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St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Social and Emotional Learning Social and emotional learning (SEL) helps students to learn and practice skills that they need to build resilience and manage their emotions and relationships with others. This may include self-awareness, self-management, social awareness, relationships skills and responsible decision-making. To provide the best opportunities for all students to achieve their full potential, Catholic school communities seek to provide a comprehensive curriculum with strong pedagogical understandings and evidence-informed practices to personalise learning and engage young people at a level appropriate to their knowledge, skill and ability. (Horizons of Hope, CEM, 2017) To do this St. Patrick’s has clear expectations in regard to the teaching of Social Emotional Learning (SEL). Each class is expected to explicitly teach SEL in a 45- 60 minute lesson per week. To do this the school uses 3 approaches including a new approach for St Patrick’s being the Resilience, Rights and Respectful Relationships (RRRR) program as the main source of content for SEL lessons. This program aims to support students develop students’ social, emotional and positive relationship skills. The RRRR program links with the Australian curriculum and ensures that students are being consistently taught the expected outcomes across their schooling at St Patrick’s. Secondly we use resources obtained from the trauma informed practices of the Berry Street Education Model particularly in the areas of self regulation and teacher instruction/ co-regulation skills. The whole school was trained in these practices over 2017, 2018 and 2019. The third source of information for the successful teaching of SEL at St Patrick’s is the use of the Zones of Regulation program. This program is utilised by many external specialists including Occupational Therapists and Speech Pathologists. St Patrick’s utilises this program to ensure that there is a common language among the school and external professionals in reference to emotions and emotional regulation tools. It supports students to hear consistently that all people have emotions, there are no good or bad emotions, and all people need tools and/ or support to regulate their emotions sometimes. The RRRR explicit learning program falls under the whole school approach of Respectful Relationships (RR). St Patrick’s is in our first Year of RR and is under the mentorship of Assumption College who also use these methodologies and the RRRR program across all year levels. St Patrick’s has combined the methodologies of Respectful Relationships and our involvement in the Berry Street Education Model to address the needs of the St Patrick’s community. St. Patrick believes in nurturing student wellbeing in order for all students to engage in their learning and inevitably flourish. The school system targets wellbeing and Social Emotional Learning at an individual, class and whole school level. “Engaged learners have a positive sense of identity, connection with their peers and community. They are invested in learning in and beyond the classroom. This enables them to flourish and grow in confidence as curious, optimistic and inspired knowledge-builders, problem-solvers, conceptual thinkers and self-motivated learners.” Horizons of Hope, CEM, 2017 Religious Education Specialist Subjects

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Vision, Values and Logo A school's vision and values speak to the core of the school and what it believes in. Our logo is a well-known symbol that represents the school's history and mantra of walking in the footsteps of the Lord. School Vision St Patrick’s Primary school works in partnership with families, the parish and the community both locally and global. Together the whole school community developed its Vision statement in 2017. “St Patrick’s is a Catholic learning community. We commit to being a school where all members have an opportunity to flourish in an inclusive relational environment. We believe in developing active and curious learners. We aspire to be compassionate and responsive to the needs of all.” School Values We value celebrating Catholic traditions, engaging in dialogue and critically reflecting on faith in a contemporary context, and that social justice is an integral part of our Catholic faith. We value and nurture a caring community of staff, students and parents by promoting the values of respect, tolerance and co-operation. We value that every child at St Patrick’s should experience 12 months growth in 12 months. We value that personalised learning is embedded in our curriculum with student engagement, rigorous teaching and purposeful learning in all areas of the curriculum. We value that all students should accept responsibility for their own learning and need to develop a higher level of self-esteem which in turn will lead to resilience and empathy. We value the criteria for St. Patrick’s Primary School to be Child Safe compliant. We value a staff culture that is characterised by a shared vision and a strong sense of team work. We value the involvement of all families and community groups in the life of the school. School Logo The St Patrick's school logo is: In the Footsteps of the Lord The motto was selected after a school-wide competition was run in 1988. The competition was won by a Year 3 class (3J) after one of their families had discussed the competition around the dinner table and spoke about how at times in life Jesus may have helped and how they could live like Him, hence "In the Footsteps of the Lord". The class submitted that motto and won and it has been the school motto ever since.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Student Leadership At St Patrick's leadership is about motivating, influencing and directing people to work together to achieve goals in accordance with the school's values and beliefs. It is important for students to experience school leadership opportunities in order to learn how to build relationships, define their identity and achieve tasks effectively. It also provides an opportunity to learn to identify and display effective communication and interpersonal skills. St Patrick's Primary School is very proud of our student leaders. These students are ambassadors who embody our school values and motto. The school offers both formal and informal leadership opportunities to our students. We hope that all of our students would think of themselves as leaders through modelling appropriate behaviour to others, helping students that need assistance, and generally exhibiting traits that walk "In the Footsteps of the Lord". However, we also have formal leadership positions, and our Year 6 students have the most significant roles to place in these positions, including School Captains, House Captains and other student leaders. School Captains School Captains are the most significant student leaders in the school. They take an active role in all aspects of the school community and work with others to achieve the best possible outcomes. They are approachable, reliable and trustworthy, and their duties involve communication with staff and students, public speaking at assemblies, school events and other community events. School Captains are positive role models for all students with regards to behaviour and presentation. House Captains A House Captains' role is to encourage all students to participate in House activities. They coordinate House events, such as the Houes points system, House lunches, and leading their respective houses in various whole-school events such as the athletics carnival. House captains are approachable and reliable and demonstrate enthusiasm for their House, thereby encouraging students to get involved in a range of school activities. Student Leaders Student leadership is open to any student in Year 6. Outside of School and House Captains, there are a range of other leadership roles, such as for ICT, Media, French, Science, Art, Library, Academic and more. The leadership group is elected from the Year 5 students during their time in Term 4. Students nominate for two leadership positions and then prepare and present a speech that is given to the Year 5 students, as well as the Year 5 staff and members of the leadership team. Students and staff vote for their preferred candidates and the ultimate decision rests with the School Principal and Deputy Principal.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Anti-bullying Bullying is a global problem that is not confined to schools. It is something that people of all ages, with all backgrounds, and in any social, educational or workplace environment may witness, be subjected to, or participate in, at any time in life. What is bullying? The national definition of bullying for Australian schools was developed by the Safe and Supportive School Communities Working Group . This national group includes all state, territory and federal education departments, as well as national Catholic and independent schooling representatives. The definition of bullying has been developed as part of the National Safe Schools Framework and can be found on the Australian Government's Student Wellbeing Hub. Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert). Bullying of any form or for any reason can have long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying. What is NOT bullying? Behaviours that do not constitute bullying include: mutual arguments and disagreements (where there is no power imbalance ) not liking someone or a single act of social rejection one-off acts of meanness or spite isolated incidents of aggression, intimidation or violence. However, these conflicts still need to be addressed and resolved. Types of bullying. There are three types of bullying behaviour: Verbal bullying which includes name calling or insulting someone about physical characteristics such as their weight or height, or other attributes including race, sexuality, culture, or religion Physical bullying which includes hitting or otherwise hurting someone, shoving or intimidating another person, or damaging or stealing their belongings Social bullying which includes consistently excluding another person or sharing information or images that will have a harmful effect on the other person. If any of these behaviours occur only once, or are part of a conflict between equals (no matter how inappropriate) they are not bullying. The behaviours alone don't define bullying. Verbal, physical and social bullying can occur in person or online, directly or indirectly, overtly or covertly. Setting – in person and online Bullying can happen in person or online settings. Online bullying is sometimes called cyberbullying. Verbal, physical and social bullying can happen in person . Verbal and social bullying can happen online , as can threats of physical bullying. Specific features of online settings create additional concern for students, parents and carers, and teachers. For example, bullying someone online can potentially have an enormous audience. Research shows that children who are bullied online are often also bullied in person. This means that effectively dealing with online bullying means looking at other situations as well. Means – direct and indirect Bullying can be by direct or indirect means. Direct bullying occurs between the people involved, whereas indirect actions involve others, for example passing on insults or spreading rumours. Indirect bullying mostly inflicts harm by damaging another's social reputation, peer relationships and self-esteem. Visibility – overt and covert Bullying can be easy to see, called overt, or hidden from those not directly involved, called covert. Overt bullying involves physical actions such as punching or kicking or observable verbal actions such as name-calling and insulting. Overt, direct, physical bullying is a common depiction of bullying. (This is sometimes called 'traditional bullying'). But overt physical bullying may not be the most common type of bullying. Covert bullying can be almost impossible for people outside the interpersonal interaction to identify. Covert bullying can include repeatedly using hand gestures and weird or threatening looks, whispering, excluding or turning your back on a person, restricting where a person can sit and who they can talk with. Covert social or verbal bullying can be subtle and even sometimes denied by a person who claims they were joking or 'just having fun'. Some bullying is both covert and indirect, such as subtle social bullying, usually intentionally hidden, and very hard for others to see. This type of bullying is often unacknowledged at school, and can include spreading rumours, threatening, blackmailing, stealing friends, breaking secrets, gossiping and criticising clothes and personalities. Indirect covert bullying mostly inflicts harm by damaging another's social reputation, peer relationships and self-esteem, that is, through psychological harm rather than physical harm. Harm – physical and psychological Bullying has the potential to cause harm (although not all unwanted actions necessarily cause harm). The physical harm caused by some types of bullying is well recognised. More recently, research has confirmed that short and long term psychological harm can result from bullying. This includes the harm to a person's social standing or reducing a person's willingness to socialise through bullying (particularly covert social bullying). In fact, just the fear of bullying happening can create distress and harm. The ongoing nature of bullying can lead to the person being bullied feeling powerless and unable to stop it from happening. The effects of bullying, particularly on the mental health and wellbeing of those involved, including bystanders, can continue even after the situation is resolved. Roles in bullying The roles within bullying are: as the person being bullied as the person bullying someone else as a person who witnesses bullying happening or knows about someone being bullied. A student who is bullied in one context may do the bullying in another, and a student who sees bullying in one context may be bullied in another, as individual students may take on different roles in bullying on different days, in different circumstances or with different peers. Being bullied Bullying is not a harmless part of growing up. The most obvious and immediate effect is reducing students' participation, learning and enjoyment of school. Other impacts include physical health complaints and fatigue, mental health impacts such as depression and anxiety, and social implications including self-doubt and reluctance to participate in group activities. Many students who are bullied online are also bullied in person. Just as bullying in person can cause harm, being bullied online can lead to social, psychological and educational issues. Some research into the impacts later in life has suggested that online bullying leads to more significant negative impacts, but research asking students directly what they think at the time found the majority considered bullying in person to be more harmful. The most significant negative impacts have been reported in students who have been subject to direct and relational forms of bullying. Bullying can create high levels of social anxiety and a sense of loss of dignity and 'agency'. Agency is the sense of control a person has over what happens to them and their life, and their ability to make choices. Feeling powerless and unable to stop the bullying can lead to lasting harm. Feelings of anxiety, fear and distress about being excluded and being treated with contempt can continue away from the school setting for students who experience bullying in person or online. Bullying others The impact for students who bully others depends on whether the bullying is short-term or persists over years. Some students engage in bullying for a short time only and then stop either because they realise it is inappropriate or the school supports them to learn more appropriate behaviour . A small group of students continue to bully others over many years. Students who persistently bully others have been found to have later issues in mental health and educational outcomes, as well as showing criminal and anti-social behaviour . These outcomes do not necessarily mean their bullying behaviour results in the later outcomes and the criminal behaviour. It is possible something else in the child's attributes, environment or experience contributes to both. However, these later outcomes suggest that persistent bullying is an important warning sign of ongoing problems. Schools and parents/carers need to support those who bully others to learn more appropriate ways to get on with others and deal with conflict and social challenges. Being a bystander Students who see bullying happening can also experience negative impacts. Many students who are bystanders to bullying feel distress and anxiety about seeing something they consider to be wrong. Students can also feel distress about not knowing what to do. Students may be concerned about their own safety or potential loss of social status. They may be afraid of being bullied themselves if they say something. Students who see bullying happening to others may also doubt whether they are generally safe at school. Research shows that frequent bullying and reports by students of feeling unsafe at school are closely linked. Feeling unsafe can have a negative impact on learning and participating for all students. Some researchers suggest that bystanders are key to stopping bullying, but these students are also part of the peer group and there may well be issues for them if they speak up. Students weigh up a number of factors to decide if they should intervene, including their relationship with those involved, the apparent seriousness and impact, whether they think someone else should intervene, and their opinion of the person being bullied. More information The information provided here has come from the "Bullying, No Way!" website. For more information on bullying, please head to their website, which can be found here . St Patrick's Positive Relationships Policy can be found here , and our Cyber Safety Policy can be found here . St Patrick's have also run a number of forums on bullying and cyber safety and they can be found here: BULLYING CYBERSAFETY

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Language - French St Patrick's offers the study of French language and cultre to our students. French is a major language spoken across five continents, and the official language in 29 countries. It is also one of six official languages of the United Nations. The French language also aligns St Patrick's with one of the languages taught at Assumption College. Gabby- Alliance Française French Poetry competition finalist, 2021 Students interact with the teacher and their peers using simple language and gestures for exchanges such as greetings, farewells, and for talking about self and family. They participate in group activities through song, rhyme, games and transactions. Students also have the opportunity to participate in the state-wide Alliance Française French Poetry competition. They develop a curiosity for French culture and traditions, and compare cultural differences. The study of a second language contributes to the overall education of students, enhancing communication, cross-cultural understanding, cognitive development, literacy (in both English and French) and general knowledge. Have a look at this video to see what French looks like at St Patrick's:

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. NAPLAN St Patrick's participates in the annual NAPLAN testing for Years 3 and 5. NAPLAN is conducted online during May each year. It tests a variety of literacy and numeracy skills and is just one of many assessments that St Patrick's uses throughout the year to judge a student's academic progress. NAPLAN (National Assessment Program - Literacy and Numeracy), is an annual assessment for all students in Years 3, 5, 7 and 9. It tests the types of skills that are essential for every child to progress through school and life. The tests cover skills in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in the second full week in May. The test is administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA), which is the independent statutory authority responsible for the overall management of the Australian National Assessment Program, in collaboration with representatives from all states and territories and non-government school sectors. NAPLAN is made up of tests in four areas: reading writing language conventions (spelling, grammar and punctuation); and numeracy. NAPLAN test results provide information on how students are performing in the areas of literacy and numeracy and support improvements in teaching and learning. The data from NAPLAN test results gives schools and systems the ability to measure their students’ achievements against national minimum standards and student performance in other states and territories. Reports on individual student performance are provided to all students and parents/carers by the states and territories. NAPLAN results are also reported nationally through summary results released in August and a full national report released in December. Whilst St Patrick's Primary School actively participate in the NAPLAN testing, it is not seen by the school as a be-all-end-all test, as it is just part of an ongoing testing regime that the school does to keep close check of student's performances. Parents and students should be aware that an unexpected result in a NAPLAN test is unusual, but should it occur, the school will work with the student and family to identify what may have contributed to the results. For more information on NAPLAN, go to the Victorian Curriculum and Assessment Authority website here or the Australian Curriculum, Assessment and Reporting Authority website here . *Source: www.nap.edu.au

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. School Houses St Patrick's have four school houses and each student is allocated to a house when they start at St Patrick's. That house allocation will apply to siblings as they enrol too. The four school houses are named after prominent people. McAuley (blue house) Named after Sister Catherine McAuley, joint founder of the Sisters of Mercy, born September 29 1778 in Ireland and died November 11, 1841. In 1824 Catherine McAuley leased a property in southeast Dublin to build a house to serve poor women and children. On December 12 1831 Catherine McAuley, Mary Ann Doyle and Mary Elizabeth Harley professed their religious vows as the first Sisters of Mercy, thereby founding the congregation. She encouraged her Sisters to "educate poor girls, to lodge and maintain poor young women who are in danger and to visit the sick poor". Within 10 years Catherine founded nine Convents of Mercy in Ireland and England. The Sisters of Mercy made a foundation in Perth, Western Australia in 1846. Today there are more than 12,000 Sisters of Mercy worldwide. They run 200 health care facilities, 19 colleges, 58 schools and provide many other services that help people of every age. O'Rourke (yellow house) Named after Father Timothy O'Rourke, Parish Priest at St Patrick's Catholic Church 1885-1860, died January 16 1861. Fr O'Rourke was educated at Maynooth, Ireland and ordained as a priest in mid-1849. He left Ireland in August of that year to undertake missionary work in New Zealand. In poor health he came to Melbourne for a holiday in January 1854 and agreed to act temporarily in the vacancy caused by the last illnesses of Fr Clarke in the parish of Kilmore. He remained and carried on with an energy far beyond his strength and accomplished much in a few short years which is testimony to the zeal of a great priest. Fr O'Rourke's first task was to assume responsibility for the building of the school-church. He initiated the building of a bluestone church-school. This building, used as a boy's school, had two large rooms with extra small rooms for a master and a school-mistress. About 1855, under Fr O'Rourke's supervision, a small, solid bluestone church known as St Bridget's was built at the Survey on 2 acres of land donated by George Jessop. Maher states that the church was used for services for two years before being blessed by Bishop Goold on November 1 1857. Fr O'Rourke not only took on responsibility for the building for the church, he also maintained several schools in the parish including opening at least 5 to accommodate the growing numbers of children living in the area. St Patrick's Church was begun in 1857 under the watchful eye of Fr O'Rourke. He continued serving his parish despite ill health up until the last few months of 1860. Fr O'Rourke was interred in front of the Our Lady alter in the church he had organised to build on March 23 1871. Chisholm (red house) Named after Caroline Chisholm, humanitarian, born May 30 1808 in England and died March 25 1877 in England. Caroline Chisholm was born in England. She arrived in Australia in 1838 and set up a home for other women who had come to live here. She worked to improve life on the ships bringing people to Australia to start a new life and started a loans plan to bring poor children and families to Australia. She arranged free trips so that the families of convicts who were transported to Australia could come to join them. She also believed poor people should be able to buy farms cheaply. Caroline set up a home in Sydney for young women, and organised other homes in several rural centres. The home was soon extended to help families and young men. During the seven years Caroline was in Australia she placed over 11,000 people in homes and jobs. Her 'home' - the Female Immigrant Home helped over 40,000 people in its 38 year lifespan. She became a very well-known woman who was very much admired. Morrison (green house) Named after Monsignor Ken Morrison, Parish Priest St Patrick's Catholic Church 1952 - 1977. Monsignor Morrison became the Parish Priest of St Mary's in Williamstown in 1936. This included becoming the part-time chaplain to the Point Cook and Laverton bases of the Royal Australia Air Force. During World War II he became the Principal Catholic Chaplain. He was responsible for 60 chaplains who served in Britain, Malta, the Far East, the Pacific, Japan and throughout Australia. He made frequent visits to their posts. In 1947-48 Monsignor Morrison served a 12 month tour of duty in Japan. In 1948 he reverted to his pre-war practice of dividing time between civil and service duties. He was awarded the OBE in 1962 for his work with the Air Force. In 1952 he took up the appointment of parish priest in Kilmore, He quickly gained support of the parishioners to restore the church that was showing severe damage. He also rebuilt the school that had been condemned by the Health Authorities. In 1968 he added a larger school building and organised a bus service to bring students to St Patrick's from Broadford and Kilmore East. Monsignor Morrison drove the bus for 17 years. During his remaining time at St Patrick's Monsignor Morrison added a district church at Wallan and rebuilt one at Darraweit Guim. He also administered a circuit of six district churches. He handed over the reins of Parish Priest to Father Peter Rankin on June 18 1977.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Visual Arts The exciting world of Visual Art is opened up to our students in many ways through our vibrant Visual Arts Program. Painting, Drawing, Printing, Modelling, Construction, Clay work and Textiles are all on the agenda for our students to explore. At St. Patrick’s we believe Art is for everyone. Learning basic techniques within these core areas, and building up skills as the years progress, enables our students to gain a well-rounded understanding of Visual Arts practices and exposes students to many different art forms. Immersion in a Visual Arts program generates opportunities for students to develop their creative abilities, express their ideas and experiment with new materials and techniques, as well as learning to work collaboratively with their peers and problem solve. Artist studies and Art Appreciation develop curiosity, ignite interest and enhance self-esteem as students respond to art works, have opinions, use Arts Language and express thoughts, reactions and observations about their world.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Hours, dates and calendar Children benefit from routine and understanding what comes next. We believe in communication and ensuring that students and families have all of the information they need to plan that routine. School Hours 8:50am - Morning prayer and roll 9:00am - Sessions 1 and 2 11:00am - Recess 11:30am - Sessions 3 and 4 1:30pm - Lunch 2:10pm - Session 5 3:15pm - Class dismissed 2026 Term Dates Term One - Monday 2 February to Thursday 2 April Term Two - Monday 20 April to Friday 26 June Term Three - Monday 13 July to Friday 18 September Term Four - Monday 6 October to Wednesday 16 December All calendar dates can be found in the electronic calendar located in the parent/carer PAM account.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Marist As a Marist school, St Patrick’s is inspired by the example of Saint Marcellin Champagnat, placing Jesus at the centre of all we do and nurturing each child with a spirit of humility, simplicity and presence. We strive to create a welcoming, family-like community where every student is known, valued and supported to grow in faith, learning and compassion. Through this Marist tradition, we empower young people to live with courage, serve others and make a positive difference in the world. The Marist Charism at St Patrick's Primary School St Patrick’s Primary School is proud to be a Marist school, guided by the vision of Saint Marcellin Champagnat. Marcellin believed that to educate children well, we must first love them—showing care, presence and understanding in all that we do. This spirit continues to shape our school culture, where every child is known, valued and supported to flourish. At the heart of the Marist charism is a simple but powerful call: to love all children, and to love them equally. We strive to ensure that every student, regardless of their background, ability or circumstance, feels a deep sense of belonging and dignity. This commitment is lived out each day through our relationships, our teaching and the way we build a welcoming, inclusive community. The Five Characteristics of a Marist School Our identity as a Marist school is expressed through five key characteristics that guide our actions and decisions: Presence We are intentionally present to one another. Staff build strong, positive relationships with students, taking time to listen, notice and support. We believe that authentic connection is at the heart of effective learning and wellbeing. Simplicity We approach life with humility and authenticity. Simplicity invites us to focus on what truly matters—faith, relationships and learning, while modelling honesty, integrity and gratitude. Family Spirit We foster a strong sense of belonging where everyone feels part of a supportive and caring community. Like a family, we celebrate together, support one another in times of need and work collaboratively for the good of all. Love of Work We encourage students to take pride in their learning and to develop perseverance, responsibility and a growth mindset. We value effort, resilience and striving to do one’s best in all areas of life. In the Way of Mary Inspired by Mary, we seek to live with gentleness, courage, compassion and faith. Mary is our model of trust in God and care for others, guiding how we respond to the needs of those around us. Living the Marist Way Being a Marist school is not just something we say; it is something we live. It shapes: The way we welcome every child and family The respect and care shown in our relationships Our commitment to inclusion and equity The way we respond to challenges with compassion and understanding Our focus on forming young people who contribute positively to the world At St Patrick’s, the Marist charism calls us to create a school where every child is loved, every voice is heard, and every person is treated with equal dignity. Through this, we continue the mission of Marcellin Champagnat—making Jesus known and loved through the everyday life of our school community. GameChangers - Living the Marist Way in Action At St Patrick’s, our Game Changers reflect the Marist call to form young people as faith-filled leaders and agents of positive change. As part of Marist youth ministry, the program is grounded in the stories of Jesus, Mary and Saint Marcellin Champagnat, inviting students to grow in faith, leadership and a strong sense of belonging within a supportive community. Through regular opportunities for prayer, connection, leadership development and practical service, students are encouraged to live out their faith in action. Game Changers nurtures young people to become compassionate leaders who contribute positively to their school and wider community, embodying the Marist belief in loving all and loving them equally. Marist Themes 2026 2025 2024 2023 2022 2021 2020

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Employment Opportunities St Patrick's puts the child at the centre of everything we do and we seek staff that have a similar philosophy and approach to their work. Basic Selection Criteria All applicants need to meet the following basic selection criteria: Actively articulate the School’s vision and mission as a Catholic school, and use this as a wellspring in all discussions and decision-making; Be active as an individual, and/or as a team member, to work towards the success of the School Improvement Plan, providing support, stimulus and action as necessary; Contribution to the development of, and adhere to, all of the School’s current and future policies and procedures; Demonstrated understanding of child safety and appropriate behaviours when engaging with children; Commitment to child safety and adhere at all times to the School’s Child Safe Policy and Code of Conduct (a copy of which can be found on the school’s website); Commitment to personal professional training and annual training in relevant programs such as Child Protection, Student Duty of Care, OHS, Privacy, etc. Demonstration of adherence to the School’s Occupational Health and Safety program. and additional, specific key selection criteria relevant to the individual role. Child Safety All applicants must be a suitable person to engage in child-connected work. All applicants must read and understand the School's Child Protection Program, including: Child Safe Policy , Child Safety Code of Conduct , and the Staff and Student Professional Boundaries Policy . Acknowledge of this information forms part of the application process. Eligibility to Work Only applicants eligible to work in Australia will be considered. Privacy Policy We invite you to read our Privacy Policy and our Collection Notice in regards to employment. Applications Only applications providing all of the requirements stipulated in the advertised Application Pack will be accepted. The successful applicant for teaching positions will hold Victorian Institute of Teaching Registrations. The successful applicants for all other positions will be subject to a Working with Children Check (as an Employee) and a National Police Record Check. The completed Application pack and attachments should be addressed to: Michael Bourne School Principal St Patrick's Primary School 1 Conway Street Kilmore VIC 3764 and emailed to: employment@spkilmore.catholic.edu.au All applications will be acknowledged via email upon receipt. If your application is shortlisted, you will be contacted for an interview and asked to bring the following documents: At least one form of identification such as driver's licence or current passport; Original documents confirming your academic qualifications such a masters, degrees, diplomas, etc. Victorian Institute of Teaching Registration card for teaching staff; Current Working with Children Check as an Employee and Police Record Check for non-teaching staff. All staff at St Patrick's Primary School are employed in accordance with the Victorian Catholic Education Multi-Enterprise Agreement 2018. Current Vacancies If positions are currently being advertised, they will be posted here on the School website and also at www.teachers.on.net

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Volunteer and Contractor Induction St Patrick's Primary School takes its commitment to student safety very seriously. St Patrick's has a number of policies and documents relating to our obligations to ensure the safety and wellbeing of our students and to ensure that the people onsite at the school during a school day are appropriately checked, The Victorian Government recently introduced new Child Safe Standards along with Ministerial Order No 870, which set out the minimum requirements for schools in relation to child safety. Child Safe Standard 4 and Clause 10 of Ministerial Order No 870 relates to staff screening, selection, supervision, training and other human resources practises that reduce the risk of child abuse by new and existing personnel, including employees, volunteers and contractors. Volunteers St Patrick's parents, carers and indeed other family members, who wish to help at the school can do so in many ways. All volunteers must hold a current and valid Working With Children's Check and have completed an annual induction with the school to ensure that they are aware of the current State laws and requirements with respect to working with children. Contractors St Patrick's engages various contractors from time to time, either on a one-off, casual or regular basis. Those contractors fulfill various roles at the school and may or may not come into direct contact with our students during their time on site. All contractors are subject to the same laws and requirements as a volunteer, and must hold a current and valid Working With Children's Check. They must have also completed an induction with the school to ensure that you are aware of the current State laws and requirements with respect to working with children as well as OH&S and other compliance issues. Induction In order to fulfill the obligations under the State law, we require every volunteer and contractor of St Patrick's Primary School to complete an annual induction as required under the Child Safe laws. The induction process is now completed on the iPads in the front office the first time a person signs in. On the anniversary of the induction you will be emailed to complete an update. In order to complete the induction, you will need to provide your Working With Children's Check. Working with Children's Checks Government regulations require that anyone that attends the school that has more than incidental contact with students must have a current and valid Working With Children's Check. If you do not hold a current Working With Children's Check, you must go online, complete the application form and then attend an Australia Post outlet to finalise the application. It will then be processed and you will be notified of the outcome. The website for applications can be found here .