PASTORAL CARE AND

PERSONAL DEVELOPMENT
at Ivanhoe Girls’ Grammar School
 STATEMENT Ivanhoe Girls’ Grammar School is a forward-thinking community of
OF PURPOSE learners who are thoughtful in their choices and brave in their actions.

THE THREE PILLARS THAT GUIDE ALL WE DO ARE:

Quality Learning and Teaching Quality Pastoral Care Connected Community
We value an education that challenges We value courage, inclusion and diversity, We value curiosity, authenticity and service,
and connects, leading to powerful and leading to resilience and compassionate, leading to connections to others and to the
progressive thinking. respectful relationships. wider community.

THE THREE ENABLERS THAT ALLOW US TO FACILITATE OUR PILLARS ARE:

Quality Staff Quality Resources and Facilities Sustainability
We employ highly-skilled We plan for and provide the most We are well connected to our broader community and manage
employees who bring appropriate and relevant resources and our physical, human and financial resources wisely. We ensure
expertise, unique talent and a facilities to optimise learning, participation, that the quality of educational and personal development
depth and breadth of relevant productivity and overall wellbeing of opportunities and outcomes of staff and students are widely
skills to Ivanhoe Girls’. students and staff. known, resulting in strong enrolments and ongoing financial
security for the School.

OUR STRATEGIES
In seeking to realise our aspirations, Ivanhoe Girls’ Grammar School will focus its planning,
leadership and resources on five major strategies for continuous School improvement:

STRATEGY 1 STRATEGY 2 STRATEGY 3 STRATEGY 4 STRATEGY 5

Facilitate engaging, Provide exemplary Attract and develop Provide engaging, Strengthen community
holistic and connected student pastoral care expert academic and flexible and innovative engagement and school
learning and teaching. and opportunities for professional staff. learning and work sustainability.
personal development. spaces.
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MESSAGE FROM THE PRINCIPAL

At Ivanhoe Girls’ Grammar School we are dedicated to our students reaching their
full potential in academic, sporting and cultural pursuits through the provision of
engaging, holistic and connected learning and teaching. Our overarching purpose
as a school is clear: to be a forward-thinking community of learners who are
thoughtful in their choices and brave in their actions. When it comes to our learning
and teaching programs, the thoughtful and brave learner - each student - is at the
very core of all we do.

“We are facing unprecedented challenges – social, economic

and environmental – driven by accelerating globalisation and
a faster rate of technological developments..... The future is
uncertain and we cannot predict it; but we need to be open
and ready for it.” 1
Ivanhoe Girls’ Grammar School looks to the future with great optimism and a clear
sense of purpose. We are pleased to outline our continuum of pastoral care from
ELC to Year 12 and our customised approach to the teaching of our students at the
different stages of their learning journey. In addition, this document outlines the
various student capabilities that we foster in our students that enable them to thrive,
both here at Ivanhoe Girls’ and, ultimately, in the challenging and exciting world
beyond our school.
Dr Deborah Priest
Principal
Ivanhoe Girls’ Grammar School 

1. Andreas Schleicher, Director of Education and Skills, OECD (2018)

The Future of Education and Skills: Education 2030. Retrieved from www.oecd.org

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 WHY A GIRLS’ SCHOOL?

At Ivanhoe Girls’ we believe passionately in the effectiveness

of educating girls in an all-girls learning environment and of
the advantages that this opportunity brings to our students.

Research over many years consistently When girls are free of social pressures
shows girls feel more confident and from boys and gender stereotypes in
most free to pursue their interests their learning environment, they become
to the best of their abilities, in the empowered to freely discover their
classroom, on the sporting field, passions, explore their own values and
on the stage and in a broad range identity, and to develop their unique
of co-curricular pursuits, in an all-girls set of strengths and talents without the
learning environment. limitations so commonly experienced
by girls in co-educational settings.
Even more significantly, the academic Furthermore, teaching methods in
outcomes for girls who learn in all-girls an all-girls learning environment are
schools are consistently superior to girls’ customised to the way that girls like to
outcomes in co-educational settings; so learn and the pastoral care is customised
too are the numbers of girls participating to the needs of girls progressing through
and excelling in Science, Technology, the various developmental stages of
Engineering and Mathematics (STEM) early childhood into adolescence and
subjects through to Year 12 and beyond. early adulthood.

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WHY CHOOSE IVANHOE GIRLS’ GRAMMAR SCHOOL?

At Ivanhoe Girls’ we view the opportunity to educate girls, to prepare

them for purpose and success in their adult lives, as a privilege.
We care as much about the developing personalised education for each girl to Mathematics, Science and Visual Arts
character of each girl as we do about explore and extend herself academically, being among our most popular and
their academic achievement. Our socially and culturally while developing successful subjects. The key to our
School has a well-established and a disposition founded on integrity and learners’ success is for us to encourage
impressive reputation for nurturing generous service to our community. and nurture passion, engagement and
strong, intelligent and compassionate Thus, our teachers unashamedly put the creativity in whatever combination of
women who go on to lead and serve pastoral care and character building of subjects our girls are interested
the community in meaningful ways. This our students on an equal footing with in studying and exploring.
legacy continues as we believe that the their academic achievements. In doing
wellbeing of each child is a fundamental so, we are proud to develop articulate, We welcome every girl as a unique
precursor to them achieving their courageous, critical thinkers who are individual and we foster in her the
personal best. generous of spirit, have a lifelong love confidence to discover her talents
of learning, and who have a voice and and to build upon them. Ivanhoe Girls’
By maintaining our enrolments between use it to make a positive contribution Grammar School is a remarkable
850 – 1000 learners from our Early to the wider community. and forward-thinking school that
Learning Centre (Three Year Old) through enthusiastically embraces innovation
to Year 12, we are able to know each Ivanhoe Girls’ Grammar School has a and learning that is connected to real-
student as an individual, to monitor her wonderful tradition of leading innovative world applications.
progress carefully and to ensure she and socially progressive girls’ education
feels accepted, valued and validated with graduates achieving outstanding Our girls explore and develop their
as she learns how to fly high. success in a broad range of Australian potential in a friendly, nurturing and
and international tertiary pathways welcoming school and leave as
With over 116 years of experience in including STEM-based courses. Our graduates who are "life ready" as
finding and nurturing the strengths school community enables girls to well as "tertiary and career ready".
of our learners, Ivanhoe Girls’ challenge stereotypical views of what
Grammar School continues to provide a they can and should achieve, with
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 PHILOSOPHY ABOUT PASTORAL CARE AND PERSONAL DEVELOPMENT

At Ivanhoe Girls’ Grammar School a focus on each individual

student is central to all we do. The caring relationships that
are at the heart of the School provide the best possible Model for Student Success
foundation for learning and personal development.

In the Junior School class teachers play the lead role in the pastoral care
of each of their students. Then, in the Senior School, the Year Level system S
N ES S NO K
is the key element of this approach to pastoral care. Every Year Level, ENCE
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with its own coordinator and tutors, is a community in which our students T AL ORT SION AN
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are known and valued by staff and by their peers. I
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The security of an encouraging and supportive environment enables

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us to achieve our core purpose as a school: to be a forward-thinking TEA RS /
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community of learners who are thoughtful in their choices and brave C

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in their actions. Our students – thoughtful and brave learners

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– have four key capabilities that are fostered both through our

O N G O IN G, Q

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learning and teaching programs and our pastoral care systems. Student

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Knowledge, to make sense of an increasingly complex world;

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Thinking, because it is so important to think critically,

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analyse information and consider a range of perspectives; ER T Y E R DOR

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Creativity, as this is essential to developing a growth mindset;

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Connectedness, to aid the formation of healthy relationships. AC
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Our approach to pastoral care and personal development engages
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students and builds these capabilities in a way that is sequential, T IT
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age and stage appropriate, evidence based and respectful of the Y TH
School’s Christian heritage.

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STUDENTS’ LEARNING CAPABILITIES

Today’s students need Knowledge Creativity

to develop 21st century To make sense of an increasingly Developing creativity is essential to
capabilities in order to complex and rapidly changing world, embracing a growth mindset and being
students need broad and sound general willing to consider endless possibilities.
thrive in the uncertain world knowledge. They also need to develop In an entrepreneurial world, students
that awaits beyond school. deep knowledge, which is a true also need the hands-on skills to design
conceptual understanding, if they are and construct physical expressions of
At Ivanhoe Girls’ we focus on developing to be flexible and adaptive. their ideas.
four key capabilities in our students,
through both our academic and pastoral Students need to be able to recognise
what they do not know, and the process Connectedness
care and personal development
programs. These capabilities will enable by which to source and learn this Being able to engage and collaborate
students to be more powerful learners, information. Equally important is their constructively with others, forming
whilst also increasing their wellness. ability to be self-reflective and have healthy relationships, is essential
a true and genuine knowledge of their to human development. People, and
own strengths and values. especially young people, need to feel
that they have a nurturing community
Thinking to belong to and that they have
something meaningful to offer that
Increasingly, students need to be able community in return.
to process vast volumes of information
in meaningful ways. The ability to think
critically, analyse information, consider
a range of perspectives, evaluate and
make decisions will be essential to
students’ success in their future lives.

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 PASTORAL CARE PROGRAMS

Early Learning Centre

Establishing a strong and positive connection between
home and the Early Learning Centre is important.

We know that when families develop trust These skills are supported through:
and familiarity with educators, children
settle into the program better and • 
having high expectations for children • 
learning about others and our
achieve better outcomes. Relationships and their learning based on their community through incursions,
with both children and their families are current age, stage and abilities special events, specialist classes
at the heart of the Early Learning Centre • 
a supportive orientation program which and the daily program
program. includes home visits for new families • 
viewing children as competent and
• 
building a sense of belonging for capable, giving them opportunities
Once families and children feel secure
families as well as children through to contribute ideas on matters that
and supported, children begin to learn
events and open communication affect them
about their feelings and getting along
with others. Educators support children • 
a buddy program with older • 
encouraging children to be
to develop self-regulation skills. These primary students independent and participate
are the skills that enable us to manage in experiences that are useful
our own behaviour, our reactions • 
providing learning environments that in everyday life
to feelings and to calm down after are thought provoking and support
children in forming relationships • 
valuing children’s ideas and views
something exciting or unexpected through project work.
occurs. These skills are the foundation with others
which children will continue to build • 
intentional teaching in relation
upon throughout their lives. to social and emotional skills

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Prep to Year 6
In Junior School, there is a style of learning and therefore pastoral care that
best suits girls and we know that if girls develop confidence early on they
do not lose it.
Cognisant of this, throughout the Junior School years we follow a continuum
of personal and social capabilities under the four headings of Self-Awareness;
Self-Management; Social Awareness; and Social Management.
Self-Awareness: recognising These social and emotional skills form the basis of our pastoral care program
emotions: understanding themselves as that is taught explicitly and implicitly through a range of experiences and
learners; developing reflective practice. opportunities
Self-Management: • 
our Integrated Unit studies Science, • 
leadership opportunities in Years 1-6
expressing emotions appropriately; Humanities and Social Sciences (HASS) • 
public speaking and performances
developing self-discipline and set in particular Personal, Social Health in Prep to Year 6
goals; working independently and show • 
strong student-teacher relationships • 
lunch time Clubs
initiative; becoming confident, resilient with expectations tailored to the
developmental stage of the child
• 
being safe: cyber safety taught
and adaptable.
explicitly in the classroom and with
• 
student led Assemblies and external experts in Years 2-6
Social Awareness: Appreciating Church Services
diverse perspectives; contributing to • 
social skills with the School Counsellor
• 
sport teams in Years 5 and 6 and an external expert in Year 4
society; understanding relationships.
• 
sport and House events such as cross • 
mindfulness with the School Counsellor
Social Management: communicating country, netball, soccer swimming, in Year 2
effectively; working collaboratively; reading
• 
sexuality and health education with
making decisions; negotiating • 
class-initiated Social Service activities in external experts in Years 4-6
and resolving conflict; developing Years 2-6
• 
specific thinking tools explicitly taught
leadership skills. • 
character strengths in Years 5 and 6 at each year level from Prep to Year 6
• 
camps in Years 3-6 • 
music performances individually
• 
student buddies from ELC to Year 5 or in ensembles from Prep to Year 6
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 PASTORAL CARE PROGRAMS

Years 7 to 9
The key focus of our pastoral care and personal development
programs in the first three years of the Senior School is
friendships and the consequences and appropriate use
of social media.
The early-to-middle teenage years In order to enable our students to • 
clarification of the School’s robust
are an exciting time of exploration and develop a real sense of connectedness processes for dealing with serious
character development, yet they can and a clear understanding of what issues when they arise, in keeping
also be fraught, as young people at respectful relationships look like, our with our published approach to
this age and stage can be distracted approach to pastoral care in each of Serious Offences and our Harassment
by the complexities of friendships and Years 7, 8 and 9 involves: and Bullying Policy
friendship groupings. The potential for • 
evidence-based preventative • input from external experts, primarily
this to occur has only been increased interventions led by Tutors to help students comprehend their
by the widespread use of social media
• 
targeted coaching of students ethical and legal obligations when
and other emerging technologies.
regarding help-seeking behaviours it comes to the fast-changing
and appropriate ways to engage landscape of information technology
with trusted adults and social media.

• 
the School’s Counselling Team to help A sequential Outdoor Education program
students navigate complex situations, is also used in each of these years to
understand the impact of their connect students to the natural
actions and normalise engagement environment and as a means to build
with our Counsellors strong connections within Year Levels
whilst fostering resilience.

9
In addition to the skills and disciplines that are developed
across Years 7, 8 and 9, there are further specific and
sequential points of focus, targeted to the age and stage
of students, at each of these Year Levels.

Year 7
Year 7 is a major point of transition from primary to secondary schooling.
In order to ensure a smooth transition, Tutors and the Year Level Coordinator
work with students regarding:

• three strategically-placed induction • organisational skills

days in the preceeding year, involving • time management
activities to enable students to come to
understand the Senior School and its • academic expectations
processes. Throughout the year, Year • women’s health and the changing
7 students commence building strong female body.
relationships with Year 10 Peer Support A range of expert staff and visitors
Leaders, who work alongside Year 7s support the Pastoral Team to facilitate
in an ongoing way the Pastoral Program.
• the building of strong connections with
other students in the cohort (the Year 7
Camp is an early opportunity to do this)
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 Year 8 Year 9
At Year 8, students increase their focus Many Year 9 students start to think more
on study skills and commence doing deeply about the world of work and the
more work on individual goal setting. other opportunities and challenges that
will greet them after school.
With their Tutors, students explore
friendship - what it means to be a good Tutors and the Careers Counsellor
friend and the natural fluidity of work with students to prepare relevant
friendships. documentation (such as a Curriculum
Vitae) and to develop interview techniques.
They also complete a rigorous and It is also appropriate at this age and stage
evidence-based program in their Health to engage further with students regarding
classes that focuses on: behaviours that can involve real risk for
young people, and an online world that
• 
what good health and wellbeing contains many dangers. Through our
looks like Health Curriculum and the involvement
• 
puberty of Tutors and external specialists we work
with students to help them understand:
• 
risk-taking behaviours and the
development of strong values • 
the effects and implications of
as a protective factor consuming alcohol and drugs
• 
respectful relationships, including • safe partying
problem solving and stress • relationships, sexual decision-making
management. and consent
These discussions are conducted in a • 
pornography and its implications.
manner that is designed to minimise The Year 9 program has been developed
involvement in harmful activities. They are with expert input from the School’s
also carried out in a way that is in keeping Counsellors and the Chaplain. Both its
with our values as an Anglican school. content and delivery respect the School’s
Christian ethos.
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PASTORAL CARE PROGRAMS

Years 10 to 12
In the final three years of our
students’ education at Ivanhoe
Girls’, we increase the range
of activities that are tailored
to ensure readiness for both Year 10
the challenges of the Victorian With students starting to plan both for success in the VCE and for life beyond
Certificate of Education (VCE) school, at Year 10 we support them through:
and the world beyond the • pathways planning activities, • 
Tutor-led initiatives regarding
school gate. which involve the School's Careers supporting one another through
Counsellor, and others that include the challenges of the VCE
Young people today face a world of real-world activities with a focus • 
a hands-on Driver Training Course
immense change and great uncertainty. on entrepreneurship
It is also one of real opportunity; we • 
First Aid Training
• 
encouraging and promoting
know that employers are increasingly • 
mindfulness exercises and sessions
leadership opportunities, for example
demanding skills in higher-level thinking, focussing on resilience run by the
through the Peer Support and School
creativity and collaboration. At school the School’s Counselling Team.
Ambassador programs – both of
acquisition of specific subject knowledge
which involve significant leadership
remains important. However, in this
training
new paradigm, programs that foster
the acquisition of 21st Century skills and • 
sessions that aid students to
capabilities are vital. How we seek to do understand the technicalities
this across the senior years is detailed in of the VCE
the next section.

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 Year 11
Leadership remains an important theme in Year 11, especially as we look
forward to the selection of School Leaders for the following year.

Unity as a Year Level, especially in the context of managing examinations,

work/life balance and potential stress, is a further priority. Key specific
elements of the pastoral program include:

• 
a two-day conference at the • 
leadership activities
end of Term 1, which is both an • 
preparing for School Leader
opportunity for bonding and a nominations, with the Head of
means to engage with external Senior School and current School
experts on relevant themes (such Leadership Team
as gender stereotyping in the
• 
a seminar on managing risk and
media)
harm minimisation, focusing on
• 
exercises focussing on managing alcohol, drugs and social media
stress and developing resilience,
• 
financial literacy sessions.
run by the School’s Counselling
Team In addition, we work with external
• 
additional exercises centered experts regarding body image, as
on planning and organisation, research tells us that girls’ negative
revision and study habits, run by feelings about their bodies can
Tutors and Subject Teachers increase around Year 11.

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Year 12
A very strong academic focus among our students at Year 12
is both inevitable and desirable.

Our approach to pastoral care in this final year of school aims to support
students in their academic endeavours whilst ensuring a broader focus,
especially on 21st Century skills. Encouraging wellbeing at such an exciting,
yet potentially stressful, time is a further key priority. Some of the ways
we seek to do this involve:

• 
a two-day retreat at the end • 
Tutor-led activities about role-
of Term 1, which is intended to modelling in the school setting,
strengthen relationships and and what it means to be an
community through a range of engaged citizen beyond the
activities that require problem school gate
solving, teamwork and challenge • 
sessions on sexual health
• 
significant and ongoing support and relationships (building on
from the Careers Counsellor work done in previous years)
regarding Victorian Tertiary • 
service activities
Admissions Centre submissions,
• 
further work with external experts
interview skills and university
on road safety.
processes
• 
discussions, led by the School's
Counselling Team, about balance
and mental wellness

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 123 Marshall Street
Ivanhoe Victoria 3079 Australia
T +61 3 9490 6222
E enquiries@ivanhoegirls.vic.edu.au
W www.ivanhoegirls.vic.edu.au
CRICOS provider No. 00974A/018621A

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