Junior Curriculum Book

Years 7 & 8 87YEARS

Junior Curriculum Information Book

Introduction

WELCOME

Welcome to the Loreto family.

We do hope you thoroughly enjoy your years to come at the College and encourage students to immerse themselves fully into the Loreto experience. By participating in our many events and co-curricular activities, it will help to build strong relationships and create many fond, long-lasting memories.

This booklet is designed to provide an overview of the curriculum information that can guide you in supporting a students transition to Loreto College. Please remember that, together with this booklet, there are many other resources and people available to assist you if you have any questions. The Loreto College Ballarat website is a great place to start, visit www.loreto.vic.edu.au

The curriculum of Loreto College is based on a comprehensive core model with a structure that aims to:

• provide a learning setting in which students are challenged by a variety of learning experiences allowing them to build upon their strengths and improve skill development in areas of personal challenge;

• offer a breadth of learning experiences;

• respect differences and cater to the learning needs of students;

• offer the opportunity for students to contribute to, and participate in, our inclusive learning community.

As a learning community we seek to assist students in their pursuit of personal excellence.

STUDENT WELLBEING

Loreto College understands that its responsibilities to students relate not only to their educational and spiritual progress, but also to their wellbeing as individuals. Every student belongs to one of four Houses – Barry, Mornane, Mulhall or Ward. Each of the Houses is named after a Loreto Sister of significance. Our Pastoral Care Program takes a horizontal approach, meaning each student is also part of a Mentor Group which comprises of students from only their year level. The Mentor Group arrangement is designed to allow students and their parents to have one staff member acting as an advocate and a support person regarding wellbeing, academic and other areas that require communication of students’ overall progress with students, staff and families. Mentor teachers are available to help with any wellbeing, friendship or curriculum related support.

The Assistant Principal of Wellbeing runs fortnightly wellbeing meetings to ensure regular communication within the College Faculties to identify students requiring support. The students requiring ongoing support may need to utilise the School Counsellors or Learning Diversity Department.

If a student does require assistance, please contact their Mentor teacher, Year Level Coordinator or the School Counsellor via email counsellor@loreto.vic.edu.au

Further information can be found on the Loreto College Ballarat website: loreto.vic.edu.au

Digital Devices & Communication

ENQUIRIES

Email the ICT Help Desk for issues relating to the Loreto App or PAM helpdesk@loreto.vic.edu.au

LORETO COLLEGE DIGITAL DEVICES

Loreto College procures a laptop for every student in Years 7 to 12 so we can provide a consistent computing environment. An ICT Levy is added to school fees each year to cover the cost of the laptop, and insurance. Students in Years 7 and 10 will receive a new laptop in the first few weeks of term, with ownership of the device transferring to students at the end Year 9 and year 12.

Before students receive their laptop a Digital Device Agreement and ICT Resources Agreement must be consented to by parents/carers after reviewing with students. The agreements cover the laptop provision and ownership, warranty and repair, and student responsibilities when using the device and accessing ICT resources. The agreements with be distributed via Parent Access Module (PAM) prior to the start of the school term. The student planner also contains a copy of the ICT Resources Agreement for students to access.

For any laptop issues including repairs visit the ICT Team in person during school hours or email the Help Desk on helpdesk@loreto.vic.edu.au

STUDENT MOBILE PHONES:

Loreto College has adopted Victorian State Government guidelines that all phones must be kept in student’s lockers during the school day. Students may only access them before 8:48am and after 3:08pm. Mobile phones should not be with a student at all throughout the school day. If a parent needs to communicate with their daughter or relay a message, please contact Student Reception on 5329 6121.

LORETO COLLEGE COMMUNICATION WITH PARENTS

The education of students at Loreto is a partnership between the College and parents who work together to support each student in the achievement of her goals. The College facilitates this partnership through provision of information sessions for students and parents including:

• Contact with Mentor Teachers and Subject Teachers when needed

• Parent/Teacher/Student Interviews in Term 1 and Term 3

And importantly through the use of the online portal Parent Access Module (PAM) from which parents can gather regular up-to-date information about student’s academic progress including:

• Progress of assessment and homework tasks, the due dates and results including grades and comments (where applicable)

• Reports

• Excursion permissions and information

• Student behaviour incidents

• Parent resources and enrolment forms

• Medical profile and action plan information

Parents are provided with a username and password for the PAM and the Loreto App via their contact email, before the student begins at Loreto College.

Please keep an eye out for these emails and save them somewhere for future reference. It is important that you notify the College if you change contact information including your email address, postal address and mobile phone number. Email registrar@loreto.vic.edu.au if you change any of your contact information throughout your time at Loreto College.

PAM & The Loreto App

THE LORETO APP

You can download the Loreto App onto your smartphone just like any other App, using Apple Store or Google Play. Search for Loreto College Ballarat.

Once the App is downloaded to your smartphone you must Login using your allocated username and password. Preferences can be set in the App to tailor the communications relevant to you. Simply opt out of the notifications that you do not want to receive.

The App is used to communicate general information with parents and students including:

• School notices

• School eNews

• Co-curricular news, notifications and activities

• School Calendar

• Contacts

• Absentee and Reports link to PAM

• Important Quick Links

• Loreto Publications

WHAT IS PAM?

Click on Links to access PAM

PAM stands for Parent Access Module and provides parents with more specific information directly related to students. Each child will have their own profile including:

• Student timetables

• Attendance records

• The College Calendar

• Performance on assessment tasks

• Interim and end of semester reports

• Booking of parent teacher interviews

• Excursions

• Parent Notified Absences

HOW TO ACCESS PAM

Visit https://pam.loreto.vic.edu.au

Login using your allocated Username and Password.

Alternatively download the Loreto College Ballarat App on your Phone or Tablet. Login to view all notifications and access PAM via the Links tab in the app.

Please email the Loreto College ICT Help Desk if you need any further assistance including login details and passwords: helpdesk@loreto.vic.edu.au

NOTE: We may refer to the SIMON platform in this booklet, which is purely a Student and Staff Access Platform. Parents will not have access to SIMON and should not worry about their access details to it. Students will be shown how to access SIMON as part of their orientation process.

For all official documents (certificates, awards etc) the full student name will be required (as per birth certificate) unless you provide us with official documentations of name change.

ENQUIRIES

Email the ICT Help Desk for issues relating to the Loreto App or PAM helpdesk@loreto.vic.edu.au

Getting Started

BEFORE SCHOOL BEGINS

• Parents should download the Loreto App and Login to PAM ready for the year ahead.

• Know your House Group and Language preference. This information will be communicated before the start of the school year.

• Encourage students to practice using their locker combination lock.

• Label each item of school uniform, stationary and books.

• Bus travellers – if possible try travelling the bus route before the start of the school year and ensure you register with the Country Bus Coordinator or purchase a MyKi.

THE FIRST DAY

• Due to the weight of the school bag, students are advised not to bring all items at once. Bring essential items on day one then slowly introduce others as required.

• Essential items for the first day of school are – lock, lunch, drink bottle, pencil case, a manageable number of books, including an exercise book. The increasing use of e-resources will contribute to a lighter school bag.

• Plan to arrive at school before 8.30am and go to the Mary Ward Centre. We ask parents to say goodbye at the school gate. Students will be met by Year 12 students and staff, and will be directed to their Mentor Group (which is allocated on the first day). Mentor Group begins at 8.48am.

• On arrival to Mentor Group, locker numbers are distributed and students will be asked to unpack their belongings into lockers. After lunch, students needing help with buses will be identified and paired up with a bus buddy. The Year 12 Senate team will help students find their buses.

• The day concludes at 3.08pm. As there can be much congestion around the College at this time, plan with students on a suitable meet area that is away from the front entrance of the school.

TIMETABLE

• Timetables will be allocated at the beginning of the first day (or before). Timetables will identify class, room numbers and subject codes.

• The Loreto timetable runs on a 10 day cycle – Week A & Week B.

• There are 6 x 48min periods in one day with a break for recess and lunch.

• Warning bells assist students to arrive on time to class.

• Parents are able to view the students specific timetable on PAM.

Period Start Time End Time

Warning Bell 8:45am

Timetable information can be found on PAM.

Further information can be found on the Loreto College Ballarat website: loreto.vic.edu.au

Mentor Group 8:48am 8:58pm

Period 1 9:00am 9:48pm

Period 2 9:50am 10:38pm

Recess 10:38am 10.58pm

Period 3 11:00am 11:48pm

Period 4 11.50am 12:38pm

Lunch 12:38pm 1:28pm

Period 5 1:30pm 2:18pm

Period 6 2:20pm 3:08pm

Getting Started

SOURCES OF INFORMATION

The following provide valuable sources of information for parents and students. You are encouraged to familiarise yourself with the content from these sources so you are fully informed on what is happening at the College.

• Student Planner – distributed to students on the first day. Please read through the first section in the planner with your daughter. It contains the College Guidelines for student expectations and must be signed by you and your daughter.

• Parent Access Module (PAM) - accessed via the website or the Loreto App, includes parent information and links to school resources. See page 5 for more information

• Loreto App – used to distribute notices, publications, and information on co-curricular activities. See page 5 for more information.

• Newsletter (eNews) – distributed via the Loreto App, email and available on the College website. Please read this publication as it is one of the main forms of communication between the College and families.

• Loreto College Website visit www.loreto.vic.edu.au

BOOKLISTS

Information and instructions regarding College booklists and the process for ordering from Campion Education will be communicated in November via PAM. Parents will be able to purchase all books and stationery items online through the Campion Education website.

It is vitally important that your email and contact details always remain up to date and that you have your access to PAM sorted before this time.

Online orders should be placed online by late November and delivery or collection of books occurs in late January before school begins for Term 1.

STUDENT ABSENCE

Student absences - can be submitted electronically using PAM prior to 9.30am each day. Once logged into PAM you can select the Parent Notified Absences icon on the main page and enter the details as requested.

Alternatively, you may call the College to report student absences on 5329 6121 (Student Reception) or 5329 6100 and then select 1.

Student sign in and/or out - All students must sign in at Student Reception if they are late to school for any reason. If a student needs to leave the College for an appointment, a note must be provided and shown to the Mentor teacher or Year Level Coordinator. This note will need to be produced at Student Reception on signing out prior to leaving the grounds.

Family holidays during school term - Due to the significant interruption to classes, learning and assessment, families planning holidays during school term times are requested to formally seek permission from the Principal.

STUDENT RECEPTION & FRONT RECEPTION

There are two reception areas at Loreto College. One is for student assistance and the other is for parent, visitor and guest assistance. All student related messages should be directed to Student Reception and all general College enquiries to Front Reception.

ENQUIRIES

Student Reception 5329 6121

Front Reception 5329 6100

reception@loreto.vic.edu.au

Getting To and From School

BUS TRAVEL

There are many different routes and services for school bus travel. Please see below some of the links and contact details for varying bus options. Loreto College does not have any control over bus routes or lists, parents are best to contact the relevant service applicable to their area.

Country Bus Travel

Kylie Hayles - Ballarat Bus Coordinator

Kylie.Hayles@education.vic.gov.au

Ph: 5334 3579

Please call or email Kylie for enquiries on which bus route suits your location. You must register all students for any Country Bus travel.

Families who live in the Daylesford, Bacchus Marsh and Maryborough areas please contact the appropriate bus company listed below:

Bacchus Marsh Coaches

Gold Bus (Maryborough/Avoca Area)

Little Coaches (Daylesford Area)

City Bus Travel

Further information can be found on the Loreto College Ballarat website: loreto.vic.edu.au

Ph: 5366 3444

Ph: 5335 5005

Ph: 5348 4668

If you live in the Greater Ballarat/Creswick/Buninyong areas, students can catch the regular city buses – routes and timetables are available here: https://cdcvictoria.com.au/travel-information/timetables-and-maps/ballarat/

A Myki card will be required for travel on the CDC bus network. These can be obtained at the Ballarat Train Station or online: https://www.ptv.vic.gov.au/tickets/myki

If you would like more information please contact CDC Ballarat: CDC Ballarat (Davis Bus Lines)

Ph: 5331 7777 cdcballarat@cdcbus.com.au

CONVEYANCE ALLOWANCE

The conveyance allowance is a form of financial assistance for parents/carers to transport children to and from school in rural and regional Victoria. Allowances are available for public transport, private car and private bus.

In some locations, students are unable to access free school buses. In these instances, students may receive a conveyance allowance to assist with travel costs.

To be eligible for a conveyance allowance, a student must reside 4.8km or more from the College. Application forms are available on PAM or via the Loreto website: https://loreto.vic.edu.au/loreto-education/enrolment/fees/

To submit a claim, Myki or other bus receipts must be received by the end of each term https://www2.education.vic.gov.au/pal/conveyance-allowance/resources

Any enquiries please email accounts@loreto.vic.edu.au

BICYCLES

Students riding to school on their bikes must access the school grounds via Wendouree Parade only and are to store their bike in the provided bike racks. Students are advised to ensure that their bike is padlocked.

DROP-OFF AND PARKING

Students must not be dropped off within the College grounds. We advise parents to consider dropping off or picking up students a short distance away from the College (even across the road where students can utilise the school crossing) to alleviate congestion in the immediate area.

Uniform

The College Uniform is compulsory. Students are expected to maintain high standards of personal grooming and neatness and take pride in wearing the College Uniform. Details about the College uniform are outlined in the Uniform List and Expectations which can be found in the Student Planner, on the website loreto.vic.edu.au/loretoeducation/enrolment/uniform/ and on PAM.

• Please ensure all items are clearly named.

• The full Summer Uniform is to be worn during Term 1 & 4 and the Winter Uniform during Term 2 (from 1 May) & 3. Students must wear full school uniform to and from school each day unless otherwise advised by the College.

• Blazers are the compulsory outer garment and must be worn to and from school unless the weather forecast is 28° C or higher.

• It is important that track pants are purchased as part of the PE Uniform. During the year students will be required to wear the pants during a number of non-sporting activities which are conducted during the cold winter months.

• Loreto Soft Shell Coat – is the only coat authorised to be worn over the blazer to and from school. It is not to be worn in class.

• Sports Uniforms may be worn to and from school ONLY ON days of PE classes.

• No make-up (including coloured nail polish) or jewellery except for a plain stud or sleeper on the lower ear only (a second set are allowed but no high ear piercing). Hair is to be kept tidy, an acceptable colour and must be tied back. For further information, refer to the Uniform Policy located on PAM or in the Student Planner.

• A note in the Planner is required outlining why a student is out of uniform for any reason.

Loreto College partners with the Sustainable School Shop to purchase and sell second hand uniform and books. Please visit www.sustainableschoolshop.com.au for more information.

There is also an active private Loreto Buy Swap and Sell Facebook page, this is a popular choice for students and families.

Our full range of uniform items are available for purchase from Crockers Ballarat and the online store: https://www.noone.com.au/school/loreto-college/shop

Further information can be found on the Loreto College Ballarat website:

loreto.vic.edu.au/loretoeducation/enrolment/ uniform/

On Campus

ENQUIRIES

First Aid OfficerStudent Reception 5329 6121

Counsellors5329 6100

counsellors@loreto.vic.edu.au

LORETO CAFE

The Loreto College Cafe is open at recess and at lunch. Student cash purchases are preferred but EFT is also available. The College does not allow for students to have an ongoing account. Students may order lunch from the Flexischools App by 9am.

Download the Flexischools app from the Apple or Google store and follow the prompts to create an account (nominate Loreto College Ballarat as your school). You can download the app and find registration and online ordering instructions at www.flexischools.com.au/parents

Parents/Carers can set daily spend limits and keep an eye on purchases via the Flexischools app. Additionally, you can also add access for your child to use the app, enabling them to place online orders themselves.

If you already have a Flexischools account for another family member, select the Profile icon on the app and +Add New Student.

LIBRARY

The Library is open to students every day from 8:00am to 5:00pm with the exception of Mentor Group time each morning and Thursday Period 4. Library ID Cards are required for borrowing and these are issued to students every second year. Printing and photocopying are available using the Library photocopier.

FIRST AID & MEDICAL

Sick Bay is located at Student Reception with a First Aid Officer available for medical assistance. If a student is feeling unwell, they are to contact the staff at Student Reception and will be signed into Sick Bay. A parent/carer will be contacted if necessary. Students should not contact parents directly and make arrangements to go home. All students must sign in and out at Student Reception when arriving late or leaving school early. Parents/carers must either call Student Reception, provide a note, write a message in the school diary, or submit an absence online in PAM for any student that is leaving school for an appointment.

Loreto relies on SIMON and PAM to record accurate medical information for students. Please ensure medical plans for conditions such as Anaphylaxis, Allergies, Asthma, Epilepsy and Diabetics are uploaded into the students PAM medical records or drop off a copy at Student Reception. It is vitally important that you ensure that all medical details are kept as relevant as possible. Families can decide if a student requires stored medication to be readily available at Student Reception or if they can self-manage their medical condition and have it stored in their locker or school bag. Contact the First Aid Officer at Student Reception if you would like to arrange a student’s stored medication tub or if you require any further assistance.

COUNSELLORS

Loreto College is committed to providing a safe and supportive environment where everyone is treated with respect, fairness and dignity. We guarantee that all students can confidently talk about their concerns and work with the College through a calm step-by-step process towards a positive outcome.

If students are concerned or worried about something at school then they are encouraged to reach out and talk to Mentor Teachers, Year Level Coordinators and the Leadership Team.

An extra level of support is available by appoinment with the Loreto College Counsellors. To arrange a meeting with the counsellors, email counsellors@loreto.vic.edu.au or call the College Reception on 5329 6100.

Camps & Retreats

THE YEAR 7 CAMP

An Orientation Camp is held in Term One. The Camp allows students in the same class to have a shared experience with the other new Year 7 students and many of their Year 7 teachers. The activities during the Camp are used to introduce Year 7 students to each other and to build House identity.

The purpose of the camp is:

• To help the girls feel more readily part of the Loreto Community that they have recently joined,

• To provide an opportunity for them to get to know their many fellow Year 7 students,

• To reflect on attitudes that will allow them to gain and give their most during their years at Loreto,

• To consider the responsibility they have as Christians to care for each other,

• To introduce aspects of the Wellbeing Science (Felicitous Life) Program in relation to their personal character strengths.

THE YEAR 8 CAMP

Year 8 students will participate in Camp EIGHT which will be held in Term One. The purpose of this camp is to introduce students to key elements of the Captiv8 Program and provide opportunities for them to make connections with the students in their new mentor group and with their mentor teacher.

YEAR 7 & 8 RETREATS

Each year, a retreat day (within Ballarat) is held for most year levels. The aim of the day is to provide opportunities for students to explore the spiritual aspect of themselves which searches for expression, either through philosophy, clowning, yoga, body balance, music, meditation, or art. Students will leave for retreat in the morning (just before school starts) and should be back at the College for 3.08pm the same day.

GETTING THERE

Students will attend the camp or retreat date that is allocated to their Mentor Group. This date along with camp or retreat requirements will be communicated via PAM or email. Parent permission will be required as well as up-to-date medical information.

Each group will leave for the camp, by bus, from Loreto College and will return to the College, usually for a 3.08pm dismissal. Staff members from Loreto College will accompany the students for the whole duration of the camp or retreat.

Information on camps and retreats will be made available on PAM a few weeks before the eventcheck your notifications

Year 7

SUBJECT AREAS

The ten Subject Areas studied by Year 7 students at Loreto College are:

1. Religious Education

2. Arts - Art - Drama - Music (LC Da Capo)

3. English

4. Health and Physical Education

5. Languages - French OR Japanese

6. Mathematics

7. Science

8. Humanities

9. Technology

- Food Technology

- Materials Technology

10. Wellbeing Science (Felicitous Life)Positive Education

Some studies within the Arts and Technology Faculties are semesterised. Students currently complete a full year of Music in Year 7, Drama in Year 8 and Art in Year 9. Materials and Food Technologies remain semesterised for Year 7, 8 and 9.

The 60 period fortnight also includes two periods of Mentor Group, one per week.

TESTING AND TRANSITION

Transition from primary school to secondary school is an exciting time for students. The introduction to the secondary setting at the College is filled with many experiences new to the girls and their families. The transition program planned for incoming Year 7 students begins during the year preceding their entry to Loreto College and extends well into their first year. Our experienced Year 7 Coordinators head the transition process and base programs and processes on the principles of middle school best practice.

To support a smooth transition, a number of practical strategies have been put in place. Early in Term Four, the students will complete tests – assessing numeracy, literacy, writing and general ability. The information gained from these tests allows teachers to identify those students who may require some assistance and those who may need to be further challenged.

Year 7

ORIENTATION FOR YEAR 7

During Term 4 (Grade 6), the orientation process begins in Term 4.

For some students additional transition experiences are specifically planned. The Transition Team at Loreto College recognise that some students will benefit from attending Making Connections Day held during November each year. On this occasion, selected students, including those coming from rural or distant primary schools are given the opportunity to spend an introductory day at the College. During the Making Connections Day, students will meet others students from similar circumstances prior to the Orientation Day, which all incoming Year 7 students attend.

All enrolled students are invited to attend Orientation Day; a carefully planned and structured introduction to the secondary experience conducted in early December.

PARENT INVOLVEMENT

Loreto College values the involvement of families in the education of their students. As the transition experience is new to all, a Parent Information Night is held early in November. At this introductory session, parents are provided with a snapshot of the Loreto Year 7 education, including information about the Mentor system, the curriculum and the co-curricular program offered at the College.

ONGOING TRANSITION

Once the students have excitedly begun Year 7, further transition activities are planned during the first semester, including the Year 7 Camp and Year 7 Family Picnic. This will provide opportunities for parents to meet with Mentor Teachers and other parents.

The staff at Loreto College recognise that transition to the next stage of education is a vitally important experience and they endeavour to make this time welcoming and informative for both students and their families.

YEAR 7 CLASSES

All Year 7 classes are mixed ability groups. Teachers develop units of work and associated learning strategies in the knowledge that each class will have students of all ability levels.

LEARNING EXTENSION AND ASSISTANCE

To further cater for the diverse literacy and numeracy needs of students, support programs have been developed.

Anecdotal information about each student’s learning strengths and challenges is sought from both parents and primary schools during the year prior to enrolment (Grade 6). Where necessary, additional assessments will be conducted for selected students. Personal Learning Plans are written and implemented for students identified. Modifications and adjustments will be made to assist all students to access curriculum appropriate to their needs. A variety of additional support structures within classrooms are provided and some students are invited to join small group intensive instruction programs.

Teachers also develop extension activities that are tailored to the needs of students in Year 7.

Year 8

SUBJECT AREAS

The ten Subject Areas studied by Year 8 students at Loreto College are:

1. Religious Education

2. Arts - Art - Drama - Music

3. English

4. Health and Physical Education

5. Languages - French OR Japanese

6. Mathematics

7. Science

8. Humanities

9. Technology - Food Technology

- Materials Technology

10. Wellbeing Science (Felicitous Life)Positive Education

Some studies within the Arts and Technology Faculties are semesterised. Students currently complete a full year of Music in Year 7, Drama in Year 8 and Art in Year 9. Materials and Food Technologies remain semesterised for Year 7, 8 and 9.

The 60 period fortnight also includes two periods of Mentor Group, one per week.

YEAR 8 CLASSES

Teachers develop units of work and associated learning strategies in the knowledge that each class will have students of all ability levels.

To cater for the diverse numeracy needs of students, Year 8 students study Mathematics in classes which are grouped according to the level to which they are working. These groupings are flexible and classes may change throughout the year, according to the needs of students.

Students who were identified as requiring literacy support in Year 7 have already completed an intensive literacy program. To continue supporting these students, Year 8 English teachers have literacy assistance to provide further support with students’ literacy development. This program is reinforced by a whole year level approach to literacy. Each subject area re-examines and further develops their teaching strategies to ensure that the needs of those students with literacy concerns are recognised and actively planned for.

Year 8

HOME STUDY IN YEAR 8

Loreto College views the setting and completion of home study as an integral part of the education process. The College believes that this reinforces and enriches the curriculum, encourages excellence, develops organisational and time management skills, and the capacity to assume self-responsibility for learning. Students are encouraged to realise that a consistent effort in all classes and an organised approach to home study will maximise the likelihood of academic success.

Loreto’s Home Study Policy (which can be accessed via the College’s homepage), explains that home study is theoretical and practical work undertaken at home which consolidates and supports work done in school. It encourages initiative, self-discipline and self-motivation. Home study encompasses a wide range of tasks including vocabulary development, test preparation, completion of set work, assignments, revision, pre-reading and wide reading.

As a general weekly rule, the College suggests that a Year 8 student should do approximately 1.5 per night or 7-8 hours per week. .

DEVELOPING LEADERSHIP SKILLS

The students have many leadership opportunities presented to them including a range of Portfolios in which they are able to become their year level representative. These include: Performing and Creative Arts, Sustainability, Sport, Social Justice, Felicity, Communications and Media, First Nations, Liturgy, Junior House.

As well as the designated leadership roles all Year 8 students are expected to be leaders and they are encouraged to do this by:

• Promoting enthusiasm and spirit through involvement in the various dimensions of school life (academic, sporting, music, etc).

• Encouraging interaction and integration between students of the two year levels.

• Offering support and assistance to the Year 7 students during their ‘transition phase’ from primary to secondary school.

CAPTIV8

Captiv8 is a program designed specifically for Year 8. It’s aim is to build on everything that students have achieved in their first year at the College, providing them with new opportunities and challenges. Students are encouraged to harness the energy and enthusiasm of their younger Year 7 self, while embracing a more independent approach to their learning and to foster existing relationships but be open to new people and friends.

CAPTIVATE... the word itself meaning “to attract and hold the interest and attention of” - not only summarises exactly what we would like the Year 8 program to achieve, but holds with it an energy and drive which we hope students will be infected with throughout the year! It is our hope that they will be captivated, fascinated, enthralled and delighted by everything they encounter – both inside the classroom, outside the classroom and through their broader school experiences this year.

Captiv8 explores areas such as:

Citizenship - Where do I fit in?; Attributes of Sense-ability and Wellbeing; Positive Relationships; Togetherness - Class Identity and Collaboration; Industrious - Work Ethic and Positive Attitude; and Values.

Assessment and Reporting

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) AND AUSTRALIAN CURRICULUM UNITS OF STUDY

The units of work taught in relevant subjects are based on either the Australian Curriculum (AUSVELS) or the Victorian Essential Learning Standards (VELS). These standards identify what is important for students to achieve at different stages of their schooling, set standards for those achievements and provide a clear basis for reporting to parents and for planning programs. Classroom program plans have also been developed with consideration of the Loreto Schools of Australia Mission Statement.

ASSESSMENT AND REPORTING

Teachers at Loreto College report performance on assessment tasks for all Years 7-10 and VCE Units 1 & 2 subjects with either a percentage or one of five terms (Excellent, Very Good, Good, Acceptable or Limited).

What do the five terms mean?

Excellent: The student’s work displays a very high level of understanding and knowledge. The skill levels shown in the work are very well developed.

Very Good: The student’s work displays a high level of knowledge and understanding. The skill levels shown in the work are well developed.

Good: The student’s work displays a detailed level of knowledge and understanding. The skill levels shown in the work are effective.

Acceptable: The student’s work displays a sound level of knowledge and understanding. Competent skill levels are shown.

Limited: The student’s work displays a low level of knowledge and understanding. The skill levels shown in the work are minimal.

WORK HABITS AND SUBJECT APPROACH TO LEARNING

The work habits ‘Effort’ and ‘Class Behaviour’ are mandated parts of the VELS report and will appear on all Loreto College Year 7 to 10 reports. These may be supplemented by a number of subject specific approaches to learning. Both the work habits and the subject specific approach to learning will be reported on using a five point scale i.e. Excellent, Very Good, Good, Acceptable or Needs Attention.

STUDENT REPORTS

The reporting of student achievement includes the regular information available to parents on the Parent Access Module (PAM) as well as formal feedback to parents through

• Three cycles of reporting during a semester

• Parent/Teacher/Student interviews in Terms 2 & 3

The reporting on student achievement will be delivered through the PAM and information about details of reports will be provided at the beginning of the year when information about PAM is posted to parents.

Parents will be able to view these reports each semester.

SUBJECTS

YEAR 7 & 8 CURRICULUM:

RELIGIOUS EDUCATION

ARTS

• ART

• DRAMA

• MUSIC

ENGLISH

HEALTH & PHYSICAL EDUCATION

HUMANITIES

LANGUAGES

• FRENCH

• JAPANESE

MATHEMATICS

SCIENCE

TECHNOLOGY

• FOOD STUDIES

• PRODUCT DESIGN AND TECHNOLOGIES

WELLBEING SCIENCE (FELICITOUS LIFE)

CO-CURRICULAR PROGRAMS

• INSTRUMENTALMUSIC | VOICE | SPEECH & DRAMA

• PERFORMING ARTS

• SPORT

• ROWING

• OTHER CLUBS AND GROUPS

RE

Religious Education

RE

A Loreto education is concerned with the development of the whole person. It places special emphasis upon spiritual and religious development, recognising and rejoicing in the reality that human existence finds its meaning and ultimate purpose from relationship with our God, our neighbour and our world. It is within this context that Loreto schools emphasise the spiritual and religious development of their students, both as individuals and as a community. Therefore, Religious Education, Liturgy, Prayer, Reflection Days, Retreats and Actions for Justice and People have a pre-eminent place in the life of the school. Students are provided with appropriate learning experiences to enable them to grow in the knowledge that they are created in God’s image.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Welcome to Loreto

Students are welcomed into the Loreto College Ballarat community.

Flourishing

Students explore what it means to be in right relationship with themselves and God.

Women Empowered

Students explore the concept of empowerment through the stories of empowered women of faith.

Presence

Students explore God’s presence in all things of the world. They focus on God’s presence in the formal Sacraments of the Church and through the sacramentality of everyday experiences.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Searching to belong

Students explore the idea that people belong to a diverse range of religious communities as a way of finding meaning in life.

Seek Truth, Do Justice

Students explore the Christian understanding of being in right relationship with others. Prayer and Spirituality

Students examine various forms of prayer used within the school and local community.

Early Christian Church

Students study the development of the early church and the experiences of the Christian community.

SAMPLE ASSESSMENT ACTIVITIES

• Research tasks

• Case studies

• Biblical exegesis

• Oral presentation

• Slide shows

• Reflection

• Simulation activity

• Inquiry project

• Letter writing task

Arts

ARTS

The Arts are a fundamental means of expression and communication in all societies. Through the Arts we gain a sense of our social and individual identity. Study in the Arts gives students access to the cultural diversity in their community and the broader Australian and international context. They learn to recognise and value the cultural forms and traditions that constitute artistic heritage.

In the Arts, students learn ways of experiencing, developing, representing, presenting and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values and explore alternative solutions. They develop, practice and refine techniques, engage in Arts criticism and share opinions about the Arts.

The Arts encompasses four main goals:

• To develop the intellectual and expressive potential of students through aural, spatial, kinesthetic, interpersonal and visual experiences;

• To equip students to use and understand the Arts forms by developing:

• Skills, techniques and processes that provide structure for exploration and development of ideas as a basis for their personal expression

• Abilities to perform or present arts works

• To develop students’ critical skills through describing, analysing, interpreting and evaluating arts works made by themselves and others;

• To develop students’ understanding that the Arts evolve within particular social and cultural contexts by studying how the Arts reflect, construct, reinforce and challenge values in their own and different cultures in both historical and contemporary perspectives.

The core Arts subjects that are studied in the Junior Year Levels are:

• Art

• Drama

• Music Students may go on to specialise in further Arts studies in the Senior Year Levels with subjects such as Dance, Theatre Studies, Studio Arts, Visual Communication and Design, Media as well as Art, Drama and Music.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Drawing

Students explore a variety of drawing techniques such as perspective, line, tone and shade.

Painting

Students explore different techniques and styles using acrylic paints.

Print Making

Students are introduced to relief printing using lino-cut techniques.

Art Appreciation

Students investigate art history and are introduced to art terminology.

Students participate in an Art Gallery visit in Year 7.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Ceramics - figurative/sculptural

Printmaking - relief printing (lino-cut)

Drawing - illustrated narrative

Painting - portrait

Collage/Construction - 2D paper collage

Analysis of artworks

SAMPLE ASSESSMENT ACTIVITIES

• Workbook of classroom activities

• Folio of work

• Self-evaluation of completed work and workbook drawings

• Ceramic sculptural figure, lino print (collage/ construction)

• Study of artworks highlighting aesthetics and the art elements

• A record of experiments and observations

Drama

Year 7 Drama is designed to introduce and then develop the students’ role playing group work and script writing skills, through improvisation, voice, movement and a range of dramatic techniques, students explore their world and develop and skills needed to successfully express their ideas through performance. Students consider the essential questions; what happens when someone does not understand verbal and non-verbal communication? And why is melodrama such a popular genre?

In Year 8, Drama students develop improvisation, interpersonal and team building skills, shaping character and storytelling under timed conditions. Students are introduced to different dramatic forms, genres and styles. Solo work builds individual performance confidence and personal expression. The complete production process is explored through the scripted play performance where students explore their own and other’s worlds. Students consider the essential questions; how does an actor create mood and tension? And what is effective use of space and energy?

UNITS OF WORK AND COURSE CONTENT YEAR 7

Melodrama

Students explore expressive skills, status, shock characters and dramatic structure through the study of the two performance genres Soap Opera and Spy.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Improvisation

Improvised theatre that explores performance confidence, teambuilding, spontaneity and imagination

Horror

A genre which challenges students to develop the dramatic elements of focus, mood and tension. Drama as storytelling is central to this unit

Solo Performance

Students develop performance confidence, presence and character development skills through the presentation of a short solo

SAMPLE ASSESSMENT ACTIVITIES

In Year 7, students are assessed individually, yet perform in group ensembles for their:

• Soap Opera Performance

• Spy Performance

In Year 8, students may be assessed through solo and ensemble performances. Students may be assessed through teacher observations during drama workshop for participation and engagement. Students keep a workbook recording their own creative process and reflections on the work of others. Assessment tasks may include:

• Improvisation performance

• Horror ensemble performance

• Solo performance

Music

Arts

The Year 7 & 8 music course is designed to allow students the opportunity to clarify and expand their understanding of music through listening, composition and performance. A particular focus of this course is the exploration of composition techniques and the impact of these in compositions with two or more parts.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Year 7 students will participate in LC Da Capo for a full year as part of their core classroom music studies.

This program aims for every student to have a new musical experience on an instrument. For students already learning one of the instruments listed, they are asked to choose a new instrument as part of this program. There is also an opportunity for students to join the co-curricular program in addition to the LC Da Capo Program.

As a member of LC Da Capo Year 7 students will be involved in:

• A weekly group lesson on an instrument with a specialist instructor. Group sizes will range from 2-6 students depending on the instrument selected

• A fortnightly ensemble/band/string rehearsal led by an experienced ensemble director and supported by an experienced tutor.

• Large group and whole year level ensemble/band/string experiences

• Opportunities to listen, respond to and create music

• A formal evening performance each semester for family and friends

• ‘Lunchtime Live’ informal performance opportunities

UNITS OF WORK AND COURSE CONTENT YEAR 8

Year 8 students have the opportunity to continue their instrumental studies as part of the Co-curricular Instrumental program (see page 43). Within the classroom students will:

• Learn to identify qualities and elements of sound such as pitch, duration, timbre, dynamics, beat, rhythm, melody and texture

• Experience playing the African Djembe

• Learn to name and explain signs and symbols of conventional notation

• Identify a variety of compositional techniques and use these to compose music for small groups

SAMPLE ASSESSMENT ACTIVITIES

Several to be completed (appropriate and interesting use of musical elements relevant to the task, contribution to group work, quality of performance)

• Workbook - completion of activities undertaken in class (majority to be completed, accuracy/ thoughtfulness of answers and critical responses)

• General musicianship (includes rhythm and solfa work and general musical knowledge)

• Participation in class activities including class singing (observed by teacher)

• Written and practical tests

• Composition of various styles of music

ENGLISH

At Loreto College, the English curriculum has a strong literature focus from which the areas of speaking, listening, reading, writing, and viewing stem. We aim to offer a range of experiences, situations and texts that will stimulate and challenge all students. We strive to present texts which are culturally diverse, support the truth telling of our nation’s history and promote positive female role models.

We recognise that a range of texts should be studied including: fiction, plays, film, television, non-fiction, online texts and speeches. The English Faculty at Loreto College has a strong commitment to reviewing set texts across all year levels and making regular changes to ensure that texts and teaching methods are fresh and relevant. We aim, through carefully chosen texts, to expose students to diverse life experiences intending to increase students’ empathy and understanding. We hope that studying current issues provides the language to enable students to participate in public debate and contribute to making changes for a more just world.

This course focuses on expanding the range and complexity of the texts being studied. The course aims to provide a variety of oral, visual and written texts, with the inclusion of Australian Literature and the stories of our First Nations’ peoples where possible. Students listen, speak, read, write and present, as they respond to varied tasks, texts and key ideas. There is particular emphasis on:

1. Reading, interpreting and responding to a wide range of literary, everyday and media texts in print and in multimodal formats.

2. Producing a variety of texts for different purposes using the structures and features of language appropriate to the purpose, audience and context of the writing.

3. Planning, rehearsing and making presentations for different purposes.

4. Maintaining a consistent wide reading program of young adult fiction and non-fiction.

5. Refining English language skills such as spelling, grammar, sentence structure and the use of language features.

English

English

UNITS OF WORK AND COURSE CONTENT YEAR 7

• Creative writing - students analyse published poetry and write their own poems. They also examine a film to gain an understanding of how setting and character are established, moving to the creative writing of their own characters and setting.

• The skills of comprehension, spelling, vocabulary usage, grammar and punctuation are explored and practised regularly throughout the year.

• Novels and ride reading - students consider the key ideas, views and values presented in the novels studied and learn the skills of analytical writing.

• Advertisements and media texts are used as a basis to study persuasive language and the ways that audiences are positioned or compelled to respond.

• Varied forms of speaking and listening are conducted such as small group discussion, individual speeches and group presentations.

UNITS OF WORK AND COURSE CONTENT YEAR 8

• Our Year 8 program is designed to build on the strong foundation of our Year 7 program. There is an ongoing emphasis on reading increasingly challenging texts, while developing students’ ability to write analytically, persuasively and creatively.

• Close analysis - the Metaphorical Madness unit serves as an introduction to canonical literature, exploring excerpts from classic texts as a vehicle for revising skills of close analysis.

• Analytical writing - students consider the key ideas, views and values presented in various text types and continue to develop their writing and analysis skills.

• Speaking and listening strategies of persuasion and argument structure are explored in the persuasive speech unit.

• Novel - the novel Sister Heart by Sally Morgan is the basis of a creative writing unit, where students are encouraged to develop their creativity while also engaging with this important First Nations story about our history.

• The skills of comprehension, spelling, vocabulary usage, grammar and punctuation continue to be explored and practised regularly throughout the year.

SAMPLE ASSESSMENT ACTIVITIES FOR YEAR 7 & 8 ENGLISH

• English skills work and comprehension exercises

• Writing creatively, analytically and persuasively

• Listening skills and oral presentations – individual, pair and group

• Research skills

• Classwork and language skills

• Text analysis and writing

Health & Physical Education

HEALTH &PE

Studies of Health and Physical Education provide young people with an understanding of the importance of personal decisions and behaviours, and community structures and practices that promote health and participation in physical activity. Health and Physical Education studies help students learn about those factors which promote the health and wellbeing of individuals and society and those which present a risk.

Issues such as health promotion and protective behaviours, substance use, sexual behavior, harm minimization and the provision of safe environments are examined. Students learn to evaluate risk and develop strategies to protect their own and others health. They begin to clarify a cohesive set of personal values and how they could be used to improve their own health.

Physical Education also promotes physical activity and the development of movement competence. Students engage in activities which develop strategic thinking, tactical knowledge and learn how to work collaboratively to improve game performance. Students are then able to provide feedback through peer observation whilst also monitoring and analyzing their own performance.

Health and Physical Education recognize the challenges faced by young people as they grow and develop and it serves to equip them with skills to meet these challenges. It encourages ways of managing transitions, relationships, changing demands, responsibilities and roles. The importance of life problem solving, thinking strategies and communication skills are emphasized and encouraged. Interpersonal skills such as listening, speaking, evaluating, negotiating, being assertive, questioning, justifying a position and presenting ideas are promoted.

Health and Physical Education aims to give students knowledge about their health and the impact of choices that they make on their wellbeing. We develop the notion of physical activity as a lifestyle choice which can influence all aspects of health. Students are exposed to many different movement experiences, in the hope that they pursue some form of activity in their adult life.

Health

Health & PE

This subject provides students with an understanding of the knowledge, skills and behaviours that promote physical, mental and social health.

Students will explore the developmental changes that occur throughout the human lifespan. They will investigate issues ranging from individual lifestyle choices to the provision of health services.

Learning opportunities are provided to promote knowledge and skills in order to assist students in the pursuit of lifelong involvement in physical activity, health and wellbeing.

UNITS OF WORK AND COURSE CONTE NT YEAR 7

Introduction to Health and Wellbeing

• Introduction to the dimensions of health and wellbeing

• Focus on positive mental health and wellbeing

• Common thinking errors

• Helpful and unhelpful thinking

Nutrition

• Introduction to Nutrition

• Australian Guide to Healthy Eating

• Factors that influence food choice

• Nutrients

Drug Education

• Classification of drugs: illegal/legal, stimulants/depressants/hallucinogens

• Focus on smoking and vaping

• Short and long term effects

• Strategies for saying “No”

• Anti-smoking/vaping – campaigns

Personal Development

• Respectful relationships and friendships

• Changes that occur during puberty- social/emotional/physical

• Puberty – consider changing roles, stages, rights and responsibilities

• Parts and functions of female and male reproductive systems

• Menstrual cycle

SAMPLE ASSESSMENT ACTIVITIES

• Role-plays and games which focus on a range of health issues

• Written work book tasks

• Topic test

• Anti Smoking Advertisement

Health

UNITS OF WORK AND COURSE CONTENT YEAR 8

Understanding Health

• Applying the dimensions of Health; Physical, Mental, Emotional, Social and Spiritual.

Positive Mental Health and Wellbeing

• Students explore strategies for maintaining good mental health in the areas of:

• Sense of control

• Sense of purpose

• Sense of self-worth

Building Resilience

• Through examining real-life examples, students investigate coping strategies that can be applied to various challenging situations such as bullying, self-esteem, grief and loss.

bSAFE online

• Students will discuss and identify online safety issues and personal responsibilities in relation to

• Digital citizenship

• The facts about social media

• Cyber-bullying

• Sharing personal information and images

Risky Business

• Discussion on personal values and how this impacts on the choices and decisions we make. Students focus on influences and positive and negative risk taking behaviours.

Drug education personal safety

• Students expand on their knowledge of drug use and classifications. They will also develop skills in communicating effectively with each other in various situations so as to be aware of and reduce problems related to drug use with an emphasis on alcohol.

Personal Development: Conception, Pregnancy and Birth

• Students increase their knowledge and understanding of the structure and function of the reproductive systems; conception and pregnancy; and the birth process.

SAMPLE ASSESSMENT ACTIVITIES

• Written work book tasks

• Topic tests

• Digital presentations

Physical Education

Health & PE

Physical Education (PE) aims to promote the importance of physical activity and the development of movement competence. The promotion of physical activity as a lifestyle choice is strongly emphasised.

Students are exposed to many different movement experiences, in the hope that they pursue some form of activity as part of their own physical, social and mental development.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Athletics

• Development of the skills and techniques for hurdling, sprinting, throwing and jumping.

Dance

• Individual, partner, group dances. Slow, medium, fast dances. Traditional, country, rock n’ roll and modern dances.

Floor Gymnastics

• Fundamental skills relating to movement (i.e. static, rotation, spring, landing and locomotion).

Invasion Games

• Development of spatial awareness and effective movement patterns through technical and tactical instruction and experience in small-sided and major games.

Striking and Fielding

• Development of techniques and tactical strategies that can be applied across a range of striking and fielding games using the games sense model

Net/Wall

• Applying games sense in a variety of sports and activities that utilise a net/wall and ball/shuttle

Understanding Fitness

• Introduction to the components of fitness and application of these throughout the units

Physical Education

UNITS OF WORK AND COURSE CONTENT YEAR 8

Athletics

• Further development of the skills and techniques for sprinting, throwing and jumping.

Invasion

• Students consolidate their understanding of game sense and further develop their technical and tactical skills in a series of different small-sided and major games.

Apparatus Gymnastics

• Students are introduced to gymnastic apparatus and learn basic movements and routines that can be performed on each.

Volleyball

• Students build on their learning from the Net/Wall Unit in Year 7 and further develop their skills, including the dig, set, spike, serve and block before participating in minor and full games.

Racquetball

• Students are introduced to the fundamental skills of racquetball and learn how to score. Classes will participate in a round robin tournament.

Soccer

• Applying their learning of invasion game strategies, students learn the fundamental aspects of the game of soccer and participate in indoor and outdoor games.

Softball

• Students build on their learning from the Striking and Fielding Unit in Year 7 and develop a series of skills including pitching, catching and throwing and apply these in team games.

Enhancing Fitness

• Application of fitness components through each unit

SAMPLE ASSESSMENT ACTIVITIES

Assessment of each unit is based on the student’s level of skill development and participation in practical activities, application to class work and co-operation with others. Attendance, uniform, effort and enthusiasm are recorded. Students are also involved in individual and peer assessment, and these tasks are collated in a folio and reported on at the end of each semester.

Humanities

HUMANITIES

Humanities

The Humanities provide a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to challenges including people’s interconnections with the environment. The Year 7 & 8 Humanities curriculum incorporates elements of History, Geography, Civics and Citizenship and Economics and Business across two years.

In Year 7 History, students develop their understanding and appreciation of the past including the experiences of Aboriginal and Torres Strait Islander peoples, their identify and the continuing contribution and value of their culture. In Geography, students develop their ability to collect, evaluate, analyse and interpret information, to help build their understanding of our world its places and resources. In Economic and Business, students develop their consumer and financial literacy skills and are introduced to enterprising behaviours and capabilities.

This course is based on a combination of the Australian National Curriculum and the Victorian Curriculum.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Geography

• Map interpretation skills - find your way around the school through mapping

• Learning the skills to understand what atlas maps and graphics show

• Using software to understand the location of countries and other features

• Understanding the Asia - Pacific region

• Landforms and different natural environments

• Population and human patterns in the region

• Use of land, natural disasters and environments under threat

• Water as a resource including fieldwork activities at Lake Wendouree Economics

• Our economy and you

• Basic economic concepts of needs and wants, supply and demand

• Consumer and financial literacy

• Introduction to business, entrepreneurs, branding, corporate social responsibility and product recall Civics

• Being a good citizen

• My rights and responsibilities as a student and a citizen of Australia

• The need for laws and how Australia is governed? History

• Introduction to History and ancient Australia

• Civilizations of ancient Rome and ancient China

• Uncovering the past. Why study history? How do historians research?

• Their natural environment and how they utilized this

• Their lifestyles, social structure, culture, institutions and technologies

• What caused their decline and what do we owe to these civilizations?

SAMPLE ASSESSMENT ACTIVITIES

• Testing

• Collating and analysing survey results

• Researching individually and in small groups

• Mapping exercises - interpreting maps, diagrams and graphs

• Essay writing

• Constructing timelines

• Re-creating artifacts and model building

• Creating short films in groups

Humanities

Year 8 Humanities continues to build on the key knowledge and key skills developed in Year 7 Humanities. Students expand their historical understandings and skills in the study of Medieval Europe and compare this with a short case study of Medieval Japan. The significant social, cultural, economic, environmental and political changes and continuities in the way of life and the roles and relationships of different groups in society are studied.

In year 8 Civics and Citizenship, students will develop knowledge and understanding of Australia’s representative democracy and the key institutions, processes and roles people play in Australia’s political and legal system. In Geography, students explore the concepts of place and liveability and changing nations, studying the process of urbanisation, the rise of megacities and slums and the consequences of this process on people and the environment.

This course is based on a combination of the Australian National Curriculum and the Victorian Curriculum.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Medieval Societies of Europe and Japan

• The Feudal system and structure of society

• Life on the Manor and life in cities and towns

• How society was controlled – the role of religion and crime and punishment

• The Plague and how it created change in society Geography – Changing Nations and Liveability

• Geospatial skills

• Mapping skills and interpretation

• Field work, data collection, compiling of data and interpretation

• Exploration of urban and rural environments including megacities

• What makes a city liveable and what does the future hold? Civics and Citizenship

• Types of governments and leadership styles

• Australian political system and how Australia is governed

• The need for and creation of laws

• Voting and elections

SAMPLE ASSESSMENT ACTIVITIES

• Individual and group student research and presentation

• Note taking and research

• Tests

• Analysing historical documents

• Workbook and internet activities

• Fieldwork

• Map and graph interpretation

Languages - French

LANGUAGE

Languages

Languages are much more than being able to speak to locals when on holiday in a foreign country. It’s an opportunity to gain deep insight into another culture which fosters tolerance and understanding between people. As our cities become more diverse, we are in a far stronger position to communicate with others when we have another language in our repertoire. We also begin to appreciate our own culture just as much.

Learning a foreign language allows us to develop many skills which are relevant for our other subjects too: analytical skills, problem-solving skills, creativity, listening and communication skills, as well as enhancing memory. Students also think about the cultures of France or Japan and compare to their own.

Learning a foreign language makes us more employable in the future. Business skills and foreign language skills go hand in hand; you are at a distinct advantage in the global market if you are able to speak another language. An employee is much more valuable if they are able to communicate successfully with a range of people from other countries.

FRENCH

Students will learn and use French in relation to their own lives. The focus is essentially interpersonal, based on the units of work listed below. Students will learn to communicate in writing and speaking and while developing an understanding of French Language and Francophone culture. They will also see French in an inter-cultural perspective.

UNITS OF WORK AND COURSE CONTENT YEAR 7 & 8

• Greetings (Salut!)

• Describing people (Qui est-ce)

• Animals (Tu aimes les animaux)

• Family (Ma famille)

• Food (a table!)

• At Home (Chez toi)

• School life (La vie scolaire)

• Leisure activities (Bon Weekend!)

• Directions around town (Allons en ville!)

SAMPLE ASSESSMENT ACTIVITIES

• Listening and reading assignments

• Role-plays

• Writing assignments

• Vocabulary and grammar tests

Languages - Japanese

JAPANESE

Students will learn and use Japanese within the world of their experience. The focus is on exploring real context and meaning language uses. Students will learn to communicate in writing and speaking and develop intercultural understanding. Through the studies, they will learn to notice, analyse, make connections and reflect on their own and others’ languages and cultures. Students learn to read and write hiragana alphabet and to exchange information about their personal world.

The study of Japanese gives students many opportunities to compare and think about the cultures of Japan as well as their own. We hope learning about the Japanese language and the way of life in Japan will encourage students to reflect about their own languages and cultures in a new light.

UNITS OF WORK AND COURSE CONTENT YEAR 7 & 8

• Hiragana

• How do you do? (Hajimemashite)

• My friends (Watashi no tomodachi)

• My family (Watashi no kazoku)

• My town (Watashi no machi)

• At the Japanese restaurant (Itadakimasu)

• My week (Watashi no isshuukan)

• Are you busy? (Isogashidesuka?)

• School life (Gakko gambaro!)

• School events (Gakko no tanoshii Event)

• Katakana

SAMPLE ASSESSMENT ACTIVITIES

• Listening and reading assignments

• Role-plays

• Writing assignments

• Vocabulary tests

• Hiragana and Kanji tests

MATHS

Mathematics Mathematics

While Mathematics provides a foundation for a wide range of career paths, it also provides more general skills necessary for day-to-day life. A basic level of numeracy is required to effectively deal with household bills, shopping, banking, insurance and general budgeting. With increasing use of statistics in the media, an understanding of graphs, percentages and data in general allows for more critical analysis of “facts and figures” presented by news reports in relation to politics, the environment and social developments.

Mathematics also develops mental skills which can be applied in other areas of study and in everyday situations. The development of logic and use of different strategies to solve problems are skills fostered by the study of Mathematics. Students also develop the ability to conceptualise two and three-dimensional shapes through topics such as geometry. By completing problem-solving reports and projects in Mathematics, students learn to express their ideas, justify theories and explain processes.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Number

• Students explore and investigate composite and prime numbers, identify factors, prime factors and highest common factors, calculate square numbers and square roots, and classify numbers as rational or irrational.

Fractions and Decimals

• Familiarises students with meanings of fractions - visually and by comparing values of fractions. Students revise place value and an understanding of what the decimal point represents and examine decimals, the four operations and complete a variety of problem-solving and estimation exercises.

Geometry

• Students investigate properties and angles in triangles, quadrilaterals and polygons. They name angle types, measure and draw angles and then find the angle sum and size of angles in polygons. Students are also introduced to coding using Python to draw 2-dimensional shapes.

Metric measurement

• Students recognise and convert between basic metric units of length and mass. They calculate perimeter and area of shapes and volumes of rectangular prisms and use algorithms to sort and classify sets of shapes.

Probability

• Students will be familiar with the language used to describe situations involving chance and calculate probabilities of outcomes within a sample space.

Algebra

• Students collect like terms, add and subtract like terms and substitute values into algebraic expression. They apply the commutative, associative and distributive laws in simplifying and expanding algebraic terms while factorising algebraic expressions. They interpret and describe number patterns using algebra and solve inverse operations.

Graphing

• Students investigate number patterns, describe the rule for a pattern, and construct a table of values and rules for number patterns. They will be introduced to The Cartesian Plane and construct a graph from a table of values while interpreting graphs, including identification of independent and dependent variables.

SUPPORT PROGRAMME YEAR 7

Mathematics Mathematics

Each Year 7 Mentor Group has a support Mathematics teacher. Once a week the support teacher works with the Mentor Group and their regular Mathematics teacher to provide extension work or to offer extra support as required by the students at the time.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Number and Algebra

• Manipulate and convert between decimals, fractions and percentages

• Apply percentages to a range of real life problems

• Simplify ratios and divide a quantity into a given ratio

• Use rates to solve problems

• Simplify and manipulate algebraic expressions by gathering like terms, expanding and factorising

• Solve linear equations using inverse operations

• Explore linear patterns presented in a table, as a rule and on a graph

• Use linear patterns to solve real-life problems

Measurement

• Convert units of length

• Find perimeters and areas of a range of polygons, circles and parts of circles

• Find the volume of prisms

• Solve problems involving the properties of similar triangles

Statistics

• Identify different types of data and select appropriate statistical calculations and graphical representations for each type.

• Display data using a range of visual representations

• Analyse data by finding mean, median, mode and range

• Identify outliers and investigate their impact on the mean

SAMPLE ASSESSMENT ACTIVITIES

• Construction work

• Posters

• Practical activities

• Revision assignment and topic test for each unit

• Project work - measurement, statistical survey, geometry task using Excel

• Semester Reviews (Year 8 only)

SCIENCE Science

Science

The primary purpose of Science is to expose all students to a core set of scientific concepts with particular emphasis placed on those concepts and skills which will prepare students to understand an increasingly scientifically complex world.

The value of research, scientific modeling and the scientific method of investigating the world are constantly emphasised. The need for clear and accurate communication is emphasised in all written and oral reports.

Students will be provided with appropriate learning expertise to enable them to grow in knowledge, appreciation and understanding of the essential role that Science plays in human society. This will be achieved through a mixture of laboratory exercises, course work and student focused research projects.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Safety and Chemistry

• Students are made aware of potentially hazardous materials and practices and advised on safe use and practices in the laboratory. They investigate the characteristics of mixtures, how they work and how we separate mixtures.

Diversity and Interdependence

• Students investigate features of living things and determine their classification into major groups. They examine the similarities between living and non-living things. They then look at how living things adapt and survive in their environment.

Energy

• Students examine what energy is and how some sources of energy are sustainable or non-sustainable.

Forces and motion

• Students investigate forces and machines and how simple machines work.

Earth and Space (Astronomy)

• Students examine the features of the solar system, how it was created and the motions of the planets, moons, seasons, eclipses and phases of the moon are also investigated. A notion of gravity is introduced.

Science

UNITS OF WORK AND COURSE CONTENT YEAR 8

Cells

• Through correct use of the microscope, students are able to recognise and understand the differences between plant and animal cells. They also construct, examine and draw their own wet mount slides.

Chemistry

• By completing a series of laboratory activities, students come to understand the different states of matter and are able to explain these different states in terms of particle movement. Students investigate atomic structure and the differences between an element and a compound.

Energy

• Through a series of practical activities, students construct a series of simple electrical circuits. Students will learn about energy transformations and how energy is produced and used in society.

Physiology

• Students study the digestive, circulatory, respiratory and urinary systems in humans.

SAMPLE ASSESSMENT ACTIVITIES

• Library research

• Participation in various laboratory exercises

• Completion of a number of practical reports

• Library research on an astronomical topic

• Practical test on the use of the microscope and ability to make a wet mount slide

• Mystery Powders report

• Construction of electrical circuits and use of STELR equipment

• Physiology research project

• Unit tests

• Completion of a number of practical reports

• Examination at end of Semester 1 & 2 for Year 8

TECHNOLOGY

Food Studies Technology

Food Studies involves gaining an understanding of how food is needed for the body’s physical and mental functions and how it can be prepared, stored and presented in different ways. The design process is used. This involves investigating, generating, planning and managing, producing and evaluating preferred options or choices made.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Students will study topics such as:

• Safety and hygiene

• Food allergies and intolerances

• Nutritional value of foods – with reference to the Healthy Eating Pyramid

• Safe and appropriate use of equipment

• Food preparation terminology

• Recipe abbreviations

• Sensory evaluation

• Functional properties of food

• Foods from other cultures

• Key Foods with a focus on fruit, vegetables, cereals and cereal products

UNITS OF WORK AND COURSE CONTENT YEAR 8

Students will study topics such as:

• Safety and hygiene

• Food allergies and intolerances

• Nutritional value of foods – with reference to the Healthy Eating Pyramid

• Safe and appropriate use of equipment

• Food preparation terminology

• Recipe abbreviations

• Functional properties of food

• Sensory evaluation

• Foods from other cultures

• Key foods with a focus on meat and meat alternatives, cereals and cereal products, milk and milk alternatives and eggs.

In the coverage of these topics, students will use a design brief to work through components of the design process. Emphasis is placed on the student operating equipment in a safe and proficient manner in order to construct a functional product for an intended purpose.

SAMPLE ASSESSMENT ACTIVITIES

• Design brief.

• Investigative and evaluation tasks - which include practical reports and investigations on a variety of topics.

• Production tasks where students are assessed on aspects such as organisation, time management, safe use of equipment, efficiency of work practices and use of initiative and problem-solving abilities.

Product Design and Technologies Technology

This unit focuses on the design process using fabric as the material. This process involves developing ideas and creating solutions for a given problem or task. Students work through components of the design process which involve investigating, generating ideas, planning and managing, producing and evaluating the end product. Emphasis is placed on construction processes and techniques.

UNITS OF WORK AND COURSE CONTENT YEAR 7

Tools and equipment use

• Students complete a number of introductory exercises on the various pieces of equipment used within the classroom. These exercises allow the students to learn how to use the equipment competently and safely (especially the electrical equipment – sewing machine, iron).

Design Brief: Pajama shorts

• Students are presented with a design brief requiring them to work through the design process to produce and construct a pair of pajama shorts. New skills are introduced to allow them to produce and evaluate this project.

UNITS OF WORK AND COURSE CONTENT YEAR 8

Tools and equipment use

• Students will continue to gain confidence and skill in the use of a range of tools and equipment required for the construction of fabric-based items.

• Emphasis is placed on the students operating equipment in a safe and proficient manner.

Tote bag

• Students are presented with a design brief from which they are to develop ideas and create solutions to produce a functional product. i.e. tote bag. Students work through the components of the design process: investigation, generating ideas, planning and managing, producing and evaluating.

Wellbeing Science - Positive Education

EMPOWERING GIRLS TO FLOURISH IN EDUCATION AND LIFE

Wellbeing

Wellbeing

Wellbeing Science (Felicitous Life) is a holistic wellbeing program for Year’s 7-12 at Loreto College Ballarat based on the principals of Positive Psychology.

Loreto College has five values which guide our teaching and learning philosophy: Freedom, Justice, Sincerity, Verity and Felicity. While there are elements of all five values in our wellbeing programs, it is the value of Felicity that drives our desire to have all students learn how to flourish and live a life with “a positive attitude of mind, a disposition of the heart which manifests itself in cheerfulness, good humour, joy, happiness, hope, optimism, friendliness, courtesy, positive thinking, inner peace, self-acceptance and courage.”

POSITIVE EDUCATION

Traditional education plus approaches that nurture wellbeing and promote mental health (Seligman, 2011).

The foundations for the Wellbeing Science (Felicitous Life) program is based on the positive education principals of PERMA (Positive Emotion, Engagement, Relationships, Meaning and Accomplishment) by Professor Martin Seligman, and on The Foundations of Positive Education set out by The Positivity Institute under the guidance of its founder and CEO Dr Suzy Green who is working with Loreto College Ballarat to facilitate the implementation of a Positive Education program. Elements have been adapted to meet the needs of Loreto College Ballarat, specifically replacing the category of Meaning from PERMA and replacing it with Positive Purpose as it fits into the concept of spirituality in line with the schools Catholic values. Positive Health has also been included as suggested by literature reviews from the Geelong Grammar positive education program by Norrish, Robinson and Williams, 2011 emphasising the importance of positive health values in the health curriculum. Having six categories of positive education is also in line with Dr Suzy Green’s 6-M model of positive education (Mindset, Mood, Motivation, Mindfulness, Meaning and Might).

THE FELICITOUS LIFE MODEL AT LORETO COLLEGE BALLARAT

The ‘Wellbeing Science (Felicitous Life)’ model of positive education for Loreto College Ballarat includes the categories of Positive Accomplishment (Mindset), Positive Emotions (Mood), Positive Engagement (Motivation), Positive Health (Mindfulness), Positive Purpose (Meaning) and Positive Relationships (Might).

Overlapping all of these principals is the understanding of Strengths Based Learning focusing on the 24 Values in Action (VIA) framework (Peterson & Seligman, 2014).

Co-Curricular

INSTRUMENTAL -

MUSIC | VOCAL | SPEECH & DRAMA

PERFORMING ARTS

SPORT

ROWING

OTHER CLUBS AND GROUPS

Co-Curricular Programs

Co-Curricular

INSTRUMENTAL – MUSIC | VOCAL | SPEECH & DRAMA

Individual and small group music tuition is available for students at Loreto College (beginning in approximately Week 4 in Year 7, Week 1 in Year 8). For Year 7, this will be an extra music lesson and separate from the LC Da Capo program.

This tuition is a co-curricular activity and is held on a weekly basis during school time. A timetable will be communicated to the student and parents at the beginning of each term, with allocated day and times for each lesson throughout the term.

This optional program allows students the opportunity to learn an instrument and supplements the Classroom Music Program in which students gain basic musicianship and an understanding of various musical styles. The student who becomes involved in musical tuition learns self-discipline, creative self-expression and discovers a new way to a fuller, richer life. All students who participate in the Instrumental Co-Curricular program will be automatically enrolled into a choir, band or ensemble group.

There are always many questions regarding the advantages of learning music so a video link has been included for you to consider at your leisure https://vimeo.com/452428322

Loreto College offers state-of-the-art facilities for budding performers, with the opportunity to perform in our beautiful Mary’s Mount Centre - Abbey Theatre several times throughout the year.

Full details on the program can be found on PAM – follow the link under Parent Resources including a link on enrolment into the program.

Instrument lessons offered:

Trumpet

French Horn

Trombone

Euphonium

Tuba

Flute

Oboe

Clarinet

Bassoon

Alto Saxophone

Tenor Saxophone

Speech & Drama

Violin/Viola

Voice (Singing)

Cello

Guitar - Acoustic

Guitar - Electric

Guitar - Electric Bass

Percussion & Drums

Piano

Organ

Music Theory

Co-Curricular Programs

Choir, Band and Ensembles:

It is an expectation that any Year 7 & 8 student enrolled in the Co-curricular Instrumental Program to become involved in a Loreto College Junior Band, Ensemble or Choir program relevant to their tuition choice (ie: Violin = String Ensemble, Voice = Choir, Trumpet = Band, Speech & Drama = Drama Ensemble) Participation is free of charge.

Before school ensembles (7:45-8:40am) - Junior Choir, Drumline and Junior Band.

Lunch time ensembles - Flute, String, Woodwind, Guitar

Speech and Drama Ensemble (all Year levels)

Day TBC - Lunchtime. For students who participate in Speech and Drama lessons in the Instrumental Co-Curricular program.

Junior Band - All Stars (Year 7)

Day TBC - Mornings 7.45am before school.

For junior students enrolled in the Instrumental Co-Curricular program.

Drumline (all Year levels)

Day TBC - Lunchtime. For any budding musician who enjoys drumming - lessons in the Instrumental Co-curricular program not compulsory but recommended.

Junior Choir (Year 7 & 8)

Tuesday Mornings 7.45am before school.

For any junior level student who enjoys singing.

String Ensemble (all Year levels)

Day TBC - Lunchtime. For students who participate in String lessons in the Instrumental Co-Curricular program.

Flute Ensemble (all Year levels)

Day TBC - Lunchtime 1pm. For students who participate in Flute lessons in the Instrumental Co-Curricular program.

For further information on all ensemble, choir and band groups please email: loretomusic@loreto.vic.edu.au

Co-Curricular

Co-Curricular Programs

Co-Curricular

CO-CURRICULAR PERFORMING ARTS

Each year Loreto College hosts a school production in which students are encouraged to audition and perform in, should they be interested.

In 2024, Loreto College performed the musical production of Mary Poppins – where 60 talented performers had the opportunity to experience live theatre, under the stage lights, in front of hundreds of audience members (including many proud parents). Many opportunities are also available for students to become involved back stage from set construction to stage management.

The Mary’s Mount Centre - Abbey Theatre has seating for up to 500 guests, with full lighting and sound capabilities – another area in which students may learn to navigate as part of the curriculum in the senior year levels.

The Loreto College Arts Festival is also an annual event in which all performing artists can showcase their talents to a live audience from the stage.

Audition dates and times will be communicated via PAM and student emails.

Ensembles and Groups in the Performing Arts:

ImproSports

Occurs at various times throughout the year. See Ms Lindy Crowe in the MMC.

School Production

Keep and eye out for Auditions late in the year for the following year’s production. Rehearsals are generally on Tuesdays and Thursdays from 3.30pm to 5.30pm (and on weekends close to show dates). Production Week is generally in May. See Ms Lindy Crowe in the MMC.

Coffee House

Regular acoustic concerts held in the Little Flower. See Ms Lindy Crowe in the MMC.

Co-Curricular Programs

CO-CURRICULAR SPORT

Loreto College Ballarat has an open, flexible and creative approach to sport, ensuring that the co-curricular sport program is accessible to all students. Our aim is to enrich the students’ school life by offering a comprehensive and diverse sport program through participation in competitive and non-competitive physical activity.

The Co-Curricular/BAS sport program at Loreto enables students to strive for their personal best, build relationships with peers as well as staff and to develop both team building and leadership skills. We believe that active participation in sport enriches the students’ physical, mental and social health.

Co-Curricular/BAS sport is held after school on a day determined by the sport ie: Junior Basketball may be held on a Monday while Junior Volleyball may be held on a Tuesday. Times are usually between 4pm - 6pm at a variety of locations within Ballarat. Students have the opportunity to compete against other schools in the area on a term by term basis.

Information on Co-Curricular Sport will be provided to the students and parents before the season begins.

A Loreto student will participate in sport with pride, responsibility and excellent sportsmanship.

Sporting Groups, Clubs and Activities:

BAS Afterschool Sports

All year levels, all sports, from beginner to senior, all year levels - every term after school. Information will be circulated to students each term and they sign up in the GBC or see the Sports staff. Days and times differ depending on the sport chosen. Loreto College competes against other schools in the area.

SPIN Cycle Classes

All welcome (but 25 max numbers – need to sign up first). Wednesday lunchtimes – see the Sports staff in the GBC.

RUN Club

All welcome - Friday lunchtimes in Victoria Park or Lake Wendouree (meet in the GBC) – see the Sports staff in the GBC.

CIRCUIT Classes

Held in Term 2 – see the Sports staff in the GBC.

ROWING

Loreto College’s Rowing Program is one of the best that Ballarat has to offer, with a location at Lake Wendouree providing a convenient and inclusive experience. Students from Year 8 and above have the opportunity to join the rowing program with tryouts and squad selections taking place in term 3. The season runs from Term 4 to the end of Term 1 the following year (with camps and training running over the Christmas School Holidays from mid January). The number of places in the program are restricted so once selected, the girls need to commit to the entire season. The number of training sessions for each of the 3 squads as follows

Juniors (Year 8 into Year 9) = x 3 per week

Intermediates (Year 9 into Year 10) = x 4 per week

Seniors (Year 10 into Year 11 and Year 11 into Year 12) = x 5 per week.

Here is a link to our Rowing Video for inspiration: https://youtu.be/ AOxsgrqA3Sw?si=cgJTUZ-vGM6A5mSQ

ENQUIRIES

Liam GillDirector of Sport lgill@loreto.vic.edu.au

Craig SmithHead of Rowing crsmith@loreto.vic.edu.au

Other Clubs and Groups

Co-Curricular

SOCRATES CAFE

Years 7-12 - All welcome. Friday lunchtime - in the room up the stairs opposite the staff lunchroom in the Yr 10 corridor. Tea, coffee, milo and biscuits provided. BYO lunch. See Mr David Barker.

JPIC

Justice, Peace and Integrity of Creation – social justice, environment and fundraising. For more information - see Ms Felicity Knobel.

• Junior JPIC - Theatrette at lunchtime 1pm (Days TBC)

• Senior JPIC - Theatrette at lunchtime 1pm (Days TBC)

SINCERITY GROUP

Sincerity is a welcoming and inclusive space for LGBTQIA+ students and their allies & friends to meet, make plans, and have fun. It is student-driven, and casual – attend when you have time! Wednesday lunchtimes in the Library – all year levels welcome!

ART CLUB

All welcome, all year levels – weekly sessions upstairs Art Room –see Ms Bourke-Finn, Ms Davison or Ms Myers.

LORETO LARK (School Newspaper)

All year levels welcome - The Loreto Lark is a student newspaper where you can have your work published for the Loreto community to read. If you are interested in writing, editing, digital editing and working with a team to create a publication for Loreto you are invited to join the Loreto Lark. Every Thursday at lunchtime in SG95.

DEBATING AND PUBLIC SPEAKING

Public Speaking Thursday (Term 1-4) in the Theatrette at lunchtime Debating Thursday (Term 2-4) in the Theatrette at lunchtime Tournament of Minds

See Ms Tammy Vandenberg for all three groups.

LIBRARY

Writer’s Group

Meet to share ideas, workshop drafts, and develop writing skills. A casual group – drop in when you have time! Monday lunchtimes in the Library – all year levels welcome.

Shadow Judges

A book club for dedicated readers, who commit to reading the entire CBCA short list for the year. The group reads, discusses, and responds creatively, culminating in a range of activities during Book Week. Weekly attendance is required throughout the year. Tuesday lunchtimes in the Library – all year levels welcome.

Book Club

A fun and inclusive group. Explore great reads through games, craft and discussion. A casual group – attend when you have time! Thursday lunchtimes in the Library – all year levels welcome!

Other Clubs and Groups

FUN IN ICT

3D Printers and Robotics are available for student use on Fridays in ICT All welcome! Experiment with 3D printing - Monday and Friday Lunchtimes - laptops are required in Meeting Room 1 (next to IT). Check the Student Hub prior to the day to check if the session is running.

ACADEMIC SUPPORT

English Help Sessions

Year 7, 8 & 9 - Thursday lunchtime

Maths Help Sessions

All students - Thursday lunchtimes or Tuesday after school 3:15pm - 4:00pm Maths Help sessions are an opportunity to get that little bit of extra assistance when needed. Come along with a specific question, or Maths homework, there is someone to ask for help if you need it.

HOUSE COMMITTEE MEETINGS

House Committees meet weekly on Tuesdays in their respective House areas. All students from all year levels are welcome. Lots of activities, events and fundraising happens in House groups, join in and get behind the Loreto House spirit!

Mulhall House Committee

Mulhall students, all year levels - Mondays at recess - See Ms Natalie Howard.

Mornane House Committee

Mornane students, all year levels - Tuesdays at recess - See Ms Tammy Vandenberg.

Ward House Committee

Ward students in, all year levels - Tuesdays at recess - See Ms Megan Poulton.

Barry House Committee

Barry students, all year levels - Tuesdays at recess - See Mr Matt Flight.

YEAR LEVEL COMMITTEE MEETINGS

Each year level elects student representatives for Semester 1 and Semester 2See the Year Level Coordinators for more information

• Year 7 Committee Meetings - Fortnightly beginning Term 3

• Year 8 Committee Meetings - Meet fortnightly on Mondays at recess

Ms Michelle Brodrick - Principal