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Lorne P-12 College is located in Lorne. Our total enrolment is 341. We have 24 equivalent full time teaching staff, including 2 Principal Class Officers, 39 teachers both full and part-time and 21 Education Support staff, both full and part-time.

Over the last four years, the College has increased enrolments by some 60 students mainly in the secondary campus.

The aim of the College is to provide programs, within a supportive environment, that teach and facilitate the development of knowledge, skills and values. Our College will assist and encourage students of all abilities to reach their full potential, equipping them to become positive members of our society.

Our College operates in a climate where we strongly encourage the shared ownership of student success and provide many opportunities for staff, parents and students to have input into our school. The College Council is committed to the well-being and development of our College. We have a strong environmental and sustainability focus across the College.

Our whole college focus is on student learning while building the capacity of our teachers in contemporary teaching practice. Our focus across all P-12 students has been on writing for the past three years, where some improvement in results has been achieved.

The College has focused on building highly effective, professional and collaborative teams across the whole College. The consistent sequential and documented P-6 Inquiry-Based Learning Curriculum Overview has been implemented in the past year. Careful planning for Inquiry-Based Learning units of work address engagement in the P-6 students by linking with student interest, involving the local community including parents and making use of the beautiful natural environment that surrounds both campuses.

A P-6 review was carried out in 2013. Parents, staff and students were consulted. It confirmed parent general satisfaction with the current P-6 approach to teaching and learning and identified a need to address communication between teachers and between parents and teachers. There were requests for more extra curriculum activities as well as greater consistency between teachers in classroom teaching, behaviour management and homework. Communication Guidelines were developed through the School Council Subcommittee and involved consultation with staff and parents.

The Year 9  stand-alone inquiry-based program in 2011, which has now been in operation for four years. Our emphasis is on student voice and developing independent high-level work and thinking skills, based in community projects. Six of our Year 9 students also participated in a leadership program at the Gnurad Gundidj campus for School Leadership at Glenormiston that linked in with the Year 9 Inquiry-Based Learning program.

With the guidance of peer supporters, the post-primary Literacy team have developed new pedagogy and processes to improve consistency across teaching practices in writing. As part of this work students development of learning goals and conferencing has been a strong focus. The model that has been developed will be adopted by the post-primary Numeracy team in 2014, with Numeracy being the new College focus.

A focus on engagement of our students in ICT has been a feature of the College, where all students in years 5-12 have their own iPad/laptop. A great deal of funding and investment has developed a better ICT infrastructure in the College with plans for further upgrades. An iPad trial program has been funded by the College in 2013, for Year 4 students. The result of the trial was that all students in Years 4-8 in 2014, will be expected to purchase an iPad for use in class.

The College has a strong focus on student wellbeing and fosters collaborative community partnerships to further reinforce school connectedness. The student wellbeing worker (funded under School Chaplaincy) has been employed since 2012 and works on a range of strategies with small groups of students across both campuses. She has implemented programs on building resilience friendships and implemented a wide-ranging anti-bullying program. In 2013 the College commenced the implementation of School-Wide Positive Behaviours in order to ensure a more systematic and consistent approach to behaviour management across the two campuses. This program is also aimed at raising student learning confidence and general self-esteem.