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    Jesuit Education

    Educating the Whole Person

    A Jesuit Education aims to educate people of competence, conscience and compassion, who will be doers of justice and carers of others.

    It seeks to be world affirming—to reveal a world ‘charged with the grandeur of God’. 

    It encourages study of all reality, promoting the search for God in all things while respecting the infinite variety of ways in which God is revealed to an individual. It aims to produce wisdom and a deep sense of reverence rather than marketability or a narrow orientation towards a specific career. 

    It emphasises the fundamental importance of generosity in the service of others — following the model of Jesus Christ in becoming ‘men for others’.

    The continual interplay of experience, reflection and action in the teaching/learning process lies at the heart of Ignatian teaching practice. All aspects of College life impart the Ignatian message. Fundamental to this is cura personalis—care for the whole person—respect for the individual’s identity, and balance and flexibility in dealing with the individual’s gifts, needs and educative readiness. 

    The Characteristics of Jesuit Education

    • Seeks to demonstrate mastery of basic humanistic and scientific disciplines through careful and sustained study; and also a growing ability to reason reflectively, logically and critically
    • Emphasises traditional humanistic studies (eg language, literature and history) essential for an understanding of the human person
    • Includes careful and critical study of technology and the physical and social sciences
    • Gives particular care to the development of the imaginative and creative dimensions of each student
    • Includes opportunities, through curricular and co-curricular pursuits, for all students to come to an appreciation of literature, aesthetics, music and the fine arts
    • Emphasises the ability to work collaboratively with others as part of a team
    • Develops traditional skills in speaking and writing in the belief that the development of effective communication skills will always remain important for leaders
    • Includes programs which enable students to understand and critically evaluate the influence of mass media
    • Includes a well developed program of sports and physical education

     

    Curriculum

    Within a Jesuit College the curriculum is the road map to implement the mission of creating young people who are going to make a difference in this world by their generosity, service and justice. 

    At Saint Ignatius’ College Riverview, we aim to provide excellence in teaching and learning through a challenging and inclusive curriculum. We encourage our students to embrace scholarship as a response to God’s gift of intellect. We teach them to respond authentically to a culture of critical thought, reflection and independent work. 

    We place emphasis on celebrating difference and diversity and see this as a core component in our approach to teaching and learning. We support a collaborative approach to learning and curriculum design, working closely with external professionals to support the needs of all students. 

     

    Regis Campus—Years 5 and 6

    Named after the French Jesuit Saint John Regis, whose ministry in the 1600s included teaching, care of the sick and destitute, and defending the Faith through his preaching, boys in Years 5 and 6 enjoy a range of facilities including a Chapel, Library, Computer Labratory, Educational Support Office, Canteen and Regis Hall. Sports facilities include outside basketball courts and two ovals. The Years 7 and 8 Boarding house is also located on this campus.

    Students on Regis Campus travel to the Senior School for masses and assemblies, to use the Gartlan Sports Centre and for occasional classes and performances. 

    The Role of the Homeroom Teacher

    The Homeroom teacher is a caring presence in the life of your son here at the Regis Campus. They are in a wonderful position to track your son’s Spiritual, Academic, Social and Pastoral development. In most cases they teach the following subjects:

    • Religious Education
    • English
    • Mathematics
    • HSIE
    • Science and Technology

     

    Homework

    Students in Years 5 and 6 are expected to do up to one hour of homework per night, including 15 minutes of musical instrument practice and 15 minutes of reading. Homework is a regular study pattern–the time may include set homework, revision and extension of class work. Only assignment work will be given as weekend homework. 

    Assessment and Reporting

    There are many means by which students at the Regis Campus are assessed on their progress throughout the academic year, ranging from informal teacher observations to class assessment tasks.

    ASSESSMENT

    • Teacher observations
    • Standard of bookwork and homework
    • Unit revision papers and examinations
    • Class and grade assessment tasks and assignments

    REPORTING

    • Term 1–Interim Report
    • Semester One–Formal Report  
    • Semester Two–Formal Report
    • NAPLAN (Year 5)
      ACER Testing (Year 6)
    • Additional testing is sometimes administered to support the development of a comprehensive learning profile of each student. This testing can be used to form learning support, enrichment and extension programs for students where appropriate.

     

    Senior School—Years 7 to 12

    The Senior Campus accommodates more than 1300 students across Years 7–12.

    All students at the College are expected to meet the requirements of the Board of Studies Teaching and Educational Standards NSW (BOSTES) in regard to the curriculum and the Higher School Certificate, as well as to respond to formation flowing from the Jesuit tradition. This tradition expects, for instance, that those young men who demonstrate interest or talent in certain subjects will follow those subjects at an appropriately challenging level. 

    Students who show talent and aptitude in response to the challenge of particular subjects can expect to continue studying those subjects through their school career. Occasionally, such study may have to be conducted with some flexibility—for example, with classes outside the school timetable. Other students may have the option of taking an advanced course at university level.

    In line with flexible progression initiatives, the College provides a Pathways program which offers students the opportunity to complete HSC courses (Year 12 classes) over two years and a number of enrichment and acceleration programs.

    Curriculum Structure Years 9 & 10

    Core studies are in English, Mathematics, Science, Religious Education, History, Geography, PDHPE. In Year 9, students supplement their core educational program with a choice of three electives. Year 10 students continue with two electives. Electives are chosen from the following learning areas:

    • HSIE: Commerce, Global Studies and Environment
    • Languages: Latin, Greek, Chinese, French and Italian
    • PDHPE: Physical Activity and Sports Studies
    • Technological and Applied Studies: Industrial Technology, Information and Software Technology, Agriculture Technology
    • Creative and Performing Arts: Music, Drama, Visual Arts, Photographic and Digital Media Studies

     

    Curriculum Structure Years 11 & 12

    Subjects offered in Years 11 and 12 reflect the BOSTES requirements for satisfactory completion of the Year 11 (Preliminary) and Year 12 (HSC) courses. At the completion of Year 10, boys are given advice by their class teachers, Heads of House, Heads of Faculties, Dean of Studies, Deputy Principal Teaching and Learning and Careers Adviser to assist them in an appropriate choice of subjects for study in Years 11 and 12.

    YEAR 11 (PRELIMINARY)

    All students in Year 11 must choose at least 13 units of study across at least four separate subjects. At least one of these units must be in Studies of Religion. 
    BOSTES requires at least two units be in English and at least three courses must be of 2 unit value or greater. The following subjects are offered:

    • Religious Education: Studies of Religion 1 Unit, Studies of Religion 2 Unit
    • English: English Standard, English Advanced, English Extension 1
    • Mathematics: Mathematics General, Mathematics, Mathematics Extension 1
    • Biology, Chemistry, Physics, Senior Science
    • Ancient History, Modern History, Aboriginal Studies
    • Geography, Economics, Business Studies
    • French, Chinese, Latin, Greek, Italian
    • Industrial Technology, Information Processing and Technology, Agriculture, Engineering Studies, Primary Industries
    • Music: Music Course 1 and Course 2, Extension Music
    • Visual Arts
    • Personal Development, Health and Physical Education and Sport, Lifestyle and Recreation Studies
    • Drama
    • Vocational Education Courses studied at local TAFEs

    Year 12 / HSC Study

    HSC study requires all students to choose at least 11 units of study for Year 12 with at least one unit of study in Religious Education and at least two units in English. At least three courses must be of 2 unit value or greater and students are expected to continue in a broad pattern of study. More extension courses are introduced for study in the HSC year:

    • History Extension
    • Music Extension
    • Mathematics Extension 2
    • English Extension 2
    • Languages Extension

     

    Reporting

    We send home three academic reports: An interim report is sent at the end of Term 1 and is a brief assessment of a student’s application in four areas: attitude to learning, contribution to learning, completion of tasks and classroom behaviour. The more comprehensive Semester 1 Report (Term 2) and Semester 2 Report (Term 4) include the following:

    • Student profile
    • Learning outcomes
    • Overall achievement
    • Assessment schedule
    • Course mark
    • Course average
    • Position in course
    • A teacher comment

    ‘Magis’ Integrated Learning Program

    Riverview’s approach to transdisciplinary learning in Stages Four and Five

     

    Early Jesuits were called to ‘continually visit the marketplace of contemporary education’ in order to bring home the best practices for the benefit of their own students and teachers. It has been a philosophical approach of Ignatian education from its ealiest foundations to not settle for the status quo but to constantly be in search of innovation and experimentation in teaching and learning; to live with ‘one foot raised…’ in search of excellence in practice.

    In 2017, a scan of the contemporary learning marketplace provides us with a range of innovative methods, strategies, technologies, learning spaces and resources to deliver the outcomes required of the citizen of the twenty first century.

    We are learning that the graduates of our schools today and tomorrow need to be agile and flexible thinkers, critical in their approach to the ways of doing and being of the past. They will need to collaborate with others, to work in teams, to lead and to follow. They need to be able to communicate effectively, possess emotional intelligence, innovate and apply knowledge and skills in ever-changing ways.

    Further, the students who graduate from an Ignatian educational institution will be asked to develop these attributes for the purpose of manifesting the ‘greater good’ of humanity and God’s creation. They will be required to use their specific subject knowledge and skills in real-world applications to solve problems which are not subject specific. For this reason, greater experience in transdisciplinary teams, drawing on knowledge, skills and understandings from a variety of areas, will be the focus of learning in the future.

    For our current generation of learners, information is less important than application, analysis and synthesis of complex ideas and processes. Students can easily access content knowledge, so remembering has become less important than the higher level skills involved in evaluating and applying knowledge in authentic contexts. Therefore it has become more important to develop students’ understandings, skills and abilities to process knowledge and examine how it can be applied in new and authentic ways.

    Students are encouraged to approach the acquisition of knowledge differently, more deeply and with greater focus. They need to question truth and discover new ways of thinking and constructing ideas and products through experimenting, modelling and prototyping. Our students want to learn in life-like environments which look and feel like authentic workplaces or research facilities. They want their products and ideas examined and assessed by authentic experts in their field so that the feedback for learning is more meaningful and assists in their full human growth.

    The staff of St Ignatius’ College Riverview visited the marketplace and in 2017 we launched the ‘Magis Integrated Learning Programme’. Our approach to meeting the various needs of learners in an Ignatian context so that they will be well equipped to contribute to society as global citizens and agents of change in the twenty first century.

     

    Why do we call our Integrated programme ‘Magis’?

    • Magis is a Latin term meaning ‘more’, ‘greater’ or ‘deeper’. St Ignatius used the word magis in his Spiritual Exercises to explore the concept of mastery and full human excellence, particularly for the purpose of serving God. We are called to become our fullest and deepest person for God and humankind. God wants each of us to be our very best, to strive for depth, to serve, love, learn and be everything we were destined for.
    • The Ignatian definition of a competent person is someone who is capable of creating, understanding and using knowledge and skills to live in his/her own context and more importantly transform it. The Jesuit education commits to a process of continuing pedagogical improvement through renewal, experience, reflection and action.
    • To Promote a concrete link between curriculum content, skills and understandings and Ignatian ideals by embedding Jesuit works in programme contexts.
    • To futher enhance the Ignatian Pedagogical Paradigm and to assist the Riverview Community in defining the essential attributes of a College Graduate.
    • Ignatius described the ideal Jesuit educator as “living with one foot raised” – always ready to respond to emerging opportunities but at the same time anchored by non-negotiable principles and values.

       

    Why integrate multiple subjects into one?

    • Integrating subject outcomes reduces the number and repetitiveness of assessment tasks for each student while at the same time it provides for greater depth, challenge, choice, authenticity and rigour of assessments.
    • The Australian Curriculum and NSW Syllabus documents stress the importance of Cross Curriculum Priorities and General Capabilities such as critical and creative thinking, personal, social, cultural and ethical understandings.
    • To promote inter-disciplinary thinking amongst students and teachers and foster collaboration between Faculties.
    • To prepare Riverview students and staff for the contemporary learning spaces of the ‘Ignis Project’ so that we will not have, what Jose Mesa SJ describes as, ‘an old school in a new building’.
    • To strengthen Riverview’s continuum of learning from Year 5 through to Year 10 by reflecting principles and pedagogies of primary school education.
    • To encourage models of teaching that represent innovation, best practice and evidence-responsive approaches.

     

    How does it all work on the ground?

    • Large groups of students together for 3 periods per cycle with one period taken from each of TAS, Maths and Science in Y7; Geography, PDHPE and Religious Education in Y8 and English, Religious Education and History in Year 9; with a dedicated team of teachers selected from the eight faculties.
    • In Year 10 the plan is to construct the learning goals before involving faculties. Year 10 Magis should be completely free of subject specific limitations and is currently in development.
    • Students work in collaborative groups with individual accountabilities using largely problem-based-learning and inquiry-based pedagogies.
    • At various times students are exposed to ‘time-of-need’ instruction in Stage 4 and Stage 5 syllabus content.
    • Assessment activities culminate in the development of an authentic product for assessment.

     

    How are students assessed?

    • Students complete one collaborative group task per term which assesses capabilities across the three subjects. Marks are awarded against the individual subject outcomes and are reported in a ‘Magis Report’.
    • Products for assessment are often displayed publicly for parents, students and authentic experts to examine and provide feedback to promote further learning.

    ReView—After School Study Program

    ReView is the Saint Ignatius’ College, Riverview After School Study Program for Day Boys in Years 7 to 12. 

    Participating students remain at the College and take part in supervised study, revision and review groups from 3:30pm until 7:30pm conducted by College staff as well as ex-students and external tutors. Students are provided with afternoon tea at 3:30pm and dinner at 7:00pm. Study groups are often tailored to suit the needs of each of the participating students and these are aligned with the skills and qualifications of the tutors and teachers. 

    The After-School Study Program operates Monday to Thursday each week of each term, except the final week.

    Please refer to the Regis ReView booklet for the Regis Extended School Tuition Program operating hours and further details.

    Download Senior School ReView Info Booklet
    Download Regis ReView Info Booklet

    Innovation & Technology

    Information and Communications Technology (ICT) is a powerful tool for learning and at Saint Ignatius’ College Riverview we focus on using ICT tools embedded in best practice of teaching and learning to meet present and future learning needs for all students. 

    We utilise technology in an innovative and creative manner so that the learning outcome for students are presented with depth and quality. All students at the College are issued with a laptop upon their enrollment. We use a combination of digital and traditional textbooks and integrate many internet or cloud-based services into the daily student experience. Each faculty in the College has allocation for an IT Integrator who works with the Head of Faculty to ensure consistency in technology use and learning experiences for all classes and stages.

    All students have access to our online Learning Management System, Canvas, which hosts all our digital learning resources and programs, and can be accessed both on campus and at home. Assignments can be completed directly into Canvas, and automatically graded.

     

    Co-Curriculum

    As Jesuit Education is concerned with the development of the whole person, sport and other co-curricular activities are seen as key aspects. Participation in the Co-Curriculum program is compulsory and forms a central element of the education process.

    Throughout each student’s time at Riverview, a Head of House keeps a record of his sport, co-curricular and community service participation. This provides the basis for regular interviews, references and initiatives to assist the formational development of each boy at the College.

    Sports

    Our games are played against other teams to promote the development of good relations amongst all schools and especially amongst the boys more directly. The fellowship that is characteristic of the boys and staff is testimony to the integral part that Co-Curriculum plays in the life of the College and reinforces the education of the whole person. 

    Students from Years 5 to 12 are able to choose from a wide variety of summer and winter sports. Each student, until the end of Year 11, is required to participate in two sporting activities each year. In Year 12 each student is to participate in at least one sporting activity.

    Some sports and activities have restricted numbers and are available for senior students only. Involvement in any area and approval to continue other participation outside the College should be discussed with the Head of Co-Curriculum.

    Fitness and skill trainings are held every week. Coaches come from a variety of backgrounds including older students, parents, teachers, ex-students and are all specialists in their field.

    Summer sports (Terms 1 & 4)

    • Summer Athletics
    • Basketball
    • Cricket
    • Fencing
    • Golf
    • Martial Arts / Tae Kwon Do
    • Mountain Bike Cycling
    • Rowing
    • Sailing
    • Swimming
    • Surf Life Saving
    • Tennis
    • Water Polo

     

    Winter sports (Terms 2 & 3)

    • AFL
    • GPS Track and Field (end Term 3 only)
    • Cross Country
    • Football
    • Fencing
    • Martial Arts / Tae Kwon Do
    • Rugby
    • Snowsports
    • Tennis
    • Volleyball

     

    The Performing Arts Faculty is vibrant and extensive, with students presenting a diverse range of activities and repertoire. Students are provided with a wide range of performance opportunities across the year. 

    Music

    Select the play button above to view a 3-minute promotional clip of music at Riverview.

    Of the 1500 students at the College around 600 learn a musical instrument.  Tuition is offered on 23 different instruments and there are 22 music ensembles, encompassing a wide variety of genres, which cater to the different student abilities and stages in development. All students are encouraged to learn an instrument at the College as part of the private tuition program.

    There are four full-time and four part-time tertiary qualified music teachers employed in the Music Department for classroom teaching and conducting ensembles. In addition 36 casual music tutors teach in the private tuition program.

    Impressive standards are attained as evident in the consistent above 90 class averages at HSC Music, and the excellent results achieved at eisteddfods in both Ensemble and Solo Performance categories. 

    CONCERTS AND PERFORMANCES

    Five music concerts are held annually to showcase student and ensemble achievements. In addition, students perform at around 80 internal and external events, attend regular excursions, and participate in workshops.

    MUSICALS

    A major school musical is produced annually, alternating between a Senior School musical involving students in Years 9 to 12, and a Junior School musical involving Years 5 to 8. The musicals are of an outstanding standard and rank amongst the best produced by any school in Sydney.

    MUSIC ACTIVITES PROGRAM

    Years 5 and 6 students are involved in the Music Activities Program and each student learns a string instrument.  Students are taught in groups of three and private tuition is strongly recommended for gifted students.  Year 6 students can opt for lessons on a woodwind or a brass instrument instead. The Program continues in Years 7 and 8, with all students gaining experiences with percussion, guitar, keyboards, and computer-based composition skills.  

    FACILITIES

    The Woods Music Centre’s state of the art facilities include:

    • 25-station Computer Music Laboratory
    • 16-station Electronic Drum-kit Laboratory unique to Riverview
    • 16-station Electric Guitar Laboratory unique to Riverview
    • 16-station Keyboard laboratory
    • Silent Electronic Ensemble Practice Studio
    • DJ equipment
    • Sound and Lighting equipment
    • Recording Studio
    • Well-resourced Music Library
    • 23 practice studios
    • Auditorium for performances
    • Ensemble room

    OVERSEAS MUSIC TOURS

    Overseas music tours are conducted regularly to motivate and inspire our students. 

    LISTEN AND VIEW STUDENT PERFORMANCES

    Click here to listen to and to watch student performances

     

    Drama

    Many skills are developed through the Co-Curricular Drama program: creativity, problem-solving, accountability, collaboration, perseverance, and focus, to name a few. The boys develop confidence in their own performance skills as well as their ability to work with a range of others. 

    PRODUCTIONS

    There are five productions annually, with one for each year group from Years 8–12.

    TECHNICAL GROUP

    For boys interested in being behind the stage rather than on it, the Tech Group gives boys in Years 5–12 an opportunity to learn different aspects of technical theatre production such as lighting design, rigging, programming and operation, audio operation, designing soundscapes and effects, and working with digital media playback.

    THEATRESPORTS

    Theatresports is a team-based event where teams engage in ‘games’ where they create a scene out of a theme or idea, provided a few seconds prior to beginning.

    Riverview has one of the strongest Theatresports programs in Sydney, with a focus on participating in Regional competitions such as that run by Improv Australia and NSW’s Cranston Cup.

    Debating & Public Speaking

    Debating

    Riverview has an excellent reputation in Debating, a tradition that has been a significant aspect of College life for more than 130 years. Students participate in the GPS, CSDA, ISDA, SDN and Rotary Competitions. In addition Riverview competes in an annual Jesuit Debating Carnival.

    Public Speaking

    A six week Public Speaking course for beginners runs on the Regis Campus each term, focusing on boys in Years 5 and 6 who just need that personal start towards feeling more comfortable talking in front of others. 

    Students in the Senior School participate in the CSDA’s Public Speaking Competition, which draws hundreds of speakers from more than 60 schools annually, as well as in the Lawrence Campbell Oratory Competition, established in 1935 as a competition in impromptu speaking for all GPS and CAS schools. 

    Clubs & Activities

    The College offers a wide range of clubs and activities to stimulate our students including:

    • Agriculture
    • Archives Club
    • Chess Club
    • Duke of Edinburgh Program
    • Environment Committee
    • Media Group & Tech Club (Regis)
    • Photography Club
    • Teilhard Science Club (Year 7) 

     

    Co-Curricular Fixtures
    Co-Curriculum Twitter

    Learning Enrichment

    At Riverview, we aim to promote and support the values and principles of inclusive education. In doing so we place emphasis on celebrating difference and diversity and see this as a core component in our approach to teaching and learning in the faculty.

    The goal of the Centre for Learning Enrichment is to create a learning environment in which students with a wide range of learning challenges can progress at their own rate, experience success, reach their potential and feel a real sense of belonging in our school community.

    Our team supports a collaborative approach to learning and curriculum design, working closely with external professionals to support the needs of all students.

    Programs and Support

    Curriculum Support

    We understand that any classroom has a range of abilities and within this range there are students who require differentiated curriculum. The Curriculum Support team provides support for teachers to assist them to adequately support students with special needs in the classroom. This process carefully considers the voice of the student in the learning cycle and encourages creative curriculum design to support the diverse needs of the student population.

    Assistance to staff commences with the pre-enrolment assessment of new students so that all the appropriate information in regard to students’ learning needs is available to the appropriate Director and teaching staff. In this way the school ensures an effective transition is undertaken with students with specific learning needs.

    The Learning Enrichment team prepares submissions for funding to support the inclusion of student with disabilities in the regular classroom. It is also their duty that the submissions are effectively prepared and monitored.

    In the differentiated curriculum the team provides encouragement and assistance to staff in designing programs of enrichment and acceleration for those students identified as gifted.

    English Language Support

    The support and guidance provided for students from non-English speaking backgrounds is a vital component of the College’s Centre for Learning Enrichment. This is not an ESL program, as the college expects overseas students to have reached a basic level of English.

    The students spend one hour each week with a specialist teacher on a one-to-one basis and these lessons are built into their school timetable. The purpose of these classes is to help students improve their written and oral skills, understand set texts and interpret class assignments and assessment tasks. Also, they receive guidance in prioritising their workload and managing their time more effectively.

    Specialist Staff

    Learning Enrichment staff are strategically placed to assist each Year level.  

    A variety of additional specialist services, such as occupational therapists, speech pathologists, psychologists and access to literacy and numeracy centres, may also be accessed through the Centre. In addition, we maintain valuable links with the Royal Institute for the Deaf and Blind, and with a number of university faculties.

    Referral

    Students may be referred to the Centre by their parents or teachers, or where school-based or independent testing indicates a need for targeted support. As prospective parents you are welcome to discuss your son’s needs with the Head of Centre, or any of the specialist teachers, prior to enrolment or at any time after commencement at Riverview.

    Special Education Inclusion Program (SEIP)

    The SEIP (Special Education Inclusion Program) commenced in 2007 as a response to a need from the Riverview and wider community to accommodate students with Intellectual Disabilities. The SEIP Program is dynamic and is based on the needs of the individual student. It offers mainstream integration opportunities with an emphasis on pastoral care in Mentor groups.

    The students follow the BOSTES Life Skills course from Year 7 to Year 12.

    The Senior Transition Program, the final stage of the program, is of central importance for students in Years 11 and 12. The Transition aims to include work experience, travel skills, independent living skills and the use of appropriate social skills which lead to optimal post school options.

    Careers

    The Careers program provides numerous resources to encourage and assist students with planning for their career. A key focus of the program is providing learning experiences that enable the development of knowledge, skills and attitudes to help students make informed decisions about school and post-school options.

    Anchoring the program in the community, the Careers Counsellor informs and liaises with parents, employers and other clients, including using community-based contacts, locations and activities as partners to ensure that information is always up to date and students are provided with information relevant to their needs.

    CALENDAR OF EVENTS

    The careers calendar offers a full and ever-expanding schedule of events.

    The Riverview Careers Expo each May is a major event where over 90 exhibitors from universities, private colleges, the services, employment providers and gap organisations, visit the college to provide information related to opportunities for students following their HSC. 

    Throughout the year a series of lunchtime seminars, presented by employers and tertiary institutions, is conducted to provide interested students with in-depth information regarding various careers, tertiary institutions or specific employers.

    VOCATIONAL GUIDANCE

    A comprehensive range of vocational guidance services is available from the Careers Office, with an overview of almost 600 different jobs plus computerised detail of almost 13,000 different tertiary courses available in Australia. Help in vocational guidance advice and testing is provided via Career Voyager, a computer-based program. This can be used to help with subject choice as well as structuring career or tertiary choices to maximise future job flexibility and alternatives.

    INDIVIDUAL COUNSELLING

    Individual counselling including interviewing and counselling students, and parents, as well as negotiating with students is also available via the Careers office.

    CAREERS RESOURCE ROOM

    The Careers Resource Room provides information on a wide range of careers including job descriptions, prospects for advancement, training/qualifications required, pathways of entry, vocational testing regarding career aptitudes and interests, details of tertiary educational courses offered nationally via university, TAFE and private institutions, entry requirements and subject pre-requisites. Also available is information about financial assistance to students (including Austudy and Abstudy), scholarships and cadetships (including how to research the market) and details of university and college open days. Assistance is given in preparing resumes, job applications and scholarship applications, career choice as well as in instruction regarding interview techniques.

    TERTIARY APPLICATIONS AND PROCEDURES

    Assistance is also given with regard to interstate university applications and the Universities’ Admissions Centre (UAC) procedure along with preparation of resumés and CVs and refining and improving interview techniques.

    Year 9 Challenge

    The Year 9 Challenge is a three-week program that has been designed to expose boys to a diverse range of activities and experiences including a bush and city experience. 

    We believe the program helps to promote and shape independent, self-disciplined and motivated Ignatians. Through experiencing opportunities for problem solving, personal challenges and genuine interactions and relationships with adults, the students develop in their personal maturity and embody the ideals of the Ignatian graduate. 

    The Year 9 Challenge has four main goals:

    • To promote a love of learning and recognition that knowledge and skills and a connection and unity
    • To promote self-confidence and the ability to communicate ideas
    • The development of teamwork skills especially in learning situations
    • To encourage the competent use of technology

     

    BUSH EXPERIENCE

    Bush Week is an outdoor education wilderness program for students. Based around the Glenworth Valley region, the wilderness expedition utilises multiple modes of transport including canoes, hiking, and mountain bikes. Students stay in the tents provided each night and cooking on small camp stoves. 

    CITY EXPERIENCE

    During the City Experience, boys will have an opportunity to be engaged in a range of cross-curricular activities largely based in and around Sydney.  As well as allowing the boys to experience their city in this practical way, they will also learn to navigate the city and surrounds by making their own way to activities on public transport.

    HOSPITALITY EXPERIENCE

    The College also works with TAFE, Ryde Campus, to provide students with a  Hospitality Experience where students learn the skills required in order to prepare mocktails, barista training, and serve a meal to customers.

    Year 9 Residential Program

    We are so excited to welcome select students as pioneers of the Saint Ignatius’ College and Pymble Ladies’ College Year 9 Residential Program. The pilot program is a three-week co-educational residential program with up to 50 students from Pymble and Saint Ignatius’ College Riverview. 

    The partnership between Saint Ignatius’ College and Pymble Ladies’ College has been established with the intent to deliver authentic learning experiences for students across the two schools, supporting the development of respectful relationships.

    The Year 9 Residential Program aims to support healthy and respectful co-educational relationships through shared authentic experiences. Students will engage a rich and diverse range of opportunities for teaching and learning, outdoor education and pastoral care at Vision Valley, Arcadia. These experiences will create challenges to students’ personal comfort zones for the development of new interpersonal skills such as collaboration and leadership, while also supporting students’ social integration and personal development through shared spiritual and formational experiences.

    Support healthy and respectful co-educational relationships through shared authentic experiences