University Campus Handbook

From the Head of Campus

Welcome to the University Campus.

I am so very proud to be the Head of Campus and to have the opportunity to work with such an engaging and innovative team, dedicated to the unique learning needs of Year 9 students.

Year 9 is a pivotal stage in adolescence, when young people are navigating rapid physical, emotional, and cognitive growth, seeking independence, and forming a stronger sense of identity. Research consistently shows that during this period, students benefit most from a learning environment that balances high expectations with strong personal connection, and that prioritises wellbeing alongside academic growth.

At University Campus, we embrace this challenge with purpose and pride. Our program is intentionally designed to keep students engaged during a stage when school connection can sometimes waver. Through our dedicated Wellbeing Curriculum and our Student Care Model, each student is known, supported, and encouraged to take healthy risks, develop resilience, and strengthen their sense of belonging.

Our Academic Learning Program blends core subjects with rich opportunities for choice, creativity, and realworld learning. Signature experiences such as Challenge Week and our University Immersion Programs open doors to new ideas, skills, and perspectives—linking learning to life beyond school and helping students envision their future pathways with confidence.

At University Campus, we are committed to developing young people of character—students who act with integrity, resilience, and compassion. We encourage our students to explore who they are, discover what they can achieve, and contribute positively to the world around them.

I look forward to working in partnership with you and your family during this exciting year of growth, challenge, and opportunity.

Stella Batsanis Head of University Campus

Batsanis

An Ivanhoe Learner

WHAT MAKES AN IVANHOE LEARNER?

An Ivanhoe Learner is the embodiment of a young person of character.

It is our priority to integrate the attributes of an Ivanhoe Learner into every aspect of the learning experience. We do this so that whatever students set out to accomplish, both in school and in life, they will do so in accordance with the traits of a young person of character.

From the Early Learning Centre, through to our longestserving staff, our community of Ivanhoe Learners extends beyond the classroom. Staff, students and families alike are committed to a life of enquiry and learning; from each other and the world around us.

Throughout all experiences at Ivanhoe Grammar School – curricular, co-curricular and community – we strive to embody these characteristics, nurture them in our students and lead by example.

IVANHOE LEARNER: ATTRIBUTES OF YOUNG PEOPLE OF CHARACTER

C OURAGEOUS I NNOVATIVE B ALANCED

We have the confidence and tenacity to take responsible risks to extend our capacity, persevere when presented with a challenge, and learn from our mistakes

We value being original and creative in our thinking; being curious and seeking opportunities to introduce new ideas or ways of doing things

We develop intellectually, physically and emotionally in a balanced way, enhancing well-being

We value the input of others and seek opportunities for shared effort across a range of methodologies and environments

We value acquiring and building moral judgement in order to be autonomous and responsible

We use our own ideas and experiences and those of others to support our own learning and development

We take on the feelings and perspectives of others and act intuitively to support them

About University Campus

Our University Campus is a dedicated Year 9 campus providing students with a year-long hybrid secondary school-university learning experience.

An Australian-first initiative, University Campus was made possible through Ivanhoe Grammar School’s partnership with La Trobe University.

At this campus, our students are given an early taste of university learning that challenges them, inspires them and prepares them for the next stage of life.

Year 9 students from Ivanhoe and Plenty campuses are relocated each year to University Campus to take advantage of this unique experience.

It includes open and flexible learning spaces which includes classrooms, an R-Lounge for reading and reflection, science and music rooms – all constructed to take advantage of the light and beautiful surroundings of this campus.

Additionally, our students have access to La Trobe University’s facilities including the sport facilities, scientific laboratories and wildlife sanctuaries.

Through a joint educational program with La Trobe University, our students also have access to some of Australia’s most inspiring thinkers and researchers: La Trobe University Academics.

The partnership between Ivanhoe Grammar School and La Trobe University is built on a successful Year 9 program that has run for the past 10 years. What began as a once a year university experience is now a dedicated campus in its own right.

EMBRACING THE CURIOSITY AND INDEPENDENCE OF YEAR 9 STUDENTS

Our Year 9 program at University Campus encourages students to learn by experience, become independent learners, interact with adults other than teachers, increase their cultural understanding and become contributing citizens of their community.

The program is designed to develop skills in problem solving, critical thinking, time-management, decision making and other life skills that they will carry with them into the Senior Years and beyond.

This is achieved through a mixture of core curriculum, Experiential and Immersive learning, co-curricular activities and service learning.

IVANHOE GRAMMAR SCHOOL UNIVERSITY CAMPUS LOCATION MAP

University Campus – the lived experience

The Year 9 Experience at University Campus

At Ivanhoe Grammar School’s University Campus, our Year 9 program is designed to immerse students in the lived experience of university life while building the skills, knowledge, and character needed for their future success. Through dynamic partnerships with La Trobe University, our students engage in a range of unique and purposeful programs that extend learning beyond the traditional classroom.

Year

9

Curriculum: Strong Foundations for Senior School

At the core of the Year 9 program is a robust academic curriculum aligned with the Australian Curriculum. Students build essential skills across all subject areas, while our unique approach is contextualised, interdisciplinary, and grounded in real-world application. The program also plays a critical role in preparing students for senior years by fostering academic readiness and personal development during the crucial pre-senior phase.

The University Classroom: Curriculum with a Future Focus

At University Campus, the curriculum extends into La Trobe University’s facilities, offering students real-world learning experiences. Once a week, Year 9 students attend classes at the Glen College site, located in the heart of La Trobe University, where they also participate in their Physical Education lessons at the state of the art La Trobe Sports Stadium. Students access university science labs, wildlife reserves, and lecture spaces to apply core subjects in authentic contexts. Whether in Maths, Science, English, or Money Matters, our students regularly engage in learning that is applied, relevant, and futureready.

Wellbeing: A Focus on Wellbeing and Belonging

Our Year 9 Wellbeing program runs for two lessons each week, focusing on topics such as respectful relationships, consent, resilience, and positive peer connections. A highlight of the program is a full-day and overnight retreat at La Trobe University, where students take part in interactive workshops, shared activities, and community meals in a safe, supportive space that fosters reflection, connection, and belonging.

Challenge Week: Learning Through Action

Challenge Weeks take students out of the classroom and into Melbourne’s diverse learning environments. Designed around the Ivanhoe Learner Attributes—including Courage, Compassion, Innovation, Balance, Ethics, Reflection, and Collaboration —these weeks focus on personal development, teamwork, and reflective growth through dynamic, real-world challenges.

Immersion: Learning at University

The Immersion Program offers students a genuine experience of university life by placing them in real academic environments, guided by university lecturers and experts. Whether participating in archaeology digs, working in science labs, engaging in podiatry practicums, or attending lectures on future food sources, students are immersed in a diverse range of disciplines. This hands-on exposure brings University learning to life— fostering curiosity, building confidence, and sparking aspirations for the future.

IDEALS & Cadets: Service and Leadership in Action

Students participate in either IDEALS or Cadets each Tuesday, with both programs focused on leadership, service, and community engagement. IDEALS culminates in endof-term experience weeks, while Cadets includes structured leadership training and a camp. Both pathways empower students to contribute meaningfully and lead with integrity.

Wellbeing

Around the age of 15, young people enter one of the most complex and transformative stages of their development. Research in adolescent psychology highlights that this period—often referred to as middle adolescence—is marked by rapid physical changes, evolving cognitive abilities, and an intensified search for identity and independence.

It is also a stage when school engagement can dip. Studies show that in Year 9, some students experience a “middle years slump,” where motivation and academic connection may decline due to a combination of developmental changes, shifting peer priorities, and a stronger pull towards autonomy. Without the right supports, this can lead to disengagement, impacting both learning outcomes and long-term wellbeing.

This is why fostering wellbeing is not simply an add-on—it is central to learning success. According to research from the Australian Council for Educational Research (ACER) and leading adolescent wellbeing studies, students who feel a strong sense of belonging at school demonstrate higher levels of engagement, resilience, and academic achievement.

At University Campus, our Year 9 program is designed with this in mind. We prioritise creating a close-knit, supportive community where every student feels seen, valued, and connected. Through tailored guidance, meaningful challenges, and opportunities to explore their emerging sense of self, students are encouraged to build resilience, develop positive relationships, and strengthen their capacity to navigate change.

By focusing on both wellbeing and learning, we aim to ensure our Year 9 students are not only prepared for academic success but also equipped with the confidence, self-awareness, and emotional strength to thrive during this pivotal stage of life.

WELLBEING CURRICULUM

At University Campus, our wellbeing program is purposebuilt to meet the unique developmental needs of Year 9 students—a stage often marked by rapid change, increasing independence, and the search for identity and belonging. Research shows that students who develop strong social-emotional skills and feel connected to their school community are more engaged, resilient, and better prepared for future challenges.

Our wellbeing curriculum is designed to equip students with the tools and strategies they need to navigate adolescence with confidence. Through twice-weekly dedicated lessons, students work with their Mentor—a consistent and trusted point of contact linking students and families. These sessions focus on building resilience, managing change, fostering positive relationships, and preparing for the transition into the senior years of schooling and life beyond.

A highlight of the program is our overnight Wellbeing Retreat, where students stay in university dormitories. This immersive experience encourages personal reflection, strengthens friendships, and deepens the sense of belonging within the cohort. By stepping outside their everyday environment, students have the space to connect, grow, and return with renewed confidence and perspective.

Our commitment to wellbeing is at the heart of the University Campus experience—because when students feel secure, connected, and valued, they are best positioned to thrive academically, socially, and personally.

STUDENT CARE MODEL

Every student at University Campus is supported through our comprehensive Student Care Model, designed to ensure their wellbeing, personal growth, and academic success.

At the heart of this model is the Mentor—a consistent, trusted adult who meets with their group twice a week and maintains regular communication with families. Mentors provide individual guidance, monitor progress, and serve as the first point of contact for both students and parents.

Supporting the Mentors is our Student Care Team, a collaborative network that includes the Head of Year, Deputy Head of Year, School Psychologist, Deputy Head of Campus, and School Nurse. This team works closely together to respond to student needs, provide targeted support, and celebrate achievements—both in and beyond the classroom.

Through this coordinated approach, every University Campus student is known, valued, and supported to thrive during their important Year 9 journey.

Academic Learning

Our Year 9 program is designed to inspire curiosity, deepen understanding, and strengthen the skills students need for success in their senior years and beyond. Drawing on a robust experiential learning framework, we align academic experiences with the cognitive, social, and emotional needs of adolescents. Research shows that active, hands-on learning at this stage promotes higher engagement, sharper critical thinking, and stronger problem-solving skills.

Key features of the Year 9 program include:

Challenge Weeks – Two week-long programs each year that take learning beyond the classroom and into realworld contexts, encouraging collaboration, creativity, and resilience.

University Immersions – Three, three-day programs at La Trobe University, giving students access to worldclass facilities, academic staff, and exposure to leadingedge research.

Global Education – The final year of a three-year course that builds global awareness, intercultural understanding, and the competencies needed to navigate an interconnected world.

In addition to these immersive experiences, students study the same core subjects as their peers while also exploring their interests through elective choices. Each student selects two semester-long electives—one from The Arts and one from Technologies—each semester. These choices allow students to pursue areas of passion, develop new skills, and begin shaping their future senior school pathways with greater confidence and insight.

Our aim is for every student to leave Year 9 with a stronger sense of purpose, the confidence to tackle complex challenges, and the ability to apply their learning in meaningful and authentic ways.

The Year 9 program includes the following subjects:

Immersion

The University Immersion Programs are a signature feature of the University Campus experience, offering three-day, fully immersive experiences held three times a year. These programs give students an authentic insight into university life—combining academic exploration with hands-on learning in a real tertiary environment.

Designed to be engaging and future-focused, each immersion provides early exposure to higher education pathways, encouraging students to see themselves as capable, confident learners beyond the school setting. Across a range of activities, students develop critical thinking skills, explore diverse academic disciplines, and gain valuable perspectives on potential career options.

By linking classroom learning with real-world contexts and university resources, the University Immersion Programs ignite curiosity, strengthen academic motivation, and help students make informed choices about their educational and professional futures.

IMMERSION 1: FUTURE READY

Through a combination of immersive activities, careerfocused pathways, and practical skills workshops, students explore a variety of fields including archaeology, law through moot court sessions, and podiatry in the Uni-Life Taster program. The Career Pathways component provides valuable insights into disciplines such as Science, archaeology, podiatry, commerce, law, and arts at La Trobe University. Complementing this, the Skills Ready workshops equip students with essential academic tools, including notetaking, research techniques, and the effective use of AI, supported by university campus staff and alumni expertise.

IMMERSION 2: INNOVATION FACTORY

In Immersion 2, students gain an in-depth experience of university life at La Trobe University. Over three days, Year 9 students participate in a series of workshops and sessions that showcase innovative research and projects at the university, helping them make meaningful connections between the Year 9 curriculum and future educational pathways. Working in small groups, students rotate through a diverse range of activities across Mathematics and Physical Education, designed to engage their curiosity and inspire interest in STEM and related fields.

IMMERSION 3: GLOBAL ACTORS

Immersion 3 is designed to challenge students to think and act on issues affecting the world. Through thoughtprovoking lectures on law, species extinction, and strategies for addressing large-scale global challenges, students will gain the knowledge and perspective needed to engage with complex issues. Complementing these sessions are immersive, hands-on activities, including a lively moot court experience, a forensics workshop, and collaborative “problem solving in action” challenges. By combining critical thinking with real-world application, Global Actors will encourage students to examine ways in which they can make meaningful contributions to a rapidly changing world.

Challenge

Challenge Week is a cornerstone of the Year 9 experience—an experiential program designed to broaden horizons, build character, and strengthen essential life skills. Underpinned by the Ivanhoe Learner Attributes—Courageous, Innovative, Balanced, Collaborative, Ethical, Reflective, and Compassionate— the program is intentionally structured to nurture wellrounded, capable young people.

Over the course of the week, students take part in a wide range of experiences, from art, sport, and culinary workshops to community service projects, financial literacy activities, and technology-based challenges.

UNIVERSITY CAMPUS CHALLENGE WEEK

Art for the Soul

Basketball Chase

Community Services

Financial Literacy

First Nations

These diverse opportunities encourage creativity, teamwork, problem-solving, and resilience, while also promoting cultural awareness, wellbeing, and social responsibility.

Challenge Week places learning firmly in real-world contexts, enabling students to see the relevance of their skills beyond the classroom. By the end of the program, students not only gain practical knowledge but also strengthen their values, develop deeper self-awareness, and build the confidence needed to thrive academically, socially, and personally.

Students will be working with a visiting street art/graffiti artist and also an artist where they will work with sculpture forms. They will be involved in learning and developing new techniques and skills introduced by the visiting artists. They will also be involved in a ceramic workshop using hand building, wheel throwing and slab platter making.

This program is a dynamic and high-performance intensive designed to elevate their basketball skills and knowledge. Students will engage in physical and skills-based assessments, elite-level training at professional facilities such as Hoop City and the State Basketball Centre. The program includes exposure to pro athletes, strength and conditioning, and mindfulness sessions, all of which contribute to the development of both the body and mind.

This program offers students the opportunity to learn about different organisations such as Fareshare, St Marys House of Welcome, Western English Language School, Springthorpe Retirement Village, Banyule Council and Whittlesea Council and volunteer their time helping in the community.

This program offers students a broad experiential learning opportunity to gain an understanding into investments, various asset classes, the Australian Share market as well as a look into the history of how the Gold Rush has impacted Victoria’s economic development.

The experiences from this Program will immerse students into the rich culture of First Nations people and culture through hands-on activities run by prominent First Nations athletes, chefs, artists and leaders. Students will visit Birrarung Wilam, the Koorie Heritage Trust and Aborigines Advancement League and participate in a Racism Awareness Day at Victorian Aboriginal Community Services Association. They will also visit First Nations organisations and businesses as well as the First Nations exhibition at the Melbourne Museum and engage in Q&A Sessions with community elders.

Lifeskills

Making Melbourne Marvellous: Conservation

This program involves working with the participants and staff from the La Trobe University LifeSkills Disability Services and Support Organisation. Students will take part in a variety of activities with the LifeSkills participants as well as gaining a greater understanding of the Lifeskills organization and supporting people with a disability.

This program immerses students into the rich culture of Melbourne and all it has to offer, while reflecting upon what they have learned. Activities across this program include IMAX Adventure of the Sea, Melbourne Zoo ‘Evolution Tour’, Royal Botanic Gardens sustainability initiatives and Melbourne Aquarium visit. Students will also participate in a Project Based Learning, ‘One Plastic Bag’ activity focusing on conservation and the Ivanhoe Learner attribute of being ‘Ethical’.

Making Melbourne Marvellous: Food

Making Melbourne Marvellous: Sport

Students will be involved in a broad range of activities including the Victoria Market Ultimate Foodie Tour, Melbourne Food Trail Tour and a Chocolate Tour. They will design and make a meal for $5 and participate in a MasterChef class. They will also visit two local food establishments to gain an understanding of the hospitality trade and how these businesses operate, including a hands-on experience.

Students will participate in a number of city-based sport activities for the duration of this program. Activities include a 35km bike ride, kayaking, indoor rock-climbing, wheelchair basketball, pickleball, ice skating and a tour of the Melbourne Cricket Ground and Australian Sports Museum.

Mastertech

News at Nine

Sound of Music

In partnership with La Trobe University, the MasterTech program incorporates the use of cutting-edge technologies to develop real-world solutions to the challenges faced by domains such as medicine and education. These technologies offer unique opportunities for collaboration, visualisation, and immersive virtual reality and artificial reality experiences that can help students overcome limitations and find new and innovative solutions.

Students will be working in the La Trobe University TV Studio where they will be taken through all the stages involved in putting together a live studio-based news program. They will plan their broadcast, write a script, operate the studio equipment, and act as anchors and reporters as they develop their own program for broadcast. The final product will be an MP4 output of both the entire show and the individual stories provided to students at the end of the week.

Students will be involved in a series of workshops working on a repertoire of musical pieces, culminating in a musical performance. Students will also visit the Victorian College of the Arts/Melbourne University to gain a broader understanding of musical performance.

Wellbeing

This program focuses on whole-body wellness and developing strategies to deal with the stresses of life through talks, presentations and challenging activities. It will take students through the role of exercise and nutrition, sleep and having a healthy mind. The program incorporates activities such as gym fitness, swimming, Pilates, meditation, ice skating, rock climbing, granola bar making and goal setting activities, as well as developing meal plans.

Student Leadership

Cadet Program

Service to our community lies at the heart of Ivanhoe Grammar School and one of our key focuses is to recognise and respect the challenges faced by many people in Australia and around the world. In today’s global society, we help prepare our students to become valuable and honourable members of community by immersing them in real-world activities through our Cadets or Community Service and Leadership program, with the opportunity for the activities in this program to contribute to the Duke of Edinburgh Award if students nominate to undertake this Award.

The Cadet program is compulsory for Plenty Campus home-based students. Ivanhoe Campus homebased students have a choice between Cadets and Community Service and Leadership at University Campus.

Ivanhoe Grammar School has a proud tradition of service with the Australian Army Cadet Corps, and now after more than half a century of distinguished operation, the School has the second-largest individual Cadet Unit in the country, and the largest Cadet Unit in Victoria.

Students joining our Cadet Unit develop leadership, communication and survival skills that serve them well in later life, as well as lasting bonds of friendship that transcend year levels or campuses. Our young leaders work tirelessly to set an outstanding example to their peers and as each year group moves through the ranks, we view them with pride.

The Annual Cadet Camp is an integral part of our Cadet Program and involves a week-long experience in the State Forest near Chiltern. The Annual Camp is usually held the last week of Term 1. All cadets are expected to attend the camp unless serious medical advice prevents them. This is because they are required to complete a certain number of hours of training in order to attain their promotions.

During this camp the cadets are involved in a program in which they develop their basic skills including living in the field skills, orienteering and instructional periods on first aid, radio and the use of compasses. The activities are planned and lead by the senior cadets (under the guidance of staff) which allows them to put into practice all of the training and skills they have learnt through their time in the Cadet Program.

IDEALs

In the CSL Program there is a focus on the attributes of the Ivanhoe Learner, through the development of skills and attitudes, which are directly relatable to real life. The IDEALS Program will include units that have four significant areas of focus:

• Adventurous journey

• Community service

• Developing skills

• Physical recreation

During the Annual Camp week for Cadets, CSL students will be involved in the Adventurous Journey, a surf camp.

The sporting program at Ivanhoe Grammar School encourages active participation, fitness and fun.

Being part of a team and having a common goal is a rich and rewarding experience. The School plays a majority of its sport in the AGSV competition and we share common fixtures with the APS for girls/boys fixtures. Both are long established school sporting associations that place emphasis on athletic achievement and friendly rivalry.

A high standard of sportsmanship and excellent spirit is actively fostered between teams and schools during interschool sporting fixtures.

Ivanhoe Grammar School has a very diverse sporting program that caters for individual differences. There is a wide range of sports that are played at differing levels to cater for a broad range of abilities. The School expects all students to participate in at least two seasons of interschool sport (Summer Season – November to March; Winter Season – May to August). As an enrolled student at Ivanhoe Grammar School, participation in these two seasons of school sport is considered compulsory.

Exemptions are only considered for students who play at an elite level in a sport that is not offered by the school (State or above) or have medical/wellbeing reasons.

Outside the two major seasons of sport, the School also participates in Athletics and Swimming. Students who are interested are encouraged to make themselves available for these sports. Students are able to train with the squad and participate in all lead-up meetings. The Athletics season does not coincide with the Summer and Winter seasons.

Additional sporting opportunities include Snowsports, Kayaking, Water Polo and Aerobics (girls only). Training (and competition) for these sports are often before or after school.

University Campus students will participate in sports training each Wednesday, on campus.

Further information about team fixtures, training times and venues, uniform requirements and the expectation of students during the sporting season is on our parent and student portal: Ivanhoe Connect, which is made available to families on enrolment.

Students are asked to select two sport preferences.

Music

There are many co-curricular opportunities that you can be involved at Ivanhoe Grammar. Further information regarding music ensembles, choirs, debating and theatre will be provided at a later date.

PRIVATE INSTRUMENTAL MUSIC TUITION

All private lessons are available to be given during School hours, 8.00am - 4.30pm. Timetables are prepared by the Music Tutors ready for the beginning of each term. Students in the Year 9 will have rotating lessons throughout the school day.

The Music Department timetables 32 lessons per year (16 lessons per Semester).

Students who learn an instrument at the School will be expected to take part in appropriate performance ensembles. The advantages of this activity are considerable; the rate of progress increases with the extra tuition and the students gain valuable performance experience.

All Music students are offered the opportunity to enter the practical examinations conducted by the Australia Music Examination Board (AMEB), however, this is not a requirement of the Music Department.

The Music Department offers tuition on the following instruments.

CLASSICAL PIANO

(not available for hire)

JAZZ/CONTEMPORARY PIANO (A minimum of 3 years prior piano studies required)

STRINGS

WOODWIND

BRASS

PERCUSSION

GUITAR

MUSIC THEORY

VOICE

HARP

Violin, Viola, Cello, Double Bass/Electric Bass

Flute, Oboe, Clarinet, Bassoon, Saxophone

French Horn, Trumpet, Trombone, Euphonium, Tuba

Drum Kit, Tuned Percussion (not available for hire and only available from Year 4 onwards)

Classical Guitar, Electric Guitar (not available for hire)

is offered in individual tuition at each grade or standard level

Classical and Contemporary/Popular

Classical

Instruments may be available for hire to students for a maximum of two years.

Category ‘A’ Instruments*

2025 LESSON FEES (PER SEMESTER)

HIRING OF AN INSTRUMENT (PER SEMESTER)

Bag Pipes, Clarinet, Flute, Alto Saxophone, Trombone, Trumpet, Viola and Violin

Bassoon, Cello and Double Bass, Bass Clarinet, Euphonium, French Horn, Oboe, Soprano, Tenor & Baritone Saxophone, Tuba $323.00

*Please note if tuition is discontinued, written notice must be given at least 4 weeks before the end of term of avoid incurring the next Term’s fees.

The Music Department timetables thirty-two lessons per year (16 lessons per Semester). Year 7 - 12 lessons are given in 40-minute sessions and Foundation - Year 6 lessons are given in 30-minute sessions. Lesson times for each term are displayed on Ivanhoe Connect and need to be checked by students. It is the student’s responsibility to attend the lesson at the arranged time.

Students will be emailed (with parents copied-in) when a lesson is missed. If parents wish to be informed of lesson progress, they are encouraged to check the Music Record Book that is completed by Instrumental Teachers during all lessons.

House Program

Many aspects of Ivanhoe Grammar School are steeped in history; the House Program is definitely one of them. It has long been understood that personal and social education are a central part of the learning that occurs in schools. Students who feel good about themselves and who are excited and stimulated by the learning environment they are in, are more likely to be students who are ready and willing to learn. The House Program at Ivanhoe Grammar School plays an integral role in educating the whole child and supports the ethos of the School.

The House Program assists in the development of individual character by providing opportunities for students to:

• enjoy success

• form supportive relationships with peers and teachers

• build interpersonal skills

• develop higher self-esteem and a sense of belonging

• increase their contribution and commitment to the School Community

• create social opportunities and bonds

• improve school engagement and academic outcomes

• develop their leadership including cross age mentoring

• move outside their comfort zone

• develop emotional intelligence, intuition, and team building skills

• live out the attributes of an Ivanhoe Learner: Courageous, Innovative, Collaborative, Ethical, Balanced, Reflective and Compassionate.

Athelstane

Athelstane House was assigned the colour yellow and was named after the last of the Saxon Kings. The House shield displays the three-pointed Saxon Crown, the School’s mitre and crossed swords.

Lincoln

Lincoln House was established in 1954 due to a growing student body. Lincoln House was assigned the colour green and is represented by the shield of the English town bearing the same name.

Sherwood

In the early days of the School, boarders belonged to Sherwood (named after the English forest) and were represented by the colour red. The shield displays the Nottingham Forest Club tree and the School’s mitre and crossed swords.

Thoresby

Originally students who lived in Ivanhoe and Heidelberg were assigned to Thoresby, represented by the colour blue. The shield displays a mailed, armed fist and the School’s mitre and crossed swords.

Other Important Information

BOOKLISTS

Ivanhoe Grammar School utilises Campion Education to provide books and resources for our students. Please note, students are only required to purchase the books for their selected Language.

Please contact

Campion book store at: 48 Latitude Blvd, Thomastown, 3074

Tel: 1300 433 982.

Please note: before purchasing the materials required for Year 9 Electives, please wait for confirmation on chosen Electives.

LAPTOPS

Students receive a Notebook shortly after joining Year 9 if they are new to Ivanhoe Grammar School. The model is a HP EliteBook 1040 G11, with a warranty and insurance for three years. Students participate in an information session with IT Services staff and will have to complete an online ICT Responsible Use Agreement. This agreement explains the expectations required of your child when using the Notebook and other digital resources at Ivanhoe Grammar School. Parents will also be required to digitally co-sign this agreement.

Information for parents will be sent via a letter through Ivanhoe Connect. Once parents have signed the Responsible Use Agreement, your child will be given their Notebook and will be shown how to access the resources they will need for their learning in Year 9.

UNIFORM

Purchasing the Ivanhoe Grammar School uniform is an important step in becoming an Ivanhoe Grammar student. All items required are available at the Ivanhoe Grammar School Uniform Shops.

Ivanhoe Grammar School Uniform Shop

Located near Ivanhoe Campus 43 Lower Heidelberg, Ivanhoe 03 9497 4877

Open Monday to Friday 8am–4.30pm

Ivanhoe Grammar School Uniform Shop

Located at Plenty Campus

730 Bridge Inn Road, Doreen 03 9717 2291

Open Tuesdays and Thursdays 8am–5pm

Ivanhoe Exchange – Second Hand Uniform Shop

An initiative of the Ivanhoe Ladies Association

Located at Ivanhoe Campus

Open: Term Time Only - Wednesdays 8am - 11am

Plenty Exchange – Second Hand Uniform Shop

Located at Plenty Campus

Open:

Tuesdays 8.15am–9.15am Wednesdays 8:45 - 9:45am Thursdays 3pm–4pm.

Uniform price lists and all relevant information about our Uniform Shops are on our parent and student portal, Ivanhoe Connect.

STUDENT CARDS

Students are required to bring their student cards to school each day. New students will be issued with Student Cards. The Student Card has a number of functions.

Identification The card shows the student name, date of birth and photo.

Library Access Allows students to borrow books and other resources from their home-based Library

Attendance

MyStudentAccount

Students use the card to register at reception if they have to arrive late or leave early (with parental consent).

Access to photocopiers (and campus-based canteens) through a cashless card system. Parents can deposit money onto the card for their child to use.

Public Transport Card approved for use as a PTV (Myki) Card.

www.ivanhoe.com.au