of Junior School, Director of Kindergarten (ELC) and Vice Principal- Howqua campus are the first points of contact for child safety concerns and for coordinating responses to child safety incidents.

• Our School Principal, Deputy Principal- Wellbeing and Vice Principal- Head of Junior School are responsible for monitoring compliance with the Child Safety and Wellbeing Policy. Any employee or member of our School Community should approach these people if they have any concerns about the School’s compliance with the Child Safety and Wellbeing Policy.

• The Principal is responsible for informing the school community about this policy and making it publicly available.

Our School Executive meet regularly to identify and respond to any ongoing matters related to child safety and wellbeing. The Executive provides an opportunity for students to provide input into school strategies.

Our School Executive and School Council Risk Management committee monitors the Child Safety Risk Register.

Child Safety Code of Conduct:

Our Child Safety Code of Conduct sets the boundaries and expectations for appropriate behaviours between adults and students. It also clarifies behaviours that are not acceptable in our physical and online environments.

We ensure that students also know what is acceptable and what is not acceptable so that they can be clear and confident about what to expect from adults in the school.

The Child Safety Code of Conduct also includes processes to report inappropriate behaviour.

Managing risks to child safety and wellbeing:

At Lauriston we identify, assess and manage risks to child safety and wellbeing in our physical and online school environments. These risks are managed through our child safety and wellbeing policies, procedures and practices, and in our activity specific risk registers, such as those we develop for excursions and trips,

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off-site camps which may include adventure activities and facilities and services we contract through third party providers for student use.

Our Child Safety Risk Register is used to record any identified risks related to child abuse alongside actions in place to manage those risks. Our School Executive will monitor and evaluate the effectiveness of the actions in the Child Safety Risk Register at least annually.

Establishing a culturally safe environment

At Lauriston, we are committed to establishing an inclusive and culturally safe school where the strengths of Aboriginal culture, values and practices are respected.

We think about how every student can have a positive experience in a safe environment. For Aboriginal students, we recognise the link between Aboriginal culture, identity and safety and actively create opportunities for Aboriginal students and the Aboriginal community to have a voice and presence in our school planning, policies, and activities.

We have developed the following strategies to promote cultural safety in our school community:

• Adopt measures to racism is identified, confronted and not tolerated.

• Address any instances of racism within the school environment with appropriate consequences.

• Ensure school policies, procedures and practices create a culturally safe and inclusive environment and meet the needs of Aboriginal students and their families; and

• Provide staff, students and the school community with training to support them in acknowledging and appreciating with strengths of Aboriginal culture and understand its importance to the wellbeing and safety of Aboriginal children and students

Student Empowerment:

To support child safety and wellbeing at Lauriston, we work to create an inclusive and supportive environment that encourages students and families to contribute to our child safety approach and understand their rights and their responsibilities.

Respectful relationships between students are reinforced and we encourage strong friendships and peer support in the school to ensure a sense of belonging through our School Values, the Student Code of Conduct, Respectful Relationships curriculum and Personal development curriculum.

We inform students of their rights through our Child Safety and Wellbeing policy, our personal development curriculum and our whole school approach to respectful relationships and give them the skills and confidence to recognize unsafe situations with adults or other students and to speak up and act on concerns relating to themselves or their peers. We ensure our students know who to talk to if they are worried or feeling unsafe and we encourage them to share concerns with a trusted adult at any time. Students and families can access information on how to report concerns through the Lauriston Girls’ School SchoolBox and on the School website.

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When the school is gathering information in relation to a complaint about alleged misconduct or abuse of a child, we will listen to the complainant’s account and take them seriously, check our understanding of the complaint, support the student and keep them (and their parents and carers, as appropriate) informed about progress.

Family engagement:

Our families and the school community have an important role in monitoring and promoting children’s safety and wellbeing and helping children to raise any concerns.

To support family engagement, at Lauriston we are committed to providing families and community with accessible information about our school’s child safe policies and practices and involving them in our approach to child safety and wellbeing.

We will create opportunities for families to have input into the development and review of our child safety policies and practices and encourage them to raise any concerns and ideas for improvement.

We do this by:

• Parent surveys which will be placed on SchoolBox, and SchoolBox Digest communications will be sent to parents

• The School Council Innovation and School Community Engagement sub-committee will seek parent input on training programs and offer forums for engagement on Child Safety policies and practices

• All of our child safety policies and procedures will be available on SchoolBox and the School website

• SchoolBox Digest communications will inform parents and the school community about any significant updates to our child safe policies, strategies or initiatives that we are taking to ensure student safety

• Child Safe materials will be posted around the school.

Diversity and equity:

As a child safe organisation, we celebrate the rich diversity of our students, families and community and promote respectful environments that are free from discrimination. Our focus is on wellbeing and growth for all.

We recognise that every child has unique skills, strengths and experiences to draw on.

We pay particular attention to individuals and groups of children and young people in our community with additional and specific needs. This includes tailoring our child safety strategies and supports to the needs of:

• Aboriginal children and young people.

7 | LAURISTON GIRLS’ SCHOOL CHILD SAFETY AND WELLBEING POLICY 2024

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• children from culturally and linguistically diverse backgrounds

• children and young people with disabilities

• children unable to live at home or impacted by family violence.

• international students; and

• children and young people who identify as LGBTIQ+.

Our Student Engagement policy, Inclusion and Diversity policy and LGBTIQ+ policy provide further information about how our school supports diversity and equity.

Suitable staff and volunteers:

At Lauriston we apply a robust child safe recruitment, induction, training and supervision practices to ensure that all staff, contractors and volunteers are suitable to work with children.

Staff recruitment:

When recruiting staff members Lauriston undertakes:

• Interviews

• Reference checking which includes child safe questions

In addition, when recruiting staff to perform child-related work, we:

• Sight, verify and record the person’s Working with Children clearance or equivalent background check such as a Victorian teaching registration.

• Collect and record:

o proof of the person’s identity and any professional or other qualifications;

o the person’s history of working with children;

o references that address suitability for the job and working with children; and

o references that address suitability for the job and working with children.

Staff Induction:

All newly appointed staff will be expected to participate in our child safety and wellbeing induction program. The program will include a focus on:

• the Child Safety and Wellbeing Policy

• the Child Safety Code of Conduct

• the Child Protection Policy including mandatory reporting

• the failure to disclose policy and procedures

• any other child safety and wellbeing information the School Executive considers appropriate.

Ongoing supervision and management of staff:

All staff engaged in child-connected work will be supervised appropriately to ensure that their behaviour towards children is safe and appropriate.

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Staff will be monitored and assessed to ensure their continuing suitability for child-connected work. This will be done by an annual interview with individual staff members by a member of the School Executive, including evidence of attendance at ongoing school training and confirmation each individual has familiarised themselves with child safe policies and procedures.

Inappropriate behaviour towards children and young people will be managed swiftly and in accordance with our school policies and our legal obligations. Child safety and wellbeing will be paramount.

Suitability of volunteers:

All volunteers are required to comply with our Volunteers Policy which describes how we assess the suitability of prospective volunteers and outlines expectations in relation to child safety and wellbeing induction and training, and supervision and management.

Child safety knowledge, skills and awareness:

Ongoing training and education are essential to ensuring that staff understand their roles and responsibilities and develop their capacity to effectively address child safety and wellbeing matters.

In addition to the child safety and wellbeing induction, our staff will participate in a range of training and professional learning to equip them with the skills and knowledge necessary to maintain a child safe environment.

Staff child safety and wellbeing training will be delivered at least annually and will include guidance on:

• Our school’s child safety and wellbeing policies, procedures, codes, and practices.

• Completing training and/or online modules on mandatory reporting, failure to disclose and child protection

• Recognising indicators of child harm including harm caused by other children and students

• Responding effectively to issues of child safety and wellbeing and supporting colleagues who disclose harm.

• How to build culturally safe environments for children and students

• Information sharing and recordkeeping obligations; and

• How to identify and mitigate child safety and wellbeing risks in the school environment.

Other professional learning and training on child safety and wellbeing, for example, training for our sport coaches, will be tailored to specific roles and responsibilities and any identified or emerging needs or issues.

School Council training and education:

To ensure our school council is equipped with the knowledge required to make decisions in the best interests of student safety and wellbeing, and to identify and mitigate child safety and wellbeing risks in our school environment, the council is trained at least annually.

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Training includes guidance on:

• Individual and collective obligations and responsibilities for implementing the Child Safe Standards and managing the risk of child abuse

• Child safety and wellbeing risks in our school environment

• Lauriston Girls’ School child safety and wellbeing policies, procedures, codes and practices

Complaints and reporting process:

Lauriston Girls’ School fosters a culture that encourages staff, volunteers, students, parents, and the school community to raise concerns and complaints. This makes it more difficult for breaches of the code of conduct, misconduct or abuse to occur and remain hidden.

We have clear pathways for raising complaints and concerns and responding and this is documented in our school’s Complaints and Grievances Policy which can be found on our school website and on SchoolBox.

If there is an incident, disclosure, allegation or suspicion of child abuse, all staff and volunteers and homestay providers must follow our Child Safety reporting obligations. Our policy and procedures address complaints and concerns of child abuse made by or in relation to a child or student, school staff, volunteers, contractors, service providers, visitors or any other person while connected to the school.

Communications:

Lauriston Girls’ School is committed to communicating our child safety strategies to the school community through:

• Ensuring that key child safety and wellbeing policies are available on our website including the Child Safety and Wellbeing Policy (this document), Child Safety Code of Conduct, and the Child protection (mandatory reporting) Policy and Procedure.

• Displaying Child Safety material around the school

• Updates in our SchoolBox Digest for parents

• Ensuring that child safety is a regular agenda item at school leadership meetings, staff meetings and school council meetings.

Privacy and information sharing:

Lauriston Girls’ School collects, uses, and discloses information about children and their families in accordance with Victorian privacy laws, and other relevant laws. For information on how our school collects, uses and discloses information refer to our school’s Privacy Policy.

Records management:

We acknowledge that good records management practices are a critical element of child safety and wellbeing.

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Review of child safety practices:

At Lauriston Girls’ School, we have established processes for the review and ongoing improvement of our child safe policies, procedures, and practices.

We will:

• Review and improve our policy every 2 years or after any significant child safety incident

• Analyse any complaints, concerns, and safety incidents to improve policy and practice

• Act with transparency and share pertinent learnings and review outcomes with school staff and our school community.

Part 2: Standards Implementation

Cultural safety for Aboriginal children

Child Safe Standard 1: Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.

How we address this at Lauriston Girls’ School:

• Creating an inclusive and welcoming physical and online environment for Aboriginal children and their families.

• Encouraging and supporting students to express their culture and enjoy their cultural rights through curricular and co-curricular programs

• Recognising the right of students and their families to identify as Aboriginal and not challenging their identity

• Providing training and support to staff and students to have awareness and insight into their own attitudes towards expressions of Aboriginal culture and identity

• Ensuring that racism within the school is identified, confronted and not tolerated

• Our school values, policies, procedures, systems and processes together create a culturally safe and inclusive environment and meet the needs of Aboriginal children, young people and their families.

This can be seen though:

• Our enrolment process invites families to identify as Aboriginal or Torres Strait Islander if they choose and ensures that families feel welcome within the school community.

• Our understanding that family is often more broadly defined within Aboriginal culture, community including grandparents, aunts, uncles, cousins, nieces and nephews and other members of the community who are considered to be family and ensuring invitations to participate in school events are open to all members of the family.

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• At school events such as assemblies, music events and meetings our teachers, students and school leaders commence with an acknowledgement of country. When appropriate, the School will and invite a local elder to conduct a welcome to country.

• The inclusion of the acknowledgment of country in school email signatures and in other school publications such as handbooks, the Lauristonian and Lauriston Life.

• Our curriculum strives to support students in their development of intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others.

• Our support of our student led Reconciliation Committee, which organises events to celebrate Reconciliation Week and the ongoing development of our Reconciliation Action Plan

• Our student and staff policies which identify racism as unacceptable at the school and how instances of racism will be addressed. These policies include the Anti-Discrimination Policy, Code of Conduct for Staff, Contractors and Volunteers, School Policy on Bullying Prevention and Intervention, the Student Behaviour Guidelines and the Student Code of Conduct.

• Our Kindergarten curriculum includes activities which develop an understanding of Aboriginal culture and community.

A commitment to child safety and wellbeing

Child Safe Standard 2: Child safety and wellbeing is embedded in organisational leadership, governance and culture.

How we address this at Lauriston Girls School:

• A public commitment to child safety.

• A child safe culture is championed and modelled at all levels of the school from the top down and the bottom up.

• Governance arrangements facilitate the implementation of the Child Safety and Wellbeing Policy, and all associated policies, at all levels of the school.

• A Code of Conduct provides guidelines for staff and volunteers on expected behavioural standards, responsibilities and processes.

• Risk management strategies focus on preventing, identifying and mitigating risks to children and young people.

• Staff and volunteers understand their obligations on information sharing and record keeping.

This can be seen through:

• All staff must read and sign the Child Safe and Wellbeing Policy and the Child Safe Code of Conduct

• All volunteers and visitors must read and sign the Child Safe Code of Conduct on sign-in at reception

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• Staff, School Council and families are provided with Child Safety Standards professional development annually.

• Staff and volunteers are provided with professional development regarding their information sharing and record keeping obligations

• New members of staff are inducted on child safety on commencement of their employment

• Our commitment to child safety is on the school website, in our printed publications such as prospectuses and handbooks, and other relevant school documents.

• Child safety and wellbeing is a standing item on the weekly School Executive meeting agenda and in the weekly Staff Briefings for Senior School, Howqua Campus, Junior School, and Kindergarten.

• Risk management is completed for all incursions, excursions, camps, trips and tours to ensure the safety of our students

• Child safe policies and procedures are reviewed regularly and updated. They are available on our school website.

• Records relevant to child safety and wellbeing are created, maintained and disposed of by Public Record Office Victoria Recordkeeping Standards

Taking child participation and empowerment seriously

Child Safe Standard 3: Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.

How we address this at Lauriston Girls School:

• Children and young people are informed about all of their rights, including to safety, information and participation

• The importance of friendships is recognised and support from peers is encouraged to help children and young people feel safe and be less isolated

• Children and young people are offered access to sexual abuse prevention and support programs and services, and to relevant related information, in an age-appropriate way

• Staff and volunteers are informed and attuned to signs of harm and facilitate child-friendly ways for children and young people to express their views, participate in decision-making and raise their concerns.

• Our school has strategies in place to develop and imbed a culture that facilitates participation and is responsive to input from our student.

• Our school provides opportunities for children and young people to participate and is responsive to their contributions, thereby strengthening confidence and engagement.

This can be seen through:

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• Our holistic and age-appropriate student wellbeing programs where children’s and young people’s rights to safety, information and participation are explicitly taught

• Our commitment to the Respectful Relationships program in the Senior School

• Our Peer Support and House programs across the Junior and Senior Schools, which encourage cross-age friendships and the development of positive relationships with peers.

• Our Child Safety and Wellbeing Policy and our Child Safe Code of Conduct policy are produced in age-appropriate and child friendly versions and are easily accessible to students online and in print

• Students are explicitly taught about how adults and students are expected to behave within our school and how to express safety concerns they may have for themselves, their friends or peers.

• Student voice and agency is encouraged and supported in all classes and programs across the school, including the co-curricular programs, student led clubs and interest groups and student leadership opportunities, which foster our students’ confidence, engagement, participation and contributions.

• Our Student Representative Councils (SRC) in Junior School and Senior School provide an avenue for student feedback, innovation and input into their learning environment and safety.

• Students are taught how to seek help and access support services, or raise a complaint, for themselves, their friends or peers and have identified more than one trusted adult at the school from whom to seek this help.

• Our student behaviour policies including the Student Code of Conduct Policy, the Student Discipline Policy, the Bullying Prevention and Intervention Policy and the Senior School Student Behaviour Expectations Policy, are reviewed and revised by the SRC and discussed with students in tutor groups at the start of each year.

• Age, setting and subject appropriate classroom protocols are agreed upon by teachers and students

Involving families and communities

Child Safe Standard 4: Families and communities are informed and involved in promoting child safety and wellbeing.

How we address this at Lauriston Girls School

• Families participate in decisions that impact their child.

• Families and communities are given information about the school’s child safety and wellbeing policies and relevant information is accessible.

• Families and communities are invited to have a say in the development and review of the school’s policies and practices

• Families, carers and the community are informed about the school’s operations and governance

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This can be seen through:

• Our school’s approach to child safety is easily accessible on the school website and availability to school policies and procedures is through Parent Central on Schoolbox and through the Lauriston website

• Our Individual Difference (ID) team provides families of identified students with collaborative input and are included as part of the decisions process of establishing the goals and strategies for their child’s learning within the Individual Learning Plan (ILP).

• ILP’s are reviewed at a minimum annually, or more frequently as required, with family input included in each review. The strategies identified are shared with the student’s classroom and subject teachers and with the student herself, in an age-appropriate manner.

• Senior Secondary students are assisted by the ID team and the VCE and IB Coordinators, in making Special Provision applications to the Victorian Curriculum and Assessment Authority, Inclusive Access Arrangements through the International Baccalaureate Organisation and Special Entry Access Scheme consideration by the Victorian Tertiary Admissions Centre.

• Through our team around the student approach and case management team process families assist in decision making around behaviour support plans and interventions that may be required or advised by internal and external allied health services.

• The school conducts whole school parent surveys and whole school staff surveys to gain feedback and evaluate programs and practices in the school.

• Families and the community are informed of the school’s governance and operations through our Schoolbox Newsfeeds, the School’s Strategic Plans, the website, the Lauriston Life biannual publication and our annual Community Report.

Respecting equity and diversity

Child Safe Standard 5: Equity is upheld and diverse needs respected in policy and practice.

How we address this at Lauriston Girls School

• The school, staff and volunteers, understand that children and young people have diverse circumstances and provide support and responds to those who are vulnerable.

• Children and young people at the school have access to information, support and complaints processes that are culturally safe, accessible and easy to understand.

• The school pays particular attention to the needs of children and young people with disability, children and young people from culturally and linguistically diverse backgrounds, those who are unable to live at home, and lesbian, gay, transgender and intersex children and young people.

• The school pays particular attention to the needs of Aboriginal children and young people and provides a culturally safe environment for them.

This can be seen through:

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

• The school’s Anti-Discrimination Policy, Diverse Learner Policy, Inclusion Policies for Blairholme and Kindergarten, Languages Policy and Student Engagement Policy.

• The adoption of preferred pronouns and names for students who identify as non-binary

• The provision of a range of school uniform options for all students, including the choice of winter pants and summer shorts, as an alternative to a dress or skirt.

• The provision of unisex toilets and changing facilities for students.

• A culture in which students are free to identify as LGBTQI+ without fear of discrimination or bullying from teachers and peers.

• The provision of lunchtime clubs and interest groups established to support and explore diversity, such as the PRIDE Club.

• A comprehensive enrolment process through which families are invited to provide the school with the necessary information to ensure each student’s individual physical, social and learning needs are understood and accommodated as far as is reasonable.

• Staff professional learning for teachers on identifying and responding to children with diverse circumstances and needs.

Ensuring that staff are suitable and supported

Child Safe Standard 6: People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.

How we address this at Lauriston Girls School:

• Recruitment, including advertising, referee checks and staff and volunteer pre-employment screening, emphasis child safety and wellbeing

• Relevant staff and volunteers have current working with children checks or equivalent background checks.

• All staff and volunteers receive an appropriate induction and are aware of their responsibilities to children and young people, including record keeping, information sharing and reporting obligations.

• Ongoing supervision and people management is focussed on child safety and wellbeing.

This can be seen through:

• All teaching staff are required to have current registration with the Victorian Institute of Teaching, ensuring their professional and ethical credentials are clearly visible to the community.

• Non-teaching staff and volunteers are required to have a valid Victorian Working with Children Check card.

• The recruitment process for any role within the school includes a check of an individual’s suitability to work with or near children and young people and reflects child safe practices.

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

• Our job advertisements and careers website make explicit our school’s commitment to Child Safety and Wellbeing.

• All referees are asked a series of questions relating to the candidate’s suitability to work with children, and the child safe standards.

• All candidates are asked a question around child safe standards at interview.

• New staff must agree to the Child Safe Code of Conduct as part of signing a new contract.

• Staff and the School Council receive annual professional development on Child Safety, and all staff must complete the mandatory report module and provide their certificate of completion to HR.

• All visitors to the school must read our Child Safe Code of Conduct on entering the school as part of the sign in process.

• VIT cards are copied and stored on file for all teaching staff and renewals of VIT registration are monitored via the VIT public register.

• The reporting of Working with Children Checks is online from the Department of Justice and we receive notifications online as people register.

• At commencement of employment, staff are asked for a copy of their current WWCC which is added to their paper file.

• New staff and volunteers to the school receive induction on the school’s policies and procedures and obligations towards reporting information sharing, confidentiality and ensuring the safety of students.

• Our school policies of student wellbeing, duty of care, visitors/volunteers, mandatory reporting and our school wide behaviour management procedures ensure child safety and wellbeing.

Child-focused complaint systems

Child Safe Standard 7: Processes for complaints and concerns are child-focused.

How we address this at Lauriston Girls School

• Our school has an accessible, child focused complaint handling policy which clearly outlines the roles and responsibilities of leadership, staff and volunteers, approaches to dealing with different types of complaints, breaches of relevant policies or the Code of Conduct and obligation to act and report.

• Effective complaint handling processes are understood by children and young people, families, staff and volunteers, and are culturally safe.

• Complaints are taken seriously and responded to promptly and thoroughly.

• The school has policies and procedures in place that address reporting of complaints and concerns to relevant authorities, whether or not the law requires reporting, and cooperates with law enforcement.

• Reporting, privacy and employment law obligations are met.

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

This can be seen through:

• Our school has a Complaints, Grievances and Concerns Policy for staff, parents and the community that is available through Schoolbox.

• A verbal complaint or grievance will be acknowledged and recorded by the School’s representative at the time of communication of the complaint or grievance.

• A written complaint or grievance will be acknowledged in writing by the School’s representative within three working days

• A timeline will be agreed upon for investigating and resolving the complaint or grievance

• The school ensures all staff follow policy and procedures that align to privacy, reporting and legislation. It is also a requirement that teachers do this to maintain full registration with the VIT.

• Decisions about a complaint will be made with the best interests of the student at the core, ensuring the school provides a safe and secure learning environment that promotes a positive climate for learning.

Staff knowledge, skills and awareness

Child Safe Standard 8: Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.

How we address this at Lauriston Girls School:

• Staff and volunteers are trained and supported to effectively implement the school’s Child Safety and Wellbeing Policy

• Staff and volunteers receive training and information to recognise indicators of child harm including harm caused by other children and young people and responding to disclosures.

• Staff and volunteers receive training and information to respond effectively to issues of child safety and wellbeing and support colleagues who disclose harm.

• Staff and volunteers receive training and information on how to build culturally safe, inclusive environments for children and young people and responding to racism.

• Staff and volunteers receive training and information about children’s rights

• Staff and volunteers receive training and information on record keeping risk assessment and external reporting obligations.

This can be seen through:

• The school’s provision of annual staff training with child safe standards and the requirement for all staff to complete compulsory online training for mandatory reporting through child protection.

• A child safe standards update is a standing agenda item for staff briefings, weekly School Executive Meetings and School Council meetings

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

• Volunteers are kept up to date with policies and procedures relating to child safe and wellbeing

• The Executive, school leadership and school psychologists provide information, training and support to staff and volunteers who disclose harm. Staff are also provided regularly with information about the EAP and supporting the wellbeing of themselves and others.

• Through our professional learning programs and schedules, staff receive training through presentations and professional reading on how to build culturally safe environments that are inclusive and engaging.

Safe physical and online environments

Child Safe Standard 9: Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.

How we address this at Lauriston Girls School:

• Our staff identify and mitigate risks in the online and physical environments without compromising a child’s right to privacy, access to information, social connections and learning opportunities.

• At Lauriston Girls School the online environment is used in accordance with the School’s Code of Conduct and Child Safety and Wellbeing Policy and practices.

• The school’s risk management plans consider risks posed by organisational settings, activities and the physical environment

The school contracts facilities and services from third parties who have procurement policies that ensure the safety of children and young people.

This can be seen through:

• Our staff and students ICT user agreements identify and mitigate risks in the online and physical environments.

• Our range of student and staff policies, including but not limited to, the Student and Staff Codes of Conduct, the Acceptable Use of ICT Policy, the Student Use of Mobile Phones Policy, the Social Media Policies for Staff and Students and the Child Safe and Wellbeing Policy, ensure our online and physical environments promote the safety and wellbeing of all students.

• Staff are trained annually on the breadth of their duty of care to students, extending to yard duty rosters, excursion protocols and appropriate locations and protocols for meeting one-on-one with students in the school physical environment and online during remote learning.

• Risk management processes occur for all incursions, excursions, camps and tours and are conducted by the staff responsible for the activity.

• Risk management is conducted for all contracts, facilities and services provided by third parties to ensure they comply with our commitment to child safe standards.

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

• Lauriston students are explicitly taught about being safe online and the risks and problems they may face. This is taught through the academic curriculum and the student wellbeing programs in an age-appropriate manner.

• Our physical environment is well maintained, attractive and promotes positive wellbeing. The grounds are kept safe by secure fences and buildings that minimize the opportunity for students to be harmed.

Review of child safe policies and practices

Child Safe Standard 10: Implementation of the Child Safe Standards is regularly reviewed and improved.

How we address this at Lauriston Girls School:

• The school regularly reviews, evaluates and improves child safe practices

• Complaints, concerns and safety incidents are analysed to identify causes and systemic failures to inform continuous improvement.

• The school reports on the findings of relevant reviews to staff and volunteers, community and families, and children and young people.

This can be seen through:

• Our Child Safe and Wellbeing policies and practices are reviewed an on annual basis or sooner as needed.

• All policies and procedures have a regular review period indicated in the document.

• The School Executive and staff ensure they are up to date in practices and adopting evidencebased research to support our students and families.

• Safety incidents are logged through an online incident report form and reviewed by the OHS Committee and the School Executive on a regular basis.

• Complaints, concerns, safety incidents or significant breaches of policies are tabled at the weekly Executive Meeting to understand what caused the problem and where improvements can be made.

• Reporting of information and findings is done to all stakeholders in the school community through a range of means such as weekly staff briefings, school staff meetings, Schoolbox newsfeed items, school publications, email communication, student assemblies and year level meetings, and parent meetings.

Documenting policies and procedures

Child Safe Standard 11: Policies and procedures document how the organisation is safe for children and young people.

Date reviewed: April 2024 reviewed biennially This is a controlled document by Principal

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

How we address this at Lauriston Girls School:

• Our policies and procedures address all Child Safe Standards.

• Our policies and procedures are documented and easy to understand.

• Lauriston Girls School uses best practice models from ISV, VRQA and DET and stakeholder consultation informs the development of policies and procedures

• Our School Executive and School Council champion and model compliance with policies and procedures

• Staff and volunteers understand and implement policies and procedures.

This can be seen through:

• The school’s policies and procedures are reviewed regularly and address all the standards. The policies are available to staff, students and parents through our intranet, Schoolbox.

• The school’s Child Safety and Wellbeing Policy sets out the school’s expectations, practices, and approach in relation to each of the Child Safe Standards.

• Our Code of Conduct sets out expectations for behaviour and responsibilities of staff and volunteers.

• The school’s risk assessment and management plans address risks of child abuse and harm

• The school’s complaint handling policy and processes address how the school will respond and all internal and external reporting obligations.

• The school’s organisational recruitment, human resources and volunteering policies have a clear child safety focus.

• The school’s procurement policies ensure the safety of children and young people.

• The Lauriston Girls School policies and procedures are role modelled by the School Executive and the school community is supported to ensure they are embedded into day-to-day operations.

• Professional learning and updates are provided throughout the year to ensure staff and volunteers understand the implementation of the policies and procedures.

Related Policies and Procedures:

The Child Safety and Wellbeing Policy should be read in conjunction with other related school policies, procedures and codes. These include:

• Bullying Prevention Policy

• Child Safety Code of Conduct

• Complaints and Grievances Policy

• Inclusion and Diversity Policy

• Child Protection Policy

Date reviewed: April 2024 reviewed biennially

POLICIES AND PROCEDURES

Child Safety and Wellbeing Policy

• Student Engagement Policy

• Volunteers Policy

• Policy status and review:

The Principal is responsible for reviewing and updating the Child Safety and Wellbeing policy at least every two years. The review will include input from students, parents/carers.

Date reviewed: April 2024 reviewed biennially

Principal

POLICIES AND PROCEDURES

Student Discipline Policy

Date February 2024

Review February 2026

Introduction

The Education Training and Reform Regulations 2017 (Vic.) (sch 4 cl 12) outlines the School’s obligations to ensure the care, safety and welfare of all students attending the School. In discharging its duty of care responsibilities, the school and teaching staff must exercise professional judgment to achieve a balance between ensuring that students do not face an unreasonable risk of harm and encouraging students' independence and maximising learning opportunities. Non-teaching staff, volunteers and external providers must exercise judgment appropriate in the circumstances. The school must also comply with legislation related to Occupational Health and Safety for staff.

This document is informed by relevant Australian and Victorian legislation including:

• Education and Training Reform Act 2006 (Vic.)

• Education and Training Reform Regulations 2017 (Vic.)

• Disability Discrimination Act 1992 (Cth)

• Disability Standards for Education 2005 (Cth)

• Equal Opportunity Act 2010 (Vic.)

• Occupational Health and Safety Act 2004 (Vic.).

This document is informed by the Victorian Registration and Qualifications Authority (VRQA) policy requirements.

Overview

The School Discipline Policy ensures all students behave in a respectful and courteous manner and adhere to the procedures designed to promote and address good safety and good management of the school. Every student has the right to:

• An environment in which she will engage in her learning free from harassment

• Feel safe when attending School

• Be treated with fairness and dignity

Guidelines for managing student behaviour aim to enable students to:

• Take ownership and responsibility for their behaviour

• Respect the rights of others and acknowledge their responsibilities towards others

• Support positive relationships within the School community

• Support the teaching and learning process in a positive learning environment

In addition to the School Discipline Policy, appropriate behavioral and expectations are also outlined in:

• Bullying Prevention and Intervention Policy

• Restrictive Interventions Policy

• ICT Acceptable Use Policy

Date reviewed: Feb 24, reviewed bi annually This is a controlled document by Principal

POLICIES AND PROCEDURES

Student Discipline Policy

• Acceptable use of Social Media Policy

• Drug and Alcohol Policy

• Student Code of Conduct

Students are required to follow the directions of staff members within the School.

Procedural Fairness

Students have a right to procedural fairness when decisions are made about behavior management and discipline. In order to ensure there is procedural fairness students should:

• Know and understand the behavior expectations of the School

• Be clear about the breach of behavior expectations and have an opportunity to respond to allegations made against them

• Know that an unbiased investigation will be completed before a decision is made

• Have the right to request a review of the decision within a timely period

Prohibition of Corporal Punishment

The use of corporal punishment by any staff member is not permitted and would result in disciplinary proceedings. School policies and procedures do not sanction the administering of corporal punishment by non-school persons, including parents/caregivers, to enforce discipline at School.

Policy

The establishment of clear expectations for the behavior of students will promote a school environment in which students learn how to respect the rights, responsibilities and worth of themselves and others.

Strategies for developing this include:

• Communication and reinforcement of the School’s Student Code of Conduct

• Communication and reinforcement of the School’s Student Discipline Policy

• Having a classroom management framework for teachers which promote student engagement in their learning

• Working with parents to understand and support the Student Code of Conduct and Student Discipline Policy

• Acknowledging the positive behavior and actions of students

• Maintaining records on all matters related to the management of student behaviour

Student Management Practices:

Teachers will enact reasonable student management practices in classrooms and other School activities. Reasonable student management practices include:

• Asking a student to have a private conversation regarding their behavior which is in breach of the Student Code of Conduct

• Correction of a student in the class or school activity where the behavior has an immediate impact on learning, including, stating the inappropriate behavior, directing the student to cease their behavior

• Persistent poor behavior of one or more students which impacts on the class as a whole may result in the student/s to being directed to leave the classroom where the teacher can speak privately to the student/s about their behavior

Date reviewed: Feb 24, reviewed bi annually This is a controlled document by Principal

POLICIES AND PROCEDURES

Student Discipline Policy

• Asking a student to report directly to the Year Level Coordinator, Head of School or Principal Breaches and Consequences

When there is a breach of the School’s Discipline Policy and expectations as set out in School policies, or failure to follow instructions provided by a staff member, the student may be subject to disciplinary consequences.

In determining disciplinary consequences, the School will base its decision- making on the seriousness of the alleged breach, the context in which the alleged breach occurred, the age of the student and whether the student has breached behavior guidelines on previous occasions.

In the Junior School, parents/caregivers will be notified of all breaches of conduct and consequences.

In the Senior School, parents/caregivers will be notified by a member of staff of breaches of conduct and consequences, where appropriate.

Low level or minor conduct or behavior breaches:

In the Junior School when a student’s conduct or behavior breaches the School’s behavior guidelines due to low level or minor inappropriate behavior, the student may be required to:

• Write an apology to the person/s impacted upon

• Receive a warning

• Have privileges withdrawn

• Complete a lunch time activity with a teacher

• Be provided with strategies to modify her behavior which will be followed through by her classroom teacher

In the Senior School when a student’s conduct or behavior breaches the School’s behavior guidelines due to low level or minor inappropriate behavior, the student may be required to:

• Receive a warning

• Write an apology to the person/s impacted upon

• Complete a lunch time lesson with a teacher

• Provided with strategies to modify her behavior which will be followed through by her classroom teachers

Low level or minor inappropriate behavior range from:

• Late to school or class

• Uniform infringements

• Failure to bring correct equipment to class

• Failure to complete homework

• Rude or disrespectful behavior

The above list provides examples of low level or minor inappropriate behavior, and other incidents may also arise which would result in a student receiving a behavior consequence.

Date reviewed: Feb 24, reviewed bi annually

This is a controlled document by Principal

POLICIES AND PROCEDURES

Student Discipline Policy

High Level or serious inappropriate behavior

High Level or more serious incidents inappropriate behavior include but are not limited to:

• Repeated and/or extreme cases of inappropriate low level or minor behaviour

• Damage to School property

• Defiance of a direct instruction

• Lying to a staff member

• Cheating or plagiarism

• Truanting

• Bullying or harassment

• Physical violence

• Possession distribution or consumption of cigarettes, drugs or alcohol

• Stealing

The above list provides examples of how High Level or more serious inappropriate behavior, and other incidents may also arise which would result in a student receiving a behavior consequence.

The following members of staff will take responsibility for managing incidents of inappropriate behavior:

• Classroom teacher

• Year Level Coordinator

• Howqua House Tutor

• Howqua Coordinator of Boarding and Pastoral Care

• IB Coordinator

• VCE Coordinator

More serious matters will be referred to the Deputy Principal - Wellbeing, Deputy Principal-Learning and Innovation, Vice Principal- Howqua Campus, Vice Principal- Head of Junior School or the Principal.

The consequences imposed will be determined having considered the incident and the context in which it occurred, and whether the student/s had breached the behavior guidelines previously.

Behavior consequences may include:

• Friday after school detention

• Saturday Detention

• Morning or afternoon service activity (Howqua campus)

• Suspension

• Expulsion

Steps for managing suspensions and expulsions:

The disciplinary procedures and penalties adopted by the School will vary according to the seriousness of the alleged behavior. Where the alleged behavior, if proved, may result in suspension or expulsion, and as such:

• the student and parents/caregivers will be informed of the allegations and procedural steps to be followed in dealing with the matter

• full and clear details of the matter against the student will be set out

Date reviewed: Feb 24, reviewed bi annually

This is a controlled document by Principal

POLICIES AND PROCEDURES

Student Discipline Policy

• the student and parents/caregivers will be informed of the proposed penalty

• the student will be provided with an opportunity to respond and the Principal will consider the response and any other relevant information provided

• the appropriateness of the suspension or expulsion will be considered against other available options

Suspension and grounds for taking disciplinary action:

• the conduct of the student poses a danger to the health, safety or wellbeing any person

• the student causes significant damage to or destruction of property

• the student is involved in theft

• the student possesses, uses or sells illicit substances or weapons

• the student consistently behaves in an unproductive manner that interferes with other students

Expulsion and grounds for taking disciplinary action:

• the student behaves in a manner that would justify suspension and

• the behavior is of such magnitude that, having regard to the need of the student to receive an education, compared to:

- need to maintain health and safety of other students and staff

- need to maintain the effectiveness of the school’s educational programs

• Expulsion is the only available mechanism.

This policy is not intended to extend responsibilities of the School beyond the law. The School reserves the right to change or modify this policy at any time by notice on the school website and in correspondence with parents.

Implementation of Policy

The policy will be implemented by:

• Communicating this policy to the School community

• Providing professional development on behavior management to members of staff

• Monitoring the effectiveness of this policy

• Reviewing this policy every two years

Date reviewed: Feb 24, reviewed bi annually

This is a controlled document by Principal

POLICIES AND PROCEDURES

Bullying Prevention and Intervention Policy

Date May 2023

Review May 2025

Introduction

The school is committed to ensuring a safe, healthy working and learning environment that is free from bullying and all forms of harassment. Bullying and harassment in any of its forms is not acceptable and is not tolerated in our School community.

Definition

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening.

Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time.

Bullying can take a variety of forms and examples include, but are not limited to:

Physical bullying involves physical actions such as hitting, pushing, or standing in someone’s personal space. Damaging, hiding or stealing personal belongings is also a form of physical bullying.

Psychological bullying is when words and actions are used, including name calling, teasing or making fun of someone because of their actions, appearance, physical characteristics or cultural background, to cause psychological harm.

Indirect bullying is when deliberate acts of exclusion or encouraging others to exclude or spreading of untrue stories are used to hurt or intimidate another person.

Cyberbullying is the ongoing abuse of power to threaten or harm another person using technology. Cyberbullying can occur in chat rooms, on social networking sites, through emails or on mobile phones and/or electronic devices.

What bullying is not

There are many negative situations which, whilst being potentially distressing for students, as not bullying. These include:

• Mutual Conflict Situations that arise when there is a disagreement between students but are not an imbalance of power. Mutual Conflict Situations need to be carefully monitored in case they evolve into a bullying situation.

• One-Off Acts (of aggression or meanness) including single incidents of loss of temper, shouting or swearing do not normally constitute bullying.

Date reviewed: May 2023, reviewed biennially. This is a controlled document by Principal

POLICIES AND PROCEDURES

Bullying Prevention and Intervention

Policy

Signs of Bullying

Major behavioural changes in a student may be indicative of bullying. Such behavioural changes may include:

• Feeling frightened or unsafe

• Disturbed patterns of sleep

• Crying at night and having nightmares

• Refusing to talk when asked what is troubling them

• Having unexplained bruises, cuts or scratches

• An unwillingness or refusal to go to school

• Feeling ill, with somatic complaints such as stomach aches, nausea or headaches in the mornings

• A decline in the quality of school work

• Becoming withdrawn and lacking confidence

• Acting unreasonably.

Parents/caregivers who recognise signs of bullying should communicate with the School through the classroom teacher, Year Level Coordinator, School Psychologist or Head of School if they suspect their child/daughter is a victim of bullying.

Bullying Prevention Strategies

Lauriston Girls’ School recognises that the implementation of whole school prevention strategies is the most effective way of eliminating, or at least minimising incidents of bullying within our school community.

The following initiatives form part of an overall bullying prevention strategy:

• A wellbeing curriculum that provides age-appropriate information and skills relating to bullying in all its forms and bullying prevention

• Professional development of staff in bullying prevention and response strategies

• Provision of information to parents/caregivers, to raise awareness of how to recognise the signs of bullying and to provide clear communication channels for raising any concerns they may have directly with the school

• Promotion of a supportive environment that encourages the development of respectful and open relationships between staff, students and parents/caregivers

• Promotion of responsible bystander behaviour amongst students, staff and parents/caregivers

• Incidents of alleged bullying by students, bystanders, parents/caregivers and staff should be reported in its early stages and appropriate communication channels are provided

• Regular risk assessments of bullying within the school are undertaken to identify bullying issues that may go unnoticed by staff

• Records of reported bullying incidents are maintained and analysed, in order to identify persistent bullies and/or victims and to implement targeted intervention strategies where appropriate

• At the commencement of the school year each classroom teacher and tutor should clarify with the students, the School Policy on Bullying Prevention and Intervention, the Student Behaviour Guidelines and the Student Code of Conduct

• The Student Behaviour Guidelines, Student Code of Conduct and the Bullying Prevention and Intervention Policy and Procedures are available on the Parent Portal

2 | LAURISTON GIRLS’ SCHOOL

BULLYING PREVENTION AND INTERVENTION POLICY 2023

Date reviewed: May 2023, reviewed biennially. This is a controlled document by Principal

POLICIES AND PROCEDURES

Bullying Prevention and Intervention

Policy

Reporting Bullying

Students and their parents/caregivers are sometimes reluctant to pursue incidents of bullying, for fear that it will make matters worse.

The School aims to encourage reporting of incidents of bullying and provides assurance to students who experience bullying (and parents/caregivers) that:

• Bullying is not tolerated within the School

• Their concerns will be taken seriously

• The School has a clear strategy for dealing with Bullying issues.

Incidents of bullying may be communicated to the School verbally or in writing through the following channels:

• Informing a classroom teacher who is trusted by the student

• Informing the School Psychologist

• Informing the classroom teacher (Junior School) or the Year Level Coordinator

• Informing the appropriate Head of School

Responding to Bullying

Bullying behaviours vary significantly in both extent and their intent, therefore, each incident needs to be dealt with on its facts.

In all circumstances the School:

• Takes incidents of bullying seriously

• Provides assurance to the victim that they are not at fault and their confidentiality will be respected

• Takes time to properly investigate the facts including discussing the incident with the victim, the bully (perpetrator) and any bystanders

• Takes time to understand the concerns of individuals involved

• Maintains records of reported bullying incidents

• Will escalate its response when dealing with persistent bullies and/or severe incidents

The following approaches may be used to intervene in bullying situations:

• Notification of/consultation with parents/caregivers

• Offering counselling to persistent bullies/victims

• Use the Method of Shared Concern or No Blame approach

• Use the Restorative Practice approach

• Implementation of effective follow up strategies

• Disciplinary action, at the Principal’s discretion, including suspension and expulsion of persistent bullies, or in cases of severe incidents

Staff Responsibilities

All staff are responsible for:

• Modelling appropriate, respectful and supportive behaviour at all times

• Watching for early signs of distress in students

• Actively discouraging activities which enable exclusion in the classroom

• Dealing with all reported and observed incidents of bullying and ensure that the appropriate reporting channels are followed

3 | LAURISTON GIRLS’ SCHOOL

BULLYING PREVENTION AND INTERVENTION POLICY 2023

Date reviewed: May 2023, reviewed biennially. This is a controlled document by Principal

POLICIES AND PROCEDURES

Bullying Prevention and Intervention

Policy

• Ensuring that any incident of bullying that they observe or is reported to them, is recorded appropriately

• Discussing the Bullying Prevention and Intervention Policy, along with the Student Behaviour Guidelines and Student Code of Conduct in the classroom

• Actively supervising students whilst on Yard Duty to minimise the opportunity for bullying behaviours

Student Responsibilities

Students should:

• Not engage in behaviour that constitutes bullying or become involved in situations where bullying is occurring

• Report incidents via the appropriate channels, either as a victim or observer

• Speak with a classroom teacher, Year Level Coordinator or the School Psychologist when support is needed in dealing with incidents that involve conflict resolution

• Offer support to students who are being bullied and show the student/s doing the bullying that it is wrong and unacceptable

• Talk with friends and focus on healthy, positive relationships

• Behave in a way that adheres to and is reflective of the Student Code of Conduct

Parent/Caregiver Responsibilities

Parents should:

• Take an active interest in their child/daughter’s school life and become familiar with signs of bullying to be aware of any problems arising with their child/daughter

• Watch for signs of distress in your child or daughter. There could be an unwillingness to attend school or a pattern of somatic complaints such as headaches or stomach aches

• Encourage their child/daughter to report any incident of bullying

• Encourage their child/daughter to be verbally assertive and discuss ways to solve the problems rather than retaliate with physical action

• Monitor telephone calls and electronic communication from School friends and peers

• Communicate via the appropriate communication channels if they suspect their child/daughter is being bullied

Date reviewed: May 2023, reviewed biennially. This is a controlled document by Principal

Appendix 1

Suppliers

Lauriston works closely with our recommended suppliers Camplist.com.au and Eastern Mountain Centre (EMC)to support parents and students with purchasing their Outdoor Program equipment. Both of these companies have a copy of this list and are in an excellent position to help supply your daughter with quality equipment and answer any questions you may have.

There are many alternative suppliers that you may choose to use, however we recommend Camplist.com.au and EMC. Please see their price lists in the Howqua Handbook or contact them directly for further information. Alternatively, you can contact the Howqua campus on 03 5777 2222 for any support you may require.

Contact Information for Suppliers

Eastern Mountain Centre

Address 68 Whitehorse Road, Deepdene

Website www.snow-ski.com.au

Phone (03) 9817 1477

Email emc@snow-ski.com

Camplist.com.au by ONE PLANET

Website For Lauriston-specific online ordering, visit www.camplist.com.au and type ‘Lauriston Girls School’ into the ‘Get Started’ box.

ONE PLANET store

For personalised advice and in store shopping, visit ONE PLANET at 377 Little Bourke

Street, Melbourne. The ONE PLANET shop is the bricks and mortar store associated with Camplist.com.au.

Phone Camplist: (03) 9311 0207: ONE PLANET Shop (03) 9670 7070

Email sales@camplist.com.au

Clothing items on Flexischools

Over the course of the years at Howqua we have regularly revised our requirements for the students regarding their safety and wellbeing, and equipment purchases for the Outdoor Program. As a result, we require that the following six items are mandatory and standardised for all students

• Merino wool crew neck pullover

• Waterproof jacket

• Woolen gloves

• Waterproof overpants

• Woolen balaclava

• Polartec Windpro fleece

Your daughter will be measured for all the compulsory items by experienced staff in Term 3. The Uniform Shop will be recording all the sizes.

You will then be asked just to purchase the items that you want. We will order the size as per the measuring. These can only be ordered on Flexischools.

If you have a second-hand Waterproof Jacket or Overpants it is vital that you waterproof the items. Items will be available for collection before departure to Howqua.

Should you have any questions regarding this, please do not hesitate to contact the Vice PrincipalHowqua, Director of Outdoor Programs or the Uniform Shop.

Gear List – Outdoor Program

The following six items are mandatory and required from the first day and are available from Lauriston Girls’ School via Flexischools or can be purchased second-hand from a Lauriston student.

Compulsory Clothing items: Qty Item

1 Waterproof jacket (option to purchase or hire as part of a set with overpants)

1 Waterproof overpants (option to purchase or hire as part of a set with overpants)

1 Polartec Wind Pro fleece

Merino wool crew neck pullover

Woolen gloves

Woolen balaclava

Other Clothing items:

Hike shirts (non-cotton, quick dry and long- sleeved with collar)

Hike shorts (non-cotton, no shorter than mid- thigh)

Sets of thermal top and pants (at least one set must be 100% merino wool)

Polar fleece pants

Beanie (ideally merino wool or fleece)

Neck warmer (merino wool, e.g.: Buff brand)

1 Hike boots (above the ankle)

1 Older laced running shoe for canoeing and swimming (closed toe)

Closed toe sandals or Crocs

Hike wool socks (fitted)

Bushwalking gaiters - knee length

Pairs ski gloves

1 Thick rubber gloves (eg.: XTM Loader Gloves. Or heavy duty dishwashing gloves, large enough to fit over wool gloves)

Pair of work gloves (suitable for handling wood and other gardening tools)

Sunglasses (inexpensive, durable, must meet the Australian Standard Safety Rating)

Ski goggles (Term 3 ski program, usually available from suppliers during Term 2)

Compass (Silva Type 3 or Suunto equivalent with Romer Scale)

Head Torch with compatible batteries (e.g.: Petzl, Black Diamond, etc.)

1 Bowl (lightweight, durable, cereal size)

Fork & spoon (Lightweight, durable, nonplastic)

1L Nalgene water bottles with screw lids, at least one must bewide mouth .

Pocket knife (small, for cutting vegetables)

Drinking mug (lightweight, durable)

Whistle (Fox 40 type) with cord

Map Case (maps supplied at Howqua). Sea to Summit brand, size large or equivalent.

2 Food bags (durable, approx. size of supermarket re-useable bag, non-cotton, washable) A stuff sac is ideal

1 Travel wash bag for toiletries (lightweight, small)

1 Tea towel or micro-fibre towel to dry dishes

1 Sports drink bottle (needs to fit in a bottle cage of a bike)

1

Silicone zip lock reusable bags (e.g. Haakaa brand. These are an alternative to zip lock bags and are a more sustainable option) Approximately 1 litre volume, 20cm x 17.5cm

Equipment 1 Sleeping bag (comfort level; minus 10 degrees celsius; 700- 750 gram down; feather/down fill recommended)

1 Compression sack for sleeping bag. This should compress the sleeping bag to a size no larger than a soccer ball

1 Sleeping bag inner-sheet (silk or thermal)

Hike sleeping mat (e.g.: Thermarest, Exped Synmat, Sea to Summit or equivalent)

Down-filled jacket

Hike pants (can zip off to shorts)

Personal hydration bladder with hose (1.5/2litres. No need for hydration backpack)

Water proofing solution (e.g. NIKWAX Tech Wash). Keep at home for waterproofing garments in holiday breaks

Mixed sized stuff sacks (eg: 5, 10, 15litres)

Quick dry towel

Small bum bag or equivalent (for asthma puffers and Epi pens during running program)

Padded mountain biking shorts

Walking poles (helpful for students with pre-existing injuries)

Gear List – General

At Howqua, clothing is about functionality rather than fashion. Clothes should be durable and able to go through an industrial washer and dryer.

Item

2 Long sleeve t-shirts/shirts

8 Short sleeved t-shirt/shirts

2 Thick wool (or polar fleece) jumpers

3 Long pants or tracksuit pants

1 Pair of jeans or smart pants for school events

2 Shorts (must be of modest cut, no higher than mid-thigh)

6-8 Pairs of socks for general use

1 Set of bathers (must be one piece, not bikini)

2 Sets of pyjamas (consider summer and winter options)

Dressing gown (optional)

Bras and underwear (sufficient for 10 days)

Slippers (only worn in the house)

Running Gear

All running clothing needs to be quick dry material, modest in cut and non-revealing. Students run at least twice per week.

Qty Item

1 Peaked running cap (must cover entire head)

2 Short sleeve t-shirts (no singlets - must cover shoulders, back and midriff)

2 Long sleeve running tops (for cold/wet weather)

2-3 Running shorts or bike pants (must be midthigh in length)

2-3 Leggings (compression leggings not essential but may be worn if desired)

3 Pairs running socks

2 Supportive running bras

- Trail running shoes (recommended for cross- country, single track running. Consider professional fitting)

Toiletries

These supplies need to last the girls approximately 5 weeks. They can be re-stocked during exeat/holiday breaks.

Qty Item

- Liquid Soap, or cake of soap in plastic container

- Handkerchiefs and/or tissues

2 Facewashers

Shampoo and conditioner

- Toothbrush and toothpaste

- Deodorant (aerosol not permitted)

- Hairbrush and/or comb

- Sunscreen (SPF30+ or higher, waterresistantor sports)

- Lip balm (SPF30+ or higher, generous supply)

- Insect repellent (aerosol not allowed)

Hairbands/elastics

- Sanitary items + nappy sac bags

- Anti-septic cream (small tube)

- Band-Aids (fabric material)

- Aloe Vera gel

- Lice treatment

Linen

Students are allocated a single bed. Laundry is typically collected once a week

2 Fitted sheets (single bed)

2 Flat sheets (single bed)

1 Doona (consider summer and winter seasons)

2 Doona covers

1-2 Pillows

2-4 Pillowcases

2-3 Bath towels

1 Lauriston polar fleece blanket (optional)

Technology

Howqua aims to reduce the use of technology wherever possible, favouring face-to-face communication, letter writing and social interaction. We therefore ask students have no devices with internet connectivity, mobile reception, or video/movie functionality. Qty Item

- Wristwatch with alarm. Waterproof. Does not need to be a fitness watch. No smart watches allowed at all. However, the Garmin Forerunner 255 and 265 watches are permitted.

- Digital camera (small & durable, waterproof recommended), data transfer cord (or card reader), battery charger and memory card/s. External hardrive/USB also recommended for photo storage.

- Battery operated clock with alarm for bedside table (ideally without ticking noise). Should not support playing music.

- Spare batteries (consider rechargeable set)

Packet of small ziplock bags

Packet of medium ziplock bags

Packet of garden/garbage bags (large size)

Writing paper, envelopes, stamps (generous supply and address book)

Canvas shoes (e.g.: Converse, Vans)

Thongs/flip flops (for house use only)

Woven name labels

Birthday Box (see guidelines in Howqua Handbook)

Small bottle of hand sanitiser for personal use.

Food Containers

Howqua aims to reduce its environmental impact whenever possible. We therefore encourage families to consider purchasing stainless steel (recyclable) boxes, rather than plastic.

Sandwich container

Long roll/wrap container

Fruit/muffin container

Optional Extras

These items can be useful for the girls but are not compulsory.

• Underlay for bed (during winter, single size)

• MP3 player for music. No video function allowed. Does not have to be Apple/iPod brand.

• Books and magazines (also available from Howqua library)

• Moisturiser (body and face)

• Nail polish and remover

• Talcum powder

• Nail brush and clippers/scissors

• Tweezers

• Ear buds

• Cotton wool balls

• Spare shoe laces (runners and hike boots)

• Deck of playing cards/UNO cards

• Blue tak

• Sports strapping tape

• Journal/diary

• Ear plugs

• Shaving razors/wax strips

• Stain remover for hand washing (small supply)

• Washing bags for laundry

• Hot water bottle (must have cover and not a wheatbag)

• Shower cap

• Storage boxes; small, medium and large (to organise wardrobe e.g.: soft, collapsible) refer to page 12 for measurements

• Plastic storage containers (to organise and store bathroom supplies) refer to page 12 for measurements

• Sew on name tags

• Work boots (e.g.: Blundstones)

• Waterproof accessory case for camera

• Sticky tape

• Soft toy

• Photos for personal wall display.

Appendix 2

Fitness Preparation

This program has been designed to improve specific areas of fitness that will be used in the Howqua Program and can be modified depending on a student’s initial fitness level.

Girls may experience soreness 24 to 36 hours after exercise during the first three weeks of the program. They can help reduce soreness by light exercise followed by gentle stretching of the muscle/s. Any activity that causes persistent pain should be discontinued, and students should seek medical advice.

Warm-up/warm-down and stretching

To prevent injury, it is important to warm up the body before vigorous exercise. Each exercise session should begin with a 5-minute warm-up and some general stretches. For running, students should start with a 5-minute walk or slow jog. They should also follow with a warm-down, for example some light stretching after a 20-minute run/walk.

Cardiovascular activity

The table below lists activities that will prepare students for their stay at Howqua. They should choose one option twice a week. A good gauge for this type of fitness is puffing without being able to talk, or a heart rate of 130-175bpm.

General conditioning

The School recommends students undertake general conditioning training. The activities in the table below do not need to all be performed in the one session. On the following pages is a description and example of how to perform them correctly, and images for guidance.

Push-ups

Lie face down on the ground. Place hands level with shoulders and push up until arms are almost straight (don’t fully lock elbows) while keeping knees on the ground. Then, keeping the body straight (don’t point bottom in the air), ease the body down just far enough for the nose to touch the ground; push up again from this position

Sit-ups (upper abdominals)

Lie back on the ground, keeping soles of feet flat on the ground and with hands behind the head. Keep elbows wide, so hands rest on shoulders (or alternatively, cross arms over the chest). Raise the upper body and head as far as possible, using abdominal muscles. Return to initial position. Keep eyes gazing upwards.

Lunges

Standing with one leg in front of the other, lower back leg so the knee just touches the ground, near the opposite ankle. While keeping hands on hips and maintaining a forward gaze, bring body back up to starting position.

Back arches

Lie face down on the ground, with hands folded under the chin. Arch back and lift shoulders – ensuring feet remain on the ground. Hold for a three-second count before returning to initial position. Keep arms level with chin, and make sure actions are controlled and slow.

Sit-ups (lower abdominals)

Lift feet so lower legs are at right angles to thighs. With hands folded behind the head, raise the upper body, using abdominal muscles. (Do not physically lift the head – the movement of the upper body should bring the head to the raised position.) Return to initial position. Keep eyes gazing upwards.

Sit-ups

These modified sit-ups require hips to be rolled into a vertical (on side) position. To begin, lie back on the ground with feet also on the ground and hands behind the head. Keep eyes on feet as upper body is lifted, including shoulders and head. Complete this movement in a controlled fashion, holding for three seconds at the top and bottom (rest) of each sit-up. Make sure elbows remain at sides and out of line of vision.

Squats

Begin by placing feet shoulder-width apart. Squat, without arching the back. Return to initial position. Never squat past 90 degrees flexion at the knees – work between 45 and 90 degrees (aim to squat so knees are directly above feet).

Appendices 3 and 4

Appendix 3: Suppliers

Lauriston works closely with our recommended suppliers Camplist.com.au and Eastern Mountain Centre (EMC) to support parents and students with purchasing their Outdoor Program equipment. Both of these companies have a copy of this list and are in an excellent position to help supply your daughter with quality equipment and answer any questions you may have.

There are many alternative suppliers that you may choose to use, however we recommend Camplist.com.au and EMC. Please contact them directly for further information on their. Alternatively, you can contact the Howqua campus on 03 5777 2222 for any support you may require.

Contact Information for Suppliers

Eastern Mountain Centre

Address 68 Whitehorse Road, Deepdene

Website www.snow-ski.com.au

Phone (03) 9817 1477

Email emc@snow-ski.com

Camplist.com.au by ONE PLANET

Website For Lauriston-specific online ordering, visit www.camplist.com.au and type ‘Lauriston Girls School’ into the ‘Get Started’ box.

ONE PLANET store For personalised advice and in store shopping, visit ONE PLANET at 377 Little Bourke

Street, Melbourne. The ONE PLANET shop is the bricks and mortar store associated with Camplist.com.au.

Phone Camplist: (03) 9311 0207: ONE PLANET Shop (03) 9670 7070

Email sales@camplist.com.au

Appendix 4: Waterproofing Explained

Appendix 5

Return to Howqua procedure Medical

When your daughter has returned to Melbourne for medical reasons and she is now well and ready to return to the Howqua campus, the following steps need to be followed:

• Parents are requested to communicate by telephone with a Howqua Nurse regarding treatment and ongoing plans for medication or treatment.

• Parents are requested to send a Medical Certificate or letter from a Medical Practitioner for their daughter that indicates their readiness to return to the Howqua campus.

• Parents are requested to communicate with the Vice Principal – Howqua campus to make arrangements for the date of return to the campus and transport arrangements.

Attendance at the Armadale Campus

Please telephone Ms Just, Principal, or Ms Eleanor Richards, Howqua Coordinator of Curriculum and Teaching, when your daughter returns to Melbourne to discuss whether she is well enough to attend the Armadale campus. If your daughter is unwell and unable to attend the Armadale campus, Howqua staff will send work to your email address for her to complete.

If your daughter can attend the Armadale campus, Ms Richards will provide her with a temporary timetable, and work will be sent from the Howqua campus for her to continue on with.

In most cases, your daughter will attend the Armadale campus, particularly if she is unable to return to the Howqua campus for an extended period of time.

The Howqua House Tutor will be in regular telephone or email communication with you while your daughter is away from campus. Their role will be to check on your daughter’s recovery and to provide information about the House and the Academic Program.

Medical

When your daughter has returned to Melbourne for wellbeing reasons she will need to be assessed by your GP and/or a Clinical Psychologist. Please contact the Armadale School Psychologist for referral options. When it has been determined that your daughter is ready to return to the Howqua campus, arrangements are made through the Armadale School. Psychologist and the Director of Students. The Armadale School Psychologist will:

• Communicate regularly with parents and student during her time in Melbourne.

• Communicate with the medical practitioner, or external professional, such as the psychologist, and receive their agreement for the student to return to the Howqua campus. Students may not return to the Howqua campus unless agreement has been secured from the medical practitioner or external professional.

• Where appropriate, the Armadale School Psychologist will, in consultation with the external health professional write a Student Management Plan prior to the return of the student to the Howqua campus.

The student will only return to the Howqua campus when approval has been given by the Principal, in consultation with the Armadale School Psychologist and the Vice Principal – Howqua campus.

Appendix 6

Bushfire Season Procedures

Fire danger ratings and warnings are used in Victoria to provide clear direction on the safest options for preserving life.

Schools and children’s services listed on the DET Bushfire At-Risk Register (BARR) will be closed when a Code Red fire danger rating day is determined in their Bureau of Meteorology district.

Our School’s Howqua Campus has been identified as being one of those at high bushfire risk and is listed on the BARR.

Where possible, we will provide parents with up to four days’ notice of a potential Code Red day closure by email. A Code Red day will be determined by the Emergency Management Commissioner no later than 1.00 pm the day before the potential closure. Once we are advised of the confirmation of the Code Red day we will provide you with advice before the end of the school day. Howqua staff and students will leave the campus the morning of a Code Red day.

Once confirmed, the decision to close will not change, regardless of improvements in the weather forecast. For students and staff attending the Howqua campus there are two alternative plans for Code Red days.

The Howqua campus staff and students will travel by bus to Mansfield and accommodation will be provided within the township.

• The Howqua campus staff and students will travel by bus to Melbourne and parents will be requested to collect their daughter from the Armadale campus. Returning to Melbourne is preferred when it is likely that there will be an extended number of Code Red days.

As part of preparing our school for potential hazards such as fire, we have updated and completed our Emergency Management Plan.

What can parents do?

Ensure we have your current contact details, including your mobile phone numbers.

You can access more information about children’s services closures on the Department of Education and Training website – see http://www.education.vic.gov.au/about/programs/health/pages/closures.aspx

For up-to-date information on this year’s fire season see:

• https://emergency.vic.gov.au

• Facebook (facebook.com/cfavic)

• Twitter (twitter.com/CFA_Updates)

• ABC local radio, Sky News and other emergency broadcasters

• VicEmergency Hotline (1800 226 226)

Bushfire Preparedness Policy

The Howqua campus is listed on the Victorian Government Bushfire register. The Bushfire Preparedness Policy aims to minimise risk and ensure a suitable state of preparedness for any fire related event at our Howqua campus.

Our Bushfire Preparedness Policy sits alongside our Emergency Management Plan for Howqua and our Critical Incident Plan. These documents provide the details of management tasks, contacts, roles and responsibilities of key personnel.

As part of the Emergency Management Plan for the Howqua campus, we have documented plans for Outdoor Program days.

We have a designated communications person, generally the Vice Principal-Howqua campus, who remains on the campus and manages all communications with staff in the field. At all times, our staff in the field have mobile phones or radios turned on. There is a schedule of communication checks throughout the day.

There are actions which the Howqua campus will take during bushfire season.

Rating Recommended Actions

Catastrophic

• Howqua is on the DEECD Bushfire At Risk Register (BARR)

• Where possible, up to 3 days notice of a planned closure will be provided, however, expect that in some instances fewer than 3 days’ notice may be provided

• School closure and evacuation day/s prior. Once the final decision to close is confirmed this decision will not change- regardless of any changes in the weather forecast

• On a Catastrophic Day the school will be closed and no staff or families will remain on site

Extreme

High

Moderate

Total Fire Ban

• Outdoor Program cancelled

• School remains open

• Plan for possible evacuation to Mansfield if fire threat increases

• Communications base to monitor ABC radio and CFA, BOM and VicEmeregncy websites

• Plan for possible evacuation to Howqua or other ‘safer locations’ if fire threat increases

• If no imminent fire threat, then restrict school program to zone 1 and 2

• If under imminent fire threat, enact emergency response plan

• Howqua Communications base to monitor ABC radio and CFA, BOM and VicEmergency websites

• Plan for possible evacuation to Howqua or other ‘safer places’ if fire threat increases

• If no imminent fire threat, then restrict school program to zone 1,2,3 and 4

• If under imminent fire threat, enact Emergency Response Plan

• Howqua Communications base to remind all staff that stoves (and naked flames) are not permitted in any area

• Howqua Communications base to remind all staff that the communications schedule increases to three times per day

Zone Allocation

Areas where OP takes places are allocated a zone by considering a combination of the following:

• Reliability of communications

• Distance and time from Howqua campus and/or Mansfield, or from a ‘safe area’

• Inherent fire danger of the area

• Accessibility

Where a venue rates favourably in these four categories it will be allocated Zone 1.

Where a venue rates poorly in these four categories it will be allocated Zone 4.

Venues will be allocated Zones 2 or 3 depending on which end of the scale they lean towards.

Examples: Lake Eildon (Zone 1); West Ridge Mt Buller (Zone 4)

Primary Years Course Code: 015713K

Secondary Years Course Code: 005356J