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Aquinas College

Student Behaviour Support Plan

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1. Mission Statement

At Aquinas College, it is acknowledged that a diverse range of personal, social, cultural, family, and

religious influences can impact on the relational and behavioural responses of students at any given point

in time. In light of these influences, Aquinas College seeks to develop, throughout the school community,

right behaviours and respectful relationships that are infused with gospel values. The following common

features are integrated into the Vertical Pastoral Care system, existing curriculum programs and classroom

practices with a proactive learning and teaching focus for all students:

• Quality relationships and partnerships: fostering respectful interpersonal relationships among and

between all community members

• A commitment to justice and service: identifying and eliminating barriers that hinder students’

participation and achievement

• Inclusive learning and teaching: welcoming and including students from culturally diverse

backgrounds; responding to the diverse needs of students who experience learning and social-emotional

difficulties

• Formation of self-discipline and responsibility: developing in students qualities of self discipline and

reciprocal responsibility, as well as a social conscience

• Effective networks of care across the community: developing partnerships with the wider community,

church groups, support services, respite care, and health services

• Organisational structures: establishing specific whole-school structures, processes and arrangements

in order to support student formation and redirection, grievances and appeals, reconciliation, and

restoration.

This Student Behaviour Support Plan is designed to facilitate high standards of behaviour so that the

learning and teaching in our school and also during related off-campus activities can be effective, and so

that students can participate positively within the school community. Through this school plan, shared

expectations for student behaviour are clear for everyone, thereby assisting Aquinas College to create and

maintain a safe, happy and orderly learning and teaching environment. A restorative approach to student

behaviour support is integrated at Aquinas College this promotes justice, equality and the dignity of the

human person.

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2. Profile of the school Aquinas College is entrusted to nurture and support students in a safe and welcoming community that is

grounded in our Catholic faith. Aquinas College focuses on enhancing a positive school ethos which

supports the development of appropriate student behavior and promote effective learning. “Each person has the right to feel safe, to learn and be treated with respect”

As an agent of the Catholic Church, Aquinas College is called to:

Teach We promote faith in Jesus Christ, learning and teaching about Jesus and the gospel and faith of the

Catholic Christian community. Learning is a lifelong, life-giving and engages the whole person.

Challenge Inspired by the Holy Spirit, we Challenge those we educate to live in commencing with God, others, and

the whole of creation in prayerful, sacramental, just, peaceful, inclusive and reconciling community.

Transform We educate for the transformed world, in conclusion, by nurturing the gifts and potential of each person,

enticing shared leadership, and exercising a preferential option for the poor and marginalized.

As a Catholic Christian community, Aquinas College educates all to live the gospel of Jesus Christ as

successful, creative and confident, active and informed learners empowered to shape and enrich our

world.

(BCE Learning and Teaching Framework 2012)

3. Consultation and data review The Student Behaviour support plan has been developed in consultation with the College community.

Consultation occurred through staff meetings, P&F Meetings, and distribution of the draft plan for comment

and review. A review of school data relating to school disciplinary issues, behaviour incidents, and

attendance also informed the plan. The Plan was endorsed by the Principal, and the Area Supervisor, and

will be reviewed at least every 5 years.

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4. Beliefs about learning and behaviour Student behaviour support is at the core of business for all teachers. Effective Learning and Teaching is

supported by a safe, positive, and productive learning environment, based on the principles of

consistency, fairness, and engagement. This starts in the classroom, with each individual student. At

Aquinas College, we believe that for quality learning outcomes everyone has the right to:

1. There must be a warm, disciplined, safe, and supportive classroom environment where students and

teachers develop positive relationships.

2. Students should actively engage in the work provided for them by their teachers. Students should seek

to understand how learning would benefit them. That is not to say that it must always be of immediate

practical use, but may be of some future aesthetic, intellectual, artistic, or social use.

3. Students are always asked to do the best they can. The teacher’s role is to facilitate this behaviour.

4. Students are asked to evaluate their own work and to improve it. It is our belief that all students can be

taught to be self-regulated, self-directed learners.

5. Recognition and encouragement should be given to those students who have done their best.

Student Code of Conduct As a school community, we show the following:

Learn

• working to our best ability in a collaborative, positive, and respectful manner;

• actively participating in all class / school activities; • celebrating the efforts and achievements of all; • recognising and respecting that we are all here to

learn; and • being organised with the materials required for

learning.

Feel Safe • feel safe and be protected from ridicule, harassment and harm;

• be listened to; • be given guidance, help and support when required;

and • be treated with care, courtesy and fairness.

Respect and Care Self • maintaining a healthy lifestyle; • maintaining a neat and tidy appearance, and wearing

correct school uniform at all times; • being responsible for our own belongings; and • following playground and classroom guidelines and

procedures to ensure our own safety and the safety of others.

Each other • respect the personal space of others; • speaking politely at all times; • letting others join in; and • assisting anyone in need. School • looking after all property; • taking care of the environment; and • representing our school responsibly • moving, working and playing safely.

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5. Roles, rights, and responsibilities of other school community members At Aquinas College we expect that students will:

• Participate actively in the school’s education program;

• Take responsibility for their own behaviour and learning;

• Demonstrate respect for themselves, other members of the school community, and the school

environment;

• Behave in a manner that respects the rights of others, including the right to learn;

• Co-operate with all staff and others who are responsible for their safety and well-being.

At Aquinas College we expect that parents/caregivers will:

• Show an active interest in their child’s schooling and progress;

• Cooperate with the school to achieve the best outcomes for their child;

• Support school staff in maintaining a safe and respectful learning environment with appropriate

level of confidentiality for all students;

• Initiate and maintain positive and constructive communication and relationships with school staff

regarding their child’s learning, attendance, wellbeing, and behaviour;

• Contribute positively to behaviour support plans that concern their child.

At Aquinas College all staff will:

• Provide safe and supportive learning environments;

• Provide inclusive and engaging curriculum and teaching;

• Initiate and maintain constructive communication and relationships with parents/caregivers

regarding their child’s learning, wellbeing, and behaviour;

• Promote the skills of responsible self-management;

• Maintain student attendance records initiating contact with parent/caregivers for concerns

regarding student attendance;

• Consistently adhere to the Student Behaviour Policy.

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6. Behaviour support - Proactive/ Preventative strategies At Aquinas College, we believe that preventing inappropriate behaviour through the promotion of

appropriate behaviour is a more positive and successful method of managing student behaviour than

intervening after behaviour incidents occur.

a. Establishing Behaviour Expectations At Aquinas College there are several ways in which staff establish the behaviour expectations of our

students, including the following:

• Explicit teaching and consistent follow-up of school rules

• Communicating appropriate explanations for consequences for not meeting behaviour

expectations

• Being flexible to allow for unforeseen circumstances or children with needs

• Modelling appropriate classroom behaviours

• Reinforcing positive behaviours

• Publishing the school rules clearly via the College diary

• Empowering students to take responsibility for their actions

• Maintaining effective communication and sharing a common language about behaviour in our

school community

• Working collaboratively with all stake-holders to ensure the best possible outcomes for each

individual student

• Dress in a professional manner to reflect similar standards to students.

b. Positive School Culture

At Aquinas College student contributions and successes are recognized at school assemblies, house

assemblies, school events, Principals Awards, Night of Excellence and in the classroom. During these

times, we create and enrich our positive school culture through celebration and prayer.

Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to

support our positive school culture, including

• Praise/encouragement (verbal/non-verbal/written)

• Merit slips and Merit Certificates

• Public display of student work through The Arts Night on the Edge, Hospitality Functions, Drama

Nights, Open Days, Music Performances, Danced in the Spotlight and Eisteddfods, Science

competitions

• Griffith Connect programs – Business, Biology, Engineering

• International awareness programs through cultural exchanges with Indonesia, Japan, Greece,

Turkey and New Zealand

• Phone calls, emails, or communication to parents

• Parent Teacher Interviews

• Teacher evaluations (marks/comments on work/behaviour reporting)

• Celebrations (birthdays, “outside” achievements)

• Articles in the College Newsletter (a fortnightly electronic publication)

• Articles in The Gold Coast Bulletin (Newspaper)

• Recognition at House and College Assemblies when representing the school or to celebrate

student and staff successes

• Gifted and Talented program

• Learning Enhancement and support

• Religious Life of the School

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c. Recognition

We acknowledge student efforts and results in academic, sporting, behavioural, and cultural contexts

through a variety of awards at our school. The following Table of Awards outlines the variety of awards

available for teachers and other staff to use when acknowledging the achievements of students in our

school. The efforts of staff members are acknowledged at whole school assemblies, staff meetings,

and/or are written in both the BCE College’s fortnightly school newsletter, and in electronic Leadership

Team Announcements on the staff portal.

Informal Daily Affirmations

Positive feedback ranging including verbal and written

Diary Comments Positive and constructive communication in student diary

Merit Slips

Merit Slips were introduced to promote student success and valued

contributions to the College Community. Merit Slips are written out and then

given to the recipient. Students can accumulate Merit Slips to receive a

Principal’s Award at a College Assembly.

Principal’s Award

A Principal’s Award is given to a student after the accumulation of 5

Merit Slips. The Principal’s Award recognizes students contribution to

many areas of College Life eg valued contribution to College Life,

Service to Others, Academic Success, Contribution to the Sporting Life

of the College, Cultural contribution to the greater community.

Principal’s Medal After receiving 3 Principal’s Awards students are awarded a Principal’s

Medal to recognize their achievements

Principals Awards • Academic

Excellence • Citizenship

Principal’s Awards are held annually.

• Academic Excellence is awarded to students who have

achieved outstanding results in their Semester 1 reports.

• Citizenship Awards are nominated by staff and collated by the

Heads of House. Students are acknowledged for Unselfish Service to Others and/or the Local Community and Ongoing and Significant Contribution to the Life of the College.

House and College Assemblies

• Recognise individual and collective achievements of students within

the College and wider community

• Motivate and encourage participation in College events eg sporting,

cultural and social justice initiatives

Night of Excellence • Presentation of Major College Awards

• Recognise top academic performance of students

• Recognise work ethos through diligence awards

• Showcase a variety of award winning performances across a range

of curriculum areas

Sports Excellence Awards

• Presentation of College representative teams

• Premiership winners AGCC sport

• Outstanding achievements of individual students

• Presentation of major sports awards

Spirit of Aquinas Award

Student/s who have contributed significantly to the life of the College

throughout the year

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7. Targeted behaviour support Targeted strategies are implemented for students who are at risk, and may include intervention

programs involving support and specialist staff. Communication between parents/ caregivers and staff

will take place before, during, and after additional supports are implemented.

Some of these interventions may include the following:

• Pastoral Care Program eg Cyberbullying Awareness, Careers Program, Study Skills, Healthy

Habits, The Men We Need, Beautiful and other programs as identified

• Motivational Media Presentations

• Police Presentations

• Motivational Speakers

• Year Level Assemblies when required

• Positive Parenting Evenings

• Outdoor Education Programs

• Retreat Programs

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8. Individualised behaviour support Strategies to support individual students (approximately 2-5% of students) may require specialised

services and alternative pathways of care. Individual supports may include:

• Making Things Right – Restorative and Negotiation Process

• Adjustments to Curriculum

• Active Monitoring Card – Positive behaviour and work ethic

• Individual Education Plans (IEP)

• Education Adjustment Plans (EAP)

• Individual behaviour plan

• Support from our specialist staff (i.e. Learning Enhancement Staff, Guidance Counsellors, Gifted

& Talented)

• Outside agencies e.g. Headspace

• We welcome the involvement of other professional personnel who have a vested interest in the

student’s welfare

• Principals and Deputy Principals contracts

• Time Out*

• Formal Sanctions

*’Time Out’ definition

‘Time out’ can be used as a proactive or reactive strategy. ‘Time out’ can be defined as giving a student time away from their regular

program/routine in a separate area within the classroom or in another supervised room or setting. At a more serious level, ‘time out’

from the classroom may be in the form of ‘in school suspension’ in another classroom or under the supervision of a member of the

leadership team or another staff member. ‘Time out’ lies along a continuum of procedures that assists students to self-regulate and

control their behavior. ‘Time out’ can be defined as the “Exclusion from normal classes, or from a particular class or activity, pending

negotiated conditions for re-entry”.

Note: Teachers and Administration staffs are not psychologists/psychiatrists and therefore, we

may at times request that professional personnel be engaged to assist the school.

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9. Consequences for inappropriate student behaviour

Behaviour May Include Possible Consequences Managed by

Level 1

Minor incidents of inappropriate

behaviour include but not limited to:

• Ignoring instructions and

direction

• Non completion of work

• Lateness to class

• Littering

• Inappropriate language and

gestures not directed at

teacher

• Uniform

• Being out of bounds

• Disrespect for school

resources

• Disruption of teaching and

learning (calling out,

interrupting)

• Chewing gum

Staff and support staff responses

may include:

• Reminder of expectations

• Verbal negotiation

• Consultation and reflection

with teacher

• Contact with parents

• Community service for minor

disruptions to class ie tidying school

grounds

• Uniform infringements directed to

HOH during VPC by VPC teacher

Teacher

Level 2

Inappropriate behaviours at this

level include:

• Continued minor behaviours

above

• Repeated defiance – tidying

of uniform, disruption to

learning and teaching, non

completion of homework

and classwork

Staff and support staff responses

may include:

• Continued communication

between teacher, student

and parent

• Referral to HOH for repeated

uniform and pastoral issues

and disruption to learning

and teaching – After school

or in school withdrawal

issued

• Referral to HOD for repeated

curriculum issues and

associated behavioural

issues such as non-

competion of homework, non

submission of assessment,

disengagement of learning –

After school or in school

withdrawal issued

Parent and Teacher

Level 3 Pastoral

Inappropriate behaviours at this

level include:

• Continued behaviours at

Level 1 and 2

• Stealing

• Truancy

• Physical and/or verbal

aggression

• All forms of harassment

such as repeated name-

calling, teasing, ostracising,

Staff and support staff responses

may include:

• Parent contact

• Parent and student interview

• Making Things Right –

Restorative and Negotiation

Process

• Active Monitoring Card

• Refer to HOH for Time-Out

during or outside school

hours

• Classroom visits for

Teacher, Parent and Head of

House

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derogatory comments

(including through the use

of technology: emails, social

pages)

• Obscene comments

gestures or student devised

content

• Deliberate misinterpretation

of the truth

continued student support

• Refer to HOH during lesson

• Strategic planning with

individual teachers for

behaviour management

• Refer to specialist support

staff ie Learning

Enhancement Staff or

Guidance Counsellors

• Record on Student

Behaviour Support Database

Level 3 Curriculum

Inappropriate behaviours at this

level include:

• Continued disruption to

teaching and learning

• Continued late to class

• Lack of

preparation/equipment

• Continued non completion

of homework

• Non or late submission of

assessment

Staff and support staff responses

may include:

• Parent contact ie

AqStaffNet, phone message,

email etc

• Parent and student interview

• Making Things Right –

Restorative and Negotiation

Process

• Refer to HOD for Time-Out

during or outside school

hours

• Classroom visits for

continued student support

• Refer to HOD during lesson

• Alternative arrangements for

assessment

•

Teacher, Parent and Head of

Department, Head of Middle

School, Head of Senior School

Level 4

Inappropriate behaviours at this

level include:

• Extreme or continued

behaviours above

• Possession of drugs

• Supply of drugs

• Possession of a

weapon/Use of a weapon

• Violent assault

• Extreme inappropriate use

of technology (including

school internet, mobile

phones, and other

electronic devices)

• Smoking

• Intimidation and/or

harassment of staff

(including through the use

of technology)

• Pornography

• Vandalism

• Sexual

harassment/misconduct

Staff and support staff responses

may include:

• Parent interview

• Non Attendance at off

campus and/or

extracurricular activities (at

Principal’s discretion)

• Referral to outside agency

• Police notification

• Suspension

• Return to school interview

on return from suspension

• Recommendation for

exclusion

• Record on Student

Behaviour Support Database

Teacher, parent,

Teacher, Parent, Leadership

Team and other support staff

AVIOUR MAY INCLUDE POSSIBLE CONSEQUENCE M and other

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10. Process for appeals Parents, or students living independently, who consider that correct procedures have not been followed,

or that an unreasonable decision has been made, may appeal a suspension of less than three days to the

Principal. Parents, or students living independently, may appeal a suspension of longer than three days to

the Area Supervisor. Parents or students living independently may appeal exclusion to the Executive

Director. The fact that an appeal has been lodged does not put on hold the Principal’s decision to suspend

attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent

or independent student who requires assistance to participate in the inclusive community will have access

to help with the appeal process. Please make an appointment with the Principal or Deputy Principal to

assist with an appeal. Alternative options for responding will be considered if a written appeal is not

possible.

Appeals should be made to

• The Principal of the school, about a decision to suspend a student for less than three days

• The Area Supervisor, about a decision to suspend a student for more than three days from a

particular school

• The Executive Director, about a recommendation to exclude a student from a Brisbane Catholic

Education school (Executive Director, Brisbane Catholic Education GPO Box 1201, Brisbane,

QLD4001).

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11. Bullying and Cyber Safety – Promoting Healthy Relationships Definition

Bullying and harassment will not be tolerated at Aquinas College. All students have the right to feel safe,

be treated with respect and learn.

Bullying is the “repeated oppression, psychological or physical of a less powerful person by a more

powerful person or group of persons” (Rigby, 1996).

Bullying is when someone gains power over another person by hurting or harming that person, more

than just once. Bullying is intentional, and involves an imbalance of power. Bullying is continuing to ‘pick

on’ someone, torment, them or exclude them, so that the person feels helpless. Cyber bullying is another

form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social

networking, photographs, and web pages.

A Bystander is a person who witnesses a bullying incident as an onlooker. At Aquinas College, we agree

that, if you are a bystander who encourages bullying behaviours, or if you witness bullying and do not

report the incident, your behaviour is considered to be bullying.

Bullying may include

• Physical - hitting, kicking, any form of violence, threat or intimidation that could cause physical

harm;

• Verbal - name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about

someone;

• Emotional - excluding, tormenting, ridiculing, humiliating, intimidating;

• Racist - taunts, graffiti, gestures, intimidation;

• Sexual - unwanted physical contact, abusive comments, intimidation; and

• Cyber - unwanted text messages, emails, information technology, intimidation

Response Investigating Potential Bullying

When an investigation about bullying is required, the following procedures will be followed:

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AQUINAS COLLEGE POLICIES AND PROCEDURES TO ADDRESSBULLYING AND HARASSMENTPROMOTING HEALTHY RELATIONSHIPSAquinas College students, staff and parents promote care, respect and co-operation, and we

value diversity of all members of our school community.We want a supportive environment for all Aquinas College students.According to Brisbane Catholic Education’s definition of harm, appropriate processes will be

implemented, dependent on the level of harm.

WHAT IS BULLYING? WHAT IS HARASSMENT? L Bullying is repetitive L Harassment may include any

L Bullying can be verbal L unwanted behaviour of sexual nature

L Bullying can be physical

L Harrassment also includes an intention to hurt

others through

L Bullying can be social e.g. exclusion L Repeated and deliberate actions

L Bullying can be racial L Bullying can be psychological

L Bullying can be technological (cyber

bullying)

ALL STUDENTS HAVE THE RIGHT TO FEEL SAFE, BE TREATED WITH RESPECT AND LEARN.

BULLYING AND HARASSMENT WILL NOT BE

TOLERATED AT AQUINAS COLLEGE.

All of these involve an imbalance of power.

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We believe in:J Building a safe and supportive school and preventing bullying J Knowing when bullying is happening, acting to stop it and supporting those involved J Managing incidents that have serious impact on individuals and/or the school

TIPS FOR STUDENTS

Act calmlyRespond assertively

Develop coping strategiesWalk away with dignity to somewhere safe

Build up a network of friendsIf you’re a witness, speak up

Tell a trusted adult

12. Related resources

• Appendix 1 - Making Things Right – Restorative and Negotiation Process

• Appendix 2 - Active Monitoring Card – Positive behaviour and work ethic

• Appendix 3 – Teaching and Classroom Strategies

• Appendix 4 – Bullying and Harassment Statement

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Appendix 1

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Appendix 2

Aquinas College – Active Monitoring Card Student Name: _______________________________________ Year: 8 9 10 11 12 Day and Date: _______________________________________ Aspect(s) to be monitored: _____________________________________________________________________________________________________________________ Your GOALS for today are: _____________________________________________________________________________________________________________________

• It is the student’ responsibility to pass this card to the teacher at the beginning of the lesson and collect it at the end of the lesson • This card is to be signed by a parent • Return this card to your Head of House the next morning

Period Subject 1 2 3 4 5 Things that worked well Areas to Improve Initial 1

2

3

4

5

6

Tick relevant box: 1 = Excellent

5 = Poor

Parent signature: ___________________________________ Head of House signature: ______________________________________

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Appendix 3

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Appendix 4

Bullying and Harassment Statement for Diary At Aquinas College we believe that in order for students to be ready to learn, they should feel safe and happy when at school. Bullying and harassment will not be tolerated at Aquinas College. At Aquinas College we expect that all students will

• Participate actively in the school’s education program

• Take responsibility for their own behaviour and learning

• Demonstrate respect for themselves, other members of the school community, and the school environment

• Behave in a manner that respects the rights of others, including the right to learn

• Co-operate with staff and others in authority

• Time Out’ definition

• ‘Time out’ can be used as a proactive or reactive strategy. ‘Time out’ can be defined as giving a

student time away from their regular program/routine in a separate area within the classroom or in

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another supervised room or setting. At a more serious level, ‘time out’ from the classroom may be

in the form of ‘in school suspension’ in another classroom or under the supervision of a member of

the leadership team or another staff member. ‘Time out’ lies along a continuum of procedures that

assists students to self-regulate and control their behavior. ‘Time out’ can be defined as the

“Exclusion from normal classes, or from a particular class or activity, pending negotiated conditions

for re-entry”.

•

• ‘Time Out’ purposes

• ‘Time Out’, used appropriately, can provide an effective response to challenging behaviours. The

use of ‘Time Out’ must be planned and purposeful. It should be considered as a method that allows

the student time away from the situation to reflect and regain composure; the outcome of ‘Time

Out’ should be a reduction in the behavior.

•

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Behaviour Management Flowchart

Teacher faced with minor behavioural issue

Managed by Teacher

LEVEL 1

LEVEL 2

Teacher faced with continued minor behavioural issue

Managed by Teacher and Parent

LEVEL 3 Serious Offence

Teacher faced with continued Level 1 or 2

behaviour or as list in Level 3 behaviours issue

Managed by Teacher, Parent, Head of House, Head of

Department

LEVEL 4 Extreme Offence

Teacher, Middle Management, Leadership Team and other Support

Staff

Teacher, Head of House, Head of Department faced with

extreme behavioural issues

• Reminder of expectations • Verbal negotiation • Consultation and reflection

with Teacher • Contact with Parents

Possible Consequences

Successful management (end of procedure)

Further support/ assistance needed

Staff and support staff responses may include:

• Continued communication between teacher, student and parent

• Referral to HOH for repeated uniform issues

• Referral to HOD for repeated curriculum issues

Successful management (end of procedure)

Further support required

• Parent contact via AqStaffNet • Parent & Student interview • Making things right – Refection

& Negotiation process • Refer to HOD for Time-Out

during or outside school hours • Classroom visits for continued

student support • Refer to HOD during lesson • Alternative arrangements for

assessment • Record on Student Behaviour

Support database

Successful management (end of procedure)

Further support required

• Parent interview • Non Attendance at off campus

and/or extracurricular activities (at Principal’s discretion)

• Referral to outside agency • Police notification • Suspension • Return to school interview on

return from suspension • Recommendation for exclusion • Record on Student Behaviour

Support Database

Behaviour May Include

Level 1 Minor incidents of inappropriate behaviour

• Ignoring instructions and direction • Non completion of work • Lateness to class • Littering • Inappropriate language and

gestures not directed at teacher • Uniform • Being in out of bounds areas • Disrespect for school resources • Disruption of teaching and learning

(calling out, interrupting) • Chewing gum

Level 2 Inappropriate behaviours at this level include

• Continued minor behaviours above • Repeated defiance, repeated

uniform issues, disruption to learning and teaching, non-completion of homework and classwork

Level 3 Inappropriate behaviours at this level include

• Continued behaviours at Level 1 and level 2

• Stealing • Truancy • Physical and/or verbal aggression • All forms of harassment such as

repeated name-calling, teasing, ostracising, derogatory comments (including through the use of technology: emails, social pages)

• Obscene comments, gestures or student devised content

• Deliberate misinterpretation of the truth

• Continued disruption to teaching and learning

• Continued late to class • Lack of preparation/equipment • Continued non completion of

homework • Non or late submission of

assessment Level 4 Inappropriate behaviours at this level include

• Extreme or continued behaviours above

• Possession of drugs • Possession of a weapon/Use of a

weapon • Violent assault • Extreme inappropriate use of

technology (including school internet, mobile phones, and other electronic devices)

• Smoking • Intimidation and/or harassment of

staff (including through the use of technology)

• Pornography • Vandalism, Sexual harassment/

misconduct

1

2

3

4