Term 2, Week 6, 2026

Explore Your Learning Journey — 2027 Curriculum Guide Now Available

The 2027 Exploration Phase Curriculum Guide is now available, and we encourage every family to take some time to read through it together.

The guide is a snapshot of the breadth and depth of learning on offer at Faith Lutheran College, from core subjects through to a rich selection of electives, and an incredible range of Cross Curricular courses. Whether your child is drawn to Rocket Science, Dance Anatomy, Wildlife Rangers, or Show Me the Money, there is something in these pages to spark curiosity and ignite a passion for learning.

Sitting down as a family to explore the guide is a great opportunity to have conversations about your child's interests, strengths, and where they see themselves heading. These conversations matter, student agency is at the heart of the Exploration Phase, and your child's voice in shaping their learning pathway is genuinely important to us.

Where to find it:
The Curriculum Guide is available digitally through Student Café or Parent Lounge under Links > Curriculum. The guides are also available on the College website in this location. We encourage students and parents to explore it together and come to us with any questions.

Early Access to Graduate Phase

One of the exciting opportunities available to Exploration Phase students at Faith Lutheran College is the chance to access subjects offered at the Graduate Phase level. This is open to students who demonstrate readiness and covers a wide range of subjects, from Essential Mathematics through to Dance and everything in between.

How it works:
Students who are interested can register their interest through the school. From there, we will review eligibility and, where appropriate, meet with both the student and their family to discuss whether the opportunity is the right fit. This conversation is an important part of the process as it ensures the decision is made together, with everyone informed and on the same page.

Is my child eligible?
Eligibility is considered across three areas:

• Academic performance — Is your child working at a level that positions them well for the Graduate Phase content that they have elected to take on?
• Learning Behaviours — Are they ready for the social and independent demands of a senior learning environment?
• Impact on Future Pathways and Goal – Does the course align with your child’s goals for senior study and life outside of school.

Students who meet the criteria will be invited to meet with us alongside their parents to explore the opportunity further.

If you think your child might be ready, encourage them to register their interest with Mrs Lou Bruce or Mr Jabez Castray.

Understanding School Refusal: How We Can Work Together

School refusal is a term used to describe when a young person experiences significant distress around school attendance, not because they don't care, but often because they care deeply. Unlike truancy, it is driven by anxiety, low mood, social difficulties, or physical symptoms like headaches and stomach aches. For students in the Exploration Phase, the shift to secondary school, with new social dynamics and greater academic demands, can be a common trigger.

The good news is that school refusal responds well to early action. Research consistently shows that when families and schools work together quickly and calmly, outcomes are significantly better.

Why Attendance Matters
The school environment plays a crucial role in fostering social and emotional development. Attending school builds resilience and confidence and keeps your child connected with their peers and their learning. Research from Monash University's Turner Institute for Brain and Mental Health highlights that school absences arising from school refusal can lead to a range of consequences, including missing out on education, exiting school early, difficulties with friendships and peer relationships, and later problems with working life. This is why acting early, together, matters so much.

Simple Steps Parents Can Take

1. Contact us early. Don't wait for absences to add up. The sooner we connect, the sooner we can put a plan in place together. Early intervention makes a real difference.
2. Acknowledge the distress without reinforcing avoidance. Let your child know you can hear that it feels hard — and that you still believe they can get through it. Avoid lengthy negotiations in the morning or allowing regular stays at home, as this can unintentionally strengthen the pattern.
3. Keep mornings calm and predictable. Routine reduces anxiety. A consistent wake time, a low-key breakfast, and a calm goodbye are all small things that help.
4. Stay in contact with the school. Positive home-school contact provides useful information to staff and actively builds the partnership between a family and the school. Your insight into what your child is experiencing at home is genuinely valuable to us.
5. Seek support if it persists. If school refusal continues, speak with our school counsellor or your GP. Cognitive behavioural approaches have strong evidence behind them and work best when the school, family, and a support professional are all on the same page.

Community Impact Award Winners

• Will Kirkwood – For being supportive when it truly counts.
• Mr Mearns – For consistently demonstrating genuine care for his students every day.

Pulse Champions 
Mr Adsett's class is proving hard to beat. Well done, team.