The Wellbeing of Individuals
Loreto College understands that its responsibilities to students relate not only to their educational and spiritual progress, but also to their wellbeing as individuals. Through our House system, we strive to show respect for one another and treat one another with dignity, so that each student has a confident sense of self-worth and a willingness to take initiative, accept responsibility and exercise leadership.
A sense of belonging
A crucial element of pastoral care is using ‘fun’ to help students develop a sense of connectedness and belonging. Research has highlighted how important connectedness is to adolescents and feelings of self-worth. Loreto College uses the House Co-Curricular Program, Gonzaga Barry Day and other events to provide opportunities for students to have fun and feel nurtured as members of the Loreto community. The House system also reinforces a sense of belonging through a range of activities, including House Choirs, sporting carnivals and casual days, and provides students with leadership opportunities.
Every student belongs to a Mentor Group, which in turn belongs to one of four Houses – Barry, Mornane, Mulhall or Ward. Each of the Houses is named after a Loreto Sister of significance.
Each Mentor Group comprises students from either Years 7 and 8 or Years 9 to 12, promoting connection, communication and understanding between all students. The Mentor Group arrangement is designed to allow students and their parents the continuity of a Mentor Teacher for more than one year (wherever possible) as a communication point for the discussion of students’ overall progress with their families.
The Loreto approach to leadership is based on two ideas: firstly, that leadership is for service to others, not personal power, and secondly, that leadership skills need to be fostered and systematically developed. Leadership is developed through a range of formal and informal procedures. Formal leadership training occurs through the Student Committee structures, year level representation on the Student Representative Council, and through the Yr 9 Active Learning Program and the Yr 11 Leadership Program . In a less formal way leadership is encouraged by having students work in teams to organise activities, by having students address assemblies, by fostering Debating and Public Speaking skills and by the whole range of ways student self-worth and confidence are built. The College is very aware that students learn more from an activity if they have been involved in the delivery of that program.