Year 9 9YEAR
Curriculum Information Book
Introduction
This booklet is designed to provide an overview of the curriculum information that can guide you in supporting a students transition to Year 9 in preparation for the Senior Years. 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:
• allow each Faculty to plan and teach sequential programs;
• 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. Our focus throughout the Year 9 Program is offering our students a diversity of activities that aims to improve motivation, independence and engagement, through the implementation of a goal setting structure, whilst at the same time enhancing their skills in decision-making, problem solving and working within a team.
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 SWAT 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 Councillors 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
Year 9
SUBJECT AREAS
In Year 9, students will study the following Year Long subjects. These are studied by all students and are completed in Mentor groups.
1. Religious Education
2. English
3. Health and Physical Education
4. Languages (French or Japanese)
ENQUIRIES
Year 9 Coordinators:
Nicolle Orr norr@loreto.vic.edu.au
Katrina Griffiths kgriffiths@loreto.vic.edu.au
5. Mathematics
6. Science
7. Humanities
8. Wellbeing Science/Felicitous Life
In addition to their Year Long studies, students in Year 9 will choose 4 Semester Long subjects.
They will complete two semester long subjects each Semester.
Each student must choose a minimum of one Semester Long Arts subject and a minimum of one semester long Technology subject.
The following Semester subjects are offered to Year 9 students.
Please note that not all subjects will run in each semester. Subject offerings are dependent on student choice and teacher availability.
SEMESTER LONG SUBJECT CHOICES ARE:
ARTS (must choose 1)
ART
• 2D Art
• 3D Art
DANCE
• The language of choreography (or dance)
DRAMA & THEATRE STUDIES
• Actors Studio
• Theatre Magic
MEDIA
• Media
MUSIC
• Music Mash Up
VISUAL COMMUNICATION & DESIGN
• VCD
CROSS ARTS PROJECT
• Production Project
HEALTH AND PHYSICAL EDUCATION
• Game of Life
• Faster, Higher, Stronger
HUMANITIES
• Deadly Yarning
RELIGIOUS EDUCATION
• Jesus: Jewish teacher to 21st century superhero?
SCIENCE
• The Science of Music and Sound
• CSI Loreto - Forensic Science
STEM
• The Great Escape
TECHNOLOGY (must choose 1)
FOOD STUDIES
• Food Fit for Life
• Loreto Bake House
MATERIALS TECHNOLOGY
• It’s a Stitch Up
• Material Girls
This information booklet contains further information about the subjects that students will study.
Year 9
YEAR 9 CLASSES
All Year 9 students are placed in a Mentor group and complete their Year Long subjects in these classes. All 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.
A SUCCESSFUL YEAR 9 STUDENT...
• Sets goals and has a growth mindset
• Takes responsibility for their actions
• Has a positive attitude
• Tries new things
• Learns from mistakes
• Takes responsibility for their own learning
• Is able to link effort with success
• Respects the right of others to learn
• Is inclusive and kind in their dealings with others
• Demonstrates initiative to communicate with teachers
YEAR 9 ACTIVE LEARNING
The Year 9 Active Learning program engages students by offering unique independent and collaborative experiences, whilst providing opportunities for personal development and growth. At the core of this is ‘Goals to Grow’: An initiative that allows students to set authentic and visible goals that aim for improved academic outcomes, greater connections to the school and wider community, and the mastery of skills and knowledge in a discipline of their own choosing The program includes:
• GOALS TO GROW PROGRAM This program provides students with greater agency over their learning and facilitates critical thinking, creativity, collaboration, and connection to the community. Students set three goals, Mastery, Community and Academic goals, that will provide them with agency over their own learning.
• DIGITAL PORTFOLIOS Students create their own Digital Portfolio’s to showcase evidence of their goals progress (Goals to Grow Program) and other highlights at Loreto. The Portfolio’s will provide students with an ongoing record beyond Year 9 of their achievements.
• THE AMAZING RACE provides students with an opportunity to work creatively and collaboratively in a small group environment in preparation for the Melbourne Adventure Program. Students will learn navigation skills and create and answer questions about local landmarks, community and local business.
• DANCE LESSONS & YEAR 9 LORETO / ST. PATRICK’S SOCIAL allowing students to undertake professional dance lessons, focusing on traditional forms in preparation for a highly anticipated social event.
• MELBOURNE ADVENTURE PROGRAM that asks students to collaborate in small groups to navigate the CBD, exploring and evaluating a chosen hypothesis in a three day city experience. This includes visits to Queen Victoria Market, the Shrine of Remembrance, and a Yarra River Cruise.
• OUTDOOR EDUCATION CAMP – A three day wilderness experience that challenges students to work outside of their comfort zone and explore the great outdoors. The camp includes activities such as: hiking, mountain biking, surfing, initiative games and adventure sports.
Year 9
LEADERSHIP
In Year 9 we take the time to explore the notion of leadership in its various forms. An outline of the schools’ leadership opportunities will be presented & discussed. Representatives from Year 9 will be selected under 9 portfolios including: Performing and Creative Arts, Sustainability, Sport, Social Justice, Felicity, Communications and Media, First Nations, Liturgy and House, to reflect the Leadership structure at Year 12. These representatives will work with the Year 12 Captains and form a committee. Positions of Leadership at year 9 will be held for one semester only.
POSITIVE HEALTH AND WELLBEING SESSIONS
Students will be encouraged to make more informed, positive and responsible decisions surrounding the many dimensions of their personal health. They will investigate ways to deal with challenges and establish tools and strategies to overcome negative self-talk and build personal resilience. These sessions will be facilitated by a range of speakers covering a variety of topics.
HOME STUDY IN YEAR 9
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 their likelihood of academic success.
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, prereading and wide reading.
As a general weekly rule, the College suggests that a Year 9 student should do approximately 10 hours per week of home study.
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.
Year 9
ASSESSMENT AND REPORTING
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
• Two 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 the PAM is posted to parents.
Parents will be able to view two reports each Semester.
• Interim reports are available at the end of Terms 1 and 3.
• End of Semester Reports are available at the end of Terms 2 and 4.
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.
SUBJECTS
YEAR LONG SUBJECTS
RELIGIOUS EDUCATION
ENGLISH
HEALTH & PHYSICAL EDUCATION
HUMANITIES
LANGUAGES
• FRENCH
• JAPANESE
MATHEMATICS
SCIENCE
FELICITOUS LIFE / WELLBEING SCIENCE
Religious Education
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 College. This course explores a number of dimensions of religion including stewardship and creation, mission and service, scripture, history and personal experience.
UNITS OF WORK AND COURSE CONTENT
Hand, Head and Heart
Students explore the theme of belonging through the context of mission and service. Re-creation
Students explore the belief in God’s creation and the Christian imperative to be caretakers of this creation.
Threads of belief
Students examine the nature of religious belief and how it relates to meaning and purpose. They study the core beliefs of major religions and spiritualities and how women of multiple religious traditions and spiritualities express this in their everyday lives.
Connecting with the heart
Students study the understanding that God, in the Christian tradition, is both transcendent and immanent and, fundamentally, is Mystery. Students complete an in-class Ignatian style retreat experience, reflecting and discerning what truly matters in your lives.
SAMPLE ASSESSMENT ACTIVITIES
• Case Studies
• World Religions comparisons
• Reflection and journalling
• Creative expression processes
ENGLISH English
English
At Loreto College, the English curriculum uses a variety of texts as a catalyst for developing skills in speaking, listening, writing, reading and viewing. 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 and promote positive female role models. We aim, through these carefully chosen texts, to expose students to diverse life experiences intending to increase their 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. Students create a range of texts whose purposes may be aesthetic, narrative, reflective, informative, persuasive, analytical and/or critical, for example stories, performances, reports, discussions, literary analyses, arguments, transformations of texts and reviews for a range of audiences.
UNITS OF WORK AND COURSE CONTENT
Our Year 9 program is designed to develop students’ awareness of audience and purpose and advance their ability to adjust their language accordingly. Students identify the features of particular text types and the way ideas and information are organised in everyday media texts. They use a variety of text types to write at length.
• Analysing argument - students examine how language is used to persuade an audience. They study key persuasive strategies, including structure, line of argument, tone, contention and persuasive devices in response to a contemporary media issue, and begin to write analytically in response to media texts.
• Speculative fiction/ Writing Unit - Students study a futuristic text/ novel leading to a consideration of contemporary issues and concerns. Students craft their own texts in response to key ideas presented in the mentor text.
• Romeo and Juliet - Students consider the key ideas, views and values presented in a Shakespearean play and a film adaptation and continue to develop their analytical writing skills.
• Gender perspectives - Students interrogate and critically examine the presentation of gender in a series of texts, including written and multimodal forms.
• Wide reading - participation in a wide reading program extends students’ understanding of their world through an exploration of text type and genre.
• Speaking and listening - occurs in various forms in all classes. It can vary from an informal pair deliberation or whole class discussion to a formal speech presented to the class.
SAMPLE ASSESSMENT ACTIVITIES
• 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 critical discussion
• Close reading and analysis of various text types
• Crafting texts for a variety of audiences, purposes and contexts
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. These studies also 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. It encourages ways of managing transitions, relationships, changing demands, responsibilities and roles. The importance of life problem solving, thinking strategies and communication skills are emphasised and encouraged. Interpersonal skills such as listening, speaking, evaluating, negotiating, being assertive, questioning, justifying a position and presenting ideas are promoted.
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 analysing their own performance while developing the notion of physical activity as a lifestyle choice which can influence all aspects of health
HEALTH
This subject provides students with an understanding of the knowledge, skills and behaviours that promote physical, mental and social health. The course focuses on personal safety and responsibility; exploring facts, scenarios, current issues and the impact of risk-taking behaviours that may be relevant throughout adolescence and beyond. Students will learn about and hear from local health services as part of the curriculum.
SAMPLE ASSESSMENT ACTIVITIES
• Written tasks
• Multiple-choice tests
PHYSICAL EDUCATION
Students actively participate in a range of activities including cricket, badminton, basketball, AFLW and fitness. Students complete a variety of tasks designed to evaluate their personal fitness and emphasis is placed on enhancing skill development and participation in a wide range of activities. The aim is for students to create a healthy balance between the physical, mental and social dimensions of their personal health and to acquire the knowledge and skills to be active for life.
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 is also recorded. Students are also involved in individual self-assessment of skill development and effort.
Humanities
HUMANITIES
Humanities
The Humanities course incorporates elements of History, Geography and Economics and Business. In Year 9 students focus on Australia’s history, the impacts of European settlement, waves of migration and World War One. Students study unique geographical biomes and explore the interconnections between people and places through the products people buy and the effects that their production has on places, environments and people.
Students also develop their develop and understanding of economic drivers in society, the experience of workers and build their financial literacy skills. Across the year students learn to plan, investigate and ask key questions as well as analysing a range of data and sources, to form conclusions based on evidence. This course is based on a combination of the Australian National Curriculum and the Victorian Curriculum.
COURSE CONTENT
History
• The first Australians and Indigenous cultures
• Migration, settlement and the building of a nation
• A study of the causes, main features and consequences of World War One Geography
• Biomes
• Food security
• Geographies of interconnections
Economics and Business
• The Australian Economy
• The world of work and career pathways
SAMPLE ASSESSMENT ACTIVITIES
• Individual and group research and presentation
• Essays
• Note taking and research
• Constructing Timelines
• Analysing historical documents
• Tests
• Workbook and internet activities
• Case studies
• Map and graph interpretation
• Preparation of a creative piece for the World War One History Exhibition
Languages
LANGUAGE
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. We also learn more about English when we study a foreign language.
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
The study of French develops students’ ability to understand and use an international language. It broadens students’ horizons, providing them with a direct means of access to a rich and varied culture of French-speaking communities around the world.
SAMPLE ASSESSMENT ACTIVITIES
• Listening and reading comprehension tasks
• Speaking assignments
• Writing assignments
• Vocabulary and grammar tests
• Research tasks
JAPANESE
Students consolidate and extend their ability to communicate in Japanese and build on their knowledge and understanding of aspects of Japanese culture. This subject offers students the opportunity to notice, analyse, make connections, and reflect on their own and others’ languages and cultures.
Additionally, the subject also offers the chance to participate in in-country study tours or immersion programs in Japan if they continue to study beyond Year 9, allowing students to experience Japanese culture directly and further develop their language proficiency through real-world engagement.
SAMPLE ASSESSMENT ACTIVITIES
• Listening and reading comprehension tasks
• Speaking assignments
• Writing assignments
• Kana and Kanji tests
• Vocabulary and grammar tests
Languages
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, student learn to express their ideas, justify theories and explain processes.
In Year 9 students will cover definitions and explanations of key terms and concepts related to the areas of study listed in the course content and use this knowledge to:
• Apply related mathematical procedures to solve routine application problems.
• Analyse practical and extended situations and interpret the results.
• Use technology, including a CAS calculator to solve problems.
PROGRAM FORMAT
The Year 9 Mathematics program has been designed to allow each student to reach their potential and be provided with the opportunity to achieve success in this subject.
The Year 9 Mathematics Program is structured in this way:
• Multiple classes of Year 9 students study mathematics at the same time (these classes have been blocked).
• At key times in Semester one, students are tested.
• The results of these tests allow teachers to group students according to ability and students are grouped in one of three levels.
• Groups work on the same topics, however, the same amount of material is not necessarily covered.
• There exists the possibility for students to move between these levels given progress and assessment task results. Movement between the levels is fluid and can occur during topics not just at the beginning.
• It is possible that a student may have one, two or possibly three Mathematics teachers throughout the year.
• Detailed records will be kept on student progress and parents will receive as much detail on progress as possible.
It must be made clear that students will have every opportunity to move through to Year 10 Mathematics and beyond, regardless of the level in which they have participated in Year 9.
SAMPLE ASSESSMENT ACTIVITIES
• Projects
• Topic tests
• Semester exams
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.
Over the year, students will study a variety of units, ranging across topics in:
• Biology,
• Chemistry,
• Physics and
• Earth science.
The course emphasises a practical approach to learning where possible.
SAMPLE ASSESSMENT ACTIVITIES
• Library research assignments
• Laboratory reports
• End of Semester examination
• Unit Tests
• Oral presentation
• Multimedia presentation
Felicitous Life/Wellbeing Science
FELICITOUS
Felicitous Life
EMPOWERING GIRLS TO FLOURISH IN EDUCATION AND LIFE
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 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 aligning the of Meaning from PERMA 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 “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).
SUBJECTS
SEMESTER LONG SUBJECTS
ARTS
• ART
• DANCE
• DRAMA
• MEDIA
• MUSIC
• VISUAL COMMUNICATION & DESIGN
TECHNOLOGY
• DIGITAL TECHNOLOGY AND ICT
• FOOD TECHNOLOGY
• MATERIALS TECHNOLOGY
HEALTH & PHYSICAL EDUCATION
HUMANITIES
SCIENCE
STEM
ARTS
Arts
STUDENTS MUST CHOOSE A MINIMUM OF ONE ARTS SUBJECT.
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.
Students must choose a minimum of one Arts subject:
• Art
• Dance
• Drama
• Media
• Music
• Visual Communication and Design
Arts
ART
2D Art
Students learn about two-dimensional art making methods such as painting with watercolour and acrylic paint. They explore mixed media techniques to develop and further their work. Students also learn about different printmaking techniques, such as relief block printing with lino and intaglio printing to create etchings. Students create their own artworks based on experimentations, manipulations and idea generation then document and reflect on their creative practice in an art diary
3D Art
Students learn about creating both realistic and abstract 3D sculptures, utilising materials including wire, clay, plaster and paper mache. Students find inspiration from looking at other artists’ work and reflect on the use of shape and form. When creating their own artworks, students generate ideas and evaluate their artworks using the creative process.
DANCE
The language of choreography (or dance)
Students will learn skills in choreography and begin to understand dance language and terminology. Working in groups students will practice collaborative skills; researching and discussing dance ideas and styles, developing choreography, refining dance performances, and conducting presentations. Students will also learn technical skills of dance and build knowledge of dance histories. No experience necessary.
DRAMA
Actors Studio
Students will be introduced to the acting industry, exploring acting for stage and screen. Students will build skills in audition technique, screen tests, podcast presentation, and radio voice work. They will develop head shots, learn about agents and where to find acting opportunities. Students will develop an actors portfolio, participate in a three camera shoot and stage a script interpretation. For their final presentation students will select a stage or screen focus.
Theatre Magic
Students will explore theatre design and technologies. You will learn to design lighting, sound, set and props. Students will be introduced to live projection, sound production, lighting programming and theatre technologies. No acting is required in this unit; it’s all about behind the scenes and how to make magic on stage.
Arts
Arts Arts
MEDIA
Media
Students will learn media production and analysis skills, including photography and film making techniques and processes. In producing their own photography based on a genre and their interests, students learn how to use Photoshop to edit and manipulate images. In learning how to edit using Adobe programs, students create a films about social issues, narratives or documentaries. In researching how media is used by media producers and audiences, students investigate the impact of social media.
MUSIC
Music Mash-up
This elective is the continuation pathway for students in the Year 8 Encore program; however, it is also open to any Year 9 student with an interest in music. Students in this class will explore technology in music and will produce music on instruments as part of a group/ensemble.
Students in this class will become Music Producers to create music such as dance tracks, ring tones, film soundtracks or gaming music. In exploring how musicians and sound designers use musical motifs, harmony and chord progressions to create style and engage a listener, students will analyse music from a variety of composers and genres. Students will have the opportunity to form groups to explore and perform music in the style of Pentonix, STOMP or other relevant artists. In performing for others either through a recording or live, students will evaluate their own work.
VISUAL COMMUNICATION AND DESIGN
VCD - New subject!
Students will respond to a variety of design briefs and create visual communication for different audiences. In learning about visual messages, student learn how to create print advertising, packing design and visual identity. In investigating there surrounding environments, students learn about architecture and interior design. Viewing designs from different cultures and histories students begin to learn how design reflects society and offer answers to problems. Students will learn perspective and planometric drawing and use Adobe Illustrator to build technical skills in design.
CROSS ARTS SUBJECT
Production Project
The Production Project is a cross arts project where the class creates a production from page to stage. The production will reflect the interests of the class and could involve music composition, singing and performance, dancing, choreography, acting, drama, script writing and stage design and theatre technology.
Students will evaluate their work and theatre productions created by others. In investigating large scale productions and local performances, students learn about producing and promoting theatre.
Technology
HEALTH &PE
STUDENTS MUST CHOOSE A MINIMUM OF ONE TECHNOLOGY SUBJECT.
FOOD STUDIES
Food fit for life
This Unit will focus on family meal planning with a special focus on developing the skill and knowledge related to planning nutritious meals in accordance with the principles of the Australian Guide to Healthy Eating. Students will investigate healthy meal options suitable for meal courses in a day, considering nutritional requirements while modifying meals to suit different dietary requirements such as allergies, intolerances and lifestyle preferences ie: vegetarian. When planning meals, students will also consider factors that influence a family’s meal planning ie: income, accommodation, location, available time, equipment available. They will also consider issues of sustainability that impact on family budgets such as food waste. Students develop their knowledge of the Design Process whilst responding to design brief specifications as they investigate and define, generate and design, plan and manage, produce and evaluate a range of food products.
Students will study topics such as:
• The Australian Guide to Healthy Eating and the Eat for Health program
• Healthy meal courses - breakfast, lunch, dinner including snack options.
• Foods suitable for different seasons, ie: soups and salads.
• Nutritional requirements across the human lifespan.
• Lifestyle & diet related diseases and foods associated with different health issues.
• Cooking quick meals with limited ingredients.
• Cooking meals on a low budget.
• The use of food presentation methods to reduce costs, waste and environmental impacts.
• Healthy discretionary alternatives - Is there such a thing as a healthy sweet?
• The origin of ingredients including food history.
• The functional or chemical properties of food and understanding the role that ingredients perform in recipes.
Assessment will be based on an informal assessment of various practical and theoretical activities. The formal assessment will involve a design brief, which will include the components of investigating and defining, generating and designing, planning and managing, producing and evaluating.
This unit will provide you with useful skills and knowledge to progress into Year 10 Food Studies, VCE Food Studies, VCE Health and Human Development, or VET Hospitality. Pathway careers include the teaching of Food Studies, Food Science, Hospitality or Health Sciences.
Technology Technology
FOOD STUDIES
Loreto Bake House
The aim of this elective is aimed at students who have an interest in food products that are sold in modern bakeries, to provide them with a small-scale business experience. Students will refine and expand their skills in the production of a range of products such as breads, pastries, preserves, biscuits, breads and cakes. Students will continue to develop their knowledge of the Design Process whilst responding to design brief specifications as they investigate and define, generate and design, plan and manage, produce and evaluate a food product that is suitable for sale in a bakery. They will develop an understanding of the legal requirements for packed food products focusing on the food labelling requirements as they package a product suitable for sale in a bakery.
Students will study topics such as:
• Techniques used in the production of cakes, e.g. melt and mix, creaming, sponge method and a variety of biscuit products.
• Bread making - sweet and savoury options including techniques used to shape bread products.
• Different preserving techniques used to extend the shelf life of food focusing on jams, curds, chutneys and sauces.
• Using Pastries to produce a variety of sweet and savoury products such as choux pastry, short crust, rough puff, filo pastry.
• Using digital printers to create biscuit stamps and cutters.
• Food labelling requirements for packaged food.
• The origin of ingredients including food history.
• The functional or chemical properties of food and understanding the role that ingredients perform in recipes.
• Project based learning-using the Design process and responding to a problem
• in a design brief, by addressing the specifications. Students will investigate, generate, plan and manage, produce and evaluate a range of food products.
Assessment will include a design brief – investigating and defining, generating and designing, planning and managing, producing and evaluating, as well as an informal assessment of various practical and theoretical activities.
This unit will provide you with useful skills and knowledge to progress into Year 10 Food Studies, VCE Food Studies, or VET Hospitality. If you are interested in a career in the teaching of Food Studies, Food Science, Health Sciences or Hospitality this unit may be of interest and beneficial to you.
Technology
MATERIALS TECHNOLOGY
It’s a Stitch Up!
Beautiful, provocative, transformative, and boundary-breaking: The creative outpouring of design research to develop a fashion brand from concept to creation.
This unit covers the development of a fashion brand. Working as product designers students will be vital members of a design team and assist with developing key looks for a range of product areas. Incorporated in their role, students will undertake practical activities to make a product that reflects their design intent and brand profile.
Product areas include fashion garments, accessories, and homewares.
Students will study topics such as
• Brand analysis and representation, to develop a fashion brand to reflect the Loreto Guiding Principles and modern-day influences, including sensitivity to cultural differences, inclusivity, and respecting the individual needs of the end-user.
• The Design Brief. Students will, in response to the design brief, investigate, generate, plan and manage, produce and evaluate the fashion range and individual products within the range.
• Fashion Design & Illustration, creative thinking techniques used to springboard design ideas and illustration techniques used in design to represent ideas.
• Sustainable practices. Within the fashion range students will explore sustainable practices.
• Collaborative design. Students will explore the benefits of collaborative design.
• Project based learning using the design process. Students will work through the design process – makers who design solutions that are innovative and ethical.
Material Girls
Smart fabrics, Sustainable construction, Stylish results… Saving the planet has never been more fashionable: This is the heart of up-cycling clothing to create new and inspiring garments while fighting landfill.
In a world where fast fashion and landfill are commonly associated, textile and fashion designers are called upon to return to the days of DIY, re-imagining and re-using. This unit covers the up cycling of a product from sourcing fabrics second hand, to designing around an existing garment, and creating a new and individual product. Students will go through the practical and design process to create an item from used/ discarded items/fabric.
Final products may be fashion garments, accessories, and ‘soft’ homewares. Students will study topics such as
• Circular fashion. How used garments and deadstock is being used by up-andcoming designers and thrift shoppers to create stylish, original fashion sustainably.
• Garment deconstruction. How garments can be taken apart to shed light on construction methods and be re-used with minimal waste.
• Fabric properties and types. Understanding how different fabrics can be manipulated and transformed creatively by designers and makers.
Health & Physical Education
Health & PE
Students may select either of these Semester Long subjects from Heath and PE.
GAME OF LIFE
We know that life has many twists and turns! How can we optimise our ability to learn more about ourselves and make positive decisions regarding our health and wellbeing? In this elective the Dimensions of Health and Wellbeing will be our guide to exploring the strategies that can support us in being the best that we can be. You will understand the importance of lifelong involvement in physical activity and participate in a range of activities to support your personal health and wellbeing. You will investigate a variety of lifestyle diseases that can develop throughout the lifespan and explore strategies that promote positive action in looking after yourself when faced with decisions involving varying degrees of risk. You will explore techniques such as meditation and mindfulness to enhance your mental and emotional health. To further enhance your social health, you will deepen your understanding of respectful relationships and there will be opportunities for giving time to different groups within the community. To support your spiritual health, you will deepen your personal health values and look to your future by considering career options that are available in the allied health field such as physiotherapy, myotherapy, podiatry, nutritionist, to name a few.
FASTER, HIGHER, STRONGER
This unit explores the functioning of the human body in maximizing sporting performance both as an elite athlete or a person interested in improving their fitness and wellbeing. You will develop your knowledge and understanding of the key concepts in both theory and practical classes. This elective will introduce you to anatomy and physiology of the musculoskeletal, cardiorespiratory and energy systems. You will learn about the components of fitness, undertake fitness testing, and develop and complete your own training program to help improve your fitness and sports performance. You will explore how this can be enhanced further using a variety of different methods and techniques. This will be supported by visits to community facilities, and visiting guest speakers will deepen your understanding of how we can train more purposefully for increased sporting and personal success.
Humanities
Students may select this Semester Long subject from Humanities.
DEADLY YARNING
‘Deadly Yarning’ is a subject that explores the incredible history, stories and culture of First Nations people. The two terms, Deadly (meaning awesome) and Yarning (meaning friendly conversations to share information and stories) indicate the joy, pride and laughs you can have whilst learning in this subject.
There will be an opportunity to learn about key indigenous events that have shaped Australia whilst developing inquiry skills. You will be able to step out onto local country, engage with Elders and visit significant sites.
We will walk together side by side to create a future of respect and recognition for all Australians.
Religious Education
Students may select this Semester Long subject from RE.
JESUS: JEWISH TEACHER TO 21ST CENTURY SUPERHERO?
Jesus emerged in the 1st century as a rural Jewish teacher who over just a few years gained a loyal group of followers. After his death, his followers experienced him as alive in their small, fragile communities. They became a new sect within Judaism defined by their central belief that Jesus was the long-awaited Jewish Messiah. From this small beginning, they blossomed over the next few centuries into one of the most influential religions in the world.
This unit explores who this man was, the historical evidence for his existence and teachings and how his powerful ideas transformed multiple societies over the next two thousand years. In the 21st century, his ideas continue to empower millions around the world.
Can Jesus be a 21st century superhero or are his ideas no longer relevant?
Do communities need his powerful ideas more than ever, or have we moved on?
Science
Students may select either of these Semester Long subjects from Science.
THE SCIENCE OF MUSIC AND SOUND
In this unit the students will investigate the world of sound and how this applies to music, voice, musical instruments and how we perceive sound. Students will learn and apply concepts including waves, resonance, interference and harmonics and how they apply to acoustics and musical instrument design.
In the lab the students will measure the speed of sound, analyse hearing responses to frequency (pitch) and intensity (sound level in dB) and investigate resonance on strings and in tubes.
The unit will culminate with the extended investigation of a musical instrument or the design and construction of a musical instrument of their choice.
CSI LORETO – FORENSIC SCIENCE
Forensic science is a kind of science that blends biology, chemistry and physics to look at evidence, solve crimes and settle legal issues. Forensic scientists use evidence like fingerprints, blood, hair, bullets and DNA to show the truth about what happened in a situation. This subject introduces students to forensic science techniques and provides the opportunity to apply these techniques to solve crimes.
Crime Scene Investigation
A crime scene would be staged at the beginning of the term where students would be required to process the scene and collect evidence for later processing. Over the course of the term the evidence can be analysed to determine the perpetrator of the crime. Excursions and incursions can be interspersed through out the term using the following resources.
STEM STEM
Students may select this Semester Long subject from STEM.
THE GREAT ESCAPE
Your task is to design and build (to scale) an escape room with a theme of your choice. A Year 9 Loreto student should be able to escape from this room so you can draw on all the knowledge and skills that you are learning in Year 9 as well as general problem-solving strategies. Use levers, pulleys, cogs, electronic devices and more to challenge your escapees and make them use their brains and teamwork to get out of your room inside the designated time.
Curriculum Areas: Maths, Science, Technology
Co-curricular
CO-CURRICULAR PROGRAMS
• INSTRUMENTALMUSIC | VOICE | SPEECH & DRAMA
• PERFORMING ARTS
• SPORT
• ROWING
• OTHER CLUBS AND GROUPS
Co-Curricular Programs
Co-Curricular
ENQUIRIES
Simone JansCo-Curricular Leader of Music
sjans@loreto.vic.edu.au
INSTRUMENTAL – MUSIC | VOCAL | SPEECH & DRAMA
Loreto College has a rich musical tradition and the Co-Curricular Music Program allows this tradition to flourish. The Program encourages students to study voice, speech and drama or an instrument; and compliments the classroom music curriculum to which all students participate. The Program is designed to provide the opportunity for students to develop their skills and confidence through active engagement in musical activities. Students are also provided with the opportunity to share their love of music through performance, both at school and the within the wider community.
Individual and small group music tuition is available for students at Loreto College, beginning in Week 1 in Year 9.
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 9 student enrolled in the Co-curricular Instrumental Program to become involved in a Loreto College Senior 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) - Senior Band, Drumline and Loreto Blues. Lunch time ensembles - Flute, String, Woodwind, Guitar
Senior Band (Year 9 to 12)
Held before school at 7.45am. Contact Ms Simone Jans.
Loreto Blues Choir (Year 9 to 12)
Held before school at 7.45am. Contact Ms Simone Jans.
Drumline (all Year levels)
Held before school at 7.45am. Contact Ms Simone Jans. For any budding musician who enjoys drumming - lessons in the Instrumental Co-curricular program not compulsory but recommended.
Speech and Drama Ensemble (all Year levels)
Held during lunchtime. Contact Ms Simone Jans. For students who participate in Speech and Drama lessons in the Instrumental Co-Curricular program.
String Ensemble (all Year levels)
Held during lunchtime. Contact Ms Simone Jans. For students who participate in String lessons in the Instrumental Co-Curricular program.
Flute Ensemble (all Year levels)
Held during lunchtime. Contact Ms Simone Jans. 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
ENQUIRIES
Simone JansCo-Curricular Leader of Music
sjans@loreto.vic.edu.au
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 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 sport is held after school on a day determined by the sport ie: Basketball may be held on a Monday while 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). Held at lunchtimes – see the Sports staff in the GBC.
RUN Club
All welcome - held during lunchtimes at Lake Wendouree or Victoria Park (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/_P-HQxufoyc?si=H-6wM2m2ZLihOj_D
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, Mrs 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
All welcome. 3D printers and robotics are available for student use in ICT at recess and lunchtime – come along and try!
ACADEMIC SUPPORT
English Help Sessions
Year 8, 9 & 10 - held at lunchtimes.
Maths Help Sessions
All Welcome – held at lunchtimes. BYO lunch. Maths Help sessions are an opportunity to get that little bit of extra assistance when needed. Sometimes students come along with a specific question, others want help with a whole area and others might just come along and do their Maths homework, knowing there is someone to ask for help if they need it.
HOUSE COMMITTEE MEETINGS
House Committees meet weekly 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!
YEAR LEVEL COMMITTEE MEETINGS
Each year level elects student reps for Semester 1 and Semester 2 - See Year Level Coordinators for more information.
On Campus
On Campus
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.
PAM & The Loreto App
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:
• Information evenings or online sessions during COVID-19 held throughout the year
• Contact from 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, mail 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.
ENQUIRIES
Email the ICT Help Desk for issues relating to the Loreto App or PAM helpdesk@loreto.vic.edu.au
PAM & The Loreto App
ENQUIRIES
Email the ICT Help Desk for issues relating to the Loreto App or PAM helpdesk@loreto.vic.edu.au
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?
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
PAM & The Loreto App
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
Click on Links to access PAM
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
Ms Michelle Brodrick - Principal
GENERAL SCHOOL CONTACTS:
Front Reception 5329 6100 reception@loreto.vic.edu.au
Student Reception (absences) 5329 6121 via PAM
Year 9 Coordinators:
Nicolle Orr 5329 6192 norr@loreto.vic.edu.au
Katrina Griffiths 5329 6192 kgriffiths@loreto.vic.edu.au
Director of Years 7 - 9 5329 6171 dpepplinkhouse@loreto.vic.edu.au
School Fee Enquiries 5329 6124 accounts@loreto.vic.edu.au
Counsellor 5329 6100 counsellor@loreto.vic.edu.au.
