Howqua Handbook 2026

Howqua - Year 9

Lauriston Girls’ School - Handbook 2026

Welcome to Howqua

As your child moves towards completing their Year 8 studies, you will no doubt find that you are beginning to think about what lies ahead for them in Year 9.

Year 9 students at Lauriston benefit from a dynamic but rigorous Academic Program – offered in a breathtakingly beautiful alpine environment that presents a myriad of opportunities for deep learning, personal development and authentic leadership.

Lauriston was one of the first schools to take the initiative of giving Year 9 students a sustained experiential learning program.

The unique Howqua Program works because:

• It offers students the opportunity to complement classroom learning with a direct and intimate appreciation of the natural environment in Victoria’s spectacular and awe-inspiring high country.

• It builds self-confidence and a genuine sense of mastery and achievement, as every girl proudly acquires the skills and tools she needs for negotiating the challenges of the natural world.

• It brings a committed focus to pastoral care, fostering individual wellbeing and personal growth while, at the same time, recognising and valuing each girl’s contribution to her community.

• It builds lifelong, mutually supportive friendships, and an enduring group spirit.

• It emphasises health, sound nutrition and personal fitness during a critical period in young women’s lives.

• And – as our ‘Howqua alumnae’ will tell you – it is tremendous fun!

I am sure that you will find this guide for parents a useful and informative document as your daughter embarks on her unique adventure of learning and self-discovery.

Susan Just Principal

Table of Contents

Key contacts

The Howqua Philosophy

Outdoor Program

Academic Care and Wellbeing

Sustainability

Core Academic Subjects

English

Mathematics

Advanced Mathematics

Science

Howqua and the Parent Community History

Howqua A-Z

Geography

Absences Health

Accommodation and Houses

Physical Education

Catering Art

Clubs and other extracurricular activities

Community Service

Contact between students and families

Course duration

Contacting staff

Costs

Enrolment

Howqua badges

Laundry service

Leadership

Music

Drama

Languages Other Than English

Fitness

Howqua Running Program

Health and Wellbeing

Emergencies and Injuries

Health Centre

The Learning Partnership

Appendix 1 | Howqua Guiding Principles

Library Appendix 2 | Suppliers

Luggage

Music

Parent Communications

Appendix 3 | Gear Lists

Appendix 4 | Waterproofing

Appendix 5 | Return to Howqua Procedure

Reporting Appendix 6 | Bushfire Season Procedures

Safety Child Safety and Wellbeing Policy

Technology

Travel to and from Campus

What to bring and what not to bring

The Howqua Program

The Academic Program

Individual Differences

Class groups and timetabling

Student Discipline Policy

Bullying Prevention and Intervention Policy

Key contacts - Howqua

Key Contacts - Howqua

Vice Principal – Howqua Campus

Assistant Principal – Wellbeing

Howqua Tutor and Wellbeing Program

Coordinator

Coordinator of Curriculum & Teaching

Coordinator of Operations & Logistics

Director of Outdoor Program

Assistant Director of Outdoor Program

Howqua Nurse

Key Contacts - Armadale

School Principal

Deputy Principal – Learning & Innovation

Deputy Principal-Wellbeing

Psychologists

Uniform Shop

David Joyce

Alana Murdoch

Caroline Hodges

Eleanor Richards (based in Armadale)

Thomas Watson

Matthew Bretherton

David Atkins

Louise Hearn

Susan Just

Natalie Bunn

Natalie Fanariotis

Emma Steer

Tammie Lovett

Jane Fox

The Howqua philosophy

For more than 30 years, Lauriston Girls’ School Howqua campus has offered girls myriad challenges and a chance to succeed in a unique environment.

Howqua provides an environment where students can explore and experience life, form friendships and receive positive encouragement in the development of resilience, independence and perseverance.

Our Howqua Program is supported by the Vision and Values of Lauriston Girls’ School and underpinned by an academic methodology tailored to the needs of girls in the middle years of schooling. The Howqua framework extends the experiential learning opportunities enjoyed by Lauriston girls from Prep to Year 8 and prepares girls for the rigours of the senior years of schooling and beyond. The Howqua Guiding Principles emphasise the importance of connection, engagement and personal growth within a supportive community, and provides foundational concepts of the key outcomes of the program.

The Howqua curriculum encompasses the Academic Program, Outdoor Program, wellbeing, community service and sustainability. In addition, students participate in a broad range of activities that further enhance their learning and development of personal skills. Howqua students may participate in Instrumental Music lessons and/or become members of musical ensembles and choirs. Art and Drama are incorporated into curriculum disciplines, and there are opportunities for performances on campus or in the local communities of Jamieson and Mansfield.

Academic program

The academic curriculum offered to our students at the Howqua campus continues to build on the skills developed in Years 7 and 8.

From Thursday to Monday, students participate in academic classes that will cover the Year 9 curriculum and prepare students for Year 10.

Core subjects include English, Mathematics, Science, Humanities, Health and LOTE. All students also undertake in Art, Drama and Music. Students who learn only one Language class will also participate in PE and Strength and Conditioning classes. In addition, instrumental music lessons, choirs and ensembles, enrich the educational experiences of the students.

Individual differences

Students will continue to receive support from the teachers should they have individual learning needs in Learning Enhancement Classes (LEN) or require additional EAL (English as an Additional Language) support.

Support is provided to students within the classroom through a differentiated curriculum in individual subjects as well as within specific timetabled classes in these areas. The LEN and EAL teachers work with both teaching staff and students to ensure that there is adequate support provided to students to enable them to successfully access the curriculum.

Subject help sessions are offered by staff during the academic week and students can be directed to these sessions for additional support or can voluntarily attend them to gain support and extension.

During supervised Study Prep, students and teachers can reinforce classroom work. With multiple teachers qualified in each of the core areas students will be able to access subject support during Prep even if it is not from their own classroom teacher. House tutors and teachers can provide support to students who require assistance with time management, organisational or study skills.

Outdoor Program (OP)

Throughout the course of a twelve-month program, the Outdoor Program and the Fitness Program are sequential, considering that students will incrementally build their outdoor skills, just as they will build their levels of physical fitness. Like the academic curriculum, outdoor activities are scaffolded for the students and there are opportunities to revisit activities and build on skills and attributes established in the first semester of the year.

The planning and development of the Outdoor Program and the Fitness Program are informed using the Changes Framework developed by Dr Ian Williams, of the Murdoch Children’s Research Institute in 2009. Within the Changes framework, the following elements are considered in planning activities. The elements of the Changes framework are:

1. Challenge

There are aspects of the programs in which the students are extended and have their abilities and personal resources stretched in demanding and stimulating ways. The programs are designed to encourage the students to discover and harness their abilities in the pursuit of personal and group goals, and tasks that may at first appear to lie beyond their reach.

2. Activity

The Outdoor Program and Fitness Program are both action-oriented and experiential in nature. Our students are actively engaged in a vibrant learning environment and experience mental, emotional and behavioural immersion.

3. Nature

The campus is situated in a bushland setting and the components of the outdoor and Fitness Programs enable the students to experience the natural environment and to learn skills related to safe and responsible participation in a broad range of outdoor activities.

4. Guided experience

The Howqua staff members play a vital role as facilitators and guides throughout the outdoor and Fitness Programs. They give meaning and context to the experiences of the students, whether this is on Outdoor Program, classroom teaching or as a House tutor

5. Social milieu

Our students are immersed in the social and cultural environment which is part of living in a residential community. The students are living in a House with other students, establishing meaningful relationships with their peers and teachers, and practicing social skills and new ways of relating to others.

The Howqua Outdoor Program is designed as an experiential learning environment. The energetic and adventurous nature of the activities is supported with progressive development through the year and students receive extensive training in First Aid, safety, navigation, and leadership.

Students are given intensive instruction in the theory surrounding the specific activities they are going to undertake, including hiking, mountain bike riding, rock climbing, abseiling, skiing – downhill and cross country, paddling, rogaining (long distance cross-country navigation) and solo experiences. To prepare for Howqua’s Outdoor Program, students start building their individual fitness levels as early as possible, with the support of Armadale Sport staff – refer to Fitness for more detail.

Term 1

‘Beginning’ is the focus of a seven-week period through Term 1. Students rotate through seven different trips which lay the foundation for the year and experience an introduction to navigation, hiking, cycling, rock climbing and paddling. They learn navigation skills and participate in activities to develop walking fitness to a level appropriate to hiking the hilly terrain around the Howqua campus. As foundation skills develop the journeys are extended from a short hike out of Howqua campus to a longer overnight journey on Mount Stirling. Term 1 concludes with a competition and celebration phase as the whole student cohort participates in a House Rogain Challenge and a final day hike up the West Ridge of Mount Buller. there will be an in challenge for hiking, climbing/abseil, and solo. Each term, girls are allocated to an Outdoor Program group that may or may not include residents of their House. They extend relationships with students through shared experience in the outdoors.

Term 2

Through Term 2 we focus on ‘Developing’ and building capacity for activities and time in the Mountains. Students rotate through five weeks of hiking, refining the skills needed for lightweight camping as the weather cools, and building fitness. These extended trips foster confidence and endurance – staff gradually move into the background as groups achieve mastery of the skills they need for living in the outdoors. The remainder of Term 2 focuses on the Howqua Community Service Program.

Term 3

Term 3 is the ‘Winter Journey’ term. The entire Year 9 cohort travels to Mt Buller on five separate occasions for a day of lessons in downhill skiing. Each House group also spends two days cross-country skiing on Mt Stirling. In the last weeks of term, girls complete one night of Alpine camping in a House group in anticipation of the term’s grand finale – a four-day cross-country skiing trip to the Bogong High Plains. Throughout this term the focus is on ‘Consolidation’ as students adapt to more challenge and become more comfortable and competent in the outdoors. While Lauriston provides all ski equipment (helmets, poles, skis, and boots), students cannot store personal ski equipment at Howqua – any personal downhill ski equipment must be stored on Mt Buller and parents are responsible for it. Parents need to transport such equipment to Black Mountain. Once transported, the Director of Outdoor Program should be notified.

Term 4

Term 4 activities are like those in Terms 1 and 2 but with a focus on Celebration as students now have well established knowledge & skills and are competent in the outdoors. Students participate in an elective program in which they can choose two outdoor trips from a range of options: white water paddling, an extended mountain bike ride and rock climbing. The Term 4 program includes two compulsory hikes, helping the girls to maintain their skill levels for the year’s remaining expeditions.

The culmination of the Outdoor Program is the ‘seven-day hike’. Students choose their own routes and make all their own preparations in what becomes a celebration of community, confidence, and individual determination. Before this final expedition, the girls undertake a three-day hike to ensure they have acquired the skills they need in navigation, First Aid, lightweight camping, group management, and emergency response.

Appropriately qualified and trained staff accompany students on all hikes and expeditions. To avoid crowded conditions, all outdoor activities are scheduled mid-week.

Gear

The Howqua gear list can be found in Appendix 3. This list details all the equipment your daughter will require during her time at Howqua.

School-provided equipment

The following equipment for outdoor activities is supplied by Lauriston; parents do not need to purchase these items:

• 75 litre pack

• Daypack

• Tent

• Stove and fuel

• Mountain bikes, helmets, gloves and knee pads

• Inflatable Kayaks/Canoes and associated paddling gear

• Rock climbing gear

• Cross-country skis, boots and poles

• Ski helmet

• Ski boots, skis and poles

Academic Care and Wellbeing

Wellbeing is central to a Lauriston education.

At Howqua, we take a holistic approach to student growth, weaving wellbeing into every facet of the residential experience – the academic program, fitness program, outdoor program, and boarding life. We nurture confidence not only in academic learning but also in social, emotional, and physical development, equipping students with the knowledge, skills and tools they need navigate challenges and grow.

Wellbeing capabilities - such as self-awareness, self-management, social awareness, and social management - are not only explored through the weekly wellbeing curriculum but are also practiced and strengthened through daily interactions and lived experiences. These capabilities align with the Australian Curriculum’s General Capabilities and form a strong foundation for personal growth and community connection.

Living in a residential community without access to personal digital devices, including mobile phones and social media, gives students the space to reconnect with themselves and others. Face-to-face conversations, regular reflection, and letter writing support the development of meaningful relationships and help students understand their roles and responsibilities as friends, housemates, and members of a shared community.

Academic Care at Howqua aims to provide comprehensive support and guidance for students, with a focus on their overall wellbeing, personal growth, and academic success.

Our Academic Care approach integrates learning and wellbeing by acknowledging that cognitive, social, and emotional development are deeply connected. Our Academic Care team consists of the Howqua Campus Leadership Team, House Tutors, teaching professionals, subject matter experts, and professional support staff, allowing us to offer proactive, responsive, and personalised care to every student.

The Academic Care Structure (below) ensures that each student is known, supported, and equipped to succeed throughout their Howqua journey.

House Tutors are the first point of contact for parents and caregivers.

The House Tutor plays a pivotal role in supporting each student's holistic development, helping them make the most of their Howqua experience and fostering both their strengths and areas for growth.

The role of the House Tutor is to:

• be a source of support, encouragement, and guidance

• monitor individual student wellbeing, academic growth, and overall program engagement

• build connections and create a sense of community within the House

• help House members to understand and manage the daily tasks essential to cooperative independent living

• keep House members informed of all Howqua Programs and any necessary preparations

• liaise with the Vice Principal – Howqua and Assistant Principal – Student Wellbeing

• communicate proactively and responsively with parents and caregivers via phone,email and Schoolbox

A typical day at Howqua begins with a morning visit from the House Tutor, providing an opportunity for a check-in, house inspection, and discussion of the day ahead. In addition to these daily interactions, House Tutors also lead an extended weekly session with their House group to support students as they adjust to residential life and to foster positive relationships and a strong sense of community within the House.

Throughout the year, students develop important skills and knowledge related to personal growth, community living, and effective participation in group activities.

• personal growth

• self-esteem and wellbeing

• personal responsibility

• health and body image

• independent living

• meeting challenges

• goal setting

• problem solving

• managing stress

• social interaction and teamwork

• leadership

• effective study skills

Sustainability

The Howqua campus is focused on maintaining its five-star sustainability rating with the Victorian Government’s Resource Smart initiative and each year there are a range of actions required on the part of teachers, staff and students which are documented in order to demonstrate the ongoing commitment of those who live on the Howqua campus. Campus staff members have regular meetings which give attention to annual Sustainability Actions. Students may participate in the Greenies Group and external speakers will present on sustainability topics to all students.

On campus there is an ongoing set of actions which demonstrate our efforts to maintain a sustainable community, and these include:

• Solar panels on Howqua facilities

• Monitoring of electricity use and demonstrating actions to decrease use

• Composting and recycling on campus

• Monitoring water use on campus

• Annual planting of native seedlings, endemic to the Howqua Valley

• Use of greenhouse for growing vegetables

Howqua and the Parent Community

The Howqua year is unique for both students and their parents. Living in a residential community and spending periods of time away from her family and home environment will offer new responsibilities and challenges.

Parents play a significant role throughout the adolescent years, and while young women may be growing in independence, the family remains their ‘secure base’. During the Howqua year, parents continue their role of advisor and supporter for their daughter.

Through their involvement in the Howqua Program, parents:

• Remain available to their daughter through regular communication with the House Tutor and Howqua staff

• Empower their daughter to develop trusting relationships with the Howqua teachers and broaden their networks of available people they can turn to for support and guidance.

• Help their daughter to manage feelings and behaviours, through their responses to letters from their child and by empowering their daughter to determine whether they can manage situations that arise by themselves, or with the support of an adult or their parent.

• Provide their daughter with an opportunity to build self-esteem through participation in a program which includes outdoor challenges and living in a residential community

• Develop a co-operative and collaborative relationship with the Howqua staff in which they can provide guidance and support to the staff members who provide valuable learning experiences to their daughters.

• Enhance the relationship of family members and empower their daughter to gain a sense of belonging within a residential community made up of teachers and peers

Howqua A-Z

Absences

The calendar is set a year in advance, with gazetted holidays and ‘exeats’ (breaks during which Howqua students return to Melbourne) so parents can plan family holidays and events within those periods, as well as medical appointments. Parents are requested to use the scheduled vacation dates and not make travel bookings which include additional days at either the end of term or the beginning of term. Students are also often disappointed at missing unique activities.

Special leave

If parents wish for their daughter to return to Melbourne for short periods for exceptional or religious reasons, they should make the request in writing to the Vice Principal - Howqua Campus well in advance. They should outline the reasons for leave and provide dates and travel plans.

Approved special leave travel arrangements are made through the Howqua Office. The cost of any VLine bus ticket from Mansfield to Melbourne is charged to the student’s book room account; for return tickets to Mansfield parents need to buy them directly through V-Line Bookings (phone 136 196), remembering to apply any student concession card that has been sourced at the start of the year.

Breaks for reasons of health and wellbeing

If a student returns home for more than a few days for health and wellbeing reasons, the Howqua Coordinator of Curriculum and Teaching at Armadale will contact her parents to discuss arrangements for her to attend the Armadale campus or continue her studies at home. The Year 9 Academic Program at Armadale is complementary to the Howqua Program and is implemented flexibly, providing both class-based and individual support sessions with Armadale staff.

The Howqua Coordinator of Curriculum and Teaching will manage the student’s individual learning plan while she is in the city, and the School Psychologist will communicate regularly with the student and her parents.

A student can only return to the Howqua campus when the Principal has given approval having consulted with the Psychologist and Vice Principal - Howqua Campus. When a student is ready, the Armadale Psychologist and the Vice Principal - Howqua Campus will plan, following these steps:

1. The Armadale Psychologist will communicate with the medical practitioner or external professional (for example a psychologist), who will agree for the student to return to Howqua. Students cannot return to the campus without this agreement.

2. If necessary, the Armadale Psychologist will consult with the external health professional and the Vice Principal - Howqua Campus and write a student management plan.

At this same point, parents should:

• phone the Howqua Nurse about treatment and any medication

• send a medical certificate or letter from the medical practitioner or external professional that indicates their daughter is ready to return to Howqua

• get in touch with the Vice Principal - Howqua Campus to plan for the date of return to campus and transport

Accommodation and Houses

Students live in residential Houses during their stay at Howqua: Arthur Robinson, Sarah Hollyer, Cramond, Fitz-Gibbon, Gillespie, Kirkpatrick, Mirrabooka, O’Brien, Thompson, Wirringga, with the name of 11th House to be announced in the coming months. Each House accommodates up to 12 students and is under the care of a House Tutor.

Understandably, students and their parents are generally very interested in the House allocation process. All decisions are made by experienced senior staff with a good understanding of each student’s social, emotional, physical, and educational needs.

In Year 8, students are asked to complete a form with the names of five others with whom they could reside in their House. Lauriston then aims to house each student with at least one person from the nominated lists, employing a well-established and even-handed system that includes input from the Year 8 Coordinator and Tutors, the School Psychologist, the Deputy Principal - Wellbeing, and the Principal.

For students new to Lauriston in Year 9, staff consult both with the student and with her parents to determine her needs and interests before matching her with an appropriate group. Girls are told of their housing allocations on their first day at Howqua, and parents via Schoolbox the same day. House allocations are final and cannot be changed. This policy is in the best interests of students, as learning to live in a community, getting along with others and working together are important life skills they will develop during the Howqua year.

Lauriston is a diverse and multi-cultural school. Our students have different cultural, spiritual and family backgrounds. Howqua Houses reflect our diversity and therefore, provide our students with a valuable capacity - building skills in social inclusion, empathy and cultural awareness.

Although each student lives in one House for the duration of her stay, there is ongoing interaction with the broader Howqua community: in classes, through group activities, and through the Outdoor Program.

House layout

Each student is allocated the following areas for storage:

• hanging space and shelves (for clothing)

• two pull-out baskets, stored under her bunk bed (for extra clothes or other belongings)

• space underneath the bathroom basins (for toiletries)

• a designated area in the storage area (for dry hiking and camping gear; wet gear is always placed in the drying room)

Each bunk bed also has two shelves, on which students are invited to place photographs and other personal things. The ceiling area above bunk beds is also a popular area for posters and photos, as is the base of the upper bunks.

The shelving measurements in the student houses are:

Wardrobe:

• Hanging Section: 1250mm high, 300mm wide, 600mm deep

• Shelves: 4 x shelves 200mm high, 600mm wide, 600mm deep;

• 5 x shelves 230mm high, 260mm wide, 600mm deep

• (Hollyer House is the exception here, in this House, each student has 13 shelves that are 240mm high x 300mm wide x 600mm deep)

Bathroom:

• The shelf under the sinks that students put their toiletries basket on is 400mm high, 500mm deep and runs the length of the bathroom. Typically, each student has a basket around 350mm wide and 350mm in height.

• The shelf above the sink is 250mm high, 155mm wide and 110mm deep. This is where the students typically keep their toothbrush and toothpaste.

Gear Room:

• 2 x shelves 600mm wide, 550mm deep, 180mm high

• 2 x shelves 600mm wide, 550mm deep, 380mm high

• 1 x shelf 600mm wide, 550mm deep, 240mm high

Student responsibilities

Howqua is a fully functioning residential community and every student has a role to play. When they arrive, girls are introduced to the responsibilities – both in their House and in the community – that must be undertaken daily. Staff assign tasks for a week at a time, and these range from serving and clearing away meals in the Dining Hall to organising campus recycling.

On any day, about half of the students work on rostered responsibilities. In this way, students make a significant contribution to their immediate community and build self-confidence and a sense of ownership and personal obligation.

Catering

Students enjoy a balanced and healthy diet while at Howqua, with the menu monitored by the Howqua Chef. Specialist catering staff prepare delicious home-style breakfasts, lunches and dinners as well as nutritious morning and afternoon snacks. Fruit is always available.

As part of the Health curriculum, students are given information about healthy eating, particularly around participation in the rigorous Fitness Program and outdoor activities.

A consultant dietician advises on menu planning.

A typical day’s menu includes:

• Breakfast – Toast, cereals, yoghurt, fruit. A cooked breakfast is served twice a week.

• Morning tea (mornos) – Muffins, assortment of slices, pinwheels and seasonal fruit

• Lunch – Homemade quiche with salad and tomato relish; Pesto pasta with salad, make your own salad bagels/baguettes.

• Afternoon tea (arvos) – bread, toasted sandwiches, cheese, yoghurt, biscuit, spreads, seasonal fruit and vegetables

• Dinner – Roast lamb shoulder with potato, pumpkin and greens or salad. Vegetarian pasta penne with salad, Hokkien noodle stir fry, Butter chicken with rice

Specific

dietary needs

Howqua provides appropriate menus for students with health conditions and allergies. If a student has other specific dietary needs, parents should use the Medical Form to advise and a meeting will be arranged, if needed, with the Assistant Principal- Howqua, Howqua Nurse and Howqua Chef Requests for changes to diet throughout the year should also be directed to the Howqua nursing staff.

Because there will be students on campus who have health conditions and allergies, as well as Lauriston’s commitment to ensuring that every student at Howqua receive optimal nutrition through a sound and balanced diet, students are not allowed to receive food by mail or by delivery to the campus, or to bring food back with them after exeats or term breaks. Due to the physically demanding nature of Howqua, it is not appropriate for students to undertake a vegan diet. However, vegetarians are catered for if necessary. The Howqua campus is strictly a nut-free environment.

Dining Hall

The Dining Hall is a central point on campus where students meet for all meals, including morning and afternoon tea, and where fruit is available throughout the day. This is also where students conduct some individual and House performances. Beneath the Dining Hall is the ’Shelter in Place’. This serves as the meeting point prior to an evacuation or shelter as necessary.

Clubs and Other Extracurricular A ctivities

Duke of Edinburgh’s Award

Lauriston has a proud history of participation in the Duke of Edinburgh’s Award – an international ‘leadership in action’ program that gives young people the opportunity to achieve personal excellence and build self-esteem, self-confidence, self- reliance, self-motivation and respect for others through their involvement in service, skill, physical recreation, and adventure activities. The award is voluntary and available to all young people aged 14-25 years

Students work their way through three levels of the award: Bronze, Silver, and Gold. Historically, most students attending Howqua enrol in the Bronze Award as the activities and opportunities Howqua presents fit neatly with its requirements.

Information about enrolment in the Duke of Edinburgh’s Award is provided in Year 8; students joining Lauriston at Year 9 can also complete a Duke of Edinburgh Enrolment Form. There is further information about the award at www.dukeofed.org.au.

Clubs and Leadership

Students can participate in several Clubs that meet after school during free time and can elect to take on Captaincy positions to lead projects within those clubs. These include:

• SRC- the Student Representative Council includes a resident of each Howqua House and meets regularly to discuss issues and events on campus

• Sustainability- promoting awareness of the environment through service such as the Green House, tree planting and Landcare initiatives and events like Earth Hour.

• Library- supporting the library staff member and organising events such as Books & Bubs for campus resident families, Bookweek celebrations and the Howqua reading challenge

• Art Club- hosting students in the Art and Ceramics rooms and encouraging participation in Art based projects such as “The Harchies” as well as supporting the Art Teacher

• Fitness and Circuit- support the Head of Fitness in running morning gym Circuit sessions, planning and flagging trail runs and organising warm up sessions

• Outdoor Centre- supporting the outdoor staff in preparation and clean up before and after OP trips. Planning and hosting the end of term OP celebration dinners.

• Howquarian and DVD- students work to produce the annual ‘Howquarian’ yearbook and DVD movie.

• Indigenous Ambassadors- work to highlight the history & traditions of the Taungurung people through events such as our Acknowledgement of Country, indigenous dinner and Reconciliation Week

• Music- Lead bands and events such as the Music Assembly and assorted live performances, along with developing the Howqua Song and putting together the music recordings for the DVD for the year.

• Mail and Tuck- assist administrative tasks to organise and distribute mail each afternoon and Howqua ‘Tuck’- snacks and treats that students purchase each week.

House events

House events take place during the school year and are organised by staff and students. Lauriston encourages all students to participate in the planning, development, and implementation of these events. Generally, each house has either one on-campus or one off-campus ‘House Night’ each term. Charges for two House Nights through the year are added to your Bookroom account.

Movie nights

At certain times throughout the year the students have the choice of supervised Prep or watching a movie rated G, PG or M. If parents do not wish their daughter to view an M-rated movie they should advise the Vice Principal - Howqua.

Community Service

In Term 2, students and staff undertake community-initiated projects under the direction of local community members. The aim is for students to understand the role they play in the community and how they can help others, and to build teamwork. Students research projects before undertaking them and develop action plans in consultation with their hosts.

Community service projects in recent years have included tree planting, tutoring at kindergartens and primary schools, mural painting, volunteering in aged care facilities, assisting the local community at Jamieson, working with the Department of Environment, Land, Water and Planning on Mt Stirling and surrounds and working with artists on other projects.

Students also undertake service projects on campus, including landscaping and maintenance of the Howqua running trails

Contact between Students and Families

Letters

One of the objectives of the Howqua program is for students to achieve greater independence while making the most of available support networks. Consistent with this, mobile phones are not permitted on campus, and students do not have access to email or social media.

Life at Howqua gives students a unique opportunity to learn about the natural environment and to appreciate it, free from the sensory bombardment that accompanies a reliance on email, smartphones and other tech devices.

Students are encouraged to write letters regularly to their parents, family members and friends. Please provide your daughter with sufficient envelopes and stamps for each five-week rotation at the campus.

Families may wish to consider Express Post envelopes for quicker communication. Lauriston invites parents and family members to write regularly as receiving cards and letters from home is something the girls look forward to.

Postal address for letters

Student name Howqua House name

c/– Lauriston Girls’ School Private Bag 3

MANSFIELD, VIC 3722

Please note that the Howqua staff post student letters in Mansfield every weekday. Australia Post collects the mail from this mailbox the following day at 5pm. Parents and family members may wish to consider using an Express Post envelope when they post letters from Melbourne.

Courier Service

The Armadale Campus provides a courier service to assist parents in the sending of parcels and boxes to their daughters. The weekly courier service will collect items from the Armadale Campus on Wednesday and deliver to the Howqua Campus on Friday of the same week. Parents must ensure that items are dropped off at Reception at Armadale by the close of business each Monday (4.30pm).

The cost and sizes for the delivery service are as follows:

• One small parcel or box no bigger than a standard shoe box (33cm x 22cm x 30cm) and weighing no more than 2 kilos is $15.00

• One large parcel no bigger than two standard shoe boxes (66cm x 44cm x 60cm) and weighing no more than 4 kilos is $30.00.

Parcels larger than the above sizes and weights will not be accepted.

• Please ensure the students’ full name and Howqua House are clearly visible on the outside of the item

• Please do not enclose any food items in the parcels of boxes

• Please do not enclose any liquids in the parcels or boxes.

Please note: all parcels / boxes sent to the Howqua Campus are opened and checked by the Howqua staff before they are given to your daughters. We all request that you carefully consider whether items you choose to send to your daughter are necessary for her participation in the Howqua Program. Your daughters are well supported by our Howqua staff, and they appreciate your letters and cards.

Birthdays

During the year, students will have their birthday either during term time or while at home on holidays or Exeat. Students whose birthdays fall during home time will be able to celebrate the day with their family. If a student’s birthday falls during term time, Howqua staff help students celebrate this event in several ways:

• Students can enjoy a special 15–20minute phone call to their family. Parents should speak to the House Tutor to organise a time.

• Howqua provides a birthday cake for the student to share with members of her House.

Parents are welcome to send a ‘birthday box’ containing items with which the student and her friends can decorate her House in celebration, for example streamers and balloons. Birthday boxes should be limited to the size of a shoebox.

Family visits

Parents and other family members are very welcome at Howqua on Experience Howqua days, for Pastoral Interviews in term 1 and for the Mother's Day Classic Run in Term 2. Lauriston asks families not to visit the campus – or locations where the girls are engaged in outdoor activities such as skiing –outside of these times as visits can be disruptive. If parents wish to make a special visit, they should submit a request to the Vice Principal - Howqua Campus. Under no circumstances should a parent arrive unannounced on the Howqua campus.

Visitors must register at reception when they arrive, noting also that Howqua is a smoke -free campus, and no dogs are allowed.

Course duration

The academic course duration is as such:

• Term 1: 10 weeks

• Holiday break: 2 weeks

• Term 2: 9 weeks

• Holiday break: 3 weeks

• Term 3: 10 weeks

• Holiday break: 2 weeks

• Term 4: 5 weeks

Total course duration: 34 weeks

At the conclusion of the academic course the students will complete the 3- and 7-Day Hikes, end of year Celebration Run and final House Activities.

Term dates can be found on Lauriston’s website and should be checked regularly for updates.

Contacting Staff

Lauriston encourages parents to contact their daughter’s House Tutor, the Assistant PrincipalWellbeing or the Vice Principal – Howqua Campus if there are specific issues they wish to discuss. Because of the nature of Outdoor Program and staff rostered days off, there may be a delay before staff respond.

If the matter is urgent, parents should contact the Howqua Office. The Howqua Office (03 5777 2222) is staffed between 8.30am and 4.30pm Monday to Friday and external calls are directed to duty staff in the staff centre after this time

On Tuesdays and Wednesdays all staff participate in the Outdoor Program and are off campus with students. If parents need a response during this time, they should email howqua@lauriston.vic.edu.au, attention to the Howqua Office.

If for some reason a student is not returning on the bus from Armadale to Howqua following exeat or school holidays, parents are asked to leave a message at the Howqua office or contact the Vice Principal - Howqua Campus.

Parent travel during term time

If parents are travelling overseas or will be away for an extended period during term, Lauriston asks they advise Howqua staff in advance. Parents should also provide:

• contact numbers and dates of travel in case Lauriston needs to get in touch

• contact details of someone to act as guardian in their absence, for example in the event a student needs to return to Melbourne

Costs

Board, tuition, and Outdoor Program

The Year 9 tuition fee covers all costs associated with a student’s year at Howqua, except for individual music lessons and the Duke of Edinburgh’s Award. There is also a single residential charge , for housing, food and laundry, and the additional staffing and resources required at a residential campus, as outlined in the Schedule of Fees and Charges. The costs of timetabled outdoor activities such as canoeing, mountain bike riding, rock climbing and skiing are also included in the fees and charges for Year 9, as outlined in the Schedule of Fees and Charges.

Travel

Students travel to and from Howqua by charter bus; the annual charge will appear twice a year on parent accounts – this is approximately $480 including GST. If a student returns home on special leave, all transport costs for arrangements made by Howqua staff are charged to the student’s bookroom account.

Medical

Costs from visits to a doctor or other health professional are billed directly by the provider. The cost of prescription medicines will be charged to parent accounts at the end of each term; however, First Aid supplies are covered by the Year 9 fee. If a student needs significant supplies of specific medication– for example lice treatment or sports tape – these will be billed to the parent account.

Repairs

Student gear and equipment can sustain some damage as part of normal use, and that is reasonable and to be expected. Lauriston will meet the cost of repair or replacement, except when the damage or loss is a result of inappropriate use.

General supplies

Students can buy stationery and personal items and charge them to their bookroom account, which is added to parent accounts at the end of term. If parents would like to restrict purchases to a maximum amount per term they should advise the Howqua office.

House outings

A few times a year students may travel to Mansfield for a ‘House outing’ – for example, dinner and a movie – as part of the Wellbeing Program. Parents will be notified prior to each House outing, outlining the activity levels of supervision and transportation if the activity will not be held on campus. For these activities, parents will incur a charge to their account twice a year.

Howqua Enrichment Package

As a celebration of the school year students receive a Howqua Enrichment Package containing the Howquarian magazine, Howqua hoodie, photographs and video footage of the year, Fitness top, House t-shirt and a recording of Howqua songs. The package costs approximately $160 and is charged to a student’s bookroom account.

Enrolment

All places for Howqua are finalised by the end of Term 3 of the previous year. Because of the unique nature of the program, new students wanting to enrol during Year 8 or from Year 9 must complete additional steps before they are accepted into Lauriston:

• Students and their families visit Howqua to meet with the Vice Principal - Howqua Campus and tour the campus

• Students have an interview with the School Principal in Armadale and provide all information that has been requested

• Students meet with the Armadale Psychologist

Howqua badges

At Howqua, Achievement Badges are a recognition of the high standard of commitment and effort demonstrated by students during their time at the campus. The award scheme aims to recognise and celebrate individual student efforts towards the many various domains of the Howqua Program; physical, academic and pastoral.

There are a range of achievements which have been selected due to their significance in a student’s Howqua journey. They align with the core philosophies and values of the program; development of self, building of teamwork and community-mindedness. They encourage students to be motivated, take ownership of their journey and bring a sense of pride and connection to their unique year. Howqua Achievement Badges become a cherished and tangible memory of their Howqua year. Students will be awarded with physical badges which can be sewn onto the Howqua fleece blanket as well as a digital version which can be placed on their digital portfolio in Year 10.

Howqua blanket

The Howqua blanket is a navy polar fleece blanket with an embroidered Lauriston crest. It measures 180cm x 200cm. The blanket provides an additional layer of warmth for the students in their Houses.

Students can sew their Howqua Badges onto the blanket which then provides a lasting memory of their Howqua year and personal accomplishments.

Howqua blankets may be ordered on Flexischools or purchased at the Uniform Shop for the approximate cost of $70. We would suggest that parents order the Howqua Blanket for their daughter at the same time they order the compulsory Howqua clothing items.

Badge descriptions

Badge All/Selected Students Criteria

Multiple Terms/Semesters

Captaincy positions

(Semester 1 & 2)

Selective

Howqua Spirit (All Year)

Selective

There are various formal leadership positions available to students throughout the year. These provide an opportunity for girls to lead their cohort, role model positive behaviour and assist in the running of various elements of the program. Students may wish to nominate themselves for a Captaincy position or may be chosen by the staff coordinator of that area. Areas that require Captains are; Fitness, Outdoor Program, Sustainability, Art, Library, Student Representative Council, Music, Circuit, Soccer, Tuck and Mail, Indigenous Ambassador and Howquarian and DVD.

Courage, integrity, compassion and perseverance. These are the ideals and values a Howqua girl works towards. When a student demonstrates these qualities on a regular and consistent basis, she is put forward for nomination. A vote is then conducted by the staff group to decide on the winner. This award is typically given on a weekly or fortnightly basis.

Academic Endeavor (Semester 1 & 2)

Music Battle (Terms 1-4)

Selective

Selective

Badges are awarded to students who have displayed exceptional endeavour in their academic studies and have achieved considerable improvement throughout the semester.

At the end of each Term, the music classes put on a Music Battle which showcases the songs they have been working on during the Term. The winning class will be presented with a badge.

Term 1

House badge All Presented to students on their first day at Howqua, this badge is given to every member of each of the 10 houses at Howqua.

Term 2

House soccer winners Selective House Soccer is run during the final month of Term 2 and is a fun competition designed to build teamwork, fitness and a sense of community. Students from the winning house will be presented with the House Soccer Badge.

Community Service All

Term 3

The Community Service program runs for 4 weeks during Term 2. This badge is awarded to all students who participate in most of the program in recognition of their efforts in serving the wider Mansfield community.

8-Hour Rogaine Winners Selective This orienteering event challenges the student’s navigation, teamwork and physical skills over two days. House groups will race around Lauriston’s bushland trying to collect as many markers as possible. The participants in the winning house will receive this badge to recognize their achievement.

Bogong High Plains Journey Majority

The Bogong High Plains Cross Country Ski Trip is the culmination of the ski program at Howqua. The girls will spend three nights sleeping in a tent in the snow, skiing to basecamp with all their equipment on their back for 4 days of adventure in the alpine environment. This trip challenges the students in many ways, requiring the girls to use an array of skills they have been developing over the course of the year.

Term 4

End of Year Awards Selective

Academic Excellence Badge

These awards are based on the student’s overall results at the end of the year and are decided on, in consultation with the staff of the subject. A book prize is generally awarded.

Selective Academic Excellence badges are awarded to the top 10% of students in each subject area at the end of the year – which is measured by academic performance. One badge is provided per student, along with a certificate, outlining all the subjects for which the student was awarded academic excellence.

Fitness Program All Fitness runs start at 2.2km in length and build to a 10km run at the end of the year. Students will be awarded a Fitness badge if they demonstrate consistent effort and determination towards developing their fitness over the course of the year.

End of Year Run Majority

Outdoor Program Majority

Starting at Telephone Box Junction on Mt Stirling and culminating on the summit of Mt Stirling, this 10km run is as much a mental challenge as it is physical. Students who undertake the 10km course will receive this badge.

The Outdoor Program Badge will be presented to those students who show determination, growth, resilience and commitment to building new skills, supporting one another and facing challenges in a positive manner. To be awarded this badge, they need to have completed at least 75% of the program, without outside assistance (i.e. pack drops, car shuttles, etc.) and consistently supporting their teammates by carrying group gear.

7-Day Hike Majority

Howqua Badge All

The 7-Day hike is the culmination of the Outdoor Program. Students will prepare themselves over the course of the year to undertake this challenge by developing key competencies and physical attributes. Although hike routes vary according to ability and chosen level of challenge, this badge recognises the effort of each student who undertakes the challenge of hiking for 7 days in the Victorian High Country.

Given to a student at the completion of their Howqua Year. The student needs to have spent most of their year participating in the Howqua Program to receive the badge.

Laundry service

A commercial laundry in Mansfield handles most student laundry. Laundry is generally sent on Wednesday evening and returned Thursday afternoon. All items must be clearly named and suitable for washing in hot water and for tumble-drying. The bathrooms in all Houses offer limited facilities for hand washing. Each House has a clothesline and a drying room.

Leadership

Throughout the year, students are encouraged to apply for several student leadership roles including:

• Student Representative Committee (SRC)

• Fitness Captains

• Circuit Captains

• Outdoor Centre Captains

• Soccer Captains

• Indigenous Ambassadors

• Library Captains

• Music Captains

• Art Captains

• Sustainability Captains

• Howquarian

• DVD

Library

The Howqua campus is well resourced, with a library of books specifically relevant to the program. Students have access to a range of periodicals and The Age newspaper through the Senior School Library on Schoolbox. Students who like to read for entertainment can also borrow from the library’s collection of fiction and general interest non- fiction books.

Luggage

First trip to Howqua

On their first trip up to Howqua at the start of the year, students must bring with them all items from the Gear List. While it will be summer over the course of Term 1, students may require warmer gear on Outdoor Program as they head into the cooler climates often found on the ranges surrounding the campus. A truck is organised to transport this baggage in conjunction with the usual buses hired to transport students.

Return to Howqua after breaks

On the bus trips returning to campus after Exeat or the holidays, students are restricted to the following luggage:

• One bag for storage in the bus hold

• One smaller backpack or carry-on bag for the bus

• One instrument, where required

No trucks are organised for transporting baggage after breaks; all luggage is taken on the buses with students.

Music

Music plays a pivotal role at the Howqua campus. Students are encouraged to make music with each other throughout the year, through private lessons, ensemble participation and in their own duos and small groups. There are several practice rooms at the Howqua campus and girls are encouraged to play on a regular basis. Performance opportunities range from informal performances to Open Days and events throughout the Mansfield community.

Students who have been learning a musical instrument in Year 8 are strongly encouraged to continue their lessons during the Howqua year. Lessons are given by experienced music staff who will provide the appropriate learning goals for each student. AMEB Exams or Internal Assessments can be arranged for students who wish to do so and are usually done during the November exeat in Term 4. Other students may like to use the year as an opportunity to explore new repertoire and music staff are very happy to accommodate your daughter’s wishes. Howqua also presents an opportunity for students to take up a new instrument; we encourage students who have not played an instrument before to consider this during their Howqua year.

All instrumental/vocal students are expected to participate in an appropriate Howqua Ensemble. Our Ensemble Program includes Choral, Band, String and Guitar ensembles. These ensembles may have the opportunity to perform at several community events in Mansfield and Jamieson during the Howqua year.

Private tuition is offered in the following instruments:

Woodwind: Flute, Oboe, Clarinet, Saxophone, Bassoon

Brass: Trumpet, Trombone, Horn, Euphonium

Strings: Violin, Viola, Cello, Double Bass

Other: Piano, Guitar, Voice, Drums/Percussion, Theory

Lesson types are as follows:

• 30 minute individual lesson

• 60 minute individual lesson (approved by the Head of Music)

Group Theory lessons are offered at a reduced rate, and Students at AMEB Grade 4 and above on their instrument/voice are encouraged to consider this option. Please contact the Music Office for further information.

Please note the following:

• 4 school weeks’ notice (in writing) is required to discontinue instrumental lessons at Howqua

• Shared lessons are not available at Howqua due to the nature of the timetable

• Students must manage their time effectively when taking 2 music lessons each week

• On very rare occasions students may take part in 3 lessons per week, provided the standard of their academic work is maintained. This must be approved by the Head of Music.

• Instrumental tuition enrolments can be made directly through the Music section on Schoolbox

• Enrolments will open in early November.

Please note that all current private instrumental lesson enrolments (including voice) will be automatically rolled over If you do not wish for your daughter to continue her lessons next year, please email the Music School via music@lauriston.vic.edu.au. All students who are enrolled after this date will be charged the usual 4 weeks’ tuition. Please contact the Music Office, if you have any questions regarding the Music program at Howqua.

Parent Communications Newsletter

A Howqua newsletter is posted on Schoolbox for parents on a Wednesday afternoon and usually includes the following sections:

• From the Vice Principal

• From the Assistant Principal - Wellbeing or the Director of Outdoor Programs

• In the classroom (written by teacher from a different subject area each week)

• House article

• Photo gallery

Please note that the photo gallery posted each week will not include a photograph of each student. Our aim is to provide a selection of photographs which share the activities of the students throughout each week.

Reporting

Reporting Philosophy

Reporting is the process of communicating the knowledge and understanding gained from assessing students learning. Lauriston believes that it has an obligation to ensure ‘whole child’ reporting is occurring on a regular basis.

Continuous Reporting

Once an assessment is graded by the teacher, the result is recorded and available for viewing by parents through the Schoolbox portal.

• Parents can view:

• The name of the assessment task

• An overview of the assessment

• The grade for the task

• A bar chart that displays the distribution of the grades for that task for all students who completed that task (the entire cohort)

End of Semester Reports

All students receive a comprehensive written end of semester report that includes:

• A description of the subject

• Approaches to learning

• Summative tasks and grades

• A teacher comment on student progress throughout the semester

The House Tutor will provide a wellbeing report at the end of each semester which includes:

• A personal and social development rubric which consists of specific focus area for the year level and assessment of the student level as Established, Consolidating, Developing and Beginning

• A short Tutor comment which may come from the comment bank

• A student reflection

• Cocurricular activities and awards

Safety

Staff educate Howqua students on safety practices both on and off campus. These practices ensure the well-being of themselves, fellow students and the environment in which they live. Students are expected to adhere to all practices.

On campus

The layout of the Howqua campus has been designed with safety in mind – the road into the property passes staff houses before reaching any other part of the campus, and the staff residences have a clear but unobtrusive view of the student residential Houses.

When it comes to fire risk, the campus has a fire management plan created in consultation with DELWP, Country Fire Authority (CFA), and Mansfield Shire Council. The campus has an independent fire-fighting capability, with hydrants and hose reels at all key locations.

In the event of fire, the purpose-built shelter under the Dining Hall provides a refuge for students and staff and is designated a place of last resort. Staff hold emergency drills regularly, and both staff and students are familiar with safety procedures and responses. As part of safety procedures, all visitors must report to reception.

Off campus

Students’ physical safety is a key focus of the Outdoor Program. Qualified and experienced staff select appropriate activities and locations and monitor student performance to ensure appropriate skill levels. Should there be a medical emergency, Lauriston has established a sophisticated communications network at Howqua and in the surrounding area, so additional support staff can respond quickly. Camp sites outside the campus are always staffed.

Safety at the Howqua Campus

As part of the safety procedures for the Howqua campus, students' complete briefings during their first two days on the campus about:

• Campus rules, where students are allowed to go on the campus and where students are not allowed to go on the campus

• Safety considerations including heat, drinking water (hydration), snakes, bugs and other insects, gravel and uneven surfaces

• Behavioural expectations

• Overnight protocols- how to get help from an adult and where to go to get help

• Emergency Procedures

• Briefings about alarms- Alert, Lock Down, Evacuate

• Fire/Emergency Drill- practice and protocols for students and staff

Each year, students and staff will participate in an offsite evacuation drill during the first week of Term 1. There will be two fire drills and two lockdown drills over the course of the year for students and staff. All students will participate in basic First Aid lessons.

Our Howqua staff members undertake Wilderness First Aid which they update every three years after their initial training. In addition, Howqua staff undertake CPR, Anaphylaxis and Asthma training and complete an annual refresher in each. Howqua staff members complete a Fire Safety Session in the use of extinguishers, hose reels, fire blankets and the fire trailer with pump. In addition, Howqua staff complete Emergency Management Plan Protocols such as alarm system use and drills.

All Howqua staff participate in Child Safe Practices training twice each year.

Technology

Lauriston will provide an iPad for the students to use during their time at Howqua. Students will leave their existing laptops at home.

Throughout lesson periods, teachers may choose to complete work with students which utilise devices for subject related Internet searches, for use of applications, or to access online teaching resources. On

some occasions, students may be requested to use online teaching resources during Study Prep which is supervised by the teachers. At all other times, devices will be stored and charged in secure spaces. The Howqua Program has remained technology free, and it is Lauriston’s belief that students should not have access to mobile telephones, email, social media and any device which is Wi-Fi or cellular-capable while at Howqua. During the year, students will rely on letters sent home to family and friends, and daily face-to-face communication with their peers and teachers, though Lauriston understands that the use of technology for educational purposes needs to continue for students.

Travel to and from Campus

Buses from Armadale

Buses leave the Armadale campus at 7.15am sharp at the beginning of each term and after exeat. Parents should arrive before 7.00am to start loading belongings, making every effort to arrive on time so buses can leave on schedule. For the first departure of the year, students travel on two buses based on a split of surnames. For all subsequent departures students travel in their House groups.

Buses from Howqua

Buses generally leave Howqua at 4.15pm before exeat and at the end of each term. However, the final bus at the end of Term 4 leaves at approximately 1.15pm. Students arrive outside the Armadale campus at approximately 7.30pm, and 4.30pm for Term 4. There is a staff member on each bus, and they have First Aid kits and mobile phones for emergencies. Parents will receive a Schoolbox communication when the buses depart Howqua, and Schoolbox priority updates if there is any delay in transit to Armadale.

By car

Howqua is located three hours’ drive from Melbourne. Directions from Mansfield are as follows:

• Take the route towards Jamieson.

• At the Howqua River bridge turn left onto Howqua River Road.

• Proceed along Howqua River Road for 4.5km, passing Howquadale and Camp Howqua

• The entrance to the Howqua campus is on the right - turn into Creese Drive and follow the signs to Reception

What to bring and what not to bring

Electronic Goods and Devices

Students are not to bring the following electrical goods or devices to the Howqua campus.

• Fans

• Electric blankets

• Individual hair and beauty products such as hair straighteners, hair dryers

• DVD Players

• iPad/laptop

• Portable speakers

Students may bring the following electrical goods and devices to the Howqua campus.

Music players such as iPods, MP3Players or watches with music players may be brought to the Howqua campus but these may not have video capabilities. Students may have an iPod under the following conditions:

• The iPod does not have movies and games loaded

• The iPod is not part of another device i.e. iPhone

• Students use their iPods only at the designated times allowed. Students may use their iPods during Prep and free time including after lights out. iPods are not to be used during lesson time and when on outdoor program.

• Students may bring a digital camera, a GoPro, or a small personal fan to cool themselves at night.

• Students are required to bring a set of headphones that connect to their music device and School iPad.

• Digital watches and Kindles are permitted however these devices cannot have Wi-Fi capacity. Testing and Tagging

Accurate Fire and Electrical Services (AFESS) are engaged twice each year by our school to conduct testing and tagging of all electrical items on the Howqua campus. All electrical items brought to the campus by students are tested in Term 1 Week 2 and Term 1 Week 7, after return from Exeat.

Electrical items that do not pass the test are removed from Houses and stored until Exeat or the next vacation period and students are required to take them home.

Students are asked not to bring back new electrical items once the test and tag sessions have been completed. Untagged items will be removed from Houses and stored until the next Exeat or holiday period.

Mobile Telephones

Mobile phones are not permitted on campus. Any mobile phone found in the possession of a student will be confiscated. Should a mobile phone be removed from a student, their parents will be notified, and a disciplinary consequence will be imposed. The mobile phone will be returned prior to Exeat and the student will return this to their home in Melbourne.

We request the cooperation of parents to ensure their daughter’s mobile phone is accounted for at home prior to their departure for the Howqua campus.

Spending Money

There are no shops near the Howqua campus and no other opportunities for the students to spend money. Students should not bring money with them to the campus unless they are participating in a community-based fundraising activity of which parents will be notified.

Small purchases of stationery on the campus will be billed to parents.

Infrastructure provided at the Howqua campus:

• Each House has dedicated pigeonhole in the main lounge area per student as a space to store and charge all electrical devices. This space offers individual power points and USB-A

charging ports for each student. Devices should be stored and charged in this space and not in or under beds where they may pose a fire risk.

• •Communal speakers are provided by Lauriston in each House and use an auxiliary cord to connect to the media device. Portable speakers e.g. UE Booms are not permitted.

• ach House has hair dryers installed in the bathrooms.

Other Items

Students may not bring candles, oil diffusers, cleaning products and aerosol cans (deodorant and hair spray) to the Howqua campus.

Dangerous Items

Staff members may search the personal belongings of individual students and confiscate items that may adversely impact the safety or wellbeing of the student or are prohibited by Lauriston

Prohibited items will be removed and returned to the student prior to Exeat or vacation. Food items sent to students or brought to campus by students will not be returned.

There may be limited occasions where parents may send food items to students with the permission of Lauriston Due to the risk of food allergies, we maintain a nut free campus and must audit any food sent to students.

The Howqua Program

Learning through experience

For over 30 years Howqua has offered girls challenges and a chance to succeed in a unique environment, where the experience of learning extends past the ‘bricks and mortar’ of the classroom. Today, Howqua continues to provide a place to explore and experience life, form friendships, and receive positive encouragement in the development of self-worth. Through their engagement with their academic subjects and with Lauriston’s dynamic program, students become explorers, interpreters, encouragers, explainers, and doers – but most of all they become passionate learners.

Daily routine

The following table describes a typical day at Howqua.

7.208.00am Breakfast in Dining Hall 1:38 –2:33pm Academic classes: session 5(Fri – Sun)

8.008.15am Girls complete House responsibilities 2:10 –3:05pm 2:35 –3:30pm Academic classes: session 6

8.15am House Tutors check in with the students in their house and check on the way they are keeping their living environment. 3:05 –4:00pm 3:324:00pm Flex Session – This could incorporate Gear Check for Outdoor Program, Fitness, Big House Clean or addition study and activity time.

8.429.37am Academic classes: session 1 4:00 –6:00pm Girls can engage in activities on offer, complete academic work or relax with friends

9.3910.34am Academic classes: session 2 5:15pm Campus responsibilities

10.3410:53am Morning Tea 6.007.00pm Dinner in Dining Hall 105511:50am Academic classes: session 3 7.008.30pm Prep (supervised homework/study)

11.5212.47pm Academic classes: session 4 8.35pm Students must be in their own Houses, preparing for bed

12:47 –1:28pm Lunch in Dining Hall 9.00pm Students must be in their beds, where they can read, write letters, write in journals, or enjoy some quiet reflection

1:28 –2:08pm Wellbeing/Assembly (Mon/Thur) 9.30pm Lights out

Academic program

The Year 9 Academic Program is firmly grounded in traditional disciplines and is challenging and purposeful – preparing students for the rigours of the senior years of schooling and beyond. At the same time, it allows students a unique opportunity to take directly into the natural environment the skills and knowledge developed in the classroom.

Students may, for example, explore history in a local cemetery, examine drainage basins in the creek that runs through the campus, take environmental action through tree planting, or seek art materials in the bush. The Howqua region is an historical, cultural and ecological treasure trove, providing an outdoor classroom of immense proportions and endless learning opportunities.

Core subjects include English, Mathematics, Science, Humanities, Health and LOTE. All students also undertake in Art, Drama and Music. In addition, instrumental music lessons, choirs and ensembles, enrich the educational experiences of the students. The only subject choice that needs to be made for Howqua is whether a student chooses to study one or two languages. If a student chooses to study two languages, they will not undertake Physical Education or Strength and Conditioning.

From Thursday to Monday, students participate in academic classes that will cover the Year 9 curriculum and prepare students for Year 10.

Individual differences

Students will continue to receive support from the teachers should they have individual learning needs in Learning Enhancement Classes (LEN) or require additional EAL (English as an Additional Language) support. Subject help sessions are offered by staff during the academic week and students can be directed to these sessions for additional support or can voluntarily attend them to gain support and extension.

Support is provided to students within the classroom through a differentiated curriculum in individual subjects as well as within specific timetabled classes in these areas. The LEN and EAL teachers work with both teaching staff and students to ensure that there is adequate support provided to students to enable them to successfully access the curriculum.

During supervised Study Prep, students and teachers can reinforce classroom work. With multiple teachers qualified in each of the core areas students will be able to access subject support during Prep even if it is not from their own classroom teacher. House tutors and teachers can provide support to students who require assistance with time management, organisational or study skills.

Class groups and timetabling

For most classroom lessons, students are divided into five class groups – H, O, W, Q and U. For LOTE, PE, Geography and History and Strength and Conditioning, students are divided into different groups based on their language choices. The school day consists of seven 55-minute teaching sessions. Classes are taught five days, Thursday to Monday, and on these evenings after dinner students are supervised for 90 minutes of ‘Prep’ (homework).

Core Academic Subjects

The Howqua curriculum is designed that students continue to develop their skills in key learning areas across core subjects as well as specialised Howqua subjects and learning projects. It follows directly the curriculum at Armadale campus to equip Year 9 students for the demands of Years 10, 11, and 12.

English

Year 9 English is built around three interrelated strands of language, literature and literacy. Students engage with a variety of texts for enjoyment. In Semester 1, students undertake a unit on Language and Argument Analysis focusing on indigenous issues. Following this, students also analyse a political cartoon and how a visual can support the persuasiveness of a text. Students build their creative writing skills and write a piece of work based on the themes developed in Claire Coleman’s Terra Nullius. This involves a unit of inquiry task where students are encouraged to discuss their opinions of contemporary issues with the rest of the class.

Semester 2 Students begins with an analytical thinking skills unit through the exploration of Shakespeare's Romeo and Juliet. This unit culminates in an analytical text response essay. Criteria assessed include analysing, organising, producing text and using language. Following this, students undertake a Poetry Unit where they write and analyse their own and other's poems reflecting on a sense of place. Throughout this curriculum, students continue to work on developing their grammar and writing skills.

Assessment Tasks:

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied which may require written or oral responses. Students will be required to complete independent reading of texts chosen for the course.

Mathematics

The Year 9 Mathematics curriculum focuses on continuing to develop students’ content knowledge and refine the more complex skill of applying this to real-life contexts. The technology focus is on the use of Casio ClassPad CAS calculator, and graphing software. Students focus particular attention on their communication skills in mathematics. They learn to consistently use appropriate mathematical language and to present their workings in an organised and logical sequence. The criteria assessed include knowing and understanding, Use of technology, communication and Applying Mathematics in real-life contexts.

Semester 1 will focus on Linear Equations and Relations, Indices, Surds, Pythagoras' Theorem and Trigonometry. The criteria assessed include Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

In Semester 2 students will focus on Measurement, Geometry, Quadratics and Algebraic techniques. The criteria assessed include Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

Assessment Tasks:

Semester 1

Expressions and Linear Equations

Linear Relations and Simultaneous Equations

Indices, Pythagoras Theorem and Trigonometry

Semester 1 Test

Semester 2

Timed assessment Algebraic Techniques Test

Timed assessment Quadratic Equations and Parabolas Test

Timed assessment

Timed Assessment

Timed assessment Geometry Test Timed Assessment

Timed assessment extended time covering all topics

Semester 2 Test

Timed assessment extended time covering all four topics

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and practice.

Advanced Mathematics

Students in this class will be completing the year 10 Math curriculum with the view to completing Unit 1 and 2 VCE Mathematical Methods in year 10. The proficiency strands understanding, fluency, problemsolving and reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry and Statistics and Probability. Semester 1 will focus on Linear Relations, Indices and Surds, Quadratic Equations and Measurement. The criteria assessed include Mathematical Communication, Understanding and Fluency, Reasoning, Problem Solving.

Semester 2 will focus on Probability, Statistics, Parabolas, and Trigonometry. The criteria assessed include Knowing and understanding, Use of technology, Communicating, Applying Mathematics in reallife contexts.

Assessment Tasks:

Semester 1

Semester 2

Linear Relations Timed Assessment Statistics Test Timed Assessment

Indices Timed Assessment Probability Test Timed Assessment

Quadratic Equations Timed Assessment Trigonometry Test Timed Assessment

Semester Exams Two timed assessment papers 1 tech and note free

Parabolas Test Timed Assessment

Semester Exams Two timed assessment papers 1 tech and note free

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and practice.

Science

In Semester 1, Year 9 students will investigate the relationships between organisms and their environments and the interdependencies between biotic & abiotic components of ecosystems. Furthering their knowledge on the flow of energy and matter through ecosystems, and the impact of human activities on natural systems. In the reproduction unit, students will learn about the intricacies of organism reproduction from the cellular level, exploring the processes of mitosis and meiosis. They are introduced to the notion of the atom as a system of protons, electrons & neutrons, and how this system changes through nuclear decay. Students will investigate the structures of Earth, they begin to apply their understanding of energy and forces to global systems such as continental movement and plate tectonics. Year 9 assessment tasks develop the key areas of knowledge and understanding of scientific concepts, Application and Analysis of Scientific information, processing and evaluation of experimental data, and effective scientific communication.

In Semester 2, Year 9 students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic & abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons & neutrons, and how this system changes through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.

Assessment Tasks:

Semester 1

Semester 2

Ecosystems Test Timed Assessment Materials, Atomic Theory and Reactions Test Timed Assessment

Practical Report Seed Germination Application Practical Task Medical Pamphlet Research task

Geology Test Timed Assessment Heat and Sustainable House Design Poster Application Task

Semester 1 Test Timed Assessment extended time covering all three topics

Semester 2 Test Timed Assessment extended time covering all three topics

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent revision and research.

History

Students will study one semester of History and one semester of Geography throughout the year. The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. Across the semester, students' complete depth studies in the following contexts of two units from the History Curriculum: World War 1 and Australian history as well as a short focus on civics and citizenship. Students are assessed against four criteria: knowledge and understanding, investigating, communicating and thinking critically.

Assessment Tasks:

Semester

WWI Source Analysis Test Timed Assessment

WWI research Project Research task

Mansfield History Excursion and Analysis Fieldwork activity and Application task

Gold Rush Essay Timed Assessment

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills or analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

Geography

Students study one semester of History and one semester of Geography throughout the year. Over a semester, students complete four units within the Geography curriculum studying geographic skills, biomes, food security and interconnections. The skills units builds upon the seven geographic concepts; Biomes and Food Security investigate what type of environments we live in and can we feed the world in the current climate or what technological advancements can support our quest to end world hunger? Understanding interconnections allows students to consider how people and places are connected through trade, technology and transport and how these have changed over time. Students are assessed against the criteria: knowledge and understanding, investigating, communicating and thinking critically.

Assessment Tasks:

Skills and Concepts Test Timed Assessment

Biomes Presentation Oral Presentation

Food Security Essay Timed Assessment 1 lesson planning and preparation 1 lesson writing

Interconnections Fieldwork Poster Fieldwork and Application Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills of analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

Health

The Year 9 Health course focuses on combining important concepts that help adolescents maintain a healthy lifestyle. Students build on their knowledge of risk, nutrition, sexual health, mental health and the use of drugs as they relate to their own personal development. Students explore what it means to be healthy at Howqua and how this can be applied to life after Lauriston

Assessment Tasks:

Semester 1

Semester 2

Nutrition Test Timed Assessment Promoting inclusivity in the Howqua Community Application Task

Illicit Substances Presentation Group Extended Research Task Respectful Relationships Research Task Extended Research Task

Modes of Study: Students will participate in classroom activities which include direct instruction from the teacher, presentations from external speakers and group and individual learning tasks linked to the topics being studied. The students will be undertaking independent research.

Physical Education

The Semester 1 Year 9 Physical Education Program allows students to apply and transfer complex movement concepts and strategies in different movement environments using a "Game Sense" framework. Students develop their leadership and collaboration skills when working in teams and devise, implement and refine strategies to achieve successful outcomes in game situations. Students participate in a range of practical activities that encompass different components of fitness and link specific movement skills to relevant sporting situations. This semester the students focus on striking and fielding focusing on the sports of softball and cricket as well as invasion games including ultimate frisbee, AFL and soccer. The students also had the opportunity to design and implement a soccer training program that will aim to develop and improve their soccer game sense and skills which will be implemented during their house soccer competition.

In Semester 2 students participate in a range of practical activities that encompass different components of fitness and link specific movement skills relevant to Badminton. Students will video and analyse their running technique to improve their performance in the fitness program. They will then work on an extended task to create a modified sport game using creative and innovative ways of increasing engagement in sport. They will then teach and play this sport with the rest of the class.

Assessment Tasks: Semester 1

Modes of Study: students will participate in classroom activities where there is direct instruction from the teacher. Students will participate in independent or group activities on the outdoor court or on the external playing field where they will learn how to use skills associated with various sporting activities.

The Languages other than English Faculty offers French, Latin and Mandarin. All students must choose one language; some students choose to study two languages Students who undertake both languages do not study Fitter, Faster, Stronger or Drama.

Art

The Year 9 Visual Art curriculum focuses on developing a high level of visual understanding, as well as enhancing confidence with creative thinking and skills. Through the course students will refine their personal aesthetic through working and responding perceptively with multiple art mediums such as;

drawing, painting, ceramics, photography and textiles. Along with a practical focus, students will also undertake theoretical curriculum and build on their visual analysis skills. Through this theory component the students identify and explain visual analysis using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints. Within both practical and theoretical aspects of the curriculum the students will be assessed on the following four criteria; exploring, developing practices, creating and presenting.

Assessment Tasks:

Semester 1

Botanic Art

Extended Practical Task Ceramics

Semester 2

Extended Practical Folio Task Folio Extended Folio Task Sense of Place

Extended Practical Folio Task

Modes of Study: the students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be undertaking practical activities in the art studio and the ceramics room.

Music

The Year 9 Howqua Music Curriculum aims to ensure that, individually and collaboratively, students develop the confidence to be creative, innovative, thoughtful, skilful and informed musicians. Students learn skills to compose, perform, improvise, respond and listen with intent and purpose. Students also develop aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions. Students acquire an understanding of music as an aural art form as they acquire skills to become independent music learners. The Assessment tasks are designed to develop the key areas of; the process of exploring and expressing ideas, demonstration of skills and techniques through arts practices, presentation and performance of musical product and response and interpretation of musical works.

Assessment Tasks:

Semester 1

Semester 2

Music Battle Performance Task Music Battle Performance Task

Pod Cast Group Collaborative Task Composition Performance Task

Body Percussion Performance Task Blues Project Research Writing Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities including using musical instruments and computer software. Students will participate in music battles, performances on the campus and external performances for specific days such as Anzac Day to enhance their learning and understanding of particular topics.

Drama

Year 9 Drama allows students the opportunity to explore a variety of dramatic styles and conventions. The first unit focuses on developing improvisation skills and an understanding of Theatre Sports through a mix of theory and practical workshops. Students will work on their collaboration, creativity and performance confidence. Following this, students connect with ideas, artworks and the skills of devised and scripted Drama where they work cooperatively to explore the roles of acting, directing and design in relation to Theatre making.

The Assessment tasks are designed to develop the key areas of developing skills, developing knowledge, presenting and performing, and responding and interpreting. In addition, the students learn to evaluate and reflect on their own performance, taking into consideration their participation in the rehearsal process right through to the final presentation.

Year 9 Drama in Semester Two allows students the opportunity to continue to explore a variety of dramatic styles and conventions. The first unit focuses on writing a script where students will explore their creativity by personifying an inanimate object and bringing it to life. This assessment will develop the student’s ability to work autonomously and grow their performance confidence. Following this, in the second unit the students reflect on their participation and performance in the previous assessment, evaluating and identifying any challenges and improvements they would make to the rehearsal process right through to the final performance. The Assessment tasks are designed to develop the key areas of developing skills, developing knowledge, presenting, and performing, and responding and interpreting.

Assessment Tasks:

Semester 1

Improvisation and Theatre sports Workshop

Theatre Makers Performance Task

Semester 2

Performance Folio Task Inanimate Object Characterisation Performance

Performance Task

Performance Task Performance Self Assessment Journal Writing Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities including improvisation, role play, mime and bringing scripts to life.

Languages Other Than English

French

Students study the place of French language and culture in the world, covering such topics as holiday and leisure activities and food. They continue to expand their vocabulary knowledge and use French to access and exchange information, to express opinions and to interpret a wider range of texts. They assess the accuracy of their language use against a broader range of grammatical and systems knowledge. Students' complete tasks and are assessed using the following 5 criteria: Listening, Speaking, Reading, Writing and Viewing.

Assessment Tasks:

Semester 1

Semester 2

Oral Task Oral Assessment Vocabulary Grammar Tasks Vocabulary and Grammar Task

Writing Task Writing Task Oral Task Oral Assessment

Vocabulary and Grammar Task

Vocabulary and Grammar Task

Reading Task Timed Assessment

Listening Task Timed Aural Assessment

Listening Task Timed Aural Assessment

Reading Task Timed Assessment

Writing Task Extended Writing Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, via Teams (where Students will have an additional teacher in the class) or in person, group and individual learning tasks linked to the topics being studied.

Chinese SL

Students continue to develop communication and intercultural skills in Chinese, improving their character writing and reading abilities as well as developing oral and listening competency. An increasing range of grammar structures and vocabulary are introduced. In Semester 1 topics such as the relatives, personality, school and daily life, extracurricular activities, eating and healthy life are covered throughout the course. Students' complete tasks and are assessed using the following 5 criteria: Listening, Speaking, Reading, Writing and Viewing.

In Semester 2 topics such as the eating out, birthdays and Chinese festival celebrations, leisure and protection of the environment are covered throughout the course. Students' complete tasks and are assessed using the following 5 criteria: Listening, Speaking, Reading, Writing and Viewing.

Assessment Tasks:

Semester 1

Semester 2

Oral Task Oral Assessment Oral Test Oral Assessment

Reading Task Timed Assessment

Listening Task Timed Aural Assessment

Writing Task Timed Assessment

Reading Task Timed Assessment

Listening Task Timed Aural Assessment

Writing Task Timed Assessment Extended Response

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, via Teams (where Students will have an additional teacher in the class) or in person, group and individual learning tasks linked to the topics being studied.

Chinese SL Extension

Students continue to develop communication and intercultural skills in Chinese, improving their character writing and reading abilities as well as developing oral and listening competency. An increasing range of grammar structures and vocabulary are introduced. Students study aspects about Chinese New Year, learning Chinese, Health and Diet, Travelling in China as well reciting modern and Tang dynasty poetry. Students' complete tasks and are assessed using the following 5 criteria: Listening, Speaking, Reading, Writing and Viewing.

Assessment Tasks:

Semester 1

Semester 2

Writing Task Timed Assessment Writing Test Timed Assessment

Listening and Reading Task Timed Assessment Listening and Reading Task Timed Assessment

Oral Task Oral Assessment Oral Task Oral Assessment

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, via Teams (where Students will have an additional teacher in the class) or in person, group and individual learning tasks linked to the topics being studied.

Latin

Students studying Latin continue to hone skills in the key areas of reading, analysing and interpreting Latin texts that reveal the language use and social and cultural practices of the Romans. Students use vocabulary, grammar and textual cues to understand and translate Latin texts and convey information and ideas about Roman society and culture, in oral, written or digital forms. They translate a range of Latin texts that incorporate complex sentence structures and vocabulary. They reverse translate English texts into Latin, applying their knowledge of vocabulary, accidence and syntax. They investigate the enduring linguistic and cultural legacy of the Roman world in the modern world. Students complete individual and group tasks and are assessed using the following criteria: Reading, Parsing, Translating and Writing.

Assessment Tasks:

Semester 1

Semester 2

Vocabulary Test Timed Assessment Vocabulary Grammar Tasks Timed Assessment

Ancient History Project Personal Research Task Ancient History Project Personal Research Task

Grammar Task Timed Assessment Grammar Task Timed Assessment

Grammar Project Extended Group Research Task Grammar Project Extended Group Task

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, via Teams (where Students will have an additional teacher in the class) or in person, group and individual learning tasks linked to the topics being studied.

English as an Additional Language (EAL)

In addition to studying the mainstream English course students from other language speaking backgrounds are also offered support through the EAL course at Howqua. The year 9 EAL course aims to continue building students' English language proficiency across the key macro skills or 'modes' of reading and viewing, writing and listening and speaking, in a variety of registers and over a broad range of settings. The course also aims to support EAL students in developing their confidence in the writing and speaking skills needed to express their understanding of mainstream English texts.

Assessment Tasks:

Semester 1

Language Analysis

Paragraph

Film Text Short Answer Test

Timed Assessment

Timed Assessment

Semester 2

Romeo and Juliet Diary Entry

Romeo and Juliet Short Answer Test

Extended writing task

Timed Assessment

Creative Writing – Short Story Extended Writing Task Collaborative News Show Assignment Oral presentation and recording with written questions

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied in English and Humanities. The students will receive direct instruction in the structures and features of the English language to support their English acquisition.

Learning Enhancement

Students in need of additional support with their learning can participate in Learning Enhancement lessons. This allows for more individual support in the core subject areas and is also used to support improvements in basic skills such as writing, spelling, literacy and numeracy activities where required. Teachers are in contact with classroom teachers and families on a regular basis to ensure that the best support possible is provided to each individual. This subject is not assessed or reported on but acts as a support for the rest of the curriculum with students identified with support needs.

Modes of Study: students will participate in small group activities with direct instruction from the teacher and individual learning tasks. The subject is designed for students with specific learning needs and specific diagnosed learning needs; therefore, small group and one-to-one instruction are provided.

Fitness

The Howqua Outdoor Program offers the adventure of a lifetime to many students – an opportunity to explore and to meet the challenges presented by some of the most beautiful and unspoiled natural terrain in Victoria’s High Country. ‘Howqua graduates’ will also admit that the physical demands of the urban environment are completely different from those at Howqua, which include:

• living and working on a sloping site characterised by different conditions

• regular hiking with heavy packs on rough and hilly terrain

• running during the Fitness Program over undulating and varied terrain

• riding a mountain bike off road and in varying conditions

As students’ fitness levels increase and develop, the Outdoor Program becomes more enjoyable and less strenuous – the experience is more rewarding for students who are fit and physically prepared prior to Term 1 at Howqua.

The Fitness Coordinator oversees the general fitness of all students at Howqua. All girls must participate in the Fitness Program, we structure the program to cater for all abilities offering run/walk and strength and conditioning. Exceptions are only made at the agreement of the Nurse and the Fitness Coordinator.

Howqua Running Program

Students entering their Howqua year will have different levels of fitness and will have had various experiences in School sport. At our Armadale campus, sport is compulsory for students from Years 7 to 10 and we encourage students to participate in a GSV (Girls Sport Victoria) team sport, strength and conditioning or a recreational sporting activity. We understand that students will have had different physical activity experiences outside of school, with some regularly participating in team sports, or undertaking recreational activities such as cycling, jogging or personal training.

Through participation in the Howqua Fitness program, Outdoor program and Health and Physical Education lessons, our aim is to continue to develop fundamental movement skills and encourage our students to enjoy physical activity experiences in their formative years.

The Fitness program at our Howqua campus has the following outcomes:

• Inspire a lifelong love of physical activity

• Develop sound running mechanics

• Develop sound fundamental movement skills

• Be physically prepared to re-integrate into School and Club sport

• Educate students in strength and conditioning, recovery, self-care, flexibility, sleep and nutrition

Weekly Fitness Program:

• 1 x Trail Run – Students will have the opportunity to run through the stunning trails of the High Country, connecting with nature while enhancing their aerobic endurance.

• 1 x Training session – sessions including Intervals, Fartlek and Hills focus on improving aerobic endurance, speed, strength and running technique.

• 1 x Strength and Conditioning Session – these are part of the timetable for students who do not complete two languages. Developed in collaboration with the Fitness and Strength and Conditioning team at Armadale Campus, the sessions target the key areas that will help students manage both the outdoor program and fitness training with fewer injuries.

Each session includes a comprehensive warmup, mobility, strength and conditioning and cool down. Our program follows best practices for Year 9 students, incorporating ‘Long-Term Athlete Development (LTAD) models’ and recommendations from Athletics Australia. These guidelines inform the structure and distance progression of our program. Over the course of the year, students will gradually build up their running distance to between 5km to 10km, ensuring they progress at a pace that sets them up for long-term success.

In Terms 3 and 4, Year 8 students will participate in fitness preparation for the Howqua Program.

The purpose of the preparation program in Terms 3 and 4 is to enable the students to develop skills and strength required for Howqua Outdoor Program and Fitness Program

Term 1 and Term 2

Year 8 students encouraged to attend Lauriston Running Programs throughout the whole year

Term 3 and 4

Compulsory attendance of below sessions

Term 3

Running x 1 session per week

• Focus on Learn to Run

• Learn to Train

Strength and Conditioning x 1 (Optional if competing in a GSV Sport)

• Focus on foot, core and hip strength.

• Learn foundation skills of: Push, Pull, Squat, Lunge, Hinge, Rotate Stabilize

Term 4

Running x 2 Sessions per week

• Assess each Year 8 student for both Running Technique and Strength

• Increase Fitness ready for Howqua.

Strength and Conditioning Session x 1 (Optional if competing in a GSV Sport)

• Focus on foot, core and hip strength.

• Continue to consolidate foundation skills of Push, Pull, Squat, Lunge, Hinge, Rotate, Stabilize

In addition, during the summer vacation prior to the Howqua year, all students should participate in regular physical activity, including the training program provided in this Handbook, regular walking or running between one and four kilometres at least three times each week, and other physical activities such as swimming or cycling.

Many students also choose to jog during their free time (particularly around the campus Ring Road). Students must run with staff or in groups of four or more and sign in and out. For safety reasons Lauriston does not allow students to run alone.

In conjunction with the Armadale Strength and Conditioning Coordinator, the Head of Athletics has developed a comprehensive Howqua Fitness Program, designed to get students ready for the Howqua year - at the beginning of their fitness journey, students should be aiming to complete the exercises under Level 1, before progressing. Before students undertake any Fitness Program they should consult their general practitioner.

Health and Wellbeing

All staff at Howqua share responsibility for the health and safety of students under their care and are trained in Wilderness First Aid and emergency procedures. They attend each outdoor activity equipped with a First Aid kit that includes appropriate over the counter medication, Ventolin and adrenaline, and they are fully trained in their use

To ensure specific health needs are met and to allow students to seek support when they need it, there are formal processes to care for students who are ill or have an injury. The following ‘Howqua Wellbeing’ staff have responsibility for providing health and wellbeing care:

• Nursing staff in the Health Centre (covered below): A team of registered nurses work at Howqua. This means there is a Nurse on duty from 8.00am to 6:00pm (and on call after hours) during term. On Mondays, Thursdays and Fridays the Health Centre is staffed until 7:30pm.

The Nurse attends to illnesses and injuries and other health problems, consulting, when necessary, with doctors at the local practice and other health professionals. Any correspondence with the Howqua nurses can be forwarded to the howquanurse@lauriston.vic.edu.au to speak directly with Howqua nurses in the Health Centre please telephone the Howqua reception on 03 5777 2222.

• Mansfield Medical Centre: Lauriston has an arrangement with MMC in Mansfield to provide medical care for students. Howqua has two standing appointments with a medical practitioner each weekday. Parents will be notified by phone if this is required. The Nursing staff will also request your DOB for Medicare billing purpose. The Nurse will notify parents of the outcome of the GP review and any further recommendations. The Invoice for any care received by the GP is required to be paid on the day. The local Mansfield Hospital provides an URGENT after-hours GP service.

The Nurses and teaching staff also use Victorian Virtual Emergency Department (VVED)This is a bulk billing service and you will be notified if this is required.

• Armadale Psychologist: The Armadale Psychologists regularly consult with the Howqua Management and Tutors to discuss all matters of wellbeing on campus. They are available to speak to students and discuss problems with staff via Telehealth (on the phone).

• Physiotherapist: students with pre-existing problems, muscle injuries or joint injuries may attend the NE Life Physiotherapists who visits the Howqua campus each Monday. Permission is sought from parents prior to their daughter attending the physiotherapist. The cost is $105 will be privately billed to parents.

Emergencies and Injuries

Mansfield Hospital and North-East Hospital in Wangaratta will be used should your daughter require emergency treatment or sustain an injury which requires medical attention. Please note that these are regional hospitals and as such, they may not have resources to manage non-urgent medical care. In these cases, parents will be advised to collect their daughter and return to Melbourne for further

medical care. Howqua staff members will supervise your daughter and maintain contact with you prior to your arrival.

On the occasion that your daughter may require an Ambulance transfer, parents will be requested to travel to North-East Hospital in Wangaratta. Howqua staff members will supervise your daughter and maintain contact with you prior to your arrival at Hospital.

Health Centre

The Health Centre is open on campus 24/7 with a Nurse in attendance from 8.00am – 6.00pm. On Mondays, Thursdays and Fridays the Health Centre is staffed until 7:30pm. The Health Centre Nurses can deal with all situations, including life-threatening incidents. Most commonly, they treat everyday illnesses and injuries, coughs and cold, sprained ankles and stomach aches.

If a student becomes ill or suffers an injury during the day the Nurse on duty will provide support. If a student becomes ill during the night, she will be attended to by duty staff, who may seek advice from the Nurse who is on call. If a student becomes ill or suffers an injury off campus while on Outdoor Program or a run, a decision is made whether to transport her back to the Health Centre or immediately to Mansfield Hospital.

There will be occasions when the Howqua Nurse recommends that a student should return home for her general welfare from parents and care by the GP/specialist.

Communication with parents

Parents are informed as necessary if their daughter develops a health problem or is admitted to the Health Centre or Mansfield Hospital. If a student is in the Health Centre for longer than 24 hours, parents will be notified by email or phone. Occasionally, students are admitted to the Health Centre for an early night to one of the five beds under the advisement of the Nurse. Where a student is required to be actively monitored overnight by the nurse, a charge may be made to parent accounts.

Lauriston encourages parents to always communicate with Howqua about their daughter’s health, giving any information that can help staff provide care. Parents should contact the Nurse when a student has been taken off campus for specialist appointments when she is returning to campus after an illness or injury, or if she has seen a medical professional for assessment over a holiday/exeat break.

The Health Centre requests and encourages parents to communicate if there have been any medical concerns attended during Exeat or term breaks.

The Health Centre encourages parents to make regular Medical appointments during exeat and term breaks to minimise interruptions to your daughter’s program.

Health record and vaccinations

Each student has a record kept at the Health Centre. The record contains full health details, as provided by their parents, and a log of any consultations and incidents at Howqua. It is also important for nursing staff to have on file a student’s immunization status – both in case the student comes into contact with an infectious disease and if she needs a booster vaccination.

Lauriston recommends that students receive the complete primary course of ADT (tetanus and diphtheria) vaccinations, including the mid-teens booster, before their Howqua year. Flu can spread quickly in a boarding situation, so Lauriston encourages parents to organise the Influenza vaccination during the Term 2 Exeat (preferable) or Term 1 holidays.

Students known to have a health problem such as asthma or diabetes, or a serious allergy, will have an ‘Action Plan’ known to both the students and staff.

Procedures for Prescription Medications, Vitamins, Supplements and other Herbal Medicines

Step 1: Parents will be requested to complete the Medical Form sent to them prior to the departure of their child to the Howqua campus. All Prescription Medications, Vitamins, Supplements and other Herbal Medicines must be included on the Medical Form.

Step 2: All Prescription Medications, Vitamins, Supplements and other Herbal Medicines must have a Medication Authorisation Form which is completed by the parent.

Step 3: All Prescription Medications must have a Medical Health Summary provided by your GP.

Step 4: The Medication Authorisation Form and the Medical Health Summary must be provided to the Howqua Nurses prior to the end of Term 4, 2024. Please send these by email to: howquanurse@lauriston.vic.edu.au

Step 5: Should Prescription Medications, Vitamins, Supplements and other Herbal Medicines change during the December/January vacation, or through the course of the year, please send the Medical Authorisation Form and Medical Health Summary to the Howqua Nurses. Please send these by email to: howquanurse@lauriston.vic.edu.au

• All Prescription Medication requires Webster packing ($7.70 per week, subject to change). Please contact the Howqua Nurses and they will outline the process of organizing Webster packing. The email address is howquanurse@lauriston.vic.edu.au

• Chinese Herbal medications must have instructions clearly labelled in English.

Dental Appointments and Specialist Appointments

We request that these appointments are made during Exeats and scheduled vacation periods, unless there is an urgent matter.

Students with specific needs

Howqua accommodates students who have specific needs such as chronic illness or who require medication or a special diet. It is important for parents to inform Lauriston if their daughter has a health problem, such as an allergy or asthma or a recent muscle or joint injury that is not resolved. Written parental consent is required for special dietary needs and should be sent to the Nurse.

Managing Mental Health

The Armadale Psychologist and Howqua Staff need to know if there has been any mental health or wellbeing issues that could make life at Howqua potentially challenging for a student, as well as medications. This is the purpose of the health information questionnaire parents must complete before the Howqua year.

In the first instance, the House Tutor or Assistant Principal – Wellbeing will keep parents informed of any concerns about a student’s mental health or wellbeing. Parents may be requested to arrange for a student to return to Melbourne for further assessment by an external psychologist or psychiatrist.

The Armadale Psychologist and the external practitioner may need to work together to determine the students appropriate return to Howqua. Lauriston reserves the right to seek a second opinion from an external psychologist when matters of concern are unresolved.

Telehealth Appointments

Students can maintain connection with allied health professionals, GPs and medical specialists via telehealth whilst they are at Howqua. The Health Centre has a dedicated telehealth room which is set up with a laptop and telephone for video conferencing or phone calls.

Arrangements for Telehealth appointments are managed by our Howqua administrative staff. Prior to making an appointment with the allied health professional, please speak with the Howqua reception administrative staff member so that appropriate days and times may be arranged. It is important to note that we have limited spaces for Telehealth sessions.

Please email the following information to: howqua@lauriston.vic.edu.au

• Appointment date and time

• Name and contact details (email and phone number) of health professional

• The email address that the appointment link will be sent from; this email address will then be unblocked, allowing the health provider to email the link directly to the child.

When making telehealth appointments, please request that:

• The health provider CC the following people in when sending the telehealth link to your child howqua@lauriston.vic.edu.au howquanurse@lauriston.vic.edu.au and your child’s House Tutor.

• The link is to be sent two days before the appointment Dr Emma Steer is Lauriston’s Head of Psychological Services and is available to speak to health professionals about the wellbeing needs of your child. She can be emailed at: steerem@lauriston.vic.edu.au

The Assistant Principal – Wellbeing will support students by ensuring they have access to the Telehealth Room.

If modifications to the Howqua program are required Dr Emma Steer, parents and health professionals will work together to formulate a Student Management Plan. There will be consultation regarding the Student Management Plan with our Vice Principal-Head of Campus

For any parent who is concerned about the wellbeing of their daughter, please make contact in the first instance with your daughters House Tutor. The House Tutor is ably assisted by the Vice Principal –Howqua, and Assistant Principal – Wellbeing

Confidentiality

All health information kept in medical files about students is confidential. Our Armadale Psychologists are fully registered by AHPRA. They act in accordance with the APS Code of Ethics, including ethical guidelines pertaining to confidentiality. Given the residential program and challenges faced by students at the campus, the Psychologists will provide information to the Principal and Vice Principal-Howqua Campus when this is necessary to manage the wellbeing and safety of students.

Collecting your daughter from the Howqua Campus

The Howqua Health Centre has the required resources to care for the medical needs of your child, and this may include overnight stays. With a limit of five beds, the Howqua Health Centre does not provide long-term medical care to students who may have, influenza or other illnesses which may spread through the campus. With that in mind, our Howqua Nurses may communicate with you and request that you collect your child for her to recover from her illness in the comfort of her home and with the support of her family and GP.

Our Howqua Nurses will be making these professional decisions with the best interest of your child in mind, and we request that parents plan for the collection of their children

Changes in your daughter’s health needs

The Howqua nursing staff will require a summary from your GP if your child has been seen during any absences from the Howqua campus or during exeats. Please email howquanurse@lauriston.vic.edu.au with any relevant documentation. Before returning to campus, please ensure your child is well and can participate in at least a modified program. If you have any queries or concerns, please contact the Howqua Nurse to discuss further.

Post Exeat/Holiday Returns

To ensure the health and safety of your daughter, along with the students and staff who reside on the Howqua campus, please do not send your daughter to the campus after an Exeat or scheduled holiday break if she has cold or flu symptoms or is not well enough to participate in the Howqua program. We advise that your daughter is best placed to manage the Howqua program when she is fully recovered from her illness.

The Learning Partnership

At Lauriston, including our Howqua campus, our learning partnerships between teachers, students and parents are central to every girl achieving her potential, both academically and in her personal and social development. The mutual responsibility of all partners is framed by our School Values:

1. Relationships

Courage 3. Creative reflection

4. Intellectual inquiry for understanding

5. Engagement in life

What parents and students can expect from Lauriston:

• A learning environment and approaches to teaching and mentoring which encompasses both academic curriculum and experiential learning activities in Outdoor Program and are designed to provide students with skills, knowledge and understanding relevant to their future

• A well-planned outdoor program which has been assessed for risk, includes sufficient numbers of appropriately trained staff and facilitators, and gives due consideration to the fitness levels and outdoor knowledge of the students

• A well-planned fitness program which has been assessed for risk, includes sufficient numbers of staff members in attendance and gives due consideration to the fitness levels and health concerns of the students

• A well thought through wellbeing program which is responsive to the needs of students and matters which may arise throughout the course of the Howqua year

• Mutual respect based on the value of fostering positive relationships, respectful dialogue and inclusive practices

• A safe and supportive residential and learning environment in which students may thrive

• Timely communication of any concerns about (or for) a student’s learning, personal or social development, welfare or health needs

• A high level of engagement with, and communication between, the Howqua campus, School and parents

What Lauriston expects from students and parents:

• Support of the Lauriston values, which place relationships at the centre of all we do

• Students who are prepared to be active participants in all aspects of the Howqua program

• Mutual respect based on the value of fostering positive relationships, respectful dialogue and inclusive practices

• Respectful and appropriate standards of communication whether these are face-to-face, or through email and telephone conversations

• Regular reference to Lauriston’s information sources, including the newsletter and the Parent Portal (SchoolBox)

• Information regarding login details may be obtained from the IT Department helpdesk@lauriston.vic.edu.au

• Knowledge of and adherence to the Student Behaviour Guidelines (see next page)

• Inclusive and respectful behaviour towards peers and adults, tolerance of diversity and respectful understanding of the diverse needs of all individuals

• Respect for the Howqua residential facilities and the surrounding natural environment with a view to sustaining the campus and surroundings for the Howqua students of the years to come

Parents can assist their child at home (for Howqua students, during exeats and holidays) by:

• Establishing good communication with the child’s teachers, House Tutor, and Year Level Coordinator

• Accessing her academic progress via the Lauriston Learning Portal and regularly discussing it with her

• Encouraging her successes and help her to see that mistakes are valuable learning experiences

• Expecting high but realistic standards based on a good understanding of her strengths and weaknesses

• Taking an interest in her learning and allowing her to explain key aspects of her learning in her own words

• Encouraging her to read widely and regularly

• Using information and social media as a learning tool – podcasts and online media as well as TV news and current affairs broadcasts

• Monitoring her access to and use of social media at home (Lauriston strongly recommends that smartphones, iPads and other internet-connected devices are not kept in bedrooms overnight)

• Using digital resources together

• Create a well-lit and ventilated study space away from major distractions.

• Monitoring her health and wellbeing and sharing concerns with Lauriston – her House Tutor, the Assistant Principal – Wellbeing (Howqua), Deputy Principal – Wellbeing (Armadale), School Psychologist (Armadale)

Guidelines for Students

In all interactions with students, Lauriston’s objective is to provide an environment in which each student may develop her identity, relationships and connections to Lauriston and the broader community. A fundamental aim is for students to learn how to respect their rights, responsibilities and worth and to respect the rights, responsibilities and worth of others.

The Student Behaviour Guidelines support the Lauriston values, particularly the value of building relationships, since the ability to develop respectful relationships – irrespective of status, race or culture – is an important life skill. The behaviour each student demonstrates towards peers and teachers will affect her ability to establish long-lasting relationships.

Lauriston seeks students to:

• Take ownership of and responsibility for their behaviour

• Respect the rights of others and acknowledge their responsibilities towards others

• Support positive relationships within the Lauriston community

• Support the teaching and learning process together

Students should familiarise themselves with the following School policies:

• Respectful relationships

• Social media use by students

• Acceptable use of mobile telephones

• Acceptable use of information technologies

Attendance at school and punctuality:

• Students must attend Outdoor Program and academic lessons unless they are ill or affected by significant personal circumstances.

Drugs, alcohol, and smoking

• The possession or consumption of any non-medicinal or non-prescribed drug on School grounds or while in school uniform is unacceptable. Any student who is seen smoking or consuming alcohol, or who is involved in non-prescribed drug use or supply, will be the subject of a serious disciplinary process.

Excursions and activities outside the campus:

• Students must adhere to the Student Behaviour Guidelines while representing Lauriston on excursions or activities outside the campus.

• The Howqua campus is well known in the local communities and students are expected to maintain its positive reputation.

Mobile phones

• Mobile telephones are not permitted on the Howqua campus and must not be in the possession of Howqua students.

School property and property of others

• Students are expected to respect and care for school property and belongings – including school lockers, classrooms and grounds – at all times.

• Students are expected to respect and care for the property of others.

• Students are expected to dispose of rubbish appropriately.

• Students are to leave Houses, classrooms and all facilities in a tidy manner.

General appearance

• Students must wear appropriate and neat casual clothing.

• Clothing items such as skirts and shorts must be of reasonable length and neat in appearance.

• Clothing items such as shirts and t-shirts must not be tight or skimpy in appearance, and underwear must not be visible.

• Jumpers and sweatshirts must be neat, without holes, tears and fraying.

• Track pants, jeans and long pants must be neat, without holes, tears and fraying.

• Students must wear appropriate outdoor gear during the Outdoor program. Students must have appropriate warm clothing for all aspects of the Howqua program and follow staff instructions about wearing it. Appropriate clothing is an important safety element when students participate in the Outdoor Program, so adhering to clothing and equipment requirements is essential.

Hair, makeup, and jewellery

• No student is allowed to wear make-up while on campus or participating in Howqua activities off campus. Students should have natural hair colour. If coloured, bright hair colours are not acceptable. Other than a watch, jewellery items may not be worn on Outdoor Program as a safety precaution.

• Nose piercings and body piercings are not permitted.

Appendix 1 | Howqua Guiding Principles

Connection comes with being known, heard and cared for by peers and teachers

• There is a strong connection with the place that becomes home for twelve months.

• This connection extends to the people who live and work on the campus.

• Young people form a connection with the external environment where they have time to experience the sounds, smells and shifting appearances of nature which surrounds them throughout the day and night.

• Such a connection brings understanding that the contribution each person makes on the campus and during the activities which make up the program has an impact, positive or otherwise, on other people.

• Engagement with all aspects of the program further promotes connection.

• At the conclusion of the Howqua year, young people retain their connection with peers, the campus and its natural surroundings well into their adult lives.

Strong relationships are formed when young people share their daily lives, have time to get to know each other and when they see the impact of their actions on others.

• Young people have the time to invest in building relationships through shared conversations, shared adventures and shared challenges.

• These relationships are extended when living in a residential campus and participating in a program where peers and adults share the same experiences.

• Open, honest and respectful communications are essential in building relationships and managing daily life on campus.

• Collaboration is key in academic and experiential learning, and when living in a residential community.

• Shared experiences lead to long-term relationships that sustain and support young people throughout their adult lives.

In their learning environment, our young people feel secure to acknowledge their success, to make mistakes and keep trying.

• Young people become active participants in the construction of knowledge, and they are asked to take initiative in their varied learning environments, use the expertise of their teachers, and the cognitive and social/emotional skills of their peers, as well as their own.

• Young people reflect on their experiences in the classroom, outdoor program and being a member of a residential community and can articulate their own learning.

• Having perspective on what success looks like and how to learn from mistakes helps young people set achievable goals throughout their lives.

Overcoming challenges and unfamiliar situations builds resilience.

• Young people learn how to manage change through living away from family and life in Melbourne.

• Young people accept and learn to manage the physical challenges of outdoor and fitness programs.

• Young people strive to be accepting of different personalities, values and backgrounds while giving voice to their own personal identities.

• Young people are willing to listen to the opinions and views of others while learning how to respectfully voice their own perspectives.

• Young people develop care and compassion for themselves and others through the shared challenges they face.

Our young people know their strengths, support others in a team and have confidence in making decisions.

• Young people find their own strengths and the strengths of their peers.

• Young people learn how to be active participants in practical and hands on experiential learning activities.

• Through experiential learning, young people learn to independently or as part of a team, problem solve and make decisions in real-world settings.

• Young people are guided to reflect on their learning and consider how they might manage differently in future activities.

• Building interpersonal relationships enables young people to develop relationships with new people, resolve conflicts and support each other.

• With the many leadership opportunities available for young people, they develop selfconfidence, listen to the contributions of others and are more positive when facing challenges.

Through adventurous outdoor journeys our young people understand they have a responsibility to care for the natural world.

• Young people understand the important role they play in the future sustainability of earth.

• Through campus activities and outdoor program, young people put into practice sustainable living practices and practices for leaving their outdoor environment intact.

• Time in the nature benefits the physical activity and social interactions of young people and promotes positive emotional experiences through observing the beauty of the outdoor environment.

• Our young people can connect with the natural environment in personally and culturally meaningful ways.

Adventurous activities and running help our young people to become stronger in body and mind.

• Young people build on skills learnt through each rotation of activities across the year, thus enabling everyone to observe their own development and improvement.

• Young people use their bodies to learn new physical skills, try things they have never done before and work through progressively more challenging physical activities.

• Young people develop increased strength and endurance, confidence and a sense of accomplishment and appreciate the opportunity to face challenges within a safe environment.

• Young people can be brave, step out of their comfort zones, overcome fears and develop perseverance to push through challenges.

• Young people are more confident about what their bodies and minds are more capable of.

Outdoor Program

The development of positive relationships with others and with the environment through interaction with the natural world are facilitated through outdoor learning activities. The students will develop the skills and understandings to move safely and competently while valuing a positive relationship with natural environments and promoting the sustainable use of these environments.

• Through participation in the Outdoor Education Program students will:

• Have direct personal contact with nature in ways that promote enjoyment of outdoor activity and the natural world. Through outdoor learning activities students should develop an interest in outdoor recreation and nature experiences, learn how to support their personal health and wellbeing and develop the foundations for ecological literacy.

• Through outdoor learning activities, students will have opportunities to reflect on healthy everyday living and establish the foundations for sustainability and stewardship of the natural world into the future.

• Through outdoor learning activities, students will develop competence and safety management in the Australian outdoor. This includes learning how to assess risk and make judgements about their management of it.

• Through outdoor learning activities, the wellbeing of students will be enhanced through guided reflection on involvement in group and individual activities that are challenging and adventurous.

Through outdoor learning activities, students will develop essential personal and social capabilities such as communication, resilience, self-confidence, leadership, teamwork, goal setting, personal autonomy and initiative.

Appendix 2 | Suppliers

Lauriston works closely with our recommended suppliers One Planet (via www.camplist.au) and Eastern Mountain Centre (EMC) to support parents and students with purchasing their Outdoor Program equipment. Both companies have a copy of this list and are in an excellent position to help supply your daughter with quality equipment and answer any questions you may have. Howqua staff have worked with One Planet to source lighter weight equipment and to refine the list of products to suit the Howqua program. Please note recommended products and specifications.

There are many alternative suppliers, however we recommend www.camplist.com.au and EMC. Contact them directly for further information. Alternatively, you can contact the Howqua campus on 03 5777 2222 for any support you may require.

Contact Information for Suppliers

Eastern Mountain Centre | www.snow-ski.com.au

Address 68 Whitehorse Road, Deepdene

Phone (03) 9817 1477

Email emc@snow-ski.com

ONE PLANET | www.camplist.au

Website For Lauriston-specific online ordering, visit www.camplist.au and type ‘Lauriston Girls School’ into the ‘Get Started’ box.

Store address For personalised advice and in store shopping, visit ONE PLANET at 377 Little Bourke Street, Melbourne. The ONE PLANET shop is the bricks and mortar store associated with www.camplist.au and will match the discounted

Lauriston HOWQUA online pricing

Phone Camplist: (03) 9311 0207: ONE PLANET Shop (03) 9670 7070

Email sales@camplist.au

Clothing items on Flexischools

Each year our Howqua staff review the requirements for students regarding their safety and wellbeing, and equipment purchases for the Outdoor Program. These six items are mandatory and standard equipment for all students

• Merino wool crew neck pullover

• Waterproof jacket

• Woolen gloves

• Waterproof overpants

• Woolen balaclava

• Polartec Windpro fleece

Your daughter will be measured for all the compulsory items by experienced staff in Term 3. The Uniform Shop will be recording all the sizes.

You will then be asked just to purchase these items. We will order the size as per the measuring. These can only be ordered on Flexischools.

Should you have any questions regarding this, please do not hesitate to contact the Vice PrincipalHowqua, Director of Outdoor Programs or the Uniform Shop.

Appendix 3 | Gear Lists

Outdoor Program

Clothing

The following six items are mandatory and required from the first day and are available from Lauriston Girls’ School via Flexischools or can be purchased second-hand from a Lauriston student (excluding rain jackets and overpants which are hired from ONE PLANET).

Compulsory Clothing items:

1 Waterproof jacket (will be hired as part of a set with overpants)

1 Waterproof overpants (will be hired as part of a set with overpants)

1 Polartec Wind Pro fleece

1 Merino wool crew neck pullover

Woolen gloves

Woolen balaclava

Other Clothing items:

1-2 Hike shirts (non-cotton, quick dry and long- sleeved with collar)

2 Hike shorts (non-cotton, no shorter than mid- thigh)

2 Sets of thermal top and pants (at least one set must be 100% merino wool)

Polar fleece pants

1 Beanie (ideally merino wool or fleece)

1 Outdoor wide-brimmed hat (quick dry, light colour)

1 Neck warmer (merino wool for warmth)

1 Hike boots (above the ankle)

1 Older laced running shoe for canoeing and swimming (closed toe)

1 Closed toe sandals or Crocs

6 Hike wool socks (fitted)

1 Bushwalking gaiters - knee length (canvas with velcro closure recommended)

2 Pairs ski gloves

1 Pair of work gloves (suitable for handling wood and other gardening tools)

1 Sunglasses (inexpensive, durable, must meet the Australian Standard Safety Rating)

1 Ski goggles (Term 3 ski program, usually available from suppliers during Term 2)

1 Compass (Silva Type 3 or Suunto equivalent with Romer Scale)

1 Head Torch with compatible batteries (e.g.: Petzl, Black Diamond, etc.)

1 Bowl (lightweight, durable, cereal size800ml to 1lt capacity)

1 Fork & spoon (metal, lightweight and durable)

3 1L Nalgene water bottles with screw lids, at least one must be ‘wide mouth’

1 Drinking mug (between 300ml and 400ml, lightweight and durable)

1 Whistle (Fox 40 type) with cord

1 Map Case (maps supplied at Howqua). (At least 30cm by 18cm)

2 Food bags (durable, approx. size of supermarket re-useable bag, non-cotton, washable) A stuff sac is ideal

1 Travel wash bag for toiletries (lightweight, small)

1 Sunscreen (small tube 50- 120ml)

1 Toothpaste (small tube)

1 Tea towel or micro-fibre towel to dry dishes

1 Sports drink bottle (needs to fit in a bottle cage of a bike)

1 Silicone zip lock reusable bags (These are an alternative to zip lock bags and are a more sustainable option) Approximately 600ml- 1 litre volume, 20cm x 17.5cm

Sleeping Equipment

1 Sleeping bag Rated to -4°c Female lower limit of comfort, ISO -23537-1 (also referred to as a -10°c Male lower limit of comfort. Down fill recommended as it is lighter and more compact, using a minimum of 800+ Loft quality/Fill Power, with full box wall baffles, a good down sleeping bag should weigh less than 900g (regular size). We recommend the ONE PLANET Sonder -10

1 Sleeping bag inner sheet (silk blend, this should weigh less than 200g)

1 Hike sleeping mat with an R value (insulation value) of 3 minimum. A good mat should weigh less than 700g (e.g.: Thermarest, Exped Synmat, Sea to Summit or equivalent)

Optional

Qty Item

Down-filled jacket or vest

Hike pants (can zip off to shorts)

Personal hydration bladder with hose (1.5/2litres. No need for hydration backpack e.g. Platypus brand, should weigh less than 150g)

Water proofing solution (e.g. NIKWAX Tech Wash). Keep at home for waterproofing garments in holiday breaks

Mixed sized stuff sacks (e.g. 4, 8, 12 litres)

Quick dry towel

Small bum bag or equivalent (for asthma puffers and Epi pens during running program)

Padded mountain biking shorts

Walking poles (helpful for students with pre-existing injuries)

Ultralight hiking pillow (a good hiking pillow fits in the palm of your hand when compressed or deflated and should weigh less than 100g – e.g. Sea to Summit® Aeros)

General Clothing

At Howqua, clothing is about functionality rather than fashion. Clothes should be durable and able to go through an industrial washer and dryer.

Qty Item

2 Long sleeve t-shirts/shirts

8 Short sleeved t-shirt/shirts

2 Thick wool (or polar fleece) jumpers

2-3 Windcheaters or hoodies

3 Long pants or tracksuit pants

1 Pair of jeans or smart pants for school events

2 Shorts (must be of modest cut, no higher than mid-thigh)

6-8 Pairs of socks for general use

1 Set of bathers (must be one piece, not bikini)

2 Sets of pyjamas (consider summer and winter options)

- Dressing gown (optional)

- Bras and underwear (sufficient for 10 days)

- Slippers (only worn in the house)

Running

All running clothing needs to be quick dry material, modest in cut and non-revealing. Students run at least twice per week.

Qty Item

1 Peaked, lightweight running cap (must cover entire head)

2 Short sleeve t-shirts (no singlets - must cover shoulders, back and midriff)

2 Long sleeve running tops (for cold/wet weather)

2-3 LGS sports shorts

2-3 Leggings (compression leggings not essential but may be worn if desired)

3 Pairs running socks

2 Supportive running bras (consider professional fitting)

- Trail running shoes (recommended for cross- country, single track running. Consider professional fitting)

Toiletries

These supplies need to last the girls approximately 5 weeks. They can be re-stocked during exeat/holiday breaks.

Qty Item

- Liquid Soap, or cake of soap in plastic container

- Handkerchiefs and/or tissues

2 Face washers

- Shampoo and conditioner

- Toothbrush and toothpaste

- Deodorant (aerosol not permitted)

- Hairbrush and/or comb

- Sunscreen (SPF30+ or higher, waterresistant or sports)

- Lip balm (SPF30+ or higher, generous supply)

- Insect repellent (aerosol not allowed)

- Hairbands/elastics

- Sanitary items + nappy sack bags

- Anti-septic cream (small tube)

- Band-Aids (fabric material)

- Aloe Vera gel

- Lice treatment

Linen

Students are allocated a single bed. Laundry is typically collected once a week

2 Fitted sheets (single bed)

2 Flat sheets (single bed)

1 Doona (consider summer and winter seasons)

2 Doona covers

1-2 Pillows

2-4 Pillowcases

2-3 Bath towels

1 Lauriston polar fleece blanket (optional)

Technology

Howqua aims to reduce the use of technology wherever possible, favouring face-to-face communication, letter writing and social interaction. We therefore ask students have no devices with internet connectivity, mobile reception, or video/movie functionality.

Qty Item Purchased Labelled Packed

- Wristwatch with alarm. Waterproof. Does not need to be a fitness watch. No smart watches allowed at all. However, the Garmin Forerunner 255 and 265 watches are permitted.

- Digital camera (small & durable, waterproof recommended), data transfer cord (or card reader), battery charger and memory card/s. External hard drive/USB also recommended for photo storage.

- Battery operated clock with alarm for bedside table (ideally without ticking noise). Should not support playing music.

- Spare batteries (consider rechargeable set)

Other

1 Sharpie/permanent marker

- Washing powder or liquid for hand washing

1 Mouthguard

- Sewing kit (small) with range of coloured thread

1 Packet of small Ziplock bags

1 Packet of medium Ziplock bags

1 Packet of garden/garbage bags (large size)

- Writing paper, envelopes, stamps (generous supply and address book)

1 Mug for hot drinks

10 Coat hangers

10 Clothes pegs

- Canvas shoes (e.g. Converse, Vans)

- Thongs/flip flops (for house use only)

- Birthday Box (see guidelines in Howqua Handbook)

1 Small bottle of hand sanitiser for personal use.

Food Containers

Howqua aims to reduce its environmental impact whenever possible. We therefore encourage families to consider purchasing stainless steel (recyclable) boxes, rather than plastic. Qty Item

1 Sandwich container

1 Long roll/wrap container

1 Fruit/muffin container

Optional Extras

These items can be useful but are not compulsory.

• Underlay for bed (during winter, single size)

• MP3 player for music. No video function allowed. Does not have to be Apple/iPod brand.

• Books and magazines (also available from Howqua library)

• Moisturiser (body and face)

• Nail polish and remover

• Talcum powder

• Nail brush and clippers/scissors

• Tweezers

• Ear buds

• Cotton wool balls

• Spare shoelaces (runners and hike boots)

• Deck of playing cards/UNO cards

• Blue Tak

• Sports strapping tape

• Journal/diary

• Ear plugs

• Shaving razors/wax strips

• Stain remover for hand washing (small supply)

• Washing bags for laundry

• Shower cap

• Storage boxes; small, medium and large (to organise wardrobe e.g.: soft, collapsible) refer to page 12 for measurements

• Plastic storage containers (to organise and store bathroom supplies) refer to page 12 for measurements

• Sew on woven name tags

• Work boots (e.g. Blundstones)

• Waterproof accessory case for camera

• Sticky tape

• Soft toy

• Photos for personal wall display.

Appendix 4: Waterproofing

Appendix 5 | Return to Howqua procedure

Medical

When your daughter has returned to Melbourne for medical reasons and she is now well and ready to return to the Howqua campus, the following steps need to be followed:

• Parents are requested to communicate by telephone with a Howqua Nurse regarding treatment and ongoing plans for medication or treatment.

• Parents are requested to send a Medical Certificate or letter from a Medical Practitioner for their daughter that indicates their readiness to return to the Howqua campus.

• Parents are requested to communicate with the Vice Principal – Howqua campus to plan for the date of return to the campus and transport arrangements.

Attendance at the Armadale Campus

Please telephone Ms Just, Principal, or Ms Eleanor Richards, Howqua Coordinator of Curriculum and Learning, when your daughter returns to Melbourne to discuss whether she is well enough to attend the Armadale campus. If your daughter is unwell and unable to attend the Armadale campus, students will be able to access information regarding classwork and homework tasks via MS Teams.

If a student is well enough to attend the Armadale campus, Ms Richards will provide them with a temporary timetable and will work with the student to ensure that each students individual learning journey can continue.

In most cases, your daughter will attend the Armadale campus, particularly if she is unable to return to the Howqua campus for an extended period.

The Howqua House Tutor will be in regular telephone or email communication with you while your daughter is away from campus. Their role will be to check on your daughter’s recovery and to provide information about the House Program.

Medical

When your daughter has returned to Melbourne for wellbeing reasons she will need to be assessed by your GP and/or a Clinical Psychologist. Please contact the Armadale School Psychologist for referral options. When it has been determined that your daughter is ready to return to the Howqua campus, arrangements are made through the Armadale campus

The Armadale School Psychologist will:

• Communicate regularly with parents and student during her time in Melbourne.

• Communicate with the medical practitioner, or external professional, such as the psychologist, and receive their agreement for the student to return to the Howqua campus. Students may not return to the Howqua campus unless agreement has been secured from the medical practitioner or external professional.

• Where appropriate, the Armadale School Psychologist will, in consultation with the external health professional write a Student Management Plan prior to the return of the student to the Howqua campus.

The student will only return to the Howqua campus when approval has been given by the Principal, in consultation with the Armadale School Psychologist and the Vice Principal – Howqua campus.

Appendix 6 | Bushfire Season Procedures

Fire danger ratings and warnings are used in Victoria to provide clear direction on the safest options for preserving life.

Schools and children’s services listed on the DET Bushfire At-Risk Register (BARR) will be closed when a Catastrophic fire danger rating day is determined in their Bureau of Meteorology district.

The Howqua Campus has been identified as being one of those at high bushfire risk and is listed on the BARR.

Where possible, we will provide parents with up to four days’ notice of a potential Catastrophic day closure by email. A Catastrophic day will be determined by the Emergency Management Commissioner no later than 1.00 pm the day before the potential closure. Once we are advised of the confirmation of the Catastrophic day we will provide you with advice before the end of the school day. Howqua staff and students will leave the campus the morning of a Catastrophic day.

Once confirmed, the decision to close will not change, regardless of improvements in the weather forecast. For students and staff attending the Howqua campus there are two alternative plans for Catastrophic days:

• The Howqua campus staff and students will travel by bus to Mansfield and accommodation will be provided within the township.

• The Howqua campus staff and students will travel by bus to Melbourne and parents will be requested to collect their daughter from the Armadale campus.

Returning to Melbourne is preferred when it is likely that there will be an extended number of Catastrophic days.

As part of preparing our school for potential hazards such as fire, we have updated and completed our Emergency Management Plan.

What can parents do?

Ensure we have your current contact details, including your mobile phone numbers.

You can access more information about children’s services closures on the Department of Education and Training website

For up-to-date information on this year’s fire season:

• https://emergency.vic.gov.au

• Facebook (facebook.com/cfavic)

• ABC local radio, Sky News and other emergency broadcasters

• VicEmergency Hotline (1800 226 226)

Bushfire Preparedness Policy

The Howqua campus is listed on the Victorian Government Bushfire register. The Bushfire Preparedness Policy aims to minimise risk and ensure a suitable state of preparedness for any fire related event at our Howqua campus.

Our Bushfire Preparedness Policy sits alongside our Emergency Management Plan for Howqua and our Critical Incident Plan. These documents provide the details of management tasks, contacts, roles and responsibilities of key personnel.

As part of the Emergency Management Plan for the Howqua campus, we have documented plans for Outdoor Program days. We have a designated communications person, generally the Vice PrincipalHowqua campus or another member of the Howqua Leadership Team, who remains on the campus and manages all communications with staff in the field. At all times, our staff in the field have mobile phones or radios turned on. There is a schedule of communication checks throughout the day.

There are actions which the Howqua campus will take during bushfire season.

Rating Recommended Actions

Catastrophic

• Howqua is on the DEECD Bushfire At-Risk Register.

• Where possible, 3 days' notice of a planned closure will be provided, however expect that in some instances fewer than 3 days’ notice may be provided.

• School closure and evacuation day/s prior. Once the final decision to close is confirmed, this decision will not change – regardless of any changes in the weather forecast.

On a Catastrophic Day Lauriston will be closed, and no staff or families will remain on site.

Extreme

High

Moderate

No Rating

Total Fire Ban

• Communications base to monitor ABC radio and CFA, BOM and VicEmergency websites.

• Outdoor Program cancelled or modified following a review of the Fire Behaviour Index. Modification to On Campus or program within Zone 1 & 2, close to Mansfield with vehicle transport on site.

• School remains open.

Plan for possible evacuation to Mansfield if fire threat increases.

• Comms base to monitor ABC radio and CFA, BOM and VicEmergency websites.

• Plan for possible evacuation to Howqua or other “safer locations” if fire threat increases.

• If no imminent fire threat, then restrict school program to Zone 1 & 2

If under imminent fire threat, enact Emergency Response Plan (group contacts Comms base - Comms base contacts 000 if necessary and emergency evacuation organised).

• Comms base to monitor ABC radio and CFA, BOM and VicEmergency websites.

• Plan for possible evacuation to Howqua or other “safer locations” if fire threat increases.

• If no imminent fire threat, then restrict school program to Zone 1, 2, 3 & 4.

If under imminent fire threat, enact Emergency Response Plan (group contacts Comms base - Comms base contacts 000 if necessary and emergency evacuation organised).

• Normal school operations

• Normal Outdoor Program

• Howqua Communications base to remind all staff that stoves (and naked flames) are not permitted in any area

Zone Allocation

Areas where OP takes places are allocated a zone by considering a combination of the following:

• Reliability of communications

• Distance and time from Howqua campus and/or Mansfield, or from a ‘safe area’

• Inherent fire danger of the area

• Accessibility

Where a venue rates favourably in these four categories it will be allocated Zone 1.

Where a venue rates poorly in these four categories it will be allocated Zone 4.

Venues will be allocated Zones 2 or 3 depending on which end of the scale they lean towards.

Examples: Lake Eildon (Zone 1); West Ridge Mt Buller (Zone 4)