Saint Ignatius College Geelong
Through class room discussion in Personal Learning, students are made more aware of the opportunities during school and after their secondary schooling is completed. This discussion takes place with Careers Co-ordinator.
A complete career program is developed for this year level in Term 2 through the Humanities classes:
All students undertake the Career Voyage – career testing program
Students complete a Career Investigation Assignment on three potential careers of interest.
All students complete the Safe@work modules.
Half day Careers Expo involves a key-note speaker speaking about opportunities and motivation. Guest speakers from Industry (i.e. Group Training Company) to speak to students regarding job applications, letter writing and job interview tips. Also, representatives from TAFE's and universities meet with students.
Past students speak to students regarding their experiences post secondary.
Compulsory 1-week Work Experience Program (last week of Term 2).
Advice regarding subject selections (including VCAL and VET programs) for the upcoming year is provided.
Encourage students to go to other Careers EXPO and Open Days.
Information evenings on VCE, VCAL, VET and SGA programs
Careers Forum involving information sessions regarding TAFE and University programs are delivered by representatives of these organisations
Individual meetings with the Careers Coordinator can be booked during lunch-time or recess to discuss options before and after year 12 studies.- Encourage students to attend Open Days at Universities and TAFE Colleges
Subject selections for year 12 studies.
Ongoing individual discussions take place with all year 12 students and the Careers Co-ordinator regarding students' options for the immediate future. Parents are encouraged to be part of these discussions.
Encourage all students to attend Open Days at either/or Universities or TAFE.
Attend the TIS event at Deakin University.
VTAC applications process for University and TAFE programs are discussed, assistance with applications is available.
Counselling for students is available for students once results are known and during Change of Preference week.
It is a key part of setting students on the path to life-long learning as well as information and research literacy vital to knowledge in a connected world.
The ILC provides a focal point for access to information, with resources to borrow, books to read, and a selection of games. The ILC plays an important role in facilitating collaboration with all teaching staff, and with students, supporting teaching and learning across the curriculum
While print resources still form an important part of what the ILC offer, it is also instrumental in providing online learning resources available to support student and staff research. The ILC offers access to a range of quality research databases through its own website. ILC staff enthusiastically demonstrate the importance of using quality research skills and critically assessing the information students access.
Students can access an extensive fiction collection designed to develop a strong reading culture in the ILC. For those who wish to, there is also a non-fiction collection to expand student knowledge horizons. The ILC aims to promote a sense of belonging through a supportive environment.
8am - 4.30pm – Monday to Friday
Affirmations acknowledge and celebrate the positive contribution and success that a student makes to the College and wider community. There are five areas for which a student can receive an Affirmation.
Contribution to sport.
Contribution to the arts.
Commitment to Faith.
Students who have made a positive contribution or have been successful in any one of these areas can be awarded an Affirmation by their teacher.
The Loyola Outstanding Achievement Awards acknowledge and reward outstanding achievement in four areas
Academic excellence – outstanding performance in studies undertaken.
Excellence in sport – outstanding contribution to the team and sportsmanship.
Community service – outstanding generosity and compassion to those in need.
Cultural endeavour – outstanding contribution to performance in art, music, drama or dance.
For each category there are clear criteria that need to be met by a student to be nominated. Teachers can nominate students in any of these categories, with nominations approved by the relevant Year Level Head of School.
To be nominated for a Loyola Outstanding Student Achievement Award, a student must meet one of the following criteria.
Has consistently shown academic excellence in a particular area of study
Has a consistent and positive participation in class
Has consistently done their best in lessons while setting high standards of behaviour
Excellence in sport.
Has achieved outstanding performance, at school swimming, athletics or cross county
Has shown outstanding skill and leadership while representing the College in sport
Has shown unselfishness and consideration by helping others in the school, parish or local community
In an exemplary fashion, has participated in a program or activity that benefits the school, representing Saint Ignatius College with pride
Has displayed citizenship, consideration for others and improvements to school/parish life
Has displayed significant involvement at a high standard in cultural presentations and performance
Showed exemplary skill and commitment while representing the school in performances
Has achieved quality participation or work in areas such as Music, Visual Arts, Drama, Dance, Debating and Public Speaking
College colours are awarded to students in special recognition of their outstanding achievement over a sustained period of time. There are three levels of College Colours that a student can be awarded – Bronze, Silver, Gold or Platinum.
Bronze - Five Loyola Awards in any category.
Silver - Seven Loyola Awards covering at least three categories.
Gold - Ten Loyola Awards covering at least three categories with two or more awards in each of the three categories.
Platinum - once a student has received two Gold College Colour badges if they qualify for a third (Gold) College Colour they will receive a Platinum College Colour badge.
College Colours are represented by a lapel pin that students wear on their College blazer.
Students on behaviour reports may receive Affirmations or Loyola awards, but cannot receive College Colours. The Principal retains the discretion to refuse any recommended nomination for awards.
On 26 November 2015, the Victorian Parliament passed the Child Wellbeing and Safety Amendment (Child Safe Standards) Bill 2015 to introduce child safe standards into law. The standards will commence from 1 January 2016 for most organisations working with children, with the aim of promoting cultural change in the way organisations manage the risk of child abuse and neglect.
The child safe standards are part of the Victorian Government’s response to the Betrayal of Trust Inquiry into the Handling of Child Abuse by Religious and other Non-Government Organisations. The Betrayal of Trust Report found that while the majority of children are safe in organisations and in the community, more work could be done to strengthen existing approaches to child safety.
The child safe standards aim to drive cultural change in organisations that provide services for children so that protecting children from abuse is embedded in everyday thinking and practice.
Saint Ignatius College Geelong will implement the Child Safe Standards to ensure the safety and wellbeing of all students at the College and promote an organisational culture that manages the risk of child abuse and neglect.
Student well-being issues are paramount throughout the College and are complimentary to the Religious Education program.
Students, staff and parents or guardians are provided with opportunities to experience a sense of belonging to a faith-filled Christian community and to commit themselves to being of service to others. The pastoral program provides every student in the College with a carer who has a special concern for the student as an individual and encourages personal growth; primarily the Homeroom Teacher. The College also offers a Student Wellbeing service for any student who wishes to avail themselves of this facility.
Pastoral Care policy for schools from the Catholic Education Office, Melbourne.
A Catholic school’s provision of positive behaviour education and behaviour management skilling of students ought be pastorally driven, comprehensive, and whole-of-school in nature.
An appropriate model is the Health Promoting Schools framework. The focus and intended outcome is personal resilience, the mode is prevention and primary intervention, and the application is to the school community as a whole, and to each member of the school community individually.
It is within such a positive and broad framework that a school's student behaviour management processes for individual cases ought be formulated.
Because student wrongful behaviour can have an adverse effect on the wellbeing of students, staff members and others, the proper exercise of pastoral care requires the principal to ensure a just and reasonable balancing of the rights, needs, obligations and wellbeing of all concerned.
In addition, the principal will sometimes need to authorise action beyond the school’s formal student behaviour management procedures, based on knowledge of the particular issues and local realities, and guided by principles that include justice, respect, compassion, personal and communal safety, health, and duty of care.
Student connectedness and engagement. An essential element of human wellbeing is the experience of belonging, of being connected to others in a community, being accepted and valued, and being positively involved and engaged within a community.
For the wellbeing of students, their school must provide them with such an experience. It follows that, when a school is addressing student behaviour that is judged inappropriate or wrongful, behaviour management processes which ensure that the student remains engaged and connected with school activities and the school community are to be preferred to those that disengage the student. It is recommended that processes that disengage not be applied unless other options are clearly not appropriate. Disengagement and disconnection are potentially harmful of student wellbeing.
Restorative practices. The philosophy of Restorative Practices informs a positive and formative approach to student behaviour management, and is recommended for Catholic schools. A commitment to Restorative Practices has as its aim the promotion of resilience in the one harmed and the one causing harm. Restorative measures help students learn from their mistakes, grow in self discipline, take responsibility for their actions, recognise the impact of their actions on others, and reconcile and resolve conflict with others. Further information may be obtained from the diocesan Catholic Education Office.
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