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:
Saint Ignatius College has implemented digital technology as part of formal Year 7 and 8 learning programs in line with Victorian Curriculum requirements introduced at the commencement of 2017.
Technology programs now incorporate elements of both design and digital technologies as part of the mandated programs offered within the Technology Learning Area and the College has addressed both areas of focus at each year level.
It is important to note that this development places our College in line with all government and Catholic schools that are required to both implement and report on the revised Digital Technologies curriculum.
Digital Technologies, to be known at this College as DigiTech, refers to a specific curriculum that focuses on students' thought processes used to unravel problems and then design and generate related digital solutions.
Students learn how computers work and how to create digital solutions for real-world problems and challenges with computational thinking that uses systematic solutions to solve problems. Part of this process involves developing a working knowledge of coding.
DigiTech is included in our Year 7 and Year 8 Technology Program for 2 periods per week for one semester at each year level.
We will use Elevate Education’s “EduSTEM” online resource as the basis for the Year 7 and 8 DigiTech content and the laptop will be an essential tool used to access this online content and develop critical and creative thinking skills.
This curriculum area should not be confused with integrating the use of ICT across all learning areas. ICT across the curriculum refers to students developing the confidence to employ a range of digital tools and software options to enhance learning. It also involves developing safe and responsible practices related to the usage of various digital learning tools including laptops, digital cameras, iPads and other digital devices.
Preparing students for as yet to be created jobs in the 21st century will necessitate consistent focus on the development of very important skills related to problem solving and computational thinking. Creativity, innovation, collaborative teamwork, coding and programming as well as self-directed learning in conjunction with systematic problem analysis will form the keystone of digital learning studies at the College.
Individual laptops currently act as the foundation learning tool for each of our students to develop these skills from Year 7 through to Year 12 and given that understanding, the College will continue to provide learning pathways beyond Years 7 and 8 to enable growth in these skills as part of formal studies offered at subsequent year levels.
The College has chosen to use the Apple platform throughout the College. Students in Year 7 and Year 10 are expected to purchase a MacBook Air from the College.
Full Details can read in the Digital Technology Booklet attached:
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.
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
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.
The Loyola Outstanding Student Achievement Award Certificate is presented to the student at a Year Level assembly.
College colours are awarded to students in special recognition of their outstanding achievement over a sustained period of time. There are four levels of College Colours that a student can be awarded – Bronze, Silver, Gold or Platinum.
The College Colours are represented by a lapel badge that is presented by the College Principal at a whole school assembly and the badge is worn on the 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.
The College canteen menu uses the 'traffic light system' to inform students, staff and parents of the College the healthier choice’s available at the College canteen (See 'Healthy Food @ School Guidelines' in our 'College Policies and Procedures' section for full details).
Canteen duty provides a much appreciated service to the school. It gives you the opportunity to meet and talk with other parents and also enables you to see your child’s school in action.
Five helpers are needed each day. Helpers will need to be at the canteen by 9:00am and will generally be finished by 1:30pm. If you can only be there part of the day, your help is greatly appreciated.
If you are able to assist, please contact Sandra Woodall at the College on 5251 1136.
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